Social Work Department Master of Social Work Program Proposal

Transcription

1 Social Work Department Master of Social Work Program Proposal Submitted by: Terry Cluse-Tolar, Ph.D. Department Chairperson Social Work Department 2801 West Bancroft Street, MS 119 Toledo, OH Office: (419) Fax: (419)

2 The University of Toledo MSW Program Proposal Table of Contents MSW Program Page 1 35 Academic Quality pg. 1 Faculty pg. 1 2 Field Education Staff pg. 3 Support/Administration/Students pg. 3 Curriculum pg Foundation Content pg. 4-5 Advanced Content pg. 5-6 Mental Health Concentration pg. 6-7 Aging Concentration pg. 7-8 Child and Family Concentration pg. 8-9 Full-Time Outline pg Advanced Standing pg. 10 Part-Time Outline pg Computational Resources pg. 12 Libraries pg. 13 Laboratories, Equipment & Other Facilities pg. 13 Academic Quality Assessment (questions) _ pg Entry Level pg Professional Graduate Degree Programs pg Need (Student/Institutional/Societal) pg Minority Access & Retention pg Statewide Alternatives pg. 32 Specific Locale pg Institutional Priority/Cost pg Fiscal Impact Statement pg. 35 ii

3 MSW Program Proposal Table of Contents (Cont d) APPENDIX A (FACULTY VITAE) _ Page Theresa Cluse-Tolar, Chair pg Reva Allen pg Mylo Jennings pg Brenda McGadney-Douglass pg Sudershan Pasupuleti pg Edward Suh pg Celia Williamson pg APPENDIX B (FIELD DIRECTOR/FIELD ASSOCIATE VITAE) Page Martha Delgado, Field Director pg Ann Biddlestone, Field Associate pg APPENDIX C (FOUNDATION SYLLABI) _Page SOCW 5010 (Social Work Research Methods & Analysis) pg SOCW 5110 (Social Work Practice I) pg SOCW 5120 (Social Work Practice II) pg SOCW 5130 (Social Work Practice III) pg SOCW 5210 (Micro Social Work Perspectives in Human Behavior and the Social Environment) pg SOCW 5220 (Macro Social Work Perspectives in Human Behavior and the Social Environment) pg SOCW 5330 (Policy Issues and Analysis in Social Work) pg SOCW 5900 (Foundation Social Work Field Lab) pg SOCW 5910 (Foundation Social Work Field Placement) pg APPENDIX D (ADVANCED SYLLABI) Page SOCW 6030 (Research Methods for Macro Social Work Practice) pg SOCW 6040 (Research Methods for Micro Social Work Practice) pg SOCW 6110 (Advanced Generalist Practice I) pg SOCW 6120 (Advanced Generalist Practice II) pg SOCW 6130 (Advanced Generalist Practice III) pg SOCW 6140 (Advanced Social Work Assessment) pg SOCW 6410 (Child & Family Social Work Practice) pg SOCW 6430 (Social Work Policy Issues: Child and Family) pg SOCW 6460 (Social Work Journal Review Seminar I: Child & Family Services) pg SOCW 6470 (Social Work Journal Review Seminar II: Child & Family Practice) pg SOCW 6510 (Social Work Practice in Mental Health) pg iii

4 Table of Contents (Cont d) APPENDIX D (ADVANCED SYLLABI) _ CONT D) SOCW 6530 (Social Work Policy Issues in Mental Health) pg SOCW 6560 (Social Work Journal Review Seminar I: Mental Health Practice) pg SOCW 6570 (Social Work Journal Review Seminar II: Mental Health Practice) pg SOCW 6610 (Social Work Practice in the Aging Community) pg SOCW 6630 (Social Work Policy Issues in Aging) pg SOCW 6660 (Social Work Journal Review Seminar I: Aging Services) pg SOCW 6670 (Social Work Journal Review Seminar II: Aging Services) pg SOCW 6900 (Advanced Social Work Field Placement I) pg SOCW 6910 (Advanced Social Work Field Placement II) pg APPENDIX E LETTERS OF SUPPORT _ Page APPENDIX F CSWE COMMISSIONER REPORTS Page iii

5 1. Academic Quality Adequacy of faculty, students, curriculum, computational resources, library, laboratories equipment, and other physical facilities, needed to mount the program. The University of Toledo has committed extensive time and resources toward the development of a high quality program of advanced study in Social Work. The proposed Master of Social Work Program meets, and in some cases, exceeds the standards of accreditation of MSW Programs as set forth by the Council on Social Work Education. These standards help to insure that all aspects of the program have the appropriate academic rigor and quality. The following description supports this. FACULTY The Social Work Department currently employs four associate professors and five assistant professors. Eight faculty members have experience teaching in a graduate social work program and have been awarded graduate faculty status at the University of Toledo. All but one faculty member has obtained both the MSW Degree as well as the Ph.D. Faculty vitae, indicating qualifications for teaching at the graduate level, can be found in Appendix A. The faculty are involved in teaching in the undergraduate social work program. With the closing of the associate degree Social Work in the next year, faculty who are associated most heavily with the associate degree will assume more teaching and supervisory responsibilities in the four year baccalaureate program. Consequently, faculty now exclusively serving the undergraduate program will focus on graduate course for the MSW Program. Faculty resources are sufficient to begin the first year of the proposed program. The department s faculty provides leadership in many different aspects within the community. For example, members of our faculty serve on the Lucas County Alcohol and Drug Addiction Services Board, the Children Services Board and the Mental Health Board, the Planned Parenthood Board, and Sophia Quinteros Cultural Arts Board. Additionally, we have become a respected provider of continuing education for social work professionals in Northwest Ohio. Faculty Recruitment As noted above, faculty resources are sufficient to offer the first year of the proposed MSW program. Ultimately, we anticipate hiring one additional faculty member when the program is in full operation in the second year of the program. We also anticipate the need for a second faculty member in the fourth year of the program. We have successfully recruited faculty over the past several years and do not anticipate that hiring the additional faculty member will present a problem. During academic year , the Social Work Department was successful in recruiting one new faculty member at the assistant professor level. Additionally, we have recruited two associate level professors during the academic year and an additional associate professor during the academic year in anticipation of the development of the MSW. The Council on Social Work Education recommends that MSW Programs have a faculty-to-student ratio of one-to-twelve and that a masters 1

6 program must have six full-time equivalent faculty assigned to it. Field staff are counted as part of the ratio; those positions are discussed below. It is the intent of the Social Work Department and the College of Health and Human Services to maintain a strong undergraduate social work program while building the master s program. Keeping this in mind, and with the expectation that the MSW program will begin initial year offerings in Fall 2005, faculty will be recruited according to the following schedule: Table 1.1 University of Toledo Faculty Recruitment Plan Recruitment Year Start Year Faculty Request Assistant/Associate Professor Assistant/Associate Professor The academic year will see the ending of courses for the associate degree and the reassignment of faculty upper division courses of the bachelor s degree to support the graduate program. Faculty recruitment will correspond to program need as student enrollment in the graduate program increases. The following table demonstrates the expected enrollment of full-time students and part-time students. Based upon the required ratio for accredited social work program, faculty full-time equivalencies dedicated to the program are noted. It is expected that faculty will teach in both the undergraduate and graduate program, thus the need to report the faculty FTE s. Table 1.2 The University of Toledo Student Enrollment Projections with Faculty Requirements Academic Program Component Year Full-time Part-time Full-time Part-time Full-time Part-time Full-time Part-time Student Enrollment Faculty FTE s Projections Required

7 Field Education Staff Currently the Social Work Department employs a 12-month, full-time field director and one Field Associate. The Field Director is a 12-month, full-time position. The Field Associate is a 9-month, full-time position. This is sufficient staffing to operate the graduate program. However, in an effort to maintain the strength of the undergraduate program, it is likely that one of the faculty members currently in the Associate degree program will work with our bachelor field students. Both of the field staff have MSW degrees and several years of professional social work experience. They are both integrated in the community with extensive networks and have been successful identifying quality field placement opportunities for the Social Work students. The Field Director s and Field Associate s vitae can be found in Appendix B. Support Staff The Social Work Department is supported by of one full-time secretary. This person will work with both the undergraduate and graduate programs. In addition, student workers assist the secretary by providing additional clerical support. Additional student workers will aid the secretary as the MSW becomes active. Administration The chairperson for the Social Work Department serves as the Program Director for the undergraduate program. When the MSW Program begins, the Department Chair will serve as the Program Director for the graduate program and a faculty member will assume the duties of Program Director for the undergraduate program. STUDENTS We expect that the MSW Program will attract students of a similar quality as our undergraduate social work program. Our students have been recognized at the state level twice in the last five years as Social Work Student of the Year for the Ohio Chapter of the National Association of Social Workers. Last year one of our students won the first National Wahlberg Award of the Baccalaureate Program Directors Organization for undergraduate research. The award provided a total scholarship for the MSW Program at the University of Michigan. We have also been contacted by social work agencies across the state who have hired our graduates and would like to hire others graduating from our program. About two years ago, we began to keep a list of people who inquired about the MSW Program. Persons were added to the list if they specified that they wanted to apply to the master s program once it became available. To date, we have over 130 people on this list. Adequacy of students is addressed more fully below when discussing both the admission criteria and student interest and demand. CURRICULUM Based on feedback from the statewide distribution of the Program Development Plan, the curriculum has been changed to be more consistent with our mission as well as 3

8 Ohio with an MSW Program that has a significantly different focus than other programs in the state. Initially, we had proposed a traditional master s program with the first year having a generalist focus and the second year having a specialized focus. We have considered comments from other institutions, hired faculty with interests in gerontology, social justice, and populations at-risk, and developed the curriculum to provide an Advanced Generalist focus. While the first year of the program remains generalist, as required by the Council on Social Work Education, the second year provides an advanced generalist focus providing students the option of selecting among three integrated concentrations. The curriculum, based on an advanced generalist model of social work education, is divided into foundation coursework and advanced level coursework. The curriculum is based on a liberal arts foundation gained through the students undergraduate experience. Students must successfully complete the foundation level courses before taking the advanced level courses. Students who have received an undergraduate degree in social work from an accredited social work program are eligible for advanced standing. This policy is consistent with the recommendations of the Council of Social Work Education (CSWE). Consequently, students completing the coursework in our accredited undergraduate program are considered to have fulfilled the requirements of the foundation coursework. Foundation Content The foundation content of the program provides the base on which the advanced curriculum is built. All of the areas required by CSWE s Education Policy are provided in the foundation year curriculum of the proposed program. Content areas including values and ethics, diversity, international perspectives, and populations-at-risk and social and economic justice are infused through the foundation and advanced curriculum. Course syllabi/outlines are provided in Appendix C. All courses in the foundation year curriculum are 3 credit hours unless otherwise noted. Human Behavior and the Social Environment (HBSE) content is found in the foundation year in Micro Social Work Perspectives in Human Behavior in the Social Environment and Macro Social Work Perspectives in Human Behavior in the Social Environment. The micro level course includes content on theories and knowledge related to biological, sociological, psychological, cultural, and spiritual development as they pertain to primarily individuals and families. The macro course contains similar content as it relates to groups, organizations, and communities. The critical piece of the HBSE courses is their linkage between varying systemic behaviors and varying systemic environments that either promote social and economic justice and well-being or create a block toward achieving social and economic justice and well being. Social Welfare Policy and Services content at the foundation level is found in the Policy Issues and Analysis in Social Work class. This course provides content on the history of social work and social welfare as well as the critical link between social policy and social work practice. Students learn to analyze policy processes and issues of particular concern to social workers and the people with whom they work. In addition to understanding and being able to apply the skills of policy analysis, students are further challenged by engaging in policy practice relative to the outcome of their analysis. For 4

9 this purpose, students are given a clear understanding of the various levels policies are developed and enacted. Content on social work practice is found in the first year primarily in the courses entitled Social Work Practice I, Social Work Practice II, and Social Work Practice III. Through these courses, the student understands the critical linkage between the practice of social work through both policy practice and research practice. While these are distinctive areas of the curriculum, we emphasize the interrelatedness of these areas by recognizing them as varying forms of social work practice. The practice sequence follows a system size level of organization. Practice I deals primarily with practice with individuals and families, along with group work as it relates to work with individuals and families. Practice II focuses on practice within the organization, with group work theory included as it applies to the organization. Practice III content is centered on practice with communities, again, with group work theory and practice included as it relates to the community. All of the practice classes provide relevant theoretical underpinnings consistent with a strengths perspective, and also in the relevant empirical findings. Consistent with the goals and objectives of the program, assessment and advocacy as well as intervention are key to social work practice. Research content in the foundation year is provided primarily through the Social Work Research Methods and Analysis course. This course provides the critical research knowledge social workers need to build more advanced level skills specifically related to the field of Social Work. This course includes content in both the methodological and the statistical aspects of research as used by social workers in practice. The methodological aspects of the course are designed to assist social workers in the basic content needed to evaluate practice effectiveness. The foundation level field courses are Foundation Social Work Field Lab I and Foundation Social Work Field Placement. The Field Lab is offered during the first semester and is designed to prepare students to enter the field of Social Work. Students are informed of the various policies relative to field and the expectations of them in the field. This time is also used to match students to appropriate placements. It is expected that students will move into the placement setting midway through the course so that students actually begin their field experience during the first semester. The second semester is a continuation of the field experience in the same agency. Foundation level placements are designed to be reflective of the content of the foundation level courses and serve as settings where students apply the knowledge and skills they develop in the classroom. Advanced Curriculum Content The advanced curriculum reflects an advanced generalist framework. This framework is best suited to the program considering the program s mission, goals, and objectives. When working to advance social and economic justice, students must be equipped with the advanced skills they need to practice at all system levels, while understanding the more complex impact of the global environment in which people live. The advanced year curriculum builds from the bases provided in the foundation curriculum. Throughout the advanced year curriculum, content on values and ethics, diversity, and populations-at-risk and social and economic justice are infused in every course. All 5

10 three areas of content are critical to our mission and the mission of the social work profession; consequently, these areas appear throughout the advanced curriculum. Further content in the advanced year is separated into required courses and courses specific to the concentration or field of practice the student chooses. Concentration choices include mental health, aging, and child and family. Advanced Year Syllabi are provided in Appendix D. All courses in the advanced year curriculum are 3 credit hours unless otherwise noted. All students are required to take Advanced Social Work Assessment (offered in Spring semester of the foundation year or during the summer for advanced standing students), Advanced Generalist Practice I, Advanced Generalist Practice II, Advanced Generalist Practice III, and a research elective. The research elective is either Research Methods for Micro Social Work Practice or Research Methods for Macro Social Work Practice depending on student needs. Practice content from the foundation year is built upon in the Advanced Generalist Practice courses. These courses are organized by system size, but provide more depth into the interrelatedness of the systems. The goal for these courses is to develop a higher level of skill in working with people and systems as well as a more in depth and complex knowledge base. While focusing on the ecological systems approach critical to generalist practice, higher level theoretical application that overlays the ecological systems framework for the purpose of working toward social and economic justice will be developed. Human Behavior and the Social Environment content from the foundation year are built upon specifically in the Advanced Social Work Assessment course. This course provides the student with a variety of assessment tools and their use with various system levels. This course builds from the basic theory and knowledge provided in the foundation year courses and is consistent with the biological, sociological, psychological, cultural and spiritual focus. Students are permitted to choose either Research Methods for Micro Social Work Practice or Research Methods for Macro Social Work Practice to enhance the research knowledge gained at the foundation level. The micro class primarily focuses on single subject design methodologies as employed by social workers in practice. The macro class includes content on both needs assessment and social work program evaluation. Both classes provide advanced research knowledge and skills designed to further prepare the student for effective evidence-based practice. The remaining courses required in the advanced year are specific to the students chosen field of practice or concentration. Three concentrations will be offered; those concentrations are based upon feedback received from a feasibility study conducted in the local area. The concentrations include mental health, aging, and child and family. The following describes the concentration objectives and curriculum supporting them. Mental Health Objectives for students completing the Mental Health Concentration include: 1. To gain competence through examining key values and confront ethical dilemmas that exists for social workers that practice in the mental health field, specifically with a focus on social and economic justice. 6

11 2. To gain an understanding of the diversity among individuals and groups of individuals in regard to definitions of mental health and mental illness. 3. To understand the impact of the social, political, and economic context on the definition and development of mental illness, and on access to and delivery of mental health services, especially to those vulnerable populations including the socially and economically oppressed. 4. To develop an eco-systemic understanding of the nature and scope of mental Illness from a variety of theoretical orientations (e.g., systems, ecological, feminist, lifespan development, cognitive, psychoanalytic) and their consistency with a strengths perspective. 5. To explore the impact of the biological revolution on the treatment of mental illness, and to be able to analyze and assess psychiatric disorders and psychosocial problems from the standpoint of the predominant bio-psychosocial model. 6. To understand the nature and rationale for the use of various assessment and treatment modalities by social workers in mental health settings consistent with the values and ethics of the profession. 7. To understand the roles and tasks social workers perform in various mental health settings, including clinician, educator, consultant, case manager, client advocate, supervisor, and administrator. 8. To explore the relationship of social workers to other helping professionals, to paraprofessionals and members of the mutual assistance and self-help community. The curriculum designed to carry out these objectives includes Social Work Practice in Mental Health, Social Work Policy Issues in Mental Health, Mental Health Social Work Journal Review Seminar I & II, and the Advanced Field Placement. Social Work Practice in Mental Health includes content specific to social work practice in the mental health setting including cultural differences in understanding mental illness. Social Work Policy Issues in Mental Health includes content on the history of mental health services and the current policies at the local, national and international levels that are impacting the mental health system today. Social Work Journal Review Seminar I and II provide students with a direct link to the current research and literature relative to social work practice in mental health settings. Students read and respond to current journal articles with an expressed focus on the applicability of the research to the practice arena. The Journal Review Seminar courses are one credit hour courses. Finally, students choosing the mental health concentration are placed in mental health related field agencies. The advanced year placement requires students to spend 24 hours per week or 720 hours across the academic year in their assigned agency. Students in the advanced year are expected to gain competence in their field of practice. The advanced year field placement is an experiential learning environment where the student is expected to demonstrate the culmination of the knowledge and skills learned throughout the program. As such, it incorporates the foundation year material, the advanced generalist material, and the concentration area material. Aging Objectives for students completing the Aging Concentration include: 7

12 1. To gain competence in ethnic-sensitive practice methods, including assessment and intervention, that addresses strategies related to continuum of eldercare from well to frail. 2. To apply an ecological systems person-in-environment framework that takes into account an empowerment and strengths perspective in assessment and intervention with elders and their families. 3. To be able to intervene at all system levels, individual, family, group, organization, and community, to critically analyze, develop and apply the best combinations of prevention/intervention approaches with specific elder populations. 4. To gain an awareness that many elders experience social and economic injustice prior to becoming elderly and also as a result of aging/ageism with particular attention to the multiple layers of oppression experienced due to one s race, gender, culture, ethnicity, sexual orientation, and religion. 5. To understand the historical development of social work services for the elder population and the impact of the historical perspective today. 6. To critically analyze the policies that guide interventions with elder populations and engage in policy practice designed to enhance social and economic justice and general well being. 7. To evaluate and apply research findings relative to social work practice with elder populations. The curriculum designed to carry out these objectives includes Social Work Practice in the Aging Community, Social Work Policy Issues in Aging, Social Work Journal Review Seminar I & II (Aging Services), and the Advanced Field Placement. Social Work Practice in the Aging Community includes content specific to social work practice in a setting with older adults including cultural differences in understanding the aging process. Social Work Policy Issues in Aging includes content on the history of elder care services and the current policies at the local, national and international levels that are impacting the elder care system today. Social Work Journal Review Seminar I and II (Aging Services) provide students with a direct link to the current research and literature relative to social work practice in elder care settings. Students read and respond to current journal articles with an expressed focus on the applicability of the research to the practice arena. The Journal Review Seminar courses are one credit hour courses. Finally, students choosing the aging concentration are placed in elder care related field agencies. The advanced year placement requires students to spend 24 hours per week or 720 hours across the academic year in their assigned agency. Students in the advanced year are expected to gain competence in their field of practice. The advanced year field placement is an experiential learning environment where the student is expected to demonstrate the culmination of the knowledge and skills learned throughout the program. As such, it incorporates the foundation year material, the advanced generalist material, and the concentration area material. Child and Family Objectives for students completing the Child and Family Concentration include: 8

13 1. To gain knowledge of the historical roots of social work practice with children and families and the impact of that history of today. 2. To understand varying definitions of childhood and family based upon race, culture, ethnicity, gender, sexual orientation, and spirituality. 3. To exhibit appropriate, strengths-based, assessment, intervention and advocacy skills with children and families and the larger systems in which they interact. 4. To analyze policies at the organizational, local, and national levels with regard to children and families and to engage in policy practice designed to enhance social and economic justice. 5. To evaluate practice with children and families and applying research findings within the practice arena. The curriculum designed to carry out these objectives includes Child and Family Social Work Practice, Social Work Policy Issues: Child and Family, Child and Family Social Work Journal Review Seminar I & II, and the Advanced Field Placement. Child and Family Social Work Practice includes content specific to social work practice in a setting with children and families including mandated and voluntary services. Social Work Policy Issues: Child and Family includes content on the history of services for children and families and the current policies at the local, national and international levels that are impacting those services today. Social Work Journal Review Seminar I and II provide students with a direct link to the current research and literature relative to social work practice in child and family settings. Students read and respond to current journal articles with an expressed focus on the applicability of the research to the practice arena. The Journal Review Seminar courses are one credit hour courses. Finally, students choosing the child and family concentration are placed in field agencies with a focus on children and families. The advanced year placement requires students to spend 24 hours per week or 720 hours across the academic year in their assigned agency. Students in the advanced year are expected to gain competence in their field of practice. The advanced year field placement is an experiential learning environment where the student is expected to demonstrate the culmination of the knowledge and skills learned throughout the program. As such, it incorporates the foundation year material, the advanced generalist material, and the concentration area material. Full-Time Curriculum Outline Students without an undergraduate degree in social work, completing the full program, on a fulltime basis should expect their coursework to be taken as follows: Fall Year 1 Spring Year 1 Social Work Practice I Social Work Practice II Micro Social Work Perspectives in Social Work Practice III Human Behavior in the Social Environment Macro Social Work Policy Issues and Analysis in Social Work Perspectives in Human Social Work Research Methods and Analysis Behavior & the Social Foundation Social Work Field Lab Advanced Social Work 9

14 Assessment Foundation Social Work Field Placement Fall Year 2 Spring Year 2 Advanced Generalist Practice I Advanced Generalist Practice II Research Elective* Advanced Generalist Practice III Field of Practice Practice** Field of Practice Policy*** Social Work Journal Review Seminar I Social Work Journal Review Advanced Social Work Field Seminar II Experience I Advanced Social Work Field Experience II *Students may choose between Research Methods for Micro Social Work Practice and Research Methods for Macro Social Work Practice **Students may choose between Social Work Practice in Mental Health, Social Work Practice in the Aging Community, and Child and Family Social Work Practice ***Students may choose between Social Work Policy Issues in Mental Health, Social Work Policy Issues in Aging, and Social Work Policy Issues: Child and Family Advanced Standing Students applying to the program with a baccalaureate degree in social work from a CSWE accredited program may apply for advanced standing. Advanced standing recognizes that the foundation level classes will be repetitive of content of their complete undergraduate program. The Advanced Standing Program is a full-time program and will begin the second year the MSW Program is in effect. Advanced standing students will be required to take the Advanced Social Work Assessment class and all of the classes listed in the advanced year curriculum. The curriculum plan for students admitted with advanced standing is as follows: Summer Advanced Social Work Assessment Fall Advanced Generalist Practice I Research Elective Field of Practice - Practice Course Social Work Journal Review Seminar I Advanced Social Work Field Experience I Spring Advanced Generalist Practice II Advanced Generalist Practice III Field of Practice Policy Course Social Work Journal Review Seminar II Advanced Social Work Field Experience II 10

15 Part-time Program It is expected that the program will serve a number of students who need to maintain their employment while going to school. For these students, the program will allow students to enroll in a part-time program. To insure the integration of course content with the field placement and the subsequent identification as an advanced generalist social work professional, students must complete the part-time program within four years. Students admitted to the part-time program must sign an agreement stating that they understand that most field placement agencies operate in standard daytime hours. Students entering the program as part-time students are not guaranteed an evening or weekend field placement. Therefore, students enrolled on a part-time basis need to be flexible in the hours they have available during the day in order to complete the program. The curriculum plan for students completing the MSW Program in three years is as follows: Fall Year 1 Spring Year 1 Micro Social Work Perspectives Macro Social Work Perspectives in Human Behavior in the Social in Human Behavior in the Environment Environment Social Work Practice I Social Work Practice II Summer Year 1 Social Work Research Methods and Analysis Fall Year 2 Spring Year 2 Policy Issues and Analysis in Social Work Social Work Practice III Foundation Social Work Field Lab Foundation Social Work Field Placement Summer Year 2 Advanced Social Work Assessment Fall Year 3 Spring Year 3 Advanced Generalist Practice I Advanced Generalist Practice II Research elective Advanced Generalist Practice III Field of Practice - Practice Course Field of Practice Policy Course Social Work Journal Review Seminar I Social Work Journal Review Advanced Social Work Field Seminar II Experience I Advanced Social Work Field Experience II The curriculum plan for students completing the part-time program in four years is as follows: Fall Year 1 Spring Year 1 Micro Social Work Perspectives in Macro Social Work Perspectives in 11

16 Human Behavior in the Social Human Behavior in the Social Environment Environment Social Work Practice I Social Work Practice II Summer Year 1 Social Work Research Methods and Analysis Fall Year 2 Spring Year 2 Policy Issues and Analysis in Social Work Social Work Practice III Foundation Social Work Field Lab Foundation Social Work Field Placement Summer Year 2 Advanced Social Work Assessment Fall Year 3 Spring Year 3 Advanced Generalist Practice I Advanced Generalist Practice II Research Elective Advanced Generalist Practice III Fall Year 4 Spring Year 4 Field of Practice - Practice Course Field of Practice Policy Course Social Work Journal Review Seminar I Social Work Journal Review Advanced Social Work Field Seminar II Experience I Advanced Social Work Field Experience II COMPUTATIONAL RESOURCES Many computer laboratories are accessible throughout the campus for student use. Our building, the Health and Human Services Building, is home to two such laboratories for student use including a teaching laboratory for faculty use for classes. Students in our college also have access to a laptop checkout service where they can borrow a laptop. These laptops have wireless Internet connections that can be used in our building and some other places on campus. There is an ample supply of these computers to meet student need. In addition to the larger laboratories, our department provides students with a Resource Room. This room is equipped with six laptop computers, wireless Internet connections, a scanner and a color laser copier. Additionally, students have access to digital camcorders and CD/DVD burners to enhance skill development and classroom presentations. Recent renovations to our building have enabled every classroom to be equipped with Smartboard technology, computers and projectors. 12

17 LIBRARIES Carlson Library on the campus of the University of Toledo provides an extensive collection capable of supporting the Master in Social Work Program. The library reports 28,264 titles specific to the preparation of social work professionals. The total number of journals in the library collection specifically identified with social work is 36. Currently, the library maintains an approval plan with the Yankee Book Peddler purchasing service. Use of this service has increased the number of social work related volumes held by the library as purchases are made that fit the profile of our interests. This service is based on interest and need rather than relying exclusively upon size/budget considerations of a particular department. Students at the University of Toledo also enjoy the services of OhioLINK. OhioLINK is a consortium of university, college and technical school libraries and the State Library of Ohio, with 40 libraries participating. Materials from each of these libraries are centrally cataloged and students at any of the participating universities have the ability to access book and journal holdings of the participating universities. It should also be noted that five of the universities in Ohio offering MSW Programs have libraries that participate in OhioLINK. They include: The Ohio State University, Case Western Reserve University, the University of Cincinnati, Cleveland State/Akron Universities, and Ohio University. Students are also able to access the ever increasing array of electronic resources for their research and classroom-learning enhancement. Students can access electronic databases such as Social Work Abstracts, Lexis-Nexus, Sociofile, PsychInfo, and others. In addition, students have access to the library resources of the Medical University of Ohio that is located about five miles away from our campus as well as Bowling Green State University. LABORATORIES, EQUIPMENT, AND OTHER PHYSICAL FACILITIES While a social work program generally does not need traditional laboratories, our department has sufficient space allocated for students to engage in hands-on learning techniques. The interview room includes direct and remote observation of practice interviews as well as the ability to tape interview sessions for later analysis and discussion. Due to the recent renovation of our building, we have gained ample space to provide for a variety of learning opportunities including a student resource area. In addition, the college has designed a collaborative clinic space for use by several different departments. This area has the potential to provide field placement opportunities for students in the MSW program. Each of the faculty, staff, and graduate assistants has office space in the Health and Human Services Building. The second floor, south wing of the building has dedicated space for the Social Work Department. Overall, the program has sufficient space and equipment to support the proposed master s program. 13

18 In addition to this analysis, for entry-level graduate degree programs, academic quality assessment will focus on the adequacy of the answers provided in response to the following questions: a. Is the program distinctly different, both conceptually and qualitatively, from the undergraduate degree programs in the same or related disciplines? If so, is there a detailed listing of the specific differences? The proposed MSW program is an entry-level graduate degree program. Generally, the difference between an undergraduate degree in social work and a graduate degree in social work is mandated by the Council on Social Work Education (CSWE), the accrediting body for social work programs. The undergraduate program is designed to be generalist in nature, meaning that students are equipped with a set of knowledge and skills that can be easily generalized from one client group/size to another. The undergraduate program has a strong liberal arts base from which the curriculum build and students complete fewer hours in a field placement. The MSW Program has two avenues of entry. The first is a two-year program designed for people wanting the degree who do not already have an undergraduate social work degree from an accredited undergraduate social work program. Entry into the foundation year of the program requires that students have an undergraduate degree and that the undergraduate degree provides a liberal arts base. The first or foundation year of the two-year program will be generalist in nature; however, the coursework will be more condensed than the undergraduate program, reflecting the level of intensity of graduate education and the maturity level of the graduate students. The student will complete a minimum of 368 hours of supervised field placement in the foundation year. The second year of the degree provides a specialization in advanced generalist as well as offers the student the opportunity to select a concentration area. The student will complete a second field placement totaling 720 hours. Recognizing that students who have obtained a BSW from a CSWEaccredited program will have attained the student outcomes included in the intensive foundation year while obtaining their four-year bachelors degrees, these students are invited to apply for advanced standing in the MSW Program. The advanced standing student would be required to take the advanced level classes including assessment and complete the advanced field placement of 720 hours. b. Does the program emphasize the theoretical basis of the discipline as expressed in the methods of inquiry and ways of knowing in the discipline? Major theoretical perspectives emphasized in the program are consistent with the profession of social work. They include systems and ecological perspectives and strengths based approach. In addition, social work utilizes theories of other disciplines as they pertain to the person-in-environment model. Theories from psychology and sociology are often borrowed in an attempt to 14

19 understand human behavior. Specifically, our graduate program will have a strong focus on social and economic justice that lends itself well to the theoretical underpinnings of empowerment and social construction frameworks. While each MSW Program may define itself differently, the theoretical underpinnings supporting our Advanced Generalist model are consistent with the discipline. Theory content is infused throughout the curriculum. Human behavior courses tend to be the avenue through which much of the theory is introduced. Practice, policy, field, and to some degree research classes follow through with the comprehensive application of the theoretical perspectives. c. Does the program place emphasis on professional decision-making and teach the use of critical analysis in problem solving? Professional decision-making and critical analysis are key aspects of the MSW Program. Work to develop and enhance these skills can be found in each area of the curriculum, including policy, practice, human behavior, research and field. Each of these courses involves the development of critical analysis skills through the use of projects that are specific to the course. For example, the various policy related classes, such as Social Work Policy Issues: Child and Family, requires students to engage in social policy analysis resulting in a complex evaluation of the policies that effect social work clients. The MSW is a professional degree that enables graduates to work with people troubled in many different ways. These skills are crucial to the graduate being able to perform even the least complex forms of professional social work. d. Is the program designed to educate students broadly so that they have an understanding of the major issues and concerns in the discipline or professional area? The advanced generalist framework for the master s program was chosen to provide this broad understanding of the disciplines. This framework prepares students to work in areas related to their chosen concentration, while at the same time enabling them to view problem situations through the eyes of the individual client, the family, the school, work group, the agency, and the larger community. This approach provides a holistic perspective as the basis of problem solving, recognizing that there are many factors involved in the decisions that clients make and the outcomes of the decisions policy-makers make. This approach also prepares the student to work with the policy-maker in an effort to affect the maximum number of individuals. Further, this broad perspective is also enforced through the liberal arts base which is required for admission to the program. Students must have some coursework in a variety of areas including psychology, sociology, economics, biology, and political science. It is on this broad base that the social work curriculum builds at the undergraduate level and with more depth at the graduate level. 15

20 e. Does the design of the program include a capstone experience, such as an exit project (which would not necessarily be a research experience)? The advanced year field placement is designed to be a capstone experience. This experience requires students to apply the knowledge and skills gained in the program in an actual field experience that totals 720 hours over the second year of the program. The evaluation of this experience involves a thorough application of all of the coursework the student has taken. While it is theoretically possible for a student to pass coursework and not the field experience, students must pass both academic and field work to successfully exit the program. One requirement of the capstone field experience is the development of a portfolio. The portfolio is the documentation of the achievement of the goals and objectives of the program. In the portfolio, the student collects evidence of the application and mastery of the knowledge base and skills developed in the courses during throughout the program. The portfolio is reviewed periodically during the second year of the program to make sure the student is making adequate progress. At the time of the final review of the portfolio, the student should have all student outcomes, course objectives, and individual identified professional goals well documented. f. Does the proposed program identify faculty resources appropriate for the research component of the program? Students take a foundation course that incorporates research methods with statistical applications. Students are also required at the advanced level to select between a micro-level research class that covers issues of single subject design and a macro-level class that covers needs assessment and program evaluation. Because there is a gap between social work research and practice in the practice community, students also enroll in two one-credit-hour Journal Review Seminar classes. These classes are designed to be specific to the student s field of practice, prepare the student to evaluate research findings and use them in a practice setting to support an evidenced-based practice model. The faculty are also a resource through their interests and abilities to enhance the research component. The program does not have a thesis requirement, although select students may elect to complete a thesis. There are sufficient faculty resources to provide this option and cover the other research responsibilities of the program. g. Does the program curriculum offer what students need to know for competence at the expected level of professional expertise? To maintain the relevance of the program, the program is developing a comprehensive assessment to insure that the program stays both current and relevant for our graduates. Further, we plan on continual assessment of the program, once it is in operation to insure our graduates maintain competence at the expected level for Masters prepared social workers. 16

21 Further, the Association for Social Work Boards recently completed a massive practice analysis in the United States and Canada. As a result, there has been a shift in content representation on the licensing test, based on what social work professionals said they did in their jobs. We will have access to the scores our graduates earn on the licensing exam and plan to use that as one measure of our effectiveness in preparing graduate level professional social workers. Additional means for insuring that our graduates are competent and well prepared include utilizing the expertise of our faculty, who together have more than 100 years of social work practice experience. We also have an Advisory Board made up of members of the local social work community who assist us in insuring the competence and relevance of our undergraduate program and will do so for the MSW Program. h. What plans have been made to address standards and guidelines for professional accreditation, if applicable? The Council on Social Work Education provides the standard for professional social work programs. Accreditation is received through a series of steps or Benchmarks. Recognizing the importance of this professional approval process, the program has already begun the accreditation process, receiving candidacy status in June The Benchmark II document has recently been submitted to CSWE for approval and we completed our second site visit on February 2, At the end of the Benchmark I step, the program was found to be in compliance with the education standards with no corrective response required by the program. The site visitor for our most recent visit has recommended that we continue in candidacy. Approval for continuation of candidacy status will be made at the June 2005 meeting of the Commission on Accreditation of CSWE. It should be noted that programs are required to be in candidacy for no less than two years. Students are not in any jeopardy when enrolled in programs with candidacy status that are progressing satisfactorily. In addition to the analysis given in the first paragraph above under Section II.D.1., for professional graduate degree programs, academic quality assessment will focus on the adequacy of the answers provided in response to the following questions: a. What admission criteria, in addition to the traditionally required transcripts, standardized test scores, letter of recommendation, and personal statements of purpose, will be used to assess the potential for academic and professional success of prospective students? The special consideration of student experience and extant practical skills within the admission process should be specifically noted. In addition to the traditional criteria established by the Graduate School at the University of Toledo, the applicant to the MSW Program must submit a personal statement that speaks to her/his commitment to social and economic justice as well as the applicant s professional goals over the next ten years. The 17

22 personal statement is important because the program is not designed to prepare graduates for work in private practice. As such, an applicant indicating that private practice is his/her professional goal will be advised to consider other MSW programs that will be better suited to meet this goal. Additionally, the personal statement and references from both employers and prior faculty members will be evaluated for a fit with the social work profession and our program s focus on social and economic justice. Applicants must convey their adherence to the values and ethics of the profession. Applicants with no evidence of the above will not be admitted to the program. The Council on Social Work Education does not permit programs to provide course credit for work experience. It is our hope that each class admitted would have a mixture of students who have experience as well as those without much professional experience. However, this will not be a condition of admission. We do plan to encourage diversity among the students accepted to the program. This includes diversity of gender, age, race/ethnicity, sexual orientation, ability, and experience in the profession, etc. b. If field experience is subsumed within the academic experience, how does that experience relate to the academic goals of the professional degree program? Provide a description of the involvement of supervisory personnel. Describe the level of communication between the field experience site and the academic department. Provide an outline of the anticipated student activities as well as student requirements. The foundation year field placement is designed to give students a beginning experience in a social work agency. During the first semester, students take Foundation Social Work Field Lab. In this course, students are introduced to the purpose and goals of the field experience as well as the mission, goals and objectives of the program overall. During this semester students are matched with an agency and begin to accrue field experience hours in the agency. The second semester, the students take Foundation Social Work Field Placement, where they continue their placement from the first semester. In total, students spend 368 hours in the foundation field placement. The advanced year placement is designed to provide students with an opportunity to develop more complex skills in working as an advanced generalist social worker with systems of all sizes. Goals of the advanced placement are directly related to the advanced course work the students take. Ultimately, the students will be evaluated on their ability to apply the knowledge and skills learned in the classroom as well as in the field setting. The advanced year field placement is linked not only with the advanced generalist curriculum, but also with the concentration the student has chosen. For example, students in the mental health concentration will be placed in agencies providing mental health services. Students are required to demonstrate the knowledge and skills gained from the concentration curriculum as well. 18

23 In the advanced year, students are in the field agency a total of 24 hours per week. This means that through the advanced year, they will spend 720 hours in the agency. Both Advanced Social Work Field Experience I and Advanced Social Work Field Experience II are five credit hour courses. Students are required to develop a learning contract that is specifically linked to the program s objectives, and in the advanced year, to the concentration objectives. The evaluation tool is directly derived from the program and concentration objectives as well. The program, in accordance with accreditation, requires that those who supervise our students in the field have an MSW degree with at least two years of post-msw experience. Students will have on-site supervision sessions no less than one hour per week, with supervisors available as students encounter questions or other concerns during their field experience. These supervisors will be required to attend orientation training as well as other trainings specifically developed to assist them in the supervisory task. Our field staff make visits to agencies at least once per semester and more often if a need is identified. On site supervisors are encouraged to contact the field staff whenever they feel it is needed. At the very least, the field staff make contact with the on site supervisors at least twice per semester. c. If the faculty qualifications associated with the professional graduate degree program differ from national norms and the traditional standards of faculty experience, how do such qualifications differ and why do they differ? Provide the specific qualifications of adjunct, part-time, and special faculty who do not hold traditional academic credentials. Also, give a rationale for such faculty without academic credentials to participate in the professional degree program as regular program faculty. Faculty must have an MSW degree with at least two years of post-msw experience in social work practice and a Ph.D. in social work or a related area. All of the faculty teaching in the graduate program have these qualifications which are consistent for MSW Programs nationally. Persons with MSW degrees and no less than five years of social work practice experience manage our field program. They do not hold the Ph.D. degree. Because their duties are specific to field and do not hold the faculty requirement of research engagement, these are accepted qualifications. Again, these qualifications are consistent with those in MSW programs nationally and meets the standard set forth by CSWE. We expect that the use of part-time and special faculty will be rare. Use of part-time faculty will only occur if the part-time faculty member has an MSW degree and extensive experience in the subject matter they will be teaching. The value of the faculty member s experience will be weighed carefully against the qualifications of the traditional faculty member to determine which will provide the strongest learning experience for the students. 19

24 d. How does accreditation by the appropriate professional organization relate to the academic experience outlined in the program plan? Describe the specific aspects of the program plan, if any, which are necessary for the purpose of achieving professional accreditation? CSWE provides thorough guidelines for compliance by social work programs to insure the quality of graduates of those programs. As such, it has offered a framework on which we have developed our program. First, we are required to have a foundation year that is generalist in focus and an advanced year that offers a specialization. We have chosen the advanced generalist model as our specialization. We offer three field of practice concentrations, consistent with information gained from our feasibility study. They are child and family, mental health, and aging. Additionally, we are required to offer coursework that fits into the categories of policy, practice, human behavior in the social environment, research and field. All of our coursework fits into these curriculum areas. Content in the courses is designed to meet our specific mission, goals, and objectives, but also meet the required content of values and ethics, diversity, populations-at-risk and social and economic justice. CSWE requires students finishing a graduate program to have completed 900 total hours of field education. Our students complete 368 hours at the foundation level or have accrued 368 hours as undergraduate social work students and 720 hours at the advanced level. We exceed the minimum accreditation requirement. CSWE also requires that faculty who teach practice and field have the MSW degree with post-msw experience. It is also required that an MSW Program must have a minimum of 6 FTE faculty with the master s program as their primary assignment. CSWE also provides an expected student-to-faculty ratio of 12:1. These requirements are met with our plan for implementing the MSW as outlined in this document and the Benchmark documents that have been submitted to CSWE. e. What is the relationship between theory and practice as it is expressed through the proposed curriculum? Identify a set of core courses and show how the curriculum enhances the student s professional preparation. Ecological systems theory has long provided a theoretical base to the work of social worker. Understanding that personal challenges are rooted in systemic causes enables the social worker to work at multi-levels to enhance functioning and effect change. This multi-level approach requires the social worker to see the person in his/her environment, competently assessing both. It also requires the worker to be able to apply interventions with the person as well as with the environment. At an undergraduate level, the systems model is presented in a somewhat linear, non-complex way. At the graduate level, this approach is introduced in its full complexity, identifying the multidimensional aspects of human interactions 20

25 within the processes of their environments, recognizing that this is neither linear, nor static. Using ecological systems theories as a base, students are also introduced to a variety of other theoretical models such as cognitive behavioral, solution focused, task-centered, empowerment, feminist, and social constructivism. Students learn how these theoretical models are put into action in their work with clients. They also learn to evaluate the utility of these models when working with different systems. The best example of curriculum enhancing the student s professional preparation can be seen when considering the practice classes that are taken in conjunction with the field placement. Students take Advanced Generalist Practice I, II and III concurrently with their two concentration courses. The field placement requires that the student engage in practice that builds on what has been learned in the classroom. For example, in class students learn the theoretical applications and write papers involving assessment, intervention, and practice evaluation. In the concurrent field placement, students engage in actual assessment, intervention, and practice evaluation. They have the ability to see an immediate transfer of learning. f. Does the number of credit hours required for graduation differ significantly from traditional graduate degree program? How is the number of credit hours required for graduation influenced by mandated professional experience? The proposed MSW Program requires 60 semester hours for graduation. This is more than many traditional graduate programs from a variety of disciplines. However, it is consistent with MSW programs across the country. The number of required hours in the program is affected by two mandates of the program. First, foundation coursework is offered in the first year of the program and advanced coursework in the second year. Second, students must enroll in 16 credit hours of field education to obtain the required 900 hours required by CSWE. Six of these hours are taken during the foundation year and ten at the advanced year. It should also be noted, however, that the program provides an advanced standing option for students who have completed a bachelor of social work degree from an accredited social work program. Students who are awarded advanced standing complete 33 credit hours to obtain the MSW degree. The advanced standing program that focuses on the advanced generalist courses and field placements is more closely aligned with the number of credit hours required by traditional graduate programs. g. Can it be demonstrated that the culminating academic experience, such as an exit project, thesis, or dissertation, will contribute to the enhancement of the student s professional preparation? In support of the response here, provide a list of possible research project, thesis, or dissertation topics. 21

26 The culminating academic experience is the preparation of the portfolio associated with the advanced field placement. The portfolio contains assignments related to the student s practice in field placement, demonstrating the ability to translate the knowledge and skills presented in the classroom to professional social work practice. The portfolio demonstrates that the student has made consistent linkages between the knowledge and skills of the social work profession thus demonstrating their professional preparation. Students will not be required to complete a thesis or research project. However, if they choose to do so, they will be supported by the faculty in this endeavor. Students will be encouraged to engage in theses that promote the practice of social work through the creation of studies that promote evidencebased practice. Topics students may select could include: a. Impact of educational focus on the academic success of foster children b. Constituent perspectives on levy driven social services c. Social workers as legislators d. Impact of Medicaid reductions on client mental health e. Retirement preparation 2. Need a. Student interest and demand Potential enrollment Ability to maintain the critical mass of students. The Social Work Department has collected various forms of data over the past eight years in an effort to document student need for the MSW Program at the University of Toledo. A survey was designed to measure the outcomes of our BSW Program. With 168 graduates of our undergraduate social work program from 1996 through 2001 responding to the question if they would like to see an MSW Program at the University of Toledo, 91% (153 respondents) indicated that they would. A separate feasibility study surveying alumni of Bowling Green State University and University of Toledo was conducted between Results from the 87 responses indicated that 75% (65) would attend an MSW Program at The University of Toledo, 19% (17) were undecided, and only 6% (5) indicated they would prefer attending an MSW Program elsewhere. Currently, we have over 130 people in Northwest Ohio who have requested to be on our mailing list waiting for an application to our proposed MSW program. This mailing list was developed over the past two years ( ) from persons contacting the Department of Social Work to inquire about an MSW Program. Calls for the mailing list were not solicited. At this time, there is not an MSW located in Ohio within 125 miles of the Toledo area. As a result, there are many people in the Northwest Ohio area who have shown significant interest in the development of this program. The program expects to enroll 15 full-time and 15 part-time students in its inaugural class. Those students would not be eligible for advanced standing 22

27 and would require the entire program, both the foundation and the advanced year. Consequently, only foundation level courses will be offered during the first year of the program. In the second year, 15 new full-time and 15 new part-time students would be admitted that require the full two year program as well as 15 students who would have successfully completed an undergraduate social work degree from an accredited social work program, needing to complete only the advanced year of the program. 15 full-time and 15 parttime continue from year one. It is expected that when the program is in full operation, there will be roughly 90 total students working toward graduation. After the initial demand for the MSW is met, the program will maintain a critical mass of students based on ongoing factors. Our undergraduate program at the University of Toledo graduates approximately 60 students per year with over half indicating interest in pursuing a master s degree in Social Work. There are five other accredited BSW programs in the Northwest Ohio area: Bluffton University, Bowling Green State University, Defiance College, Lourdes College, and the University of Findlay. Not only are there a number of BSW programs in Northwest Ohio, there are also several BSW Programs in Michigan within an hour s drive to Toledo. They include Madonna University in Livonia, Sienna Heights in Adrian, Eastern Michigan University in Ypsilanti, University of Detroit Mercy, Wayne State University, and Marygrove College all in Detroit. It is expected that some of these graduates will be interested in attending our program. A second ongoing factor are students who complete an undergraduate degree in related fields such as Sociology or Psychology who may want to complete an MSW degree to obtain employment in social work. Due to the licensing laws in Ohio, persons earning degrees in related fields after October 1992 are not eligible to be licensed as social workers. They must obtain a social work degree. b) Institutional need Plan for overall development of graduate programs at the proposing institutions. The University of Toledo created the College of Health and Human Services in July 1999 with the Social Work Department created in August University level administration requested that the college and department move toward the development of the MSW Program. To that end the college has added faculty to the department including three at the associate professor level to support a future graduate program. The faculty in the College of Health and Human Services had previously approved the Pre-proposal for the MSW program and has approved the proposed MSW program. The University of Toledo is fully committed to the MSW program and, by approval of this document, has committed resources to its success. It is expected that the program will be self-sufficient, with most of the students paying tuition. The program is consistent with the mission of the university. These criteria are primary considerations when a new graduate program is proposed. 23

28 Quality of the program is an important criteria. The proposed MSW program has met the requirements to gain candidacy status for subsequent accreditation by the Council on Social Work Education. Candidacy status was awarded the proposed program in June 2004 and reflects favorably on the quality of the program. Further, the University of Toledo has approved this proposal as consistent with its mission, furthering graduate education, and providing access to a needed professional master s degree in Northwest Ohio. This master s degree is consistent in the overall development of professional programs in the health and human services fields as envisioned when the College of Health and Human Services was developed. c) Societal demand Intellectual development; Advancement of the discipline; Employment opportunities. According to U.S. Department of Labor [2003] employment projections through the year 2010, social work is projected to be among the fastest growing professions with lower unemployment and steady pay (Colby & Dziegielewski, 2004). This is consistent with Ohio specific data from the Ohio Job Outlook ( that makes projections about job growth through The table below, modified from the Ohio Job Outlook, provides projections for social work positions in various fields. Occupational Title Child, Family, School Social Workers Medical and Public Health Social Workers Mental and Substance Abuse Social Workers Table 2.1 Social Work Employment Projections 2010 Projected Employment 2000 Annual Employment Change Percent Increase 11,600 14,770 3, % 4,410 5,560 1, % 5,510 7,650 2, % 24

29 The National Association of Social Workers (NASW) is the largest professional social work organization in the United States. In a 2000 survey ( of its membership, 91% of the members held a masters degree in social work. Primary practice areas for those responding to the survey are as follows: Table 2.2 Primary Practice Areas of NASW Members Primary Practice Areas Percentage Reported Mental Health 39% Health 8% Child Welfare 8% School Social Work 6% Aging 5% Adolescents 3% Addictions 2% International Social Work 1% Multiple Categories 14% Other 14% In addition, NASW members also reported their primary role in the practice area they reported. That data is provided in the following table. Table 2.3 NASW Membership Survey Principle Role in Primary Practice Area Principal Role in Primary Practice Area Percentage Reported Direct Practice 59% Administration 17% Case Management 8% Clinical Supervision 4% Other 12% The above data indicate the needs of society in terms of practice areas, primarily MSW level social workers are employed. In a feasibility study conducted in conjunction with Bowling Green State University in 1998, area agencies were asked about their need for employment of graduate level social workers. Of those responding, 75% indicated that they had a need for graduate level social workers in their agencies. Local agencies have further expressed their continuing backing and current need for the program through letters of support found in Appendix E. In data obtained from the Ohio Works website concerning occupational details, 67% of the agencies surveyed in Lucas and Wood counties reported some difficulty finding qualified, experienced applicants for medical and 25

30 psychiatric social work positions. In that same survey, 62% of agencies in the Toledo area reported having some difficulty finding qualified and experienced medical and psychiatric social workers. Social workers in Northwest Ohio are employed in both public and private agencies. They are also employed in private not-for-profit agencies as well as forprofit agencies. Masters level social workers are found in such agencies as Toledo Hospital, Lucas County Children Services, United Way, Toledo Public Schools, Harbor Behavioral Health Care, Rescue Mental Health Services, as well as nursing homes and hospices. Most of the undergraduate alumnus responding to the potential enrollment study indicated that they would need to complete the program part-time while they continued working in their current jobs. Ninety percent of those responding said an evening or Saturday program would best serve them. Six percent responded that any time would work in their schedule. Only four percent reported that a daytime program would best fit their need. As a result, the travel factor involved in students attending any other MSW program would impose a tremendous hardship. Employers completing the feasibility study were supportive of their employees enrolling in the MSW Program. When considering agency support for an employee pursuing the MSW, 46% of employers reported that they would be willing to consider financial support, 40% reported that they would consider release time from employment, 74% would consider modifying the work schedule, and 66% would consider providing a practicum site. d) Scope Local need; Regional need; National need; International need The need for competent social workers with the MSW is reflected in social needs from the local to international levels. Problems addressed by social workers are numerous and licensing laws require that social workers are prepared to work with clients within a variety of systems. The University of Toledo is located within an urban community. As such, it works closely with members of the community in the resolution of usual and unique urban issues. When considering the whole of Lucas County, 94.8% of the population resides within the urban community. According to the United States Census, 7.5 % of the Lucas County population over 25 years old has less that a 9 th grade education, 16.3% have some high school, and 76.2% are high school graduates. Of those graduating from high school, 52.7% holds only a high school diploma, 6.5% have an Associate degree, 11% have a bachelor s degree, and 6% have a graduate or professional degree. The most recent Census data indicates that Lucas County s population is 51.9% female and 48.1% male. Additionally, 69.4% of the population is 21 years of age or older and 13.1% of the population is 65 years of age or older. Children, adolescents, and young adults aged 19 or less comprise 29.1% of the Lucas County Population. 26

31 Lucas County also enjoys great diversity amongst its residents. In the most recent census, racial identifications were as follows: 77.5% white, 17% African American, 4.5% Hispanic or Latino, 1.2 % Asian, and 0.3% Native American or American Indian. Totals do not add to 100% due to persons identifying with more than one racial category. Social problems such as poverty, homelessness, teen pregnancy, and health related issues continue to be areas of concern for Lucas County. Overall, the Cincinnati Enquirer (September 27, 2000) reported an increase in the Ohio poverty rate from 11.1% in 1998 to 11.6% in At the same time, a report by the National Center for Children in Poverty (August 10, 2000) reported that Ohio s child poverty rate has increased by half during a period from The U.S. Census Bureau supports these finding for Lucas County as well with 11.0% of the population earning below the poverty line and 16.0% of the children in of the county growing up in poverty. The per capita income for the state of Ohio increased 23.2% from 1994 to 1999 (Ohio Dept. of Development, June 2001). Lucas County kept pace with that increase, but lost in total ranking of counties statewide. In 1994, Lucas County ranked ninth in the state for per capita income, but lost five places in the 1999 ranking to 14 th. In the same report, 1999 total personal income was compared to the total transfer payments for the same year. Transfer payments include unemployment compensation, social security, other retirement benefits, the value of food stamps, and TANF payments. When income is compared to transfer payments, a dependency rank is given. Dependency ranks indicate a comparison between the number of persons earning a wage and those who are receiving payments for no services rendered. A ranking of one indicates the highest level of dependency. Lucas County has a dependency ranking of 39. Related to poverty is the social problem of homelessness and affordable housing. The Coalition on Homelessness and Housing in Ohio estimates that in 1998 Lucas County had 2,756 homeless persons in families, 2,067 homeless persons in single parent families, and 3,264 homeless single adult males. Additionally on any given night in Ohio in 2001, it was estimated that there are 27,867 homeless people. The federal government reports that persons paying 30% and more of their income toward their housing are considered cost burdened. According to the Ohio Department of Development, 25% of all households were cost burdened in Approximately 17% of those who rent and 6% of those buying their homes were severely cost burdened, paying 50% or more of their annual income toward housing. Teen pregnancy continues to be a concern for Ohio and Lucas County. According to the National Campaign to Prevent Teen Pregnancy, Ohio ranks 26 out of 50 states for teen births with a birth rate of 46.0 per 1000 girls aged (April 2001). Lucas County reported that 13.7% of its live births in 1999 were to girls and young women, aged (Ohio Dept. of Health Data Warehouse). The Ohio Department of Health also collects data relative to lead blood levels in children. Lead poisoning is Ohio s largest preventable environmental health threat to children. In data collected in 1999, 11% of the children tested in 27

32 Lucas County had elevated blood lead levels and 12% of the children within the city of Toledo. Another health issue for Lucas County is the number of people with HIV/AIDS. As of December 31, 2000, there were 234 males and 96 females in the County living with HIV. There were also 180 males and 43 females living with AIDS. Of these, 0.9% are less than age 13, 0.2% are age 13-19, 15.4% are age 20-29, 40.5% are age 30-39, 31.1% are age 40-49, and 11.9% are over 50 years old. The above data is collected by the Ohio Department of Health. These social problems do not occur only in Lucas County, Northwest Ohio, or Ohio overall. These are national and international problems. Graduates of the proposed MSW Program would be equipped to work on solving these and other social problems. Social work is a fairly new profession in the United States, just having celebrated its 100 th anniversary in Its development was heavily based on the English system at the time. Many countries have some form of social work, some more fully developed than others. There are countries, such as Japan, that are only just beginning to develop a social service system. The Council on Social Work Education has realized the importance of educating students for the global society and as such has new requirements for inclusion of international perspectives. There are a number of programs nationally that offer international opportunities for their students. For instance, a company that hires U.S. trained social workers for one-year positions in child welfare in Great Britain has contacted our program. The MSW program will have a scope that responds to local, regional, national and international needs. 3. Minority Access and Retention a. Plan to ensure recruitment, retention, and graduation of minority students The University of Toledo employs an Affirmative Action plan that guides its actions with respect to the hiring of employees and the acceptance of students. Because the university is located in an urban area, it has great opportunities for minority recruitment and retention. Both the Graduate School and the Department of Social Work place a high priority the recruitment and retention of minority students. Special efforts will be made to recruit minority students through the follow ways: Focus on service when applications and inquiries are made. Embrace the contributions of minority students to the classroom and the social work profession. Advertise and recruit for students in places where there is a more diverse audience. Continue to place an emphasis on hiring minority faculty members to teach in the graduate program. Make timely and efficient decisions about financial support for the students planning purposes. 28

33 Reach out to the local minority community through participation in events targeted for minority populations. Special efforts will also be made to retain minority students once they are in the program. These efforts will be made in the following ways: Recognize and respond to diverse student educational needs. Continue to be service-oriented once the student is enrolled. Include diversity content within the curriculum, in which students can identify. Continue to place an emphasis on hiring minority faculty members to teach in the graduate program. Engage minority students within the department, college, university and community. Critically important to our plan to recruit, enroll and retain minority students in the MSW Program is the make-up of our faculty and staff currently. We are fortunate to have both Hispanic and African American representation on our faculty. We are also fortunate to have two faculty members of international backgrounds one from India and the other from Korea. Of the total eleven faculty members in the department, four represent majority culture. With the majority of our faculty represents minority cultures. b) Provide as background a general assessment of: 1. Institutional and departmental profiles of total enrollment and graduate student enrollment of minority students, and 2. Minority degree recipients from the department and university at all levels compared to national norms. Supply data by minority group where available. Our current undergraduate program in social work has enjoyed the ability to attract and graduate a percentage of students of color in excess of the university average. In the current academic year ( ), our enrollment is 36% African American students, 3% Hispanic students, 1% Native American, 1% Asian American, 5% other/unknown students and 54% white students. We expect that many minority students who graduate from our program will also apply for our MSW Program based on their experiences within our undergraduate program. The following table provides the number of minority students enrolled in the University of Toledo, the Graduate School, and the undergraduate Social Work Program. 29

34 Table 3.1 Percentage of Race/Ethnic Identification of Students in Fall 2004 American Indian/Alaskan Native Asian or Pacific Islander African American/Non- Hispanic BSW Program Enrollment University Enrollment Graduate School Enrollment Hispanic White/Non- Hispanic Foreign Unknown or Not Reported Table 3.2 below provides percentage of degree recipients at the University, the Graduate School and the Social Work Department based on race/ethnic identification. Table 3.2 Percentage of Race/Ethnic Identification of Degree Recipients in 2004 American Indian/Alaskan Native Asian or Pacific Islander African BSW Program Enrollment University Degree Recipients Graduate School Degree Recipients

35 American/Non- Hispanic Hispanic White/Non- Hispanic Foreign Unknown or Not Reported The following table from the Council on Social Work Education s (2004) Statistics on Social Work Education in the United States: 2001, provides national data on minority enrollment and graduation from accredited MSW programs. Table 3.3 Percentage of Full- and Part-time Master s Students Enrolled on 11/1/01And Students Awarded Degrees , by Ethnicity Ethnicity Enrolled Full-time Enrolled Part-time Awarded Master s Degree African American American Indian Asian American Chicano/Mexican American Puerto Rican Other Latino/Hispanic Pacific Islander Other Minority TOTAL MINORITIES Multiple Race/Ethnicity Foreign White Unknown TOTAL Number 19, ,524 31

36 4. Statewide Alternatives a) Programs available in other institutions Other MSW Programs in Ohio include: Case Western Reserve University Mandel School of Applied Social Sciences Euclid Avenue Cleveland, OH Cleveland State University/University of Akron Joint MSW Program School of Social Work Polsky Building, Room 411 Akron, OH Ohio State University College of Social Work 300 Stillman Hall 1947 College Road Columbus, OH Ohio University Master's Degree Social Work Program College of Arts and Sciences, Department of Social Work Morton Hall 531 Athens, OH University of Cincinnati School of Social Work P.O. Box Cincinnati, OH Youngstown State University Bitonte College of Health and Human Services Department of Social Work One University Plaza Youngstown, OH (Program was denied candidacy by CSWE in June 2004) b) Appropriateness of specific locale for this program. There is a documented demand from alumni, students and social service providers in the Northwest Ohio area for an MSW Program. As noted previously, 32

37 there is no other program in the state within 125 mile radius. Many students in this area who want to pursue an MSW Program apply to programs at Eastern Michigan University, Wayne State University and the University of Michigan. The proposed MSW program is not designed to compete with any of the current programs in the state due to location and need to fill a local Northwest Ohio demand. Further, our focus is on social and economic justice through the advanced generalist curriculum. Only Youngstown State offers an advanced generalist curriculum. 5. Institutional Priority and Costs a) Support and commitment of the proposing institution s central administration The University of Toledo and the College of Health and Human Services are fully committed to the development of the MSW Program. In making this commitment, the need for resource allocation to insure the quality of the program as it develops over time is recognized. Support and commitment is reflected in the allocation of resources in the development of the program in anticipation of the MSW. b) Adequacy of available resources committed for the initiation of the program In preparing for the MSW Program, the College of Health and Human Services has already provided additional faculty resources over the last three years. Three senior level faculty have been hired in addition to faculty originally supporting the undergraduate programs. These additional faculty, along with some resource reallocation due to the phase out of the associate degree offerings, means that one addition faculty position is needed to operate the fully operation program in its second year. A second faculty position is anticipated for the fourth year of the program. Further, the University of Toledo is committed to supporting the proposed Master of Social Work program. The need for an additional faculty member to support the program in its second year of operation has been discussed; commitment to and planning for the hiring of that faculty member has progressed. The building currently housing the College of Health and Human Services has been renovated. The addition of the MSW Program will not put any additional stress on the physical plant resources because program areas have been accommodated in the renovations. The Social Work Department recently moved into the renovated space, which provides ample office space, workspace, student study areas, and seminar rooms. The present classroom facilities are adequate to manage the program. This is especially true since much of the graduate program will be provided during offpeak usage times. Additional faculty offices have been planned in the renovated building to house the additional faculty supporting the graduate program. 33

38 Library acquisitions are adequate to meet the needs of the program. The University of Toledo is part of the Ohio Link system and enjoys many electronic databases and resources. In addition, the University added access to Social Work Abstracts the primary database for social work about three years ago in preparation for the MSW Program. c) The OBR Fiscal Impact Statement must be included in the proposal and may be used to demonstrate institutional plans for the judicious use of resources in terms of physical plant, personnel, and student support. Please see the OBR Fiscal Impact Statement on the next page. 34

39 Fiscal Impact Statement Year 1 Year 2 Year 3 Year 4 Year 5 Projected Enrollment Head-count full time Head-count part time Full Time Equivalent (FTE) enrollment* Program Income In-state tuition (paid by student or sponsor) 238, , , , ,793 Out-of-state tuition (paid by student or sponsor) State subsidy 185, , , , ,519 Externally funded stipends Other income* (describe below) Total Projected Income 424,771 1,124,092 1,274,312 1,274,312 1,274,312 Program Expenses New Faculty 68,100 70, , ,527 New Staff New facilities/space renovation University graduate scholarship (UGS) support 17,960 18,856 19,841 20,925 22,118 University dean stipend support College & unit stipend support Additional library resources Other expenses* (describe below) 2,500 5,000 5,000 5,000 5,000 Total Projected Expense 20,460 91,956 95, , ,645 Net Program Income or Expense 404,311 1,032,136 1,178,813 1,103,215 1,097,667 *Other expenses - support * FT = 15 cr/semester PT = 15 cr/year 35

40 APPENDIX A FACULTY VITAE 36

41 I. IDENTIFYING INFORMATION I. VITA THERESA CLUSE-TOLAR Office Address: University of Toledo Department of Social Work Office Phone: (419) Home Address: 2015 Richmond Road Toledo, Ohio Home Phone: (419) II. Education AB Ohio University 1981 Social Work & Sociology MSW Ohio State University 1985 Social Policy & Administration Ph.D. Ohio State University 1994 Social Work III. PROFESSIONAL POSITIONS A. ACADEMIC present Department Chair, August 2000-Present Associate Professor, August 2003-Present Program Director, August 1999 August 2000 Assistant Professor, August 1997 August 2003 University of Toledo, Toledo, Ohio Social Policy and Legislation (WebCT) Field Experience I Introduction to Social Welfare Women In Poverty (WebCT) Human Behavior and the Social Environment I & II Practice I Child and Family Services/Child Welfare I Social Work Research Methods Interviewing & Recording Skills Assistant Professor - Bowling Green State University, Bowling Green, Ohio Human Behavior and the Social Environment I Human Behavior and the Social Environment II Social Work Research Methods

42 Social Work Issues with At-Risk Populations Practice I: Interviewing Skills Lecturer, University of North Carolina at Wilmington, Wilmington, North Carolina Introduction to the Social Welfare System Crisis Intervention Social Work Practice with At-Risk Populations Social Welfare Policy Social Work and Health Care Interviewing Skills Assistant Professor - University of Rio Grande, Rio Grande, Ohio Introduction to Social Work Human Behavior and the Social Environment Social Welfare Institutions Interviewing Skills Women in Society Social Policy Analysis Generalist Practice-Macrosystems Social Organization of the Community Introduction to Sociology B. PRACTICE Social Problems 10/2001-4/2002 Mental Health Professional III, Rescue Mental Health Services 3350 Collingwood Blvd., Toledo, OH (419) Assess clients in crisis presenting to Emergency Services Conduct group sessions on both the Child and Adolescent Unit and the Adult Unit Provide individual and family counseling 4/ /1997 Social Worker, The Toledo Hospital, Toledo, Ohio Per Diem work throughout the hospital including: Emergency Room OB/GYN Pediatrics Psychiatry Trauma Psychiatric Social Worker, Riverside Methodist Hospitals, Columbus, Ohio Assessed persons in crisis presenting to the emergency room Handled crisis line calls 38

43 Referred patients and families to community services Provided counseling and support to patients and their families Emergency Services Counselor, Fairfield Family Counseling Center, Lancaster, Ohio Assessed persons in crisis presenting to the emergency room 7/ /1988 Outpatient Therapist, New Horizons, Lancaster, Ohio Counseled children, adolescents, and their families Taught parenting classes to self-referred parents of teens Coordinated psychiatric hospitalization admission as needed Consulted with psychiatrist, psychologist, case manager, and nurse Coordinated services with courts and child welfare agency 1/1988-7/1988 Diversion Specialist, Tri-County Mental Health, Logan, Ohio Lead diversion group for first-time juvenile offenders Created and taught Tools for Living class for court-ordered juveniles Provided individual and family counseling services Lead positive self-esteem groups in elementary schools Caseworker III, Franklin Village, Franklin County Children Services, Columbus, Ohio Designed, prepared, and implemented individual treatment plans Worked with treatment team to coordinate services Arranged specialized services, i.e., SBH, hospitalization Assessed and counseled adolescents and their families Facilitated group counseling sessions for young sex offenders Director, Center for the Visually Impaired, Lancaster, Ohio Prepared and planned budget Wrote and was funded for grant proposals Hired and supervised staff Expanded services and funding base Recruited and trained volunteers Addressed community organizations and radio programs Organized special events and activities for clients IV. PROFESSIONAL ACTIVITY A. RESEARCH AND PUBLICATIONS Cluse-Tolar, T., Lambert, E., Ventura, L. and Pasupuleti, S. (2004). The views of social work students toward gay and lesbian persons: Are they 39

44 differnt from other students? Accepted for publication by the Journal of Gay and Lesbian Social Services. Cluse-Tolar, T., Lambert, E., Pasupuleti, S., Allen, R. and Ventura, L. (2004). The impact of job characteristics on social and human service workers. Submitted to Social Work and Society. Lambert, E., Cluse-Tolar, T., Pasupuleti, S., Hall, D., and Jenkins, M. (2004). "I Want Justice: The Impact of Procedural and Distributive Justice on Social Service Workers." Submitted for review to Social Justice Research. Lambert, E., Pasupuleti, S., Cluse-Tolar, T., Jennings, M., and Baker, D. (2004). "The Impact of Work-Family Conflict on Social Work and Human Service Worker Job Satisfaction and Organizational Commitment: An Exploratory Study." Submitted for review to Administration in Social Work. Accepted pending revisions. Lambert, E., Ventura, L., Hall, D., and Cluse-Tolar, T.. (2003). "College Students Views on Gay and Lesbian Issues: Does Education Make a Difference?" Accepted for publication to Journal of Homosexuality. Williamson, C. & Cluse-Tolar, T. (2002). Pimp-Controlled Prostitution: Still an Integral Part of Street Life. Violence Against Women, 8, Cluse-Tolar, T. (1997). Gender Differences in Crisis Recovery. Crisis Intervention and Time-Limited Treatment, 3, Cluse-Tolar, T. Moving Beyond Words: Image Theatre Use in Postmodern Social Constructivist Family Therapy accepted 10/18/00, Family Therapy. Lambert, E., Pasupuleti, S., & Cluse-Tolar, T. Social Work Student Attitudes Toward the Death Penalty currently under review by the Journal of Teaching in Social Work. Pasupuleti, S., Lambert, E., Cluse-Tolar, T. & Bryant, M. The Impact of Instrumental Communication and Centralization on Social Work and Human Service Workers. Currently under review by Social Service Review. Cluse-Tolar, T. "Toward a Radical Critical Thinking Model for Social Work Education" in progress. Evaluation of Ohio Works First as Implemented in Lucas County with M. Jennings and S. Twitchell, in progress. 40

45 "The Multi-Ethnic Placement Act: Initial Impacts." A comprehensive two state study of the adjustment to and impacts of MEPA in public child welfare adoption departments with R. Allen and R. Blundo, in progress. "Utilizing the Techniques of Image Theatre as an Orientation to Field Placement" with M. Delgado, in progress. B. PRESENTATIONS AND CONFERENCE PARTICIPATION Class Action: Using Theatre Techniques to Explore Economic Division and Social Justice Presented with M. Coconis at the 4 th Annual Diversity Conference, Charleston, SC, October Freirian Administrators: An Oxymoron or Possibility? Presented with M. Coconis at the Pedagogy & Theatre of the Oppressed Conference, Toledo, Ohio, April, Making Research Real: A Model Partnership Between Community Agencies, Social Work Programs, and Students Presented with M. Jennings and W. Lighton (student) at the Baccalaureate Program Directors Conference, Denver, Colorado, November Who put the Critical in Thinking? Using Acting and Writing to Think Critically about Critical Thinking Presented with M. Coconis and I. Peckman at the Working Class Studies: Memory, Community, and Activism Conference, Youngstown, OH, May An Evaluation of Ohio Works First Three Year Cut-Off Lucas County s Process and Results Presented with L. Gardiola, M. Jennings, and S. Twitchell at the Ohio Chapter NASW Conference, Cincinnati, OH, March Front Row, Center Aisle: Incorporating Theatre Techniques for Student Empowerment and Social Justice Presented with G. Gross at the Baccalaureate Program Directors Conference, Florida, October Resisting the Traditional Test: Alternative Ways to Encourage Student Learning Outside the Classroom Presented with M. Coconis at the Pedagogy and Theatre of the Oppressed Conference, Minneapolis, June From Classroom to Community: Bringing the Theatre of the Oppressed Home Presented with M. Coconis at the Pedagogy and Theatre of the Oppressed Conference, Minneapolis, June

46 Break a Leg: Using Theatre Arts for Social Justice Work Presented at the National Association of Social Workers, Michigan Chapter Conference, May Child Welfare Laws Presented at the Ohio Empowerment Coalition Conference, Columbus, April, The Post-Modern Connection: Creating, Compiling, and Consolidating a Contemporary Theme for the Curriculum Presented with M. Coconis, G. Gross, and K. Newman at the Baccalaureate Program Directors Conference, St. Louis, November "Using Image and Forum Theatre to Enhance the Survival Skiils of New Field Students" Presented with M. Delgado and M. Coconis at the Council on Social Work Education's Annual Program Meeting, San Francisco, March Critical Thinking Model for Social Work Education at the Baccalaureate Program Directors Conference, Albuquerque, October "Making Popular Education Popular: New Techniques for Progressive Educators" Presented with M. Coconis at the Bertha Capen Reynolds National Conference, Houston, Texas, June "Utilizing Image Theatre Techniques in Social Work" Presented with M. Delgado at the Ohio Chapter NASW Conference, Cleveland, March "Utilizing Critical Pedagogy Across the Social Work Curriculum" Presented at the Council on Social Work Education Conference, Orlando, March "Never Underestimate the Power of the Grade" Presented with M. Coconis at the Pedagogy of the Oppressed Conference, Omaha, March "Questioning the Questions: Dialogue about Questions, Questioners, and Answers" Presented with M. Coconis at the Pedagogy of the Oppressed Conference, Omaha, March "Content vs. Process in the Liberatory Classroom" Presented with M. Coconis at the Pedagogy of the Oppressed Conference, Omaha, Nebraska, April, "What's my Motivation?: Facilitating Students' Activist Learning" Presented with M. Coconis at the Pedagogy of the Oppressed Conference, Omaha, Nebraska, April,

47 C. GRANT AWARDS "Armchair Activists: What Clinical Social Workers can do to Impact Social Change" Presented with M. Coconis at Social Work 96, National Association of Social Workers, Cleveland, November 1996 and the Ohio Chapter NASW Conference, Columbus, Ohio March "Progressive Policy Practice, The Hatch Act and Academic Freedom: Sorting It Out" Presented at the Council on Social Work Education's Annual Program Meeting, Washington, DC, February "Gender Differences in Crisis Recovery: Rethinking Crisis Theory" Presented at Social Work 95, National Association of Social Workers, Philadelphia, October "Gay and Lesbian Adolescents in Placement: Building Knowledge and Sensitivity" Presented with V. Stanley, BSW, at Celebrating Our Differences, North Carolina Division of Social Services Cultural Diversity Conference, March "Assessing Readiness for Cross-Cultural Adoption Among White Applicants" Presented at Celebrating Our Differences, North Carolina Division of Social Services Cultural Diversity Conference, March Center for Urban Affairs, University of Toledo, $5,000 Evaluation of Ohio Works First as Implemented in Lucas County, 2001 Lucas County Job and Family Services, to Toledo Metropolitan Mission Evaluation of Ohio Works First as Implemented in Lucas County, Kohler Grant, University of Toledo, $1,000 Travel grant to study social service options in Cuba, Fall 2000 Awarded but not funded Ohio Children s Trust Fund/Wright State University, $4,500 A Combined Qualitative/Quantitative Evaluation of the Results of Two Ohio Family Support Programs, 1998 D. CONFERENCE ORGANIZATION On-Site Conference Chair. 8 th Annual International Pedagogy & Theatre of the Oppressed Conference. Enacting Democracy and Social Change Toledo, Ohio, April 7-14, E. SOCIAL WORK PROGRAM DOCUMENTS 43

48 University of Toledo, Undergraduate Social Work Program Self Study, Spring University of Toledo, MSW Program Benchmark I Document, Fall University of Toledo, MSW Benchmark II Document, Fall 2004 MSW Program Proposal, submitted to the Ohio Board of Regents, January V. SERVICE A. COMMUNITY/ UNIVERSITY SERVICE Council on Social Work Education Site Visitor, Spring present Academic Administrative Leadership Steering Committee, UT (2003) Policy and Procedure Subcommittee (2003) Technology Fee Committee, HHS (2003) Parent Center Development Committee (2003) Citizen s Review Committee, City of Toledo (2002) Advisor, Social Work Student Organization ( ) Steering Committee, Ohio Welfare Rights Coalition (97-present) Program Liaison for Influence: State Policy Leadership, Social Work Editorial Board, Journal of Gay and Lesbian Social Services (96-present) Department Undergraduate Curriculum Committee, UT (97-99) Implementation Committee of the National Welfare Monitoring & Advisory Partnership (97-99) Women and Children's Budget Coalition, State of Ohio (96-98) Social Work Search Committee, Chair, ( , 99-00, 00-01) Undergraduate Curriculum Committee ( ) College Advisor Search Committee, (Summer 1996) Family and Faculty Facilitator (Summer 1996) Emotional Support Committee, AIDS Quilt ( ) Gerontology Program's Search Committee ( ) Social Work Search Committee, UNCW ( ), Chair ( ) AIDS Task Force ( ) Treasurer, Human Resource Committee of Gallia County (1993) Advisor, Women's Student Organization ( ) Member, Social Work Student Council ( ) Co-Chairperson, Student/Faculty Liaison Committee ( ) Advisory Board Member, Fairfield County Council for the Disabled ( ), Treasurer ( ) B. POLITICAL APPOINTMENTS Lucas County Children Services Board, Appointed by Lucas County Commissioners to a second two year term beginning 1/

49 Ohio Counselor and Social Worker Board, Appointed by Governor Bob Taft to a second three-year term beginning 11/2004. VI. HONORS AND AWARDS Dean s Merit Award (2000) Who s Who Among American Teachers (Student Nominated, 2000 & 2002) CTE Teaching Enhancement Award (UT, Summer 1998) Dean's Contingency Award, BGSU ( ) Social Work Instructor of the Year, BGSU ( ) Nominated for Who's Who of American Women ( ) Who's Who Among American Women ( ) Who's Who Among Human Service Professionals ( ) Supportive Colleague Award, College of Social Work (1991) Alpha Delta Mu, Social Work Honorary Certificate of Appreciation, Franklin County Children Services Placement Division Employee of the Month Franklin Village Employee of the Month Certificate of Appreciation, Fairfield County Mental Health Board Certificate of Appreciation, Fairfield County Children Services VII. PROFESSIONAL MEMBERSHIPS Licensed Independent Social Worker, State of Ohio, I4584 Academy of Certified Social Workers Council of Social Work Education Baccalaureate Program Directors Association National Association of Social Workers 45

50 VITA REVA I. ALLEN I. IDENTIFYING INFORMATION Office Address: Room 3207 Department of Social Work University of Toledo Office Phone: (419) Home Address: 4132 Willys Parkway Toledo OH Home Phone: (419) II. EDUCATION BA Baylor University 1974 Sociology, Social Work Sequence MA University of Chicago 1976 Social Work Treatment PhD University of Kansas 1998 Social Welfare III. PROFESSIONAL POSITIONS A. ACADEMIC Associate Professor University of Toledo, Department of Social Work, Toledo OH Introduction to Social Welfare Crisis Intervention Survey of the Social Work Profession Field Experience and Lab I Social Work Interviewing and Recording Social Work Practice I Techniques of Interviewing Teaching Assistant University of Kansas, School of Social Welfare,

51 Lawrence KS Social Welfare and Society Social Policy Analysis II Associate Professor Missouri Western State College, St. Joseph MO Tenured Program Director, January 1992-August 1993 Coordinator of Field Work, August 1982-December 1991 Social Work Practice I Social Work Practice II Practicum Seminar Human Behavior and the Social Environment Philosophy and Policy in Social Services Child Welfare Introduction to Aging Studies Diversity in Social Work Practice Independent Study (tour of Chicago social service agencies) Assistant Professor Missouri Western State College, St. Joseph MO Coordinator of Field Work, August 1982-December 1991 Social Work Practice II Social Work Practice I Practicum Seminar Human Behavior and the Social Environment Child Welfare Introduction to Aging Studies 1985 Adjunct Faculty University of Missouri, School of Social Work, Columbia MO Strategies of Clinical Intervention (graduate-level class) B. RESEARCH AND PROGRAM EVALUATION Senior Researcher, Institute for Social and Economic Development (ISED), Iowa City IA Principal Investigator for five program evaluations: Family Plus (substance abuse early intervention and prevention service for parents and middle-school-aged youth in Des Moines IA) Women s Tobacco Prevention Network (nationwide network of organizations working toward goal of decreasing tobacco use 47

52 among women) New Citizens Work Center (one-stop workforce development program for immigrants and refugees in the Minneapolis-St. Paul metropolitan area) House of Mercy Treatment Program (residential treatment program for homeless and/or chemically dependent women in Des Moines IA) House of Mercy Medical Careers Project (welfare-to-work program designed to assist adult residents of a residential treatment program for homeless and/or chemically dependent women in Des Moines IA) Principal Investigator for Fourth Judicial District (IA) juvenile justice needs assessment Lead researcher for two components (process evaluation, MIS data analysis) of the Year 1 evaluation of the Michigan Individual Development Accounts Partnership Lead researcher for evaluation of ISED s Earned Income Tax Credit program Program Coordinator for the Refugee Welfare and Immigration Reform Project, a national technical assistance project focusing on the impact of welfare reform on refugees Project Coordinator for development phase of the Des Moines (IA) Homeownership Initiative, which created a comprehensive community plan for increasing homeownership rates for immigrants, refugees, African-Americans, and other underserved populations in Des Moines IA Member of team that trained foundation staff and contracted experts in 48

53 Russia to conduct program evaluations Grant writer and editor (as member of grant-writing teams) Research Analyst II, Institute for Social and Economic Development, Iowa City IA Research analyst for evaluations of Iowa welfare reform program and Polk County (IA) Batterers Education Project Graduate Research Assistant, University of Kansas, Lawrence KS Participated in development of the Family-Centered Behavior Scale Research assistant for project to evaluate the family-centeredness of mental health services in Kansas Graduate Research Assistant, University of Kansas, Lawrence KS Research assistant for project synthesizing research findings regarding the functioning of young adults who had been in foster care as children A. PRACTICE Clinical Social Worker, private practice, St. Joseph MO Children s Services Coordinator, Family Guidance Center/Community Mental Health Center, St. Joseph, MO Clinical Social Worker, Children s Rehabilitation Unit, Family Guidance Center/Community Mental Health Center, St. Joseph, MO Clinical Social Worker, Family Service and Mental Health Center of Cicero, IL 1974 Psychological Technician, Residential Drug Abuse Treatment Center, Heart of Texas Mental Health and Mental Retardation Center, Waco, TX IV. PROFESSIONAL ACTIVITY A. PUBLICATIONS Allen, R., Williamson, C., & Delgado, M. (2003). Hancock County Needs Assessment: Problem Prevalence and Service Utilization. Report to Winning Communities (project prime contractor). Toledo OH: The University of Toledo, Department of Social Work. Allen, R. (2003). Women in the Social Work Profession. Policy Statement of the 49

54 National Association of Social Workers. In National Association of Social Workers (Ed.), Social Work Speaks, pp Washington, D.C.: National Association of Social Workers. Allen, R., Hein, M., & Robinson, J. (2001). Program Evaluation of Year One of the Michigan IDA Partnership. Iowa City IA: Institute for Social and Economic Development. Allen, R. & Hein, M. (2001). Compendium of Model Programs Serving At-Risk Youth and their Families. Iowa City IA: Institute for Social and Economic Development. Allen, R. & Hein, M. (2002). How Far I ve Come: Education and Employment Outcomes of the Medical Careers Project. Iowa City IA: Institute for Social and Economic Development. Allen, R., Hein, M., Rosenthal, D., & Else, J. (2000). Refugee Health Care Employment and Training Opportunities: Climbing the Ladder. Iowa City IA: Institute for Social and Economic Development. Hein, M., Allen, R., & Else, J. (1999). Home-Based Child Care: Assessing the Self- Sufficiency Potential (With special reference to refugees). Iowa City IA: Institute for Social and Economic Development. Hein, M., Allen, R., & Else, J. (1999). The House of Mercy Medical Careers Project: Development and Design. Report submitted to the Joyce Foundation. Iowa City IA: Institute for Social and Economic Development. Martin, T., Else, J., & Allen, R. (1998). Polk County BEP Alternative Sanctions Project Evaluation: Final Report for Year One (July 1997-June 1998). Report submitted to the Iowa Department of Corrections. Iowa City IA: Institute for Social and Economic Development. 50

55 Allen, R. (1998). The Importance of Family-Centered Professional Behaviors to Parents of Children with Special Needs. Dissertation, The University of Kansas. Allen, R. & Prindle, C. (1998). Focus Group Quarterly Report: Self-Sufficiency. Year 4 Quarter 4. Report submitted to the Iowa Department of Human Services. Iowa City IA: Institute for Social and Economic Development. Allen, R. & Petr, C. (1998). Rethinking Family-Centered Practice. American Journal of Orthopsychiatry, 68(1), Petr, C. & Allen, R. (1998). Family-Centered Professional Behavior: Frequency and Importance to Parents. Journal of Emotional and Behavioral Disorders, 5(4), Allen, R. (1997). The Family-Centered Behavior Scales: A Report on the Validation Study. In C. Liberton, K. Kutash, & R. Friedman (Eds.), The 8th Annual Research Conference Proceedings, A System of Care for Children s Mental Health: Expanding the Research Base. Tampa FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute. McDonald, T., Allen, R., Westerfelt, A., & Piliavin, I. (1996). Assessing the Long-Term Effects of Foster Care: A Research Synthesis. Washington D.C.: Child Welfare League of America. Allen, R. & Petr, C. (1996). Toward Developing Standards and Measurements for Family-Centered Practice in Family Support Programs. In G.H.S. Singer, L.E. Powers, & A.L. Olson (Eds.), Redefining Family Support: Innovations in Public- Private Partnerships, pp Baltimore: Paul H. Brooks Publishing. Allen, R. & Petr. C. (1995). Family-Centered Behavior Scale and User s Manual. Lawrence KS: The Beach Center on Families and Disability, The University of Kansas. Allen, R. & Petr, C. (1995). Family-Centered Service Delivery: A Cross-Disciplinary Literature Review and Conceptualization. Lawrence KS: The Beach Center on Families and Disability, The University of Kansas. B. PUBLICATIONS SUBMITTED OR IN PREPARATION Allen, R.I. & Cluse-Tolar, T. (2004). Attitudes of adoption workers toward the Multiethnic Placement Act: Findings from a two-state study. Manuscript in preparation. Cluse-Tolar, T. & Allen, R.I. (2004). Impact of the Multiethnic Placement Act on transracial adoption placements: Findings from a two-state study. Manuscript in preparation. 51

56 Cluse-Tolar, T., Lambert, E.G., Pasupuleti, S., Allen, R.I., & Ventura, L. (2004). The impact of job characteristics on social and human service workers. Manuscript submitted for publication. C. RESEARCH AT THE UNIVERSITY OF TOLEDO Co-Principal Investigator (with P. McGuire and C. Williamson) for an assessment of social service needs in Hancock County OH. August 2002-March Co-Principal Investigator (with S. Pasupuleti for a study of students perspectives on social welfare issues. Fall 2002-present. Sole researcher for a study of data collection methods for social services needs assessments. Fall 2003-present. D. SELECTED PROFESSIONAL PRESENTATIONS Rosenthal, D., Allen, R., & Mills, M. (2000). Introduction to Program Evaluation. Seven-day training program to teach staff of the Eurasia Foundation and their contracted experts how to conduct program evaluations. Moscow, Russia, March- April. Allen, R. (2000). A National Perspective on the Impact of Welfare Reform on Refugees. Plenary presentation, Georgia Refugee Resettlement Conference, Decatur, GA, February. Allen R. (2000). Overcoming Child and Adult Care Food Program Licensing, Literacy, and Language Barriers. Panel presentation, Fighting Hunger and Poverty in the New Millennium: 2000 National Policy Conference, Washington, D.C., February. 52

57 Allen, R. (1999). Census Panel presentation, 1999 National Office of Refugee Resettlement Conference, Washington, D.C., November. Allen, R. (1999). A National Perspective on the Impact of Welfare Reform on Refugees (plenary) and Measuring Program Outcomes: More Than Just Counting Heads (workshop) Wisconsin Refugee Resettlement Conference, October. Allen, R. (1999). Creative Responses to Welfare Reform. Panel presentation, California Refugee Information Exchange Conference, San Diego CA, September. Allen, R. (1999). Refugee Access to Public Benefits: A National Update Pennsylvania Refugee Resettlement Consultation, Philadelphia PA, September. Allen, R. (1999). The Impact of Welfare Reform on Refugees (plenary) and Refugee Eligibility For Public Benefits in Arizona: Good News and Concerns (panel with Maria Hein, Gail Gibbons, and Bobby Stanton) Arizona Refugee Conference, Tucson AZ, July. Allen, R. (1999). Welfare Reform and Refugee Benefits. Plenary presentation, North and South Carolina Refugee Health and Social Services Conference, Myrtle Beach SC, June. Allen, R. (1999). Welfare Reform: A National View of the Impact on Refugees. Plenary presentation, Michigan Committee for Refugee Resettlement 1999 Spring Conference, Lansing MI, April. Allen, R. (1999). Welfare Reform: Jobs and the TANF Program. Panel presentation, Building Bridges: It Takes a Community (refugee conference), Fargo ND, March. Allen, R., with Carmody, K & Zimmermann, W. (1998). Refugees and Welfare Reform: Making the Most of the Situation National Office of Refugee Resettlement Conference, Washington, D.C., November. Allen, R. (1998). Refugee Eligibility for Federal Benefits Pennsylvania Refugee Resettlement Consultation, Philadelphia PA, October. Allen, R., Lara, E., Leiva, M., & Jang, D. (1998). Public Benefits and Their Impact on Refugee Families: Medicaid and Healthy Families. California Refugee Information Exchange Conference, Anaheim CA, October. 53

58 Allen, R., Bordier, R., Kimble, B., Millar, C., & Wang, K. (1998). Public Benefits and Their Impact on Refugee Families: TANF, Supplemental Security Income, and Food Stamps. California Refugee Information Exchange Conference, Anaheim CA, October. Allen, R. (1998). The Impact of Welfare Reform on Refugees: Results of a Policy Analysis Study Annual Workshop of the National Association for Welfare Research and Statistics, Chicago IL, August. Else, J., Prindle, C., Allen, R., & Duong, N.H. (1997). Untangling a Tattered Safety Net: The Impact of Welfare Reform National Office of Refugee Resettlement Conference, Washington, D.C., November. Allen, R. (1996). The Family-Centered Behavior Scale: A New Tool for Assessing Social Work Practice. Power of Social Work, National Association of Social Worker s Meeting of the Profession, Cleveland OH, November. Allen, R. (1996). Measuring and Monitoring Quality of Care for Children with Special Health Care Needs Under Managed Care Arrangements. Panel presentation, Providing Quality Services for Children with Special Health Care Needs Under Managed Care, Snowbird UT, July. Allen, R. (1996). Using the Family-Centered Behavior Scale in Maternal and Child Health Settings. Maternal and Child Health Training Program, School of Social Service Administration, University of Chicago, Chicago IL, May. Allen, R. (1996). The Family-Centered Behavior Scales: New Tools for Assessing Service Delivery. Social Work in an Era of Transition: Creating Innovative Services for People with Disabilities and Other Special Needs, New York City, April. Allen, R. (1996). The Family-Centered Behavior Scale: A Report on the Validation Study. A System of Care for Children s Mental Health: Expanding the Research Base, Tampa FL, February. Allen, R. & Petr, C. (1994). Toward Developing Standards and Measurements for Family-Centered Practice. Building on Family Strengths: Research, Advocacy, and Partnership in Support of Children and Their Families, Portland OR, April. Allen, R. (1990). The Addams Family or the Cleavers: Does the Family Still Work? Keynote address, Annual Conference of the Kansas Chapter of the National Association of Social Workers, Manhattan KS. Allen, R. (1989). Behavioral Disturbances in Sexually Abused Children. Fourth Annual Conference on Behavior Disorders: How to Diagnose and Treat, Kansas City MO. 54

59 E. GRANT AWARDS (Note: All but the first award were made to the Institute for Social and Economic Development, Iowa City IA. Unless indicated, I was a member of a team that wrote and submitted the grant proposals.) Winning Communities, $20,000 Hancock County (OH) Social Services Needs Assessment, 2002 (Co-Principal Investigator; grant made to Center for Urban Affairs, University of Toledo) National Immigration Forum, $250,000 (with possible renewal for two additional years) Des Moines (IA) Homeownership Initiative, (Lead author of successful grant proposal; not involved in implementation of program) National Immigration Forum, $16,000 Development of proposal for Des Moines (IA) Homeownership Initiative, 2002 (Lead author of grant proposal) United Way of Des Moines, $50,000 Des Moines (IA) Individual Development Accounts, (Lead author of grant proposal; not involved in implementation of program) U. S. Department of the Treasury, $301,000 First Accounts (program to bank the unbanked in Des Moines IA), (Lead author of successful grant proposal; not involved in implementation of program) Casey Foundation, $90,000 Des Moines (IA) Earned Income Tax Credit filing program, (Lead author of grant proposal, lead researcher for program evaluation) Michigan Individual Development Accounts Partnership (MIDAP), $232,000 MIDAP Program Evaluation, (Co-author of grant proposal, researcher for first year of evaluation) Child and Family Policy Center (Des Moines IA), $37,500 Fourth Judicial District (IA) juvenile justice needs assessment, (Co-author of proposal, researcher for project) House of Mercy (Des Moines IA), over $100,000 (unsure of exact amount) House of Mercy program evaluation, (Lead author of proposal, principal investigator for project) Joyce Foundation, $66,484 House of Mercy Medical Careers Project program evaluation, (Co-author of proposal, principal investigator for project) U. S. Office of Refugee Resettlement, $750,000 Refugee Welfare and Immigration Reform Project, (Contributed to proposal, program coordinator for project) V. SERVICE A. UNIVERSITY SERVICE (selected) 55

60 Member, Program for Academic Excellence Selection Committee, The University of Toledo; Member, Constitution Committee, College of Health and Human Services, Member, Academic and Professional Performance Review Committee, Department of Social Work; Member, Admissions Committee, Department of Social Work; Member, Student Recognition Committee, Department of Social Work; Represented Department of Social Work at College s Open Houses for high school seniors, October 5, 2002; March 29, 2003; November 8, 2003 Assisted with Department of Social Work activities at Rocket Fest, August 24, 2002 B. EMPLOYMENT SERVICE, (Institute for Social and Economic Development, Iowa City IA) Chair, Research & Evaluation Division s web page committee Member, Division Director and Administrative Assistant search committees C. COMMUNITY SERVICE, 1997-present Lucas County (Ohio) Mental Health Board: Member, 2003-current (reappointed 2004); Planning and Implementation Committee, Faith United Church of Christ, Iowa City IA: Church Council President, 2002; Church Council Member, ; junior- and senior-high Sunday School teacher; choir and folk group member; fill-in pianist; Confirmation mentor; usher Big Brothers/Big Sisters, Johnson County IA: volunteer, Hawkeye Hikers (volksmarch organization), Iowa City IA: Member, ; Vice- President, ; developed 10-kilometer walks; created publicity brochures Cedar Valley Iris and Daylily Society: Member, ; assisted with plant sales VI. HONORS AND AWARDS Nominated for Who s Who Among America s Teachers, 2004 Nominated for Who s Who in America, 2002 Inducted into the Hall of Distinction, Morgan City High School, Morgan City LA, 2000 Award named in Dr. Allen s Honor: Reva Allen Award for Excellence in Practicum, Missouri Western State College Who s Who in the World, 1998 Who s Who of American Women, Who s Who in Medicine and Healthcare, Who s Who in the Midwest, 1996, 1984, 1983 Jesse Lee Myers Excellence in Teaching Award, Missouri Western State College,

61 Liberal Arts & Sciences Council of Chairpersons Award, Missouri Western State College, 1992 Who s Who Among Health Services Professionals, 1992, 1989, 1988 Community Leaders of America, 1990 International Leaders in Achievement, 1990 International Book of Honor, 1990 Dictionary of International Biography, 1990 Personalities of America, 1990 Social Worker of the Year, Missouri Chapter of the National Association of Social Workers, 1986 Personalities of the West and Midwest, 1984 Civic Recognition Award, City of St. Joseph MO, 1983 VII. PROFESSIONAL MEMBERSHIPS American Association of University Professors, University of Toledo Chapter Academy of Certified Social Workers American Evaluation Association Council on Social Work Education National Association of Social Workers National Board of Directors Secretary ( ) Executive Committee ( , ) Board of Directors, Research and Education Fund ( , ) Member, Governance Task Force (1997) Region X Representative ( ) Delegate Assembly (1990, 1987, 1984) National Committees Member, National Program Coordinating Committee ( ) Member, National Committee on Women s Issues ( ) Chair, National-Chapter Relations Committee ( ) Member, Competency Certification Commission ( ) Member, National Awards Committee (1997, 1992, 1988) Missouri Chapter President ( ) President Elect ( ) Vice-President ( ) Secretary ( ) Chair, Program Committee ( ) Chair, Bylaws & Election Committee ( ) Coordinator, Missouri Federation for Social Work Legal Regulation ( ) 57

62 Northwest Missouri Unit, Secretary ( ) Society for Social Work and Research Society for Spirituality and Social Work Sept

63 I. IDENTIFYING INFORMATION VITA MYLO JENNINGS Office Address: University of Toledo Department of Social Work Office Phone: (419) Home Address: 2397 Toussaint-Portage Rd. N. Oak Harbor, OH Home Phone: (419) II. EDUCATION AA Blue Mountain Community College 1984 Criminal Justice BS Western Oregon State College 1986 Psychology MS Western Oregon State College 1988 Clinical Child & Youth Work MSW The Ohio State University 1997 Clinical Social Work Ph.D. The Ohio State University 1999 Social Work III. PROFESSIONAL POSITIONS A. ACADEMIC 2000-Present Assistant Professor The University of Toledo, Department of Social Work, Toledo, Ohio Intro to Social Welfare Social Work Interviewing Social Work Assessment Tools Social Work Practice I Social Work Practice II Social Work Practice III Macro Practice HBSE III Macro Theory Social Work Ethics Introduction to Social Welfare Survey of the Social Work Profession Social Welfare Policy 59

64 Advisor/Lecturer The Ohio State University, Mansfield Campus, Mansfield, Ohio Minority Perspectives: Race, Ethnicity and Gender Adolescent Sexuality and Parenthood Integrative Seminars Social Welfare Policies and Programs II Psychopathology and Deviance Macro Social Work Practice Intro to Social Welfare Individual Needs and Social Problems Alcoholism Child and Family Services AIDS I AIDS II AIDS III Women s Issues in Social Work Race and Ethnicity in Social Work Practice Social Welfare Policy and Programs Organizational Behavior Introduction to Social Administration Staffing Mental Health Adjunct Faculty, Tiffin University Introduction to Psychology Developmental Psychology Introduction to Sociology B. PRACTICE Clinical Social Worker, Allen County Adult Probation Department, Lima, Ohio Mental Health Outpatient Therapist, Tri Star Community Counseling Inc., Lima, Ohio Mental Health Professional, Sandusky Valley Center, Tiffin, Ohio Mental Health/Substance Abuse Therapist, Tillamook Counseling, Inc., Tillamook, Oregon Graduate Research/Teaching Assistant, Western Oregon State College, Monmouth, Oregon Chemical Dependency Counselor, Bridgeway Counseling, Dallas, Oregon 60

65 Group Life Coordinator, Hillcrest School of Oregon, Salem, Oregon IV. PROFESSIONAL ACTIVITY A. PROFESSIONAL PUBLICATIONS Jennings, Mylo G. (1996). Women and families in Poland: a descriptive discussion. In Frysztacki, Krzysztof, Ed. (1996). Columbus-Cracow Dialogs on East European Issues (pp ). Jagiellonian University Press: Cracow Poland. Jennings, M. G. (2001, March). Community practice: A training ground for social work students [61 paragraphs]. The Qualitative Report [On-line serial], 6(1). Available: B. ACCEPTED PUBLICATIONS Pasupuleti, S., Baker, D. and Jennings, M. Characteristics of Effective Leaders within Democratic Pluralistic Societies: International Social Development (accepted with revisions). Eric Lambert, Sudershan Pasupuleti, Terry Cluse-Tolar, Mylo Jennings, and David Baker. (2004). "The Impact of Work-Family Conflict on Social Work and Human Service Worker Job Satisfaction and Organizational Commitment: An Exploratory Study." Submitted for review to Administration in Social Work. Accepted pending revisions. Baker, D., Jennings, M., Jenkins, M. and Pasupuleti, S. (2003). Effects of predatory lending. International Journal of Comparative Criminology. C. SUBMITTED PUBLICATIONS Jennings, M. & Browning D. (2003). Recognizing differences: Belief supported behavior in adolescent and adult alcohol and drug dependent populations a social cognitive approach. Journal of Rational Emotive Therapy: Submitted May Cluse-Tolar, T., Jennings, M. & Williamson, C. (2003). Re-institutionalizing Racism: A cultural analysis of TANF hardship criteria. Journal of Poverty: Submitted Spring Jennings, M. (2004). Two Models of Distance Learning Delivery in Social Work Education: Are they compatible? Technology in Human Services Journal: Submitted Spring

66 Jennings, M. (2004). Training Social Workers in the Field: A Service Learning Approach. Social Work Education: Submitted Spring D. SELECTED PROFESSIONAL PRESENTATIONS Jennings, M. Distance Learning and Social Work Education: Are They Compatible? Presented at the National CSWE Council on Social Work Education Technology Conference in Los Angeles, CA: Feb. 27- March 1, Jennings, M. & Browning, D. Service Planning: Performance, Ethics and Accountability: Presented at the Eighth Annual Social Work Conference sponsored by the Ohio Head Start Association, Inc. March Pasupuleti, S., Baker, D., and Jennings, M. Characteristics of Effective Leaders within Democratic Pluralistic Societies: To be presented at the Inter University Consortium on International Social Development in Mumbai, India December 29, 2003 January 2, 2004 Jennings, M. & Pasupuleti, S. (2003, May) Social Work Research and Service Learning: Are they compatible? Presented at the International Conference on Service Learning in Social Work Education May Jennings, M. and Cluse-Tolar, T. (2002). Making Research Real: A model Partnership Between Agencies, Social Work Programs, and Students. Presented at the Baccalaureate Program Directors Conference, Denver, November Jennings, M. and Cluse-Tolar, T. (2001). An Evaluation of Ohio Works First Three year cut-off Lucas County's Results and Process. Presented at the Ohio NASW Conference: March 15, 2001: Cincinnatti, OH. Jennings, M. (2000 June). Assessing and treating young children who have experienced trauma. Presented as a service for the Alcohol Drug and Mental Health Recovery Services Board of Allen, Auglaize, and Hardin Counties at Lima, Ohio. Jennings, M. (1999 July). Microsoft Word. Presented as part of the Continuing education program at The Ohio State University Mansfield, OH Jennings, M. (1999 July). Computer for the pre-computer generation. Presented as part of the Continuing education program at The Ohio State University Mansfield, OH Jennings, M. (1999 July). Intro to the internet and . Presented as part of the Continuing education program at The Ohio State University Mansfield, OH Jennings, M. (1999 April). Intro to the internet and . Presented as part of the Continuing education program at The Ohio State University Mansfield, OH Jennings, M. (1999 March). EEK it s a mouse!: Meet the computer. Presented as part of the Continuing education program at The Ohio State University Mansfield, OH 62

67 Jennings, M. (1998 December). DSM IV training. Workshop for Working Professionals: Columbus, OH Jennings, M. (1997 March). Play therapy: Applying the concepts of Anna Freud to work with children. Workshop for Professionals: Findlay, OH Jennings, M. (1997 May). Applying the diagnostic categories of the DSM IV. Workshop Training for Working Professionals: Lima, OH Jennings, M. & Roush, M. (1995 May). Play therapy: new and old concepts for treating children. Workshop for Professionals: Lima, OH Jennings, M. (1994 May). Foster parent training. Workshop for foster parent certification: Lima, OH Jennings, M. & Bauer, K. (1992 February). R.A.P. Responsible accountable parenting for separating and divorcing parents. A court mandated workshop for parents, Tiffin, OH Jennings, M. & Chapman, R. (1991 October). R.A.P. Responsible accountable parenting for separating and divorcing parents. A court mandated workshop for parents: Tiffin, OH Jennings, M. & Chapman, R. (1991 October). R.A.P. Responsible and accountable parenting for separating and divorcing parents. A court mandated workshop for parents: Upper Sandusky, OH Jennings, M. (1990 October). S.T.E.P. Systematic training for effective parenting. A ten session training for parents: Tiffin, OH Jennings, M. (1990 September). S.T.E.P. Systematic training for effective parenting. A ten session training for parents: Upper Sandusky, OH Jennings, M. (1990 August). S.T.E.P. Systematic training for effective parenting. A ten session training for parents: Fostoria, OH Jennings, M. (1989 August). Treating child sexual abuse. Workshop for Child Care Workers: Tillamook, OR Jennings, M. (1988 April). Locus of Control and Thinking Errors: Belief Supported Behavior in Adolescent and Adult Alcohol and Drug Dependent Populations. Masters Thesis presented at the annual Clinical Child and Youth Work Conference, Western Oregon State College: Monmouth, OR Jennings, M. (1988 April). Treatment effectiveness: an evaluative approach to psychotherapy. Paper presented at the annual Clinical Child and Youth Work Conference, Western Oregon State College: Monmouth, OR Jennings, M. (1987 April). Parenting parents: the status of parent education in the U.S. Paper presented at the annual Clinical Child and Youth Work Conference, Western Oregon State College: Monmouth, OR Jennings, M. (1987 January). Treating the adolescent sex offender. Workshop for state Juvenile Corrections employees: Salem, OR 63

68 Jennings, M. & Shepard, K.J. (1986 February). Juvenile offender treatment. Paper presented at the annual Juvenile Justice Conference: Salem, OR Jennings, M. (1985 April). Disorders of childhood and the DSM III R. Paper presented at the Oregon Association of Treatment Centers annual Meeting: Portland, OR Jennings, M. (1984 December). Child assault prevention education. Training course for elementary age school children: The Pendleton Public School District, Pendleton, Oregon. Jennings, M. (1984 November). Child assault prevention education. Training course for elementary age school children: The Hermiston Public School District, Hermiston, Oregon. E. GRANT AWARDS Lucas County Job and Family Services, to Toledo Metropolitan Mission Evaluation of Ohio Works First as Implemented in Lucas County, Center for Urban Affairs, University of Toledo, $5,000 Evaluation of Ohio Works First as Implemented in Lucas County, 2001 Center for Urban Affairs Effects of Predatory Lending in Metropolitan Toledo jointly by Dr David Baker, Dr Sudershan Pasupuleti and Dr Morris Jenkins. Project is funded by Urban Affairs Center of UT in May, 2002 with a budget of $34,294. The data collection is on-going. A series of focus group meetings are being held in different parts of city in collaboration with Community Development Corporations. Ground work for survey is in progress. Questionnaire is being developed. II. PROFESSIONAL MEMBERSHIPS/LICENSURE Licensed Social Worker (LSW): Ohio, February 2, 1992 Licensed Independent Social Worker (LISW): Ohio September 17, 1999 The National Association of Social Workers (NASW) Council on Social Work Education (CSWE) 64

69 Resume Candidate Name: Brenda F. McGadney-Douglass Graduate: University of Chicago Chicago, IL 1992 Ph.D. Social Service Administration Dissertation: McGadney, B.F. (1992a). Stressors and social supports as predictors of burden for Black and White caregivers of elders with dementia. Unpublished. University of Michigan 1975 MSW Clinical: Gerontology Ann Arbor, MI. Specialization Undergraduate: University of Michigan 1973 BA Speech: Radio/TV Ann Arbor, MI. Communication Research and Professional Experience: 8/03 - Present Associate Professor, Department of Social Work, College of Health and Human Services, University of Toledo, Toledo, Ohio. 10/02-5/02 Visiting Scholar, World College, Eastern Michigan University, Ypsilanti, MI. 9/01-6/02 Visiting Scholar, Department of Social Work, University of Ghana, Legon, Africa. 9/01-6/02 Consultant, World College, Eastern Michigan University, Ypsilanti, MI. 6/00-7/00 Visiting Scholar, African Studies Center, Michigan State University, Lansing, MI. 9/94-8/01 Associate Professor, School of Social Work, Wayne State University, Detroit, MI. 7/91-8/94 Assistant Professor 1, School of Social Work, The University of Washington, Seattle, WA. 2/91-6/91 Research Associate, Center for Research on Health and Aging, St. Luke-Rush Presbyterian Medical Center, Chicago, IL. 7/87-6/90 Project Director, Research Associate, (1) Social factors that influence the health of Black Urban Elders (National Institute on Aging); and (2) Self-Care practices of Black elders (Administration on Aging), School of Nursing, Northwestern University, Chicago. 11/88-7/89 Gerontology Curriculum Consultant, Departments of Sociology and Social Work, Texas Southern University, Houston, TX. 5/87-8/87 Assistant Dean, Adult & Continuing Education Department, Olive-Harvey Community College, Chicago, IL. 7/86-11/86 Consultant, Adolescent Male Group Home, Habilitate System, Inc. Chicago, IL. 7/85-11/86 Project Director/Research Associate, Elderly Support Project (Alzheimer's Project), School of Social Service Administration, The University of Chicago, Chicago, IL. 2/85-11/86 Clinical Social Worker, Out-patient Mental Health Unit, VA Hospital, Chicago. 1/84-9/84 Clinical Social Worker, Out-patient Mental Health Unit, VA Hospital, Battle Creek, MI. 8/82-1/83 Chief Administrator, Senior Citizen Services, Desire Community Housing Corporation, New Orleans, LA. 8/77-8/82 Assistant Professor/Director, Gerontology Program, School of Social Work, Southern University, New Orleans, LA. 8/76-8/77 Program Designer/Coordinator, Educational project for the elderly (H.E.L.P.-U.R.- S.E.L.F.), Continuing Education, Wayne County Community College, Detroit, MI. 7/75-10/76 Senior Services Advisor/Trainer, Mayors' Senior Citizen Commission, City of 1 One-year leave of absence: University of Michigan, School of Social Work, Post-Doctoral Gerontology Fellow. 65

70 Detroit, Detroit, MI. Trained & supervised 20 bilingual outreach workers & 20 VISTA volunteers to provide services to elders at senior citizen centers. International Experience: 11/01-6/02 Co-Principal Investigator. Field research in northern Ghana in the city of Tamale: Assessment of Ghanaian approaches to intervention in and management of local conflicts. Interviewed stakeholders: Chiefs, displaced women, NGO's, and youth authority leaders. Goal: To develop instructional resources reflecting indigenous strategies to manage conflict to train future peacekeepers and/or social policy and development students at the University of Ghana. Two site visits: January and June. Centre for Social Policy Studies, University of Ghana, Legon. Funded by Oxfam. 9/01-6/02 Visiting Scholar, Department of Social Work, The University of Ghana, Legon, Accra, Ghana. Designed and taught philosophy of social work course to undergraduate students. Wrote preliminary course syllabus for five courses to be offered in the new MSW program to begin fall Offered curriculum and field instruction consultation to the development of the MSW program. 5/99-6/02 Co-Principal Investigator. Field research: Assessment of adolescent Ghanaian survivors afflicted with early childhood severe protein malnutrition, Kwashiorkor. Korle bu Teaching Hospital, The University of Ghana, Legon. 8/81 Fellow: Four-week gerontology field/study. Dakar, Senegal. International Academic Consortium: Xavier, Dillard, and Southern University (SUNO): New Orleans, LA. 7/79-8/79 Fellow: Eight-week Field Study/Tour of Ivory Coast, Upper Volta, Senegal, and Sierra Leone. Fellowship funded by the Phelps/Stokes Fund, Washington, DC. Current Research: 11/01 - Present Assessment of Ghanaian approaches to intervention in and management of local conflicts. Primary data collection held with internally displaced women, chiefs, youth authorities and NGO's. The Centre for Social Policy Studies, University of Ghana, Legon. 5/99 - Present Social and Behavioral Characteristics of Long-Term Survivors of Kwashiorkor in Ghana. Ethnographic survey of adolescent survivors and family members. University of Ghana, Medical School, and School of Public Health and Department of Social Work (Korle-bu and Legon campuses), Accra, Ghana, West Africa. External Support: Competitive Research Proposals and Training Grants 3/04 Visiting Scholar, University Studies Abroad Consortium (USAC), University of Nevada, Reno. Proposal submitted. Traditional vs. Western: Assessment of Prominent Social Problems in Ghana. University of Ghana, Legon. Six-Week Course: Summer /00 5/00 Thea Bowman Nurse Managed Center. Program Evaluation. Highland Park, Michigan. Salary-Reimbursement sub-contract for winter semester with Wayne State University, Detroit, MI. 9/97 5/98 Evaluator. Outcome evaluation of personal emergency response system used by lowincome elders. Southeastern Michigan Chapter of the American Red Cross, Detroit, MI. 5/ /97 Data Analyst. Assessment of the effectiveness of exercise and dietary health education program for African American elders living in Chicago public housing. Center for Health Interventions with Minority Elderly (CHIME Project): NIH. Chicago State University and The University of Illinois (Circle campus), Schools of Nursing and Public Health. Chicago 9/96 8/99 Faculty Associate. Geriatric Interdisciplinary Team Training Grant (GITT). Henry Ford Health Systems, Inc., Wayne State University and Case Western Reserve University (Schools of Medicine, Nursing, and Social Work). PI: N. Whitelaw & M.O. Jacobs. John A. Hartford Foundation. 66

71 6/96 9/96 Minority/Women Summer Grant Program. Evaluation of religion as a moderator of distress for black and white spouse caregivers. Wayne State University, Detroit, MI. 6/95 9/95 Graduate Fund. Evaluation of predictors of distress for black and white informal family caregivers of frail elders. Wayne State University, Detroit, MI. 7/92-10/93 Institute for Ethnic Studies in the U.S. (IESES). Assessment of family and church as predictors of well-being for black caregivers of frail elders. Data collection site: Seattle Adult Day Health Care Center. The University of Washington, Seattle, WA. 7/92 National Institute on Mental Health (NIMH). Workshop: Conducting Mental Health Services Research in African-American Communities. Concept paper: The impact of social supports on caregiver burden experienced by Black caregivers of frail elders. Site: University of Wisconsin, Madison, WS. The University of Washington, Seattle, WA. 7/92-9/93 National Institute on Mental Health (NIMH). Research Services Workshop for Social Workers. Concept paper: Predictors of psychological distress and well-being among African-American family caregivers of frail elders. The University of Wisconsin, School of Social Work and Depart. of Gerontology, Madison, WS. 9/91-3/92 Minority Dissertation Award. Principal Investigator, Proposal: Stress and social supports as predictors of burden for Black and White caregivers of elders with dementia. NIA: Washington, DC. 7/89 7/91 Consultant: Gerontology Curriculum Development. Departments of Social Work and Sociology. Administration on Aging. Texas Southern University, Houston, TX. Fellowships 9/93-8/94 Post Doctoral Gerontology Fellowship. The University of Michigan, School of Social Work, Ann Arbor, MI. The National Institute on Aging (NIA), Washington, DC. 6/92-9/92 Gerontology Fellowship. Technical Assistance Program (TAP). Developed, pilot-tested 42- scale protocol on African American elders. Published: Caregiver social support assessment tool: Family, church, and adult day care. Data collection site: Umoja Care: Chicago-based adult day care center. The Gerontological Society of America (Administration on Aging), Washington, DC. 9/89-6/92 Ph.D. Minority Fellowship. Illinois Minority Graduate Incentive Program, State of Illinois Consortium for Educational Opportunity Program (IMGIP/ICEOP): Springfield, IL. 9/87-6/90 Ph.D. Clinical Fellowship. Minority Fellowship Program (MFP). Council on Social Work Education (CSWE) and Substance Abuse and Mental Health Services Administration (SAMHSA)/NIMH: Washington, DC. 9/84-6/87 Ph.D. Clinical-Aging Fellowship. The University of Chicago (NIMH): Chicago, IL. 8/81 Gerontology Fellowship: Four-week Gerontology Research Study Project in Dakar, Senegal, West Africa. International Academic Consortium: Xavier, Dillard, and Southern University (SUNO): New Orleans, LA. 6/79-8/79 Academic Research Fellowship: Cross-cultural oral history gerontology project. Ethnic heritage 8-week summer/study tour of French speaking West Africa (Ivory Coast, Upper Volta [now called Burkina Faso], Senegal, and Sierra Leone). SUNO, New Orleans, LA, Phelps-Stokes Foundation: Washington, DC. Scholarly Writing: Refereed Publications and Submissions Douglass, RL., McGadney-Douglass, B.F., & Apt, N. (Fall 2003). Filial factors of kwashiorkor survival in urban Accra, Ghana. American Journal of Public Health. 16 pages. Outcome of Article: Rejected July McGadney-Douglass, B.F., Ahadzie, W., Apt, N.A. (August 2003). The stories of displaced Ghanaian 67

72 women: Personal indigenous assessment of the impact of the 1994/95 Konkomba conflict in northern Ghana, West Africa. Michigan Academician. 33 pages. Outcome of Article: Recommendation - Revise & resubmit from Editor K. Duke 3/31/04; Still under revision. McGadney-Douglass, B.F. (April 2004) An assessment of conflict in Northern Ghana: The experiences of internally displaced women. Vol 1: New Journal for National Association of Social Work (NASW) -Ohio Chapter. 25 pages. Outcome of Article: Ohio Chapter decided not to publish journal August 2004 McGadney-Douglass, B.F. (April 2004). Rites and Rights of Older Women in Ghana. Aging Highlights. NASW: Washington, DC. 12 pages. Outcome of Article: To be published February Douglass, RL., McGadney-Douglass, B.F., & Apt, N. (August 2004). Old Title: Filial factors of kwashiorkor survival in urban Accra, Ghana. New Title: Conditions for survival among children with Kwashiokor in urban Ghana: Rediscovering the roles of the extended family. African Journals Online: African Journal of Food, Agriculture, Nutrition and Development (Previously known as African Journal of Food and Nutritional Sciences). 14 pages. Outcome of Article: Revised and resubmitted with new title. McGadney-Douglass, B.F. (2001). Impact of a personal response system on hospital use by low income African American and white elders. Journal of Health Care for the Poor and Underserved, Vol. 12 (4), Sage Publications. Madison, A., and McGadney, B.F. (2000). Utilizing the resources of small and medium size churches for outreach to low-income African American elders. Journal of Religious Gerontology, Vol. 11(1), Sage Publications. McGadney, B.F. (1998). Correlates of supportive church services for Black American and white family caregivers of frail elders. Fellows Forum, Electronic Journal, Vol. 2(1). Carbondale, IL. Address: McGadney, B.F. and Madison, A. (1997). Use of formal community services by family caregivers of African American elders. Michigan Academician, Vol. 29(20), McGadney, B.F. (1995). Family, church, and formal social supports of African American caregivers of impaired elders. African American Research Perspectives. Institute for Social Research (ISR), University of Michigan: Ann Arbor. Invited and Published Articles McGadney-Douglass, B.F. (2004). Part I: Global Collaboration Among African and African-American Social Work Scholars: Development of Conflict Management Course for Ghanaian Graduate Students. Connections: January: Vol. 28(1) page 14. Monthly publication of the Michigan Chapter of NASW. McGadney-Douglass, B.F. (2004). Part II: A profile of specific stories from displaced Ghanaian women. Connections; January: Vol. 28(1) page 14. Monthly publication of the Michigan Chapter of NASW. McGadney-Douglass, B.F. (2003). Freedom House: A Place of Safe Haven for Refugees in Michigan. Connections: International & Cultural Diversity Edition, December: Vol. 27 (11): 14. Monthly publication of the Michigan Chapter of NASW. Brown-Chappell, B. (2003). Two Who Make a Difference: Interview with Dr. Brenda McGadney- Douglass. Topic: Affirmative Action: The Michigan Decision. The President's Column. Connections: Monthly Publication of the Michigan Chapter of NASW, August: Vol. 27(7): 2 & McGadney-Douglass, B.F. (2002). Reflections from a social worker: Teaching at the University of Ghana, Legon, West Africa. Connections: Special International Edition 2002 December: Vol. 26 (11): NASW: Michigan Chapter. 68

73 Monograph/Book/Research Report Apt, N.A, McGadney-Douglass, B.F., & Ahadzie, W. (In Press 2004). Ethnic Conflicts in Northern Ghana. Report. OXFAM: London, Great Britain. McGadney, B.F., Douglass, R.L., & Apt, N.A. (Submitted 2003). The role of grandmothers in the survival of children with Kwashiorkor: Agenda for reform of public policy. Ashgate Publishing Company, London, England. McGadney, B.F. (In development). Case book: Fourteen indigenous social problems and ethical dilemmas identified by undergraduate Ghanaian social work students. Centre for Social Policy Studies, University of Ghana Press. Chapters McGadney, B.F. (2000). The health care needs of the black elderly: From well to frail. In S. Logan & E. Freeman (Eds.), Health care and empowerment practice in the Black community: Knowledge, skills, and collectivism. New York: Haworth Press. Davis, L.H., & McGadney, B.F. (1993). Self-care for the Black elderly. In C.M. Barresi & D.E. Stull (Eds.), Ethnicity and long-term care, pp New York: Springer Publishing Company. McGadney, B.F., Goldberg-Glen, R., & Pinkston, E.M. (1987). Clinical issues for assessment and intervention with the black elderly. In L.L. Cartensen & B.A. Edelstein (Eds.), Handbook of clinical gerontology, pp New York: Pergamon Press. McGadney, B.F. (1981). Introduction: Cultural overview of the elderly. In J.U. Gordon (Ed.), Multi-cultural dimensions in aging network: Cross-cultural perspective in Gerontology, pp Lawrence, KS: Kansas Key Press. Electronic Media McGadney-Douglass, B.F. (2004). Case book: Profile of 14 social problems and ethical dilemmas in Ghana identified by undergraduate social work students, University of Ghana, Legon. Website Completed and linked to UT printed pages & photos. Book Reviews Torres, R. E., McGadney, B.F., & Douglass, R.L. (1999). Multicultural awareness in health care professions by Maria Julia. Journal of Health Care for the Poor and Underserved, Vol. 10(1), , May. McGadney, B.F. (1979). For Dancy, J. (1977). The Black elderly: Guide for practitioners. In ASTRA: Analysis and Selection of Training and Educational Resources in Aging, Durham, NC: Duke University. McGadney, B.F. ( ). For Sherman, G. Research and training in minority aging. In Quarterly Contact, 1(3), Winter. National Center on the Black Aged (NCBA): Washington, DC. Training Manuals Davis, L.H., McGadney, B.F., & Kuziel-Perri, P. (1991a). Learning to live with hypertension: A self-care guide for Black elders. Library of Congress Catalog Card Number: ; ISBN , pp Lisle, IL: Tucker Publications. Davis, L.H., McGadney, B.F., & Kuziel-Perri, P. (1991b). Learning to live with diabetes: A self-care guide for Black elders. Library of Congress Catalog Card Number: ; ISBN , pp Lisle, IL: Tucker Publications. Davis, L.H., McGadney, B.F., & Kuziel-Perri, P. (1991c). Learning to live with arthritis: A self-care guide for Black elders. Library of Congress Catalog Card Number: ; ISBN , pp Lisle, IL: Tucker Publications. 69

74 McGadney, B.F., & Kenealy, D. (1977). Leadership training for senior instructors: A Manuel for program designers, pp The HELP-UR-SELF project (Harvesting elderly learner's productivity -for unemployed retired- via skills education for leadership fulfillment). Detroit, MI: Community Services Department (Administration on Aging), Wayne County Community College. Technical & Research Reports McGadney, B.F. (1992b). Caregiver social support assessment tool: Family, church, and adult day care: An African American perspective, pp The Gerontological Society of America (GSA): Washington, DC. Davis, L., & McGadney, B.F. (1990a). Social factors in the health of Black urban elders. Final Report (NIA-Washington, DC #: AGE-25 3 R21 AG ), pp Chicago, IL: Northwestern University. Davis, L., & McGadney, B.F. (1990b). Self-care education for urban Black elders: Hypertension, diabetes, and arthritis. Final Report (AoA-Washington, DC #: 90AT ), pp Chicago, IL: Northwestern University. Refereed Presentations Only: National/International McGadney-Douglass, B.F., Apt, N.A., & Ahadzie, W. (2004, November). Abstracted submitted. Ethnic conflict in Northern Ghana: Focus insights of tribal chiefs. Annual Meeting of the African Studies Association. New Orleans, LA. McGadney-Douglass, B.F. (2004, November). Abstract submitted. Gerontology and human rights: Widows rites and older women in Ghana. The 57th Annual Scientific Meeting of the Gerontological Society of America (GSA). Washington, D.C. McGadney-Douglass, B.F., Douglass, R., Apt., N.A. (2004, May). Ghanaian mothers helping adult daughters: The survival of malnourished grandchildren. Conference honoring mother's day: Grandmothers and Grandmothering. The Association for Research on Mothering (ARM). York University, Toronto, Canada. McGadney-Douglass, B.F. (2004, February). Gerontology instruction in a developing country: Widows rites in Ghana. Thirtieth Annual Meeting of the Association for Gerontology in Higher Education (AGHE). Richmond, VA. McGadney-Douglass, B.F. (2002, June). Conflict: Models of intervention and management employed in local communities in Ghana. Centre for Social Policy Studies, University of Ghana, Legon. First Friday In-House Seminar Series. Accra, Ghana. McGadney-Douglass, B.F. (2002, May) Open the lock to tradition: Ghana's social problems -- A perspective for educators in Ghana. The Department of Science Education, University College of Education of Winneba. Winneba, Ghana. McGadney-Douglass, B.F., Douglass, R., Apt., N.A. (2002, February). The role of grandmothers in the survival of children with kwashiorkor: Agenda for reform of public policy. Centre for Social Policy Studies, University of Ghana, Legon. First Friday In-House Seminar Series. Accra, Ghana. McGadney-Douglass, B.F., Apt, N.A., Douglass, R.L. (November 2000). Grandmothers roles: Survivors of Kwashiorkor in Ghana. Poster. Gerontological Society of America (GSA), Annual Scientific Meeting, Washington, D.C. Davis, L.H., & McGadney-Douglass, B.F. (November 1999). Health-promoting behaviors among African American elders. The 52 nd Annual Scientific Meeting of the Gerontological Society of America, San Francisco, CA. McGadney-Douglass, B.F., Douglass, R.L., Garrison, E.R., Antwi, P., and Owusu, B. (November 1999). Social and behavioral characteristics of long-term survivors of kwashiorkor in Ghana. The 42 nd Annual meeting of the African Studies Association. Philadelphia, PA. McGadney, B.F. (1998). Personal response systems for low-income elders in Southeastern Michigan. 70

75 Paper presented at the Gerontological Society of America (GSA), Annual scientific meeting, Philadelphia, PA. Davis, L.H., Kurziel-Perri, P., & McGadney, B.F. (1998). Gender differences in hypertension knowledge among black elders. Paper presented at the Gerontological Society of America (GSA), Annual scientific meeting, Philadelphia, PA. McGadney, B.F., & Douglass, R.L. (1998). Selecting a thesis topic in Gerontology: Asking questions that can be answered. Annual meeting of the Association of Gerontology in Higher Education (AGHE), Winston-Salem, NC. McGadney, B.F. (September 1997). Health beliefs of African American elderly. Paper presented at the third Annual Missouri Institute on Minority Aging. Jefferson City, MO. Cochran, D. L. and McGadney, B.F. (Feb./March, 1997). It takes a village: A multi-system approach to preventing hypertension among older African Americans. Paper presented at the 15th Anniversary Conference of the Association for Gerontology and Human Development in Historically Black Colleges and Universities, Tampa, FL. McGadney, B.F., & Madison, A.M. (March, 1996). Community based long-term service use by African American family caregivers for frail elders. Paper presented at the annual meeting of the Michigan Academy, Alma, MI. McGadney, B.F. (1995). Long-Term care service use by Black and white caregivers of adult day care recipients. Paper presented at the Gerontological Society of America Annual Scientific Meeting, Los Angeles, CA. Davis, L.H. & McGadney, B.F. (1995). Self-care beliefs and behaviors of African-American elders with chronic illnesses. Paper presented at the Gerontological Society of America, Annual Scientific Meeting, Los Angeles, CA. Davis, L.H., & McGadney, B.F. (1992). Knowledge and beliefs of black elders about diabetes. Paper presented at the Gerontological Society of America (GSA), Annual Scientific Meeting, Washington, D.C. Davis, L.H., & McGadney, B.F. (1992). Correlates of John Henryism among African American elders. American Society on Aging, Chicago, IL. Davis, L.H., McGadney, B.F., & Kurziel-Perri, P. (1991). Ethnic dimensions of self-care: Self care for urban black elders: Hypertension, diabetes, and arthritis. Paper presented at the Gerontological Society of America, Annual Scientific Meeting, Los Angeles, CA. McGadney, B.F., Starrels, M., & Neal, M. (1994). Dynamics of work/family stress: Black and white caregivers of elders. Paper presented at the Annual scientific meeting, Gerontological Society of America (GSA), Atlanta, GA. Regional/State McGadney-Douglass, B.F. (March 2004). Abstract accepted. Inter-Ethnic and regional conflicts in Northern Ghana: The roles and perspectives of tribal chiefs. Annual Meeting of the Michigan Academy. Grand Valley State University: Grand Rapids, MI. McGadney-Douglass, B.F. (November 2003). GirlTrek. Regional Meeting of the Girl Scouts. Henry Ford Museum, Dearborn, MI. McGadney-Douglass, B.F. (April 2003). Prominent social problems of women and girls in Ghana: Displacement, child labor, and enslavement. CAAS (The Center for Afroamerican and African Studies), The University of Michigan, Ann Arbor. McGadney-Douglass, B.F., Ahadzie, W.K & Apt, N. (March 2003). The stories of displaced women: Personal indigenous assessment of impact of 1994/95 Konkomba conflict in Northern Ghana. Paper. Annual meeting of the Michigan Academy of Science, Arts, and Letters: Holland, MI. McGadney-Douglass, B.F., Apt, N. & Ahadzie, W.K. (November 2002). Conflict in Northern Ghana: Assessment of indigenous intervention in and management by displaced women, chiefs, and youth authorities. Paper. Sixth Annual Joint Fellows Conference. Northbrook, IL. 71

76 Hepola, F.A. and McGadney-Douglass, B.F. (March 2001). The impact of trauma on chemical dependency treatment and recovery. Annual Meeting of the Michigan Academy of Science, Arts, & Letters: University of Michigan-Dearborn. McGadney-Douglass, B.F., Douglass, R.L., Apt, N., & Garrison, E. (March 2001). The role of grandmothers in the survival of children with Kwashiorkor in Ghana. Annual Meeting of the Michigan Academy of Science, Arts, & Letters: University of Michigan-Dearborn. McGadney-Douglass, B.F. (December 2000). Ethical and cultural implications in third-world and domestic field research. The Center for Ethics and Humanities in the Life Sciences. Michigan State University. Douglass, R.L., McGadney-Douglass, B.F. Antwi, P., Owusu, B., and Garrison, E.R. (March 2000). Social and behavioral characteristics of long-term survivors of kwashiorkor in Ghana. Poster Session. Regents Annual meeting. Eastern Michigan University, Ypsilanti, Michigan. McGadney-Douglass, B.F., & Douglass, R.L. (March 2000). A visible spirituality in Ghana. Paper. The 106 th Annual meeting of the Michigan Academy of Science, Arts, and Letters, Saginaw, MI. McGadney-Douglass, B.F., Douglass, R.L., Antwi, P., Owusu, B., and Garrison, E.R. (March 2000). Social and functional characteristics of long-term survivors of kwashiorkor in Ghana. The 106 th Annual meeting of the Michigan Academy of Science, Arts, and Letters, Saginaw, MI. McGadney-Douglass, B.F. (January 2000). An illustration of the possible: Doing serious research in Ghana with minimal funding. Symposium: Joint American-Africa Research for Human Development: Developing Alliances for Research in Health and Human Services with the University of Ghana. Martin Luther King Day Celebration: Eastern Michigan University, Ypsilanti. McGadney, B.F. (1999). Southeast Michigan Chapter of the American Red Cross: Emergency response program for low-income African American elders. Annual Scientific meeting of the Michigan Academy, March. Saginaw Valley State University: Grand Rapids, MI. McGadney, B.F., Cuthbertson, D.L., & Marks, L.J. (1998). Outpatient mental health treatment: Differences in leisure functioning between dually diagnosed Schizophrenics and substance abusers. Annual Meeting of the Michigan Academy, March. Alma, MI. Cochran, D. L. and McGadney, B.F. (1997). Comprehensive health promotion model for older African Americans, Institute of Gerontology, Wayne State University, Detroit, MI. McGadney, B.F. (1997). Correlates of family support for African American and white caregivers of frail elders. Paper presented at the annual meeting of the Michigan Academy, Grand Rapids, MI. McGadney, B.F. (1997). Correlates of religion and church support for African American and white caregivers of frail elders. Paper presented at the annual meeting of the Michigan Academy, Grand Rapids, MI. McGadney, B.F. (1997). Multicultural literacy and barriers to communication. Focus: Cultural competency. Geriatric Interdisciplinary Team Training (GITT). Henry Ford Health Systems, Inc., Wayne State University and Case Western Reserve University (Schools of Medicine, Nursing, and Social Work). Ypsilanti, MI. McGadney, B.F., Flowers, F., & Perryman, P. (1997). Lifeline: Emergency response program for lowincome elders by the Michigan Red Cross. Institute of Gerontology, Wayne State University, Detroit, MI. McGadney, B.F. and Madison, A.M. (March 1996). Community based long-term service use by African American family caregivers for frail elders. Paper presented at the annual meeting of the Michigan Academy, Alma, MI. 72

77 Current Professional Memberships: African Studies Association, Philadelphia, PA. Association of Gerontology in Higher Education (AGHE), Washington, DC Association of Research on Mothering (ARM), Toronto, Canada Gerontological Society of America (GSA), Washington, DC. Michigan Academy of Science, Arts, & Letters, Ann Arbor, MI. Michigan Chapter of the National Association of Social Workers (MI-NASW), Lansing, MI International Committee Member Regional International Interest Group National Association of Social Workers, Washington, DC. Ohio Chapter of the National Association of Social Workers (OH-NASW), Columbus, OH National Task Force on Mentoring. Development of mentoring program for Minority Fellowship Program. SAMSHA, Substance Abuse and Mental Health Services for Health Administration. Washington D.C. Revised September 7,

78 VITA SUDERSHAN PASUPULETI I. IDENTIFYING INFORMATION Office Address: University of Toledo Department of Social Work Office Phone: (419) Home Address: 4821 Wickford Green Rd. Apt. # 13 Sylvania, OH Home Phone: (419) [email protected] II. EDUCATION B.S.W. Osmania University, India 1983 Social Work M.A.(S.W.) Delhi University, India 1986 Social Work M.Phil(S.W) Delhi University, India 1991 Social Work Ph.D. Osmania University, India 1998 Social Work III. PROFESSIONAL POSITIONS A. ACADEMIC 2001-Present Assistant Professor University of Toledo, Department of Social Work, Toledo, Ohio Introduction to Social Welfare Social Work Research Methods Human Behavior in Social Environment I Human Behavior in Social Environment II Human Behavior in Social Environment III Social Work Assessent Tools Issues in Social & Econmic Justice A. Faculty Member- Academy of Human Resourcess Development, Hyderabad,India 74

79 HRD: Systems and Tools, HRD for social sectors & NGOs, Research in HRD, and Organizational Effectiveness B. Coordinator and visiting faculty for HRD Educational Programs in partnership with SCMHRD and TAPMI (among the top 20 business schools of India) A. Graduate Program Head and Lecturer College of Social Work, Osmania University, Hyderabad. Social policy and Social development Social Work Research and Statistics Social Work as Profession: History and Nature Social Work Methodology Human Resource Management B. Program Coordinator and Faculty of Post Graduate Diploma in Personnel management & Industrial Relations Organizational Behavior Peformance Apprasial Training & Development and Research Lecturer, Andhra Loyola College (Autonomous) Vijayawada, India Social Research & Social Statistics Social Policy and Welfare Administration Social Work & Voluntary Sector Human Resource Management B. SOCIAL WORK PRACTICE State Level Project Coordinator, Center for World Solidarity (an NGO Network Centre), Hyderabad: Instrumental in designing and grounding a mega project of Rs million involving 16 leading NGOs and their networks. Did research to assess the problem of poor participation of oppressed groups and women in institutions of local government. 75

80 Facilitated pre-project consulations with project partners and drew up action plan for 3 years and perspective plan. Designed initiatives and trained professional staff and community volunteers for project implementation. Developed monitoring & assessment tools for the project and provided continuous inputs to project partners (NGO staff) to implement the project and improve their performance. Developed mass media in the form of posters, booklets, and cultural media for advocacy and awareness building campaigns in the oppressed and marginalized groups. Developed networks and partnerships with similar organizations for concerted action through coalitionbuilding and community-wide advocacy Faculty member, Academy of Human Resources Development, Hyderabad: Did consulting work on training intervention over six months period for senior executives of Andhra Pradesh Government s Animal Husbandry department. Assessed training needs and designed training strategies to train the participants to act as agents of change. Conducted three phases of training with clear of focus on behavioral and performance-based outcomes of change. Provided on-the-job guidance while trainees perform job tasks and reinforced their learning through site visits. Participated as Resource Person on HRD on Public Systems Reforms (Municipal repforms organized by British Overseas Project) at Nainital. Participated as resource person at Association of Catholic Health Association (CHAI-AP), Andhra Pradesh for strategy formulation for effective community health interventions. Designed and conducted assessment for HRM students for planned professional development as part of program design and facilitated mentoring for Vignan Jyothi Institute of Management, Hyderabad Chief Executive (CEO) of Development Action and Research Centre, Vikarabad (an NGO for rural development) and designed and executed projects worth Rs.5 million: 76

81 Developed people s institutions (such as self-help groups) for women, youth, farmers, and on community forests. Developed participants capacities to assert their rights and deal with Government and other institutions. Supervised program staff at the grass root level and undertook staff development activities and mentored them to develop their skills to be community workers. Reported the work of the agency to donor/grant agencies and networked with other local/regional agencies for collective action on common issues. Mobilized money for activities and supervised financial administration for the organization. Conducted vision and mission workshops for NGOs with involving key stakeholders Coordinator of Comminity Service Program of Social Work Department at Andhra Loyola College, Vijayawada: Surveyed problems and needs of the neighbourhoods of the college. Designed intervention strategies with twin objectives of serving the community and training students in social work. Worked with urban community (neighborhood) to promote education of children, women and empowerment of women (through vocational training and alternate employment), and implemented several community building/development initiatives. Trained and built teams of social work students and other students for educational initiative in the Arul Nagar community and implemented remedial classes, parental awareness, and mentoring for the students who were weak in maths, english, and science. The initiative successfully reduced the rate school drop-out and performance of most students and parents involvement in child s education. Facilitated meetings between Government officials and community leaders for jointly addressing community problems Youth Counselor for YWCA Delhi at its Jahangirpuri community center. Participated in family counseling of substance addicts and worked on community initiatives. 77

82 Counseled the family members (parents and spouses) to create enabling family environment for de-addiction. Arranged for de-addiction treatment by multidisciplinary teams. Organized community for collective initiatives through support and advocacy groups to prevent drug and substance abuse in the community. Coordinated with police and other departments in rehabilitation of the cases with criminal background. Organized street play presentations to educate people about the ill-effects of drug and substance addiction Research Officer of Reseach Unit of College of Social Work, Hyderabad and was responsible for executing ongoing research projects Recruited and trained investigators for data collection. Supervised the research staff. Did literature review on the problems being researched. Prepared instruments and tools for data collection Supervised data collection proceedings and edited data Analyzed data and wrote research reports Programme-cum-Research Associate at Vishwa Yuvak Kendra, New Delhi. Assisted in designing and implementing training programs for the staff of youth organizations across the country. Evaluated the Scheme of Creches (day care centres) in the state of Haryana (India). Job responsibilities included preparation of tools, recruiting investigators, collection of data, and reporting results Community Organizer at Delhi Brotherhood Society, Ghaziabad (Delhi): Organized urban communities into organic unit and initiated several interventions based on their needs. Conducted basic and vocational classes for young muslim girls according to their choice. Organized youth into club for recreational, cultural, and community service activities. Supervised community workers and mentored them. Developed linkages with market to sell the products of women self -help groups. 78

83 Conducted health education and immunization camps for women and children. Developed interaction forum for Hindu and Muslim leaders to exchange views and work together for improving the civic infrastructure and quality of life in the community. Identified unemployed youth and arranged for vocational training for small business/entrepreneurship. IV. CONSULTING/TRAINING ACTIVITY Teaching training sessions for staff Lucas County Children Services on educational advocacy and role of change agent. Sessions are scheduled from August to december, 2004 (one full day session a month). Developed instruments and helped in data collection on important topics of different community agencies such as TASC, Harbor Behavioral Center, Marion Simmons Center, David s House, and Anny Grady Center as part of service learning research project. Designed and conducted training programs for Village Education Committees' members for Andhra Pradesh Primary Education Project sponsored by British Council Division of British High Commission and carried out monitoring of performance of these members after the training ( ). Designed and conducted training programs for middle level functionaries of NGOs (Non-profit sector) on group and community organizing basically for capacity building of the staff and NGOs ( ). Trained staff of NGOs in participatory strategic planning for development projects ( ). Participated as core team trainers for training staff and community representatives of Vijayawada Slum Improvement Project in Andhra Pradesh ( ). Regular guest faculty for training programs for Divisional Engineers of Vijayawada Thermal Power Station s training center on human resources management ( ). 79

84 Associated in conducting Human Resource Development Facilitators program and took sessions on Foundations of Employee Behavior, Interpersonal relations, time management, transactional analysis, managerial grid, mind mapping, and mentoring, communication, motivating employees (1999). Designed and Coordinated Faculty Development on HRD education for HRD faculty with focus on teaching methods and content (1999). Designed and conducted a development centre for P.G. D.B.M. students specialising in HRM at Vignana Jyothi Institute of Management (leading management institution in Hyderabad) and prepared competency based development plans for each student and monitored the professional development process of each student in the light of the plan with the help of mentor to each student (2000). Participated in designing and conducting a management development program on 'Personal Efficacy & Efectiveness' for Faculty Members of Staff Training Colleges of Syndicate Bank (a public sector bank in India) and taught on Interpersonal Efficacy and Effectiveness (1999). Designed and implemented a comprehensive training intervention for staff of Animal Husbandry and Dairy Corporation, Government of Andhra Pradesh ( ). Introduced Participatory Research tools into field work/practicum in community to facilitate quick assessment/study of problems of client systems, design interventon strategies on the basis of data and implement interventions well within course duration to see the effectiveness of interventions. Supervised 50 masters level dissertations in Social work on different titles related to Social Work and HRM. 80

85 V. SERVICE Department Level Committees: MSW Development Committee: I developed five courses for MSW on Social work research and Human behavior in Communities and Organizations. I accepted to develop two more courses. Serving on the committee since 2001 in developing the program and developing the courses. Curriculum Committee: College Level Committees: Diversity Committee: Serving as a member since Fall, 2002 of curriculum committee that is entrusted to suggest changes and develop new courses in Social Work for both BSW and MSW programs. I contributed to the effort for more synergy between different courses in order to achieve program effectiveness. Admissions Committee Serving as member of the committee since August Served on the college diversity committee that produced a policy document. Now I serve on the diversity standing committee appointed by the Dean that is entrusted with job of implementing policy on diversity adopted by the college. College Assessment Committee: Member of committee since August 2004 University Level Committees: Service Learning Steering committee: Serving as member of the UT Service Learning Steering Committee appointed by the Provost, which is charged with developing and promoting strategies for service learning and civic engagement across campus. 81

86 Community Level Committees: Advisor to Social Work Student organization at the University of Toledo May 2002 to August Faculty Mentor for service learning group assigned to Food Bank, Inc. Since Fall 2003 to present. Member, Lucas County Mental Health Board, appointed by the County Commissioners (since July 2003). Member of Programs & Services Committee, Lucas County Mental Health Board (since July 2003). Board Member of G-3 Nonprofit in Toledo. Advisor to Youth group of Toledo Hundu Community. VI. RESEARCH ASSIGNMENTS Research Projects completed & Reports: Laurie Dinnebeil, Ruslan Slutsky, and Sudershan Pasupuleti (2004). Status of Childcare in Lucas County Research Report (unpublished). Toledo, Ohio: YWCA of Greater Toledo (2004). David Baker, Mylo Jennings, Sudershan Pasupuleti, and Morris Jenkins (2003). Effects of Predatory Lending Practices in Metropolitan Toledo Toledo, Ohio: Urban Affairs Center,University of Toledo. Sudershan Pasupuleti and Madhavilatha Muppaneni (1999). Functioning of Panchayati Raj Institutions in Andhra Pradesh. Research Report (unpublished). Hyderabad (India): Centre for World Solidarity, a major nodal agency in Andhra Pradesh supported by NOVIB, Netherlands ( ). Jayaraj Yellapaneni and Sudershan Pasupuleti (1993). Evaluation of the Development Programs of Gram Nav Nirman Samithi. Vijayawada (India): Atma Consultancy supported by Christian Aid, London. 82

87 Grants Awards Prafulla Sahoo, Neelu Chopra, and Sudershan Pasupuleti (1987). Evaluation of the Scheme of Creches in the State of Haryana New Delhi: Viswa Yuvak Kendra. Direndra Lal Das and Sudershan Pasupuleti (1988).Evaluation of Early Childhood Education in Andhra Pradesh. Hyderabad: College of Social Work. Direndra Lal Das and Sudershan Pasupuleti (1988). The Time Allocation Study of Anganwadi workers of Integrated Child Development Scheme in Andhra Pradesh. Hyderabad (India): College of Social Work. Co-investigator of the research team (consisting Drs Laurie Dinnebeil, Ruslan Slutsky, and Sema Kalaian of College of Education and Sudershan Pasupuleti (College of Health & Human Services) on Childcare Needs assessment in Lucas County funded by Lucas County Alliance for Early Education and Childcare and YW Childcare Connections. The project, funded in June 2004) cost is $36,291. Received Kohler Grant for $ to present paper at the 13th Inter-University Consortium for International Social development at Mumbai (India), held from December 29, 2003 to January 2, Completed research project titled Effects of Predatory Lending in Metropolitan Toledo jointly by Dr David Baker, Dr Mylo Jennings, Dr Sudershan Pasupuleti, and Dr Morris Jenkins. Submitted a report to Urban Affairs Center in August Project cost is $34,000 and funded by Urban Affairs Center of University of Toledo. 83

88 VI. PUBLICATIONS: In Press and accepted: Book: Lois Ventura, Eric Lambert, Michael Bryant, and Sudershan Pasupuleti (2004). Differences between Criminal Justice majors and other majors in their attitudes toward gays and lesbians. American Journal of Criminal Justice, 28(2), Sudershan Pasupuleti, Uma Vennam, and Anuradha Komanduri (2004, In press). Social Work in Rural Communities in India. In Leon H. Ginsberg. (Ed.) Social work in Rural Communities, Fourth edition. Alexandria, VA: Council on Social work Education. David Baker, Sudershan Pasupuleti, Mylo Jennings, and Morris Jenkins (2004, Accepted). Does Size Matter? Effects of Predatory Lending. International Journal of Comparative Criminology. Eric Lambert, Sudershan Pasupuleti, Terry Cluse- Tolar, Mylo Jennings, and David Baker (2004, Accepted pending revisions). The Impact of Work-Family Conflict on Work and Human Service Worker Job Satisfaction and Organizational Commitment: An Exploratory study. Administration in Social Work. Sudershan Pasupuleti (2004, Accepted). Review of Third Sector Development: Making Up for the Market by Christopher Gunn. Contemporary Sociology. Dikshit, P.S., Jagadish, B.V., Uma, V. & Pasupuleti, S. (1996). Andhra Pradesh Primary Education: Village Education Committees (Training Manual). Hyderabad: Diractorate of School Education. 84

89 Submitted for Review: Sudershan Pasupuleti, Eric Lambert, and Terry Cluse- Tolar (2004, under review). Undergraduate views of capital punishment: are social work students different from other students? Journal of Social Work Values and Ethics. Sudershan Pasupuleti, Eric Lambert, Terry Cluse-Tolar, and Michael Bryant (2004, being revised after peer comments). The Impact of Instrumental Communication and Centralization on Social and Human services workers. Terry Cluse-Tolar, Eric Lambert, Lois Ventura, and Sudershan Pasupuleti, (2003, Pending revision). The views of social work students toward gays and lesbians: Are they different from other students. Journal of Gay and Lesbian Social Services. Terry Cluse-Tolar, Eric Lambert, Sudershan Pasupuleti, Reva Allen, and Lois Ventura (2004, submitted for review). The Impact of Job Characteristics on Social and Human Service Workers. Submitted for Review to Journal of Social Service Research. Eric Lambert, Terry Cluse-Tolar, Sudershan Pasupuleti, Daniel Hall, and Morris Jenkins (2004, submitted for review). I want justice: The Impact of Procedural and Distributive Justice on Social Service Workers. Submitted for review to Research on Social Work Practice. Sudershan Pasupuleti, David Baker, and Mylo Jennings (2004, in final review). Characteristics of Effective Leaders in Democratic Pluralistic Societies, Social Development Issues. VII. PROFESSIONAL PRESENTATIONS: The presentations were made/to be made at local, state, national, and international professional 85

90 meetings: Invited to present at the 22 nd (National Level) Annual Baccalaureate Social Work Education Conference s Student Social Work Panel Discussion on What are the present Social policies and what are we going to do about them? November 4, 2004 at Detroit, Michigan (I). Invited to present at The Education Alumni College sponsored by The University of Toledo s College of Education Alumni Affiliate on February The topic of the presentation is Effects of Child Abuse and Neglect on Child s Well-being and Scholastic Performance. (I). Presented to the Undergraduate students at Lourdes College on Hinduism and Cultural Practices in summer (I) Presented a paper titled Characteristics of Effective leaders in democratic pluralistic societies (Lead presenter of the paper) at the 13 th Symposium of Inter-University Consortium of International Social Development to be held at Mumbai (India) Dec. 29, 2003 Jan. 2, 2004 (C). Presented a joint paper with David Baker on Predatory lending and the issues of social and economic justice at Annual Conference on Criminology in Canada, organized by Canadian Society of Criminology, May 1-4, David Baker and Sudershan Pasupuleti (I). Presented (Lead presenter) paper entitled Are research methods and service learning compatible? at the Invitational Conference on Service learning organized by University of Nebraska at Omaha, May 29-31, 2003 (I). Presented on the reporting systems at YWCA battered women shelter (I) March and April Presented on research focus in social work practice at Family Council, Lucas County in October 2002 (I). 86

91 VIII. PROFESSIONAL MEMBERSHIP Life Member of Phi Alpha Honors Society. Life Member of National HRD Network (India). Member of Council on Social Work Education. Associate Member of Baccalaureate Program Directors Conference. Member of National Association of Social Workers. Member of American Association of University Professors. Member of Inter-University Consortium of International Social Development, USA. Board Member of Center for Development Research & Consultancy, Hyderabad (India). ******** 87

92 VITAE Edward K. Suh I. IDENTIFYING INFORMATION Office Address: University of Toledo Department of Social Work Office Phone: (419) Home Address: 1920 Collingwood Blvd., Apt.# 610 Toledo, Ohio II. Education BSW Seoul National University, Korea 1965 Social Work MSW Seoul National University, Korea 1967 Social Work MSW Boston College 1973 Social Planning Ph.D. Brandeis University 1978 Social Welfare III. PROFESSIONAL POSITIONS A. ACADEMIC 2002-present Associate Professor (tenured), University of Toledo, Toledo, Ohio Social Policy, Social Research, and Social Work Practice I Associate Professor (tenured), Assistant Professor, BSW Program Director, Director of Admissions, Field Coordinator, University of Central Florida, Orlando, Florida Social Policy Analysis, Social Welfare and Social Work, Social Work Research, Evaluating Social Work Practice and Social Service Programs, Graduate Research Projects, Macro-Practice, Social work in Health Care Settings, Social Services for the Elderly, Field Seminar and Liaison 1988 Visiting Professor, Catholic University of Chile, Santiago, Chile Social Research

93 Assistant Professor, University of Northern Iowa, Cedar Falls, Iowa Social Research, Social Policy, Macro Practice, Minority Relations, Social Work Practice I, and Social Services for the Elderly Assistant Professor, University of Maine, Orono, Maine Social Policy, Macro Practice, and Field Liason Part-time Lecturer, Seoul National University, Korea Song-Sim College for Women, Korea. National Air Force College, Korea. Seoul Women's College, Korea B. PRACTICE 7/1992 1/ 1997 Permanent Advisor for the Development of Programs, Administrative Structure, and Centralized Information System, Ministry of Social Security and Social Welfare, Republic of Nicaragua Summer 1990 Consultant, Re-entry Project for the Handicapped Veterans of War of the Nicaraguan National Resistance, Creative Associates International, CIAV-OEA, Nicaragua. 5/87-7/90 Consultant, Development of the Research Center for Family Violence, Catholic University of Valparaiso, Valparaiso, Chile Consultant, Computer Training, HRS District VII, State of Florida Summer, 1983 Program Consultant, Development of Social Service Programs, Korean Social Service Center, Chicago, Illinois Summer, Program consultant, Evaluation of the Demonstration Project of National Health Insurance Program in Mokpo City Area, the Federation of Korean Medical Insurance societies, Korea. 11/81-5/85 Social Work Consultant, Consultation, supervision, and direct provision of social services, The Sunnycrest Nursing Center, Dysart, Iowa 10/75-5/77 Coordinator, Out-reach Service Programs for Maine Native Communities, Bureau of Human Relations, Inc., Bangor, ME Summer, 1975 Research Assistant, Data preparation and processing of federally-funded research projects. Graduate School of Social Work, Boston college, Boston, MA 89

94 5/73-8/73 Assistant Administrator, Supervision and administration of four outreach drug treatment programs, and development of residential care program for delinquents. Boniface Community Action Corporation, Detroit, Michigan Summer, 1972 Health Planner, Development of ambulatory health care services in the greater Bangor Area, and Dental Care Project in Eastern Maine. Bureau of Human Relations, Inc., and the Penobscot Valley Regional Health Agency, Inc., Bangor, ME 4/71-7/71 Surveyor, Interim-evaluation of Internationally-assisted Social Service projects in Korea, United Nations Economic Commission for Asia and Far East, Bangkok, Thailand 3/69-7/71 Coordinator for the Internationally-assisted social service projects, Ministry of Health and Social Affairs, Korea Public Assistance Worker, Ministry of Health and Social Affairs, Korea 7/66-8/66 Research Assistant for "Evaluation Survey of Nation-wide Community Development Projects," Korea Research Institute of Politics and Economy, Korea 2/65-4/66 Researcher for the Development of Social Service Programs of Maryknoll Father s Diocese, Korea IV. PROFESSIONAL ACTIVITY A. RESEARCH AND PUBLICATIONS Books/Chapters: Suh, E.K., English Phonic System for Koreans, Seoul, Korea, Moonsung Moonwha Publishing Co., Gwang-Joo, Korea, 2003 Suh, E.K., Social Research, Seoul, Korea, Kaemoon Publishing Co., 1983 Suh, E.K., 4th Chapter, "Korean Welfare system," History of Social Welfare in Korea, Seoul, Korea, Seoul National University Press, 1989 Journal Articles: Suh, E.K. & Kirven, J., Therapeutically using martial art with African American youth: An urban case study, Journal of Child & Family Behavior Therapy 90

95 Suh, E.K., Social Participation and Voluntarism of the Elderly, Journal of Welfare for the Aged, Vol. 12, 2001 Suh, E.K., Social Policy Issues for the Aged with Dementia in Korea, International Journal of Welfare for the Aged, Vol.2, No.1, 2000 Suh, E.K. & Lee, S.R., General Characteristics of Social Welfare Programs in Latin America, Korean Journal of Social Welfare, Vol. 6, 1999 Leon, A.M. & Suh, E.K., A Program Evaluation of a Juvenile Halfway House: Considerations for Strengthening Program Components, Program Planning and Evaluation: An International Journal, May 1999 Suh, E.K. & Lee, S.R., The Effects of High Unemployment Rates on the Income Distribution: A Comparative Study of the Industrialized Countries, Korean Journal of Social Welfare, Vol. 28, No. 11, 1998 Suh, E.K., Technological Change and Social Policy, Korean Journal of Social Welfare, Vol. 25, 1995 Suh, E.K., Urbanization and Its Demand for Social Services in Korea, Korean Journal of Social Welfare, Vol. 24, 1994 Suh, E.K., "The Impact of Spousal Violence on the Children of the Abused," Journal of Independent Social Work, The Haworth Press, Inc., Vol. 4, No. 4, 1990 Suh, E.K. and Abel, E.M., "Use of Police Services by Battered Women," Social Work, Journal of the National Association of social Workers, Vol. 32, No. 6, 1987 Suh, E.K., "Medical Insurance and the Aging," Medical Insurance, Federation of Korean Medical Insurance Societies, Vol. 7, No. 6, 1985 Suh, E.K., "Social Security and Professional social Work," Medical Insurance, Federation of Korean Medical Insurance Societies, Vol. 7, No. 4, 1985 Suh, E.K., "Medical Care and Policy Science," Medical Insurance, Federation of Korean Medical Insurance Societies, Vol. 6, No. 2, 1984 Suh, E.K., Social Service Delivery System for the Elderly and Social Work Education, Social Work Agenda, Vol. 2, No. 1, January 1983 Suh, E.K., "A Model of Integrated Method in social Work Practice," The Journal of Korean Social Work, Vol. 4, 1983 Suh, E.K., "Problems of Maternal Health Care in Rural Communities, Korea," International Social Work, Vol. 25, No. 4,

96 Suh, E.K., Model of Medical Care Service Delivery System for Korea," Medical Insurance, Federation of Korean Medical Insurance Societies, Vol. 5, No. 7, July 1982 Suh, E.K., "Alternative Views of Health Care Utilization," Journal of Nurses Academic Society, The Korean Nurses Academic Society, Vol. 12, No. 1, August 1982 Suh, E.K., Social Work Practice in Public Assistance Programs," Social Welfare Theses, Ministry of Health and Social Affairs, Korea, Vol. 2, September 1982 Suh, E.K., "Prenatal Health Care Use in Rural Communities, Korea: A Causal Model," Asian Profile, Vol. 10, No. 6, December 1982 Suh, E.K., "Social Development Programs in Korea," Social Welfare Scheme, Ministry of Health and Social Affairs, Korea, 1970 Suh, E.K., "Social Welfare Man-Power: Its Demand and Supply," Social Welfare Review, National social Workers' Training Institute, Korea, 1969 Suh, E.K., "Study on Public Welfare Programs of Lee Dynasty," Social Work Review, Seoul National University, Korea, 1969 Suh, E.K., " After-Care for the Released Delinquents," Social Work Review, Seoul National University, Korea, 1968 Suh, E.K., "Probation System for the Prosecuted Delinquents," Correction, Ministry of Justice, Korea, 1968 Suh, E.K., "Study on Public Health and Welfare Programs of Koryo Dynasty," Social Work Review, Seoul National University, Korea, 1966 Research Reports: Kazmerski, K. & Suh, E.K., HIV Needs Assessment: Metropolitan Orlando 2001, Orange County, Orlando, FL, June 2001 Suh, E.K., Evaluation of Substance Abuse Prevention Programs of Central Florida, The Center for Drug- Free Living, Inc., Orlando, FL, August 1998 Suh, E.K., Evaluation of the Tae Kwan Do (Martial Arts) Mainstream Youth Project, The Center for Drug-Free Living, Orlando, FL, August 1996 Suh, E.K., "Evaluation of Governor's Drug Free Communities Program , The Center for Drug- Free Living, Orlando, FL 1993 Suh, E.K., Older Asian-American Needs Assessment in Central Florida, December

97 Suh, E.K., "Observaciones Y Recomendaciones Acerca del Bienestar Social," Ministerio De Seguridad Social y Bienestar, Nicaragua, June 10, 1992 Suh, E.K., and Others, Factores Bio-psico-sociales Del Maltrato a Menores de 0 a 10 Anos En Valparaiso y Vina del Mar, V Region, Chile, Escuela de Servicio Social, Universidad Catolica de Valparaiso, Chile, Julio, 1990 Suh, E.K., and Kazmerski, K.J., Follow-up of Social Work Graduates, , School of Social Work, University of Central Florida, Orlando, FL, April 1990 Suh, E.K. and Kazmerski, K.J, Community Service System Demonstration Project, Setting Priorities: A Report of a Follow-up Survey of the Members of the Central Florida Coalition of Aging Services, School of Social Work, University of Central Florida, August 8, 1988 Suh, E.K., and Kazmerski, K.J., Report of a Survey of the Membership of the Aging in Central Florida, School of Social Work, University of Central Florida, February 22, 1988 Suh E.K., Kazmerski, K.J., and Abel, E.M., Evaluation of the Community Services System Demonstration Project, School of Social Work, University of Central Florida, Orlando, FL, June, 1987 Suh, E.K., Report on Microcomputer Training Needs, Health and Rehabilitative Services, District VII, State of Florida, June Suh, E.K., Kazmerski, K.J., Abel, E., Green, C., and Tropf, W.D.,Self-Study Report , Vol. I & II, School of Social Work, University of Central Florida, Orlando, FL, February, 1986 Suh, E.K., and Kazmerski, K.J., Follow-up Study of Social Work Graduates, , School of Social Work, University of Central Florida, Orlando, FL, October, 1985 Suh, E.K., Maypole, D., Anderson, R., Greene, M.A., and Keefe, T., Self-Study Report , Vol. I & II, School of Social Work, University of Northern Iowa, Cedar Falls, IA, February, 1985 Suh, E.K. and Greene, M.A., Status Report of the Needy in Three Northeast Iowa Countries: Black Hawk, Buchanan, and Grundy, School of Social Work, University of Northern Iowa, July, 1083 Suh, E.K., and Pan, D., Follow-up Study of Social Work Graduates ( ), School of Social Work, University of Northern Iowa, November, 1982 Suh, E.K., and Pan, D., Career Status of Baccalaureate Social Work Graduate: An Appraisal of a Professional Program, School of Social Work, University of Northern Iowa, November, 1982 Suh, E.k., and Greene, M.A., A Study of the Continuing Educational Needs of Social Workers and Other Human Services Providers in the Northeast Region of Iowa, School of Social Work, University of Northern Iowa, November,

98 Suh, E.K., Rural Health in a Developing Nation: A Study of the Utilization of Maternal Health Care, University Microfilm International, Ann Harbor, Michigan, U.S.A., 1978 Suh, E.K., Ambulatory Health Care in the Greater Bangor Area - Notes and Comments, The Penobscot Valley Regional Health Agency, August 1972 Newspaper Articles: Suh, E. K., "L. A. Riot and Racial Problems in the Korean Community," The Korean-American Journal of Florida, May 25, June 10, and June 25, 1992 Suh, E. K., "The Goal of Korean Society Toward the 21st Centry," The Korean-American Journal of Florida, July 10, 1992 Audio-Visual Instructional Resources: Suh, E. K., The Magnitude of Poverty in Central Florida; Homelessness in Orlando, Instructional Development, University of Central Florida, Spring 1990 (32:20) Suh, E.K., The Magnitude of Poverty in Central Florida: Apopka Area, Instructional Development, University of Central Florida, Spring 1990 (26:04) Suh, E.K., The Magnitude of Poverty in Central Florida: Taft Area, Instructional Development, University of Central Florida, Spring 1990 (26: 30) Abstracts: Suh, E.K. and Abel, E.M., "Use of Police Services by Battered Women" Sociological Abstracts, Council of Abstracting Services, January 1988 Suh, E.K., "Maternal Health Care Use in a Developing Country: A Causal Model," Abstracts: Health Care Assessment in the 80's, The Third National Conference on Need Assessment in Health and Human Services, March 1981, pp B. PRESENTATIONS AND CONFERENCE PARTICIPATION Suh, E.K., Community Response for AIDS Care in Five Central Florida Counties, The 15 th Annual National Conference on Social Work and HIV/AIDS, May 29-June 1, 2003, Albuquerque, New Mexico Suh, E.K., Economic Development and Relative Poverty, The Annual Social Welfare Symposium, Ministry of Health and Social Affairs, Republic of Korea, July 7-8, 2003, Seoul, Korea 94

99 Suh, E.K., Feimine Problem of North Korea, Asia Forum, Asian Studies Institute, Toledo, 2003, Toledo, Ohio University of Suh, E.K., Intracultural Differences within the Asian Cultures, UCF School of Social Work and Community Partnership Advisory Council Conference, January 26, 2001, Orlando, FL Suh, E.K., Cultural Barriers of Korean-Americans to Mainstream America, Overseas Korean Leadership Conference, Overseas Korean Affairs Administration, Republic of Korea, June 26-28, 2000, Seoul, Korea Suh, E.K., Alternatives to the Extended Family Care for the Elderly in Korea, Annual Social Welfare Symposium, Ministry of Health and Social Welfare, June 29-30, 2000, Seoul, Korea Suh, E.K., Dual Perspectives, Five Day Workshop, UCF Diversity Initiatives, May 2000, Orlando, FL Suh, E.K., Towards an Integrated Society: Institutional Approach in Resolving Social Conflicts between East and West Regions in South Korea, New Vision for the Next Century Conference, Ministry of Health and Social Welfare, April 1-2, 1999, Seoul, Korea Suh, E.K., Moderator, Economic Globalization vs. Community Economic Development on Both Sides of the United States - Mexico Border, (presented by Arline Prigoff) and Changes in the Caribbean and the Impact upon the Elderly: Implications for Social Work Education and Practice, (presented by Jordan I. Kosberg), Caribbean Symposium, Sunday, March 8, 1998, Orlando, Florida Suh, E.K., Problems and Issues of Both Public and Private Medical Insurance Programs in Developing Countries, Annual Social Welfare Symposium, Ministry of Health and Social Welfare, May 16-17, 1998, Seoul, Korea Suh, E.K., Adoption Practice with African-American Families and Its Implications for Curriculum Contents for BSW Training, The 15th Annual BPD Conference, October 29-November 2, 1997, Philadelphia, Penn Suh, E.K., Moderator, The Development of Social Work in Poland, (presented by Mary Brainerd and Scott Hartblay), 15th Annual BPD Conference, October 29-November 2, 1997, Philadelphia, Penn Suh, E.K., The Winds of Change: Can We Teach Students to Become Culturally Competent? 43rd Annual Program meeting, CSWE, March 6-9, 1997, Chicago, Ill Suh, E.K., Determinants of the Use of Aging Services among the Asian-American Elderly, 6 th Korean-American Conference, Los Angeles, CAL., January28, 1996 Suh, E.K., Moderator, Exploring Outcomes in Using Assessment to Discover the Relationship between Effort and Intellectual Development in Social Work Students, 14th Annual BPD Conference, Portland, Oregon, October 23-27,

100 Suh. E.K., Moderator, Experiences of Social Work Education Programs in Complying with Accreditation Standards, ", 14th Annual BPD Conference, Portland, Oregon, October 23-27, 1996 Suh, E.K., "Psychosocial Approaches for Homeless Children in Nicaragua", Annual Program Meeting, Ministry of Social Security and Welfare, January 20-29, 1995, Managua, Nicaragua Suh, E.K., "Social Service Programs for the Elderly in Nicaragua, Annual Program Meeting Ministry of Social Security and Welfare, January 20-29, 1995, Managua, Nicaragua Suh, E.K., "Seminar of Health Care Benefits", World Bank and Nicaraguan Ministry of Social Security and Welfare, January 24-25, 1995, Managua, Nicaragua Suh E.K., Multicultural Perspectives in Building a Healthy Community, Florida Association of School Social Workers Annual Conference, October 19-21, 1994, Fort Lauderdale, Florida Suh, E.K., Multicultural and Counseling Issues, Annual Meeting of the Central Florida Marriage and Family Therapy Association, February 23, 1993, Orlando, FL Suh, E.K., "Common Problems of Community Development in Developing Countries," Minstry of Social Security and Social Welfare, Nicaragua, December 19, 1993 Suh, E.K., "Macro Estrate'gico del Area de Desarrollo Humano," Instituto Nicaraguense de Seguridad Social Y Bienestar," Managua, Nicaragua, December 14, 1993 Suh, E.K., "Multicultural issues in Counseling," The Central Florida Marriage and Family Therapy Association, Orlando, Florida, February 23, 1993 Suh, E.K., "Prevention Programs of Korean Family Problems in the 90's" 30th National Social Welfare Symposium. Ministry of Health and Social Affairs, Republic of Korea, Seoul, December 16-17, 1991 Suh, E.K., Chair, "Children Who Witness Domestic Violence: Student Learning Through a group Work Model," 36th Annual Program Meeting Council on Social Work Education, Reno, Nevada, March 3-6, 1990 Suh, E.K., "Cross-cultural Perspectives on Family Ties," Social Work Day, Orlando, March 21, 1990 Suh, E.K., Chair, Asian-American Town Meeting for Social Services, March 2, 1990, Orlando, FL Suh, E.K., "Bio-Psycho-Social Factors Involved in Battered Child Syndrome," 2nd World Meeting of Legal Medicine, 4th Meeting of the Pan-American Association of Forensic Sciences and 6th Meeting of the Columbian Society of Legal Medicine and Forensic Sciences, June 4-8, 1990, Bogota, Columbia 96

101 Suh, E.K., "The Psychological Factors of Child Abuse in Valparaiso and Vina del Mar, Chile," First International Conference of Family Violence, Valparaiso, Chile, July 20-21, 1990 Suh, E.K. & Hummel, K., Community Efforts: Helping Pregnant Teenagers, Annual Conference of National Association of Social Workers, San Francisco, CA, October 11-14, 1989 Suh, E.K., "Minorities and Dropout Prevention: Rethinking Retention - Perspectives on Orientals," Workshop on Minority Dropout, The School Board of Seminole County, Sanford, FL, January 20, 1989 Suh, E.K., "Cultural Barriers to Communicating with Older Persons from the Black, Spanish, and Oriental Ethnic Groups," District VII Information Network Specialists and Case Managers, East Central Florida Regional Planning Council, April 19, 1988 Suh, E.K., "Cultural Conflicts of Asian-American School Children," Annual Conference of National Association of Social Workers, Philadelphia, PA, November 9-12, 1988 Suh, E.K., "Overview of Public Policy of Aging in the Republic of Korea," Asia-U.S. Conference on Social Services and Aging Policies, Pensacola, Florida, August 8-11, 1988 Suh, E.K., and Abel, E.M., "Balancing Social Control and Social Enhancement Strategies when Working with Battered Women," Annual Program Meeting, Council on Social Work Education, Atlanta, Georgia, March, 5-8, 1988 Suh, E.K., "The Magnitude of Child Abuse in U.S.A.," Seminar on Family Violence, Catholic University of Valparaiso, Chile, December 10-11, 1987 Suh, E.K., "The Homeless in Central Florida," Central Florida Association for Health and Social Services, Orlando, Florida, November 19, 1987 Suh, E.K., Abel, E.M., and Anglin, M., "Using Research as a Strategy for Ending Violence Against Women," Southeastern States Domestic Violence Conference, Chapel Hill, Tennessee, November 6-8, 1987 Suh, E.K., "Transitions in the School Setting for Asian Children to Public Schools," 1987 Florida Association of Visiting Teachers/School Social Workers Conference, Altamonte Springs, Florida, October 29-30, 1987 Suh, E.K., and Johnson, M.O., "Issues of Aging," The 2nd Annual Mental Health and Black Community Conference, Orlando, Florida, October 16-17, 1987 Suh, E.K., "Life Adjustment of Korean Children," 12th Annual Conference of the North American Council on Adoptable Children, Grenelefe Resort, Florida, August 6-9, 1987 Suh, E.K., "Prevention of Family Violence in Chile" International Conference on Family Violence, University of Chile, College of Medicine, Santiago, Chile, May 29-30,

102 Suh, E.K., "Family Violence in the United States," International Conference on Family Violence, University of Chile, Santiago, Chile, May 29-30, 1987 Suh, E.K., "Abandonment of Children: Adoption," National Conference on Family and Children, Catholic University of Valparaiso, Valparaiso, Chile, May 25-27, 1987 Suh, E.K., "Teenage Pregnancy," National Conference on Family and Children, Catholic University of Valparaiso, Valparaiso, Chile, May 25-27, 1987 Suh, E.K., "Spouse Abuse," National Conference on Family and Children, Catholic University of Valparaiso, Valparaiso, Chile, May 25-27, 1987 Suh, E.K., "Spouse Abuse and Legal Services in the United States," The National Society of Criminologists of Chile, Santiago, Chile, May 29, 1987 Suh, E.K., "Spouse Abuse," Workshop on Domestic Violence, Mental Hospital, Valparaiso, Chile, June 27, 1986 Suh, E.K., "Family Violence," School of Medicine, University of Valparaiso, Valparaiso, Chile, June 25, 1986 Suh, E.K., "Integrating Social Justice into the Curriculum: Social Work Policy and Advocacy," Iowa Confederation for Social Work Education, Des Moines Area Community College, Ankeny, Iowa, March 22, 1985 Suh, E.K., "Iowan Experiences of Serving the Rural Elderly," The Ninth National/Second International Institute on Social Work in Rural Areas, University of Maine at Orono, July 28-31, 1984 Suh, E.K., "Rural Infrastructure in the Context of National Development," The Third International Symposium on Social Development, Montreal, Canada, August 27-31, 1984 Suh, E.K., "Social Movements: A Force Toward Social and Economic Justice," Conference on Search of Social Change Strategies, Florence Heller Graduate School for Advanced Studies in Social Welfare, Brandeis University, Waltham, Mass. October 10-12, 1984 Suh, E.K., "Search for the Rational Direction of Korean National Health Insurance Program," Seminar on Medical Insurance Problems, the Federation of Korean Medical Insurance Societies, Seoul, Korea, August 2, 1982 Suh, E.K., "Directions for Social Welfare in the 80's, Social Welfare Symposium, Ministry of Health and Social Affairs, Seoul, Korea, August 2, 1982 Suh, E.K., "The Evaluation Model of Social Work Education in Developing Countries," Seoul National University, Seoul, Korea, August,

103 Suh, E.K., "The Utilization of Child Health Care Services in Korea," The Midwest Conference on Asian Affairs, 30th Annual Meeting, University of Missouri - Columbia, October 2-3, 1981 Suh, E.K., "A Possible Division of Labor Between Undergraduate and Graduate Education in Gerontology," The Annual Conference of the Association for Gerontology in Higher Education, Cincinnati, Ohio, March 4-7, 1981 Suh, E.K., "Maternal Health Care Use in a Developing Country: A Causal Model," The Third National Conference on Need Assessment in Health and Human Services, The University of Louisville, Louisville, Kentucky, March 17-20, 1981 Suh, E.K., "Special Curriculum Concerns: Content on Women and Minorities," Regional Conference on Social Work Education, Rochester, Minnesota, October 9-10, 1980 Suh, E.K., "Social Policies and Planning in Developing Countries," Graduate School of Social Work, Boston University, Boston, MA, May, 1976 Invited Speech/News Conference: Suh, E.K., How Non-English Speaking Koreans Could Improve Their English Pronunciations: A Personal Experience, Seoul National University of Technology, Seoul, Korea, June 27, 2000 Suh, E.K., Teaching Methods of Korean Language, Annual Conference of Korean Language Teachers Association of Florida, Orlando, FL, November 13, 1999 Suh, E.K., Family Preservation in the U.S.A., Department of Social Work, Catholic University, Seoul, Korea, June 7, 1996 Suh, E.K., Asian-American Heritages, at the Observance of Asian-American heritage Month, AT/T Company, Maitland Center, FL, May 4, 1993 Suh, E.K., Better Understanding between Blacks and Korean-Americans, a Workshop, Asian-American Social Service Center, Orlando, FL, July 1993 Suh, E.K., Asian Culture, AT/T Micro Electronics, Orlando, FL, May 18, 1992 Suh, E.K., Racial Relations between African-Americans and Korean-Americans, Korean Adventist Church of Central Florida, May 10, 1992 Suh, E.K., Asian Cultures, Maitland Middle School, Orange County, Fl, December 2, 1991 Suh, E.K., The Trend of American Social Work Education, Department of Social Welfare, Hallim University, Chunchon, Korea, May 20,

104 Suh, E.K., Social Services for the Mentally Retarded in the United States, Korean Society for the Cerebral Palsied, Seoul, Korea, May 28, 1991 Suh, E.K., The Future of Korean Immigrants in Central Florida, Korean Presbyterian Church of Orlando, FL, September 1990 Suh, E.K., Social Security Programs, Asian-Pacific American Heritage Council of Central Florida, Orlando, FL, November 1989 Suh. E.K., News Conference on Family Violence in America with TV Channel 4, Valparaiso, Chile, May 25, 1987 C. Book Review Howard J. Karger, The SPPC (a statistical package for the personal computer), Longman Publisher, 1994 Hayes and Holmes, Introduction To Social Work (Manuscript), Longman Publishing Group, July 22, 1992 Peter M. Kettner, John Daley, and Ann W. Nichols, Initiating Change in Organizations and Communities, Brooks/Cole Publishing Company, 1983 D. Grant Activity Title Agency Funded HIV Needs Assessment : Orange County, $57,500 Metropolitan Orlando 2001 Florida (Co-PI, 2001) Evaluation of Central Florida The Center for Substance Abuse $153,900 Prevention Coalition Programs and Prevention (CSAP) and Mental (PI, ) Health Services Administration Older Asian American Needs Assessment in University of Central Florida $3,000 Orlando, FL Central Florida (PI, 1993) 100

105 Evaluation of Governor's The Center for Drug-Free Living $5,000 Drug Free Communities Program (PI, 1992) Study on Social Welfare in Chile University of Central Florida $2,565 (PI, 1990) Orlando, FL Instructional Development Grant (PI, 1990) Orlando, FL University of Central Florida $1,537 Child Abuse in Chile (PI, 1988) Orlando, FL $5,000 University of Central Florida Community Service System East Central Florida Regional $3,000 Demonstration Project : Council, Area Agency on Aging Setting Priorities (PI, 1988) Survey of the Homeless Coalition for the Homeless $500 in Central Florida of Orland, Inc. (PI, 1987) Follow-up Survey of the members of the Central Florida Coalition of Aging (PI, 1986) East Central Florida Regional $120,344 Council, Area Agency on Aging Computer Training Project HRS District VII, $7,500 (PI, 1986) State of Florida Evaluation of the Community Service Demonstration Project (PI, 1986) State of Florida $6,500 HRS District VII, Follow-up of Adopted University of Central Florida $475 Korean Children in Iowa Orlando, FL (PI, 1985) 101

106 Evaluation of the Pilot Projects Federation of Korean $2,600 of Korean National Health Insurance Program (PI, 1982) Medical Insurance Societies Seoul, Korea Utilization of Maternal and University of Northern Iowa $3,000 Child Health Care Services Cedar Falls, Iowa in Korea (PI, 1981) A Study of the Continuing University of Northern Iowa $400 Educational Social Workers and Other Human Service Providers in the Northeast Region of Iowa (PI, 1980) V. SERVICE Needs of Cedar Falls, Iowa A. COMMUNITY SERVICE 2003 Consultant, Korean-American Seniors Association of Ann Arbor, MI Member, Alcohol, Drug and Mental health Committee, District VII, Department of Children and Families, State of Florida Collaborator for the Foreign Language Department to offer a Korean language course KOR1930-Korean Language and Culture for Fall Founder President, The Korean-American Voters Association of Central Florida, Orlando, FL Consultant and Supervisor, Tae Kwon Do Mainstream Youth Project, The Center for Drug-Free Living, Orlando, FL Member, Development Committee, The Local Health Council, East Central Florida, Inc., Orlando, FL Member, The Mayor s Martin Luther King, Jr. Holiday Commission, City of Orlando, FL 102

107 Member, Social Service Committee, Seniors First, Inc., Orlando, FL Member of Health and Human Services Board for District 7(Brevard, Orange, Osceola, and Seminole counties), State of Florida Department of Health and Rehabilitative Services Chairperson for Health Care Standing Committee Member, The Mayor s Challenge Task Force Steering Committee, City of Orlando, FL 1992 Mediator for Racial Conflicts between Korean merchants and African Americans in Central Florida Chairman, Human Relations Committee, City of Orlando Editorial Writer, The Korean-American Journal of Florida, Miami, FL Member, Advisory Board for State of Florida Employment Discrimination Education Program, Tallahassee, FL President, The Korean-American Association of Central Florida, Orlando, FL 1989 Consultant, Program Development of the Coalition for the Homeless of Orlando, FL Member, Orange County Citizen s Advisory Council on Aging, Inc., Orlando, FL Vice-Chair, Central Florida NASW Chapter, Orlando, FL President, Asian-Pacific American Heritage Council of Central Florida, Inc., Orlando, FL Chairman, Asian-American Advisory Board for the Mayor of City of Orlando, FL 1988 Consultant for Program Evaluation, the Area Agency on Aging, HRS District VII, State of Florida, Orlando, FL Member, Evaluation Committee for the Proposals for City and County Funding, Human Services Council, Orlando, FL Founder and Director, Asian-American Social Service Center, Inc., Orlando, FL 1987 Member, Data Planning Committee, Area Agency on Aging, Department of Health and Rehabilitative Services, State of Florida, Orlando, FL Board Member, The Adoption Center Inc., Maitland, FL 103

108 Chair, Minority Affairs Committee, Florida State Chapter, NASW 1985 Member, Donor s Committee, 10 th Annual Conference, Florida Chapter of NASW Board member, Children s Services International, Inc. Orlando, FL Board Member, Mental Health Association of Central Florida, Orlando, FL 1983 Member, NASW Iowa Organizational Unit State Conference Planning Committee, Iowa Member, Year-round Planning Committee, United Way of Black Hawk County, Waterloo, Iowa Board Member, Family Service League, Waterloo, Iowa Member, Steering Committee, Citizens for Peace, Iowa Founder and Charter Member, Korean National Association of Social Workers, Korea B. UNIVERSITY SERVICE University Committees: Past: Member, Personnel Committee of Faculty Senate Member, University Admission Committee Asian Studies Committee Faculty senate Faculty Senate Steering Committee Faculty senate Admissions and standard committee University Tenure and Promotion Committee University Admission and Standards Committee Faculty Senate Curriculum Committee University Traffic Appeals Committee University Library Advisory Committee University Librarian Search Committee Marshal, Commencement Ceremony Advisor, Korean-American Student Society College Committees: Past: Chair, Research Committee 104

109 Academic Affairs Committee Chair, Tenure and Promotion Committee Student Affairs Committee College Honors Committee Awards Committee Personnel Committee Search Committee for Chair Research Office Steering Committee Student Affairs/Academic Standards Committee School Committees: Past: MSW Committee Retention, Tenure and Promotion Committee International Committee Chair, Social Welfare Policy Sequence hair, BSW Committee MSW Admission Committee Chair, BSW Admission Committee Coordinator, Honors in the Major Chair, International Committee Administrative Committee Chair, Faculty Search Committee Chair, Tenure and Promotion Committee Director of Admissions Chair, Social Work Research Sequence Personnel Committee Faculty Affairs Committee Chair, Student Affairs Committee Faculty Advisor, social Work Student Association Field Coordinator and Liaison Faculty Liaison, Advisory Council C. SERVICE FOR SOCIAL WORK EDUCATION 2000 CSWE On-Campus Evaluation Site Visitor for Reaffirmation of the BSW program at Western Illinois University 1997 Re-accreditation Site Visitor, The Commission on Accreditation, CSWE, for the BSW Program of Carthage College, Kenosh, WI 1995 Consultant for the Preparation of Self-Study Report for the Renewal of National Accreditation, University of Central Florida, Orlando, FL 105

110 Nomination Committee Member of the National Association of BSW Program Directors Member, International Social Welfare Education Commission, CSWE Member, National Committee for Gerontology on Social Work Education 1988 Establishment of Academic Exchange programs with Catholic University of Valparaiso, Chile, and with Kyungbook National University, Korea VI. HONORS AND AWARDS 2000 Plaque of Appreciation from the Ministry of Health and Social Affairs, Republic of Korea for the Contribution to the Development of National Health Care Insurance Programs 1999 Plaque of Appreciation for the Citizen s Volunteer Service for District 7 for six years from the Department of Children and Family Services, State of Florida 1995 Diploma of Appreciation from the Nicaraguan Government for the Contribution and dedication to the Development of Nicaraguan Social Security and Welfare Programs 1992 Plaque of Recognition from the Ministry of Social Welfare, Republic of Nicaragua for the Consultation and Cooperation in Developing Social Welfare Program Planning and Implementation VII. PROFESSIONAL MEMBERSHIPS Council on Social Work Education National Association of BSW Program Directors National Association of Social Workers Association for Gerontology in Higher Education Asian American Social Work Educators, Inc. 106

111 I. IDENTIFYING INFORMATION I. VITA CELIA WILLIAMSON Office Address: University of Toledo Dept. of Social Work 2801 W. Bancroft St., MS 119 Toledo, Ohio Office Phone: (419) Fax (419) Home Address: 2517 Bexford Place Toledo, Ohio Home Phone: (419) II. EDUCATION AAS University of Toledo, Scott Park Social Services BSW University of Toledo, Main Campus Social Work MSSA Case Western Reserve University Social Work Ph.D. Indiana University Social Work III. PROFESSIONAL POSITIONS A. ACADEMIC 2000-present Assistant Professor- University of Toledo, Department of Social Work, Toledo, OH Courses Taught Human Behavior in the Social Environment I Human Behavior in the Social Environment II Social Work Practice II Social Work Practice III Interviewing Skills Culture & Oppression Community Issues in Contemporary Society Survey of the Social Work Professions Guest Lecturer- Prostitution & Sexuality Criminal Justice Course, March

112 Guest Lecturer Prostitution Criminal Justice Course University of Toledo, 2002 Lois Ventura, Professor Guest Lecturer Prostitution in Toledo for Monroe Community College, March 2002 & April, 2004 Mary Jay, Professor Guest Lecturer- Stages, Types, and Risks of Women Involved in Street Prostitution for Women & Social Problems Course, Women s Studies Department, University of Toledo, 2000 Lois Ventura, Professor Guest Lecturer- Prostitution: Is there a Problem? for Center for Women, Brown Bag Seminar, University of Toledo, Assistant Professor Western Michigan University, School of Social Work, Kalamazoo, MI Courses Taught 210 Social Work Services & Professional Roles 433 The Dynamics of Race & Culture for Social Work Practice Work Practice 633 The Dynamics of Race & Culture for Social Work Practice 671 Field Education in Social Work Practice 672 Field Education in Social Work Practice II 1997 Instructor Indiana University School of Social Work, Indianapolis, IN Courses Taught S510 Human Behavior and the Social Environment S530 Social Policy and Services Guest Lecturer African American Culture for Women & Health Course, School of Nursing, Indiana University,1997 Guest Lecturer Researching Street Sex Workers, for Riley Adolescent Medicine Team, Indianapolis 1997 Guest Lecturer Paradigms & Surviving the Doctoral Program for Philosophy of Science Course, School of Social Work, Indiana University,

113 Interdisciplinary Adolescent Medicine Team Fellow, Riley Children s Hospital, Indianapolis, IN Journal Club, Weekly Critique of Adolescent Research Literature Interdisciplinary Case Study, Diagnosis of Treatment of Adolescents Interdisciplinary Outcomes Assessment Research Mentoring Team Facilitator, Social Work Field Unit, Arsenal Tech High School, Indianapolis, IN Developed Model of Collaboration between School of Social Work and Urban High School Presented Monthly Educational Seminars Facilitated Weekly Debriefing with Social Work Interns Directed Monthly Team Building Sessions with Social Work Staff Advocated for Structural Changes 1994 Instructor University of Toledo, Community & Technical College, Social Services Department - Toledo, OH; Course: Introduction to Social Services B. PRACTICE Director, Family Resource Center Friendly Center, Inc., 1324 N. Superior Street, Toledo, OH (419) Program, Planning, and Coordination of the Department of Family Services Supervision of professional in-house staff, outreach workers, and visiting on-site staff from 7 area agencies Responsible for on-going team building, collaboration, and strength based training and procedures Conducted staffings, evaluations, marketing, and strategic planning Provided direct counseling supervision to social workers and outreach staff on how to work effectively with and advocate for low-income African American and Appalachian clients Director Family Services Friendly Center, Inc., 1324 N. Superior Street, Toledo, OH (419) Program Planning, Monitoring and Evaluation 109

114 Responsible for small professional staff and volunteers Coordinated and supervised all basic needs programs for low income families, Information and Referral, Advocacy, and Informal Education Programs Developed departmental goals, objectives, and measurements Developed Second Chance Program for street prostitutes and facilitated the Prostitutes Anonymous Program; Responsible for the supervision of staff and contract workers for the program Coordinated various ongoing groups including the Parent s support group, Young Mom s group, Senior Nutrition Program, Adult Moms group, Foster Grandparent Program, and adult recreation Led a political campaign to protest City Council s vote against the funding of prevention based recreation programs Led campaign to boycott a local grocery store for poor service to low income families in the area Worked in a team to challenge the Department of Human Services for indiscriminately penalizing low-income women who wanted to attend college resulting in the department s efforts to rewrite and retrain frontline workers on appropriate procedures Adolescent Services Friendly Center, Inc., 1324 N. Superior Street, Toledo, OH (419) Worked in high crime, low-income neighborhood facilitating groups of preteen and teen girls for three years working on issues of sexuality, socialization, relationships, and future vision Supervised teen summer youth workers who were hired to work as camp aides in our summer day camp program Conducted home visits to the homes of teens to work on communication and rules via family contracts Worked closely with area schools, facilitating groups in classrooms, connecting students to tutoring programs, and accepting referrals from teachers on students who were exhibiting problem behaviors IV. PROFESSIONAL ACTIVITY A. RESEARCH Typology of Street Prostitution: Well-Being & Risk 2002-present A qualitative study of 45 women working the streets and in social service programs 110

115 Hancock County Needs Assessment & Prevalence Study, A study of the prevalence of 20 community problems including service utilization by clients and the perspectives of front line social workers to be used by Hancock County community planners Street Level Prostitution, A quantitative study of 63 incarcerated women who have been involved in street level prostitution. Entrance, Maintenance, and Exit: The Socio-Economic Influences and Cumulative Burdens of Female Street Prostitution Qualitative, Grounded Theory, Dissertation on the stages of street prostitution from entrance to exit. In completion of the requirements for the Doctor of Philosophy Degree- Indiana University. Phenomenology; Code of Conduct: Violence Through the Eyes of Two Inner City Adolescents, Qualitative study which involved uncovering the essential experience of two adolescents that have experienced violence as a perpetrator, witness, and victim. Grounded Theory; Moving Adolescents from Institution to Permanency: The Process of Reunification, Qualitative study on a court ordered initiative to reunify 75 families in Marion County and the effects on reunifying families with children previously placed in institutional settings for extended periods of time. Qualitative Content Analysis; Violence, Risk, and Survival Strategies of Street Prostitutes, Qualitative study of street prostitutes. This study was concerned with the violence found in the culture of street work, the risks in which workers were exposed, and the protective strategies women used to reduce risk. B. SCHOLARLY PRESENTATIONS Domestic Violence and It s Effects on Child Development Court Appointed Special Advocates (CASA) Court of Common Pleas, September, 2004 Effects of Prostitution on Children & Family - Two Days in May National Conference Sponsored by the Ohio Attorney General, Columbus, OH, May

116 Cultural Diversity and Pregnancy, Social Issues in Pregnancy- Regional Conference, Toledo Hospital and Promedica Health System, 2004 From the Hollow to the Hood: Life in the Inner City Sex Industry, National Conference on Women of Appalachia, Zainesville, Ohio, October, 2003 Presenter: Sex in the City: The Family Fallout, Toledo Public Library- Sponsored by Court Appointed Special Advocates (CASA), March, 2003 Cultural Diversity and Pregnancy, Social Issues in Pregnancy- Regional Conference, Toledo Hospital and Promedica Health System, September, 2003 Macro Level Practice with Communities and Organizations: A Service Learning Approach, National Service Learning in Social Work Education Conference, Omaha, NE, May, 2003 Risks, Types, and Stages of Street Level Prostitution in Toledo: Implications for Interventions by Social Workers and Health Providers, Ninth Annual Research Symposium in Psychiatry, Psychology, and Behavior Science, April, Resistant Clients or Resistant Helpers: Removing the Barriers to Effective Helping by Learning the Needs of Street Prostitutes in Toledo, Toledo Hospital s Conference Entitled: Resist, Resolve, Reward: Therapeutic Techniques for Difficult Populations, November, 2001 Commercial Sex Workers, Ohio HIV Prevention Community Planning Group, Columbus, OH, May, 2001 High Risk Heterosexuals: Street Level Prostitution, Lucas County HIV Prevention Advisory Group, Toledo, OH, March, 2001 A Typology of Female Street Prostitution, Association of Schools of Allied Health Professions, Las Vegas, NV, October, 2000 Appalachian Women and Poverty: Work in the Underground Economy of Street Prostitution, National Conference on Women of Appalachia, Zainesville, Ohio, October, 2000 Entrance, Maintenance an Exit: The Socio-Economic Influences and Cumulative Burdens of Female Street Prostitution, Indiana University Research Symposium-Indianapolis, IN- April, 2000 The Progression of Street Prostitution, National Presentation, Society for Adolescent Medicine (SAM), Arlington, VA, March

117 Street Prostitutes, Indiana University Ph.D. Program Research Symposium, Indianapolis, IN, June Violence, Risk & Protective Factors for Street Prostitutes, National Presentation, Society for Adolescent Medicine (SAM), San Francisco, CA, March Violence & Street Prostitution, International Presentation, Institute on Sex Research: International Conference on Prostitution, Los Angeles, CA, March C. JOURNAL REVIEWER Violence Against Women Journal, 2002 V. CONSULTATION/TRAINING Consultant North River Development Corporation, 2004 Consultant Catholic Charities Second Chance Program, 2003 Trainer- Street Level Prostitution in Toledo - Lucas County Children s Service Board, 2002 Trainer- Understanding and Effectively Working with Street Level Prostitutes & Their Families - Lucas County Children s Service Board, 2002 Trainer- Appalachian Culture Lucas County Children s Service Board, 2002 Facilitator- Strategic Planning for Board of Directors- Michigan Association for Children with Emotional Disorders, 1999 Consultant to the North Corridor Coalition, North River Development Corporation, Block Watch, and the North Toledo Network to discuss efforts to reduce prostitution in Toledo north side neighborhoods, August, 2003 Group Work, Interpersonal & Case Management for Street Prostitutes at Friendly Center, Inc., Trainer- Strength-based work with low-income families, for Nathan Hale Resource Center, Friendly Center, Inc., & Dorr St. Resource Center, VI. PUBLICATIONS 113

118 Williamson, C. & Cluse-Tolar, T. (2006) Pimp-controlled prostitution: Still and integral part of street life. In P. Adler & P. Adler (Ed.) Constructions of Deviance, Wadsworth Publishing: Belmont, CA (Accepted for Reprint from an earlier conference proceeding) Williamson, C. (2005). Appalachian women and poverty: Work in the underground economy. In Englehardt, E. Race, Class, Gender and Mountains: Voices of Appalachian Women. Ohio University Press. Book Chapter. (Reprint of proceedings- Accepted for Publication in book chapter) Williamson, C. (2004) Review of the Book Listening to Olivia: Violence, Poverty and Prostitution, Journal of the National Women s Studies Association, Volume 17 (Accepted for Publication) Williamson, C. (2004). Police-prostitute interactions: Discretion or misconduct Proceedings from the National Conference on Prostitution, Sex Work and the Commercial Sex Industry: The State of Women s Health, University of Toledo (Accepted for Publication in Proceedings) Williamson, C. & Beech, K. (2004). Street level prostitution: A typology of women. Proceedings from the National Conference on Prostitution, Sex Work and the Commercial Sex Industry: The State of Women s Health, University of Toledo (Accepted for Publication in Proceedings Pending Edits) Williamson, C. (2004). Violence against women in street level prostitution: Women centered community responses. Journal of Advancing Women in Leadership (Accepted for Publication- Peer Reviewed) Williamson, C. (2003). From the hollow to the hood: Life in inner city prostitution. Proceedings of The Women of Appalachia Conference, Ohio University. Williamson, C. & Folaron, G. (2002). Understanding the experiences of street level prostitutes. Qualitative Social Work, (2)3, (Peer Reviewed) Williamson, C. & Cluse-Tolar, T. (2002). Pimp-controlled prostitution: Still an integral part of street life. Violence Against Women, 8(9), (Peer Reviewed) Williamson, C. & Folaron, G. (2001). Violence, risk and survival strategies of street prostitution. Western Journal of Nursing Research, 23(5), (Peer Reviewed) 114

119 Williamson, C. (2000). The progression of street prostitution. Abstract in Journal of Adolescent Health, 26(2), 17 (Peer Reviewed) Williamson, C. (2000). Entrance, maintenance, and exit: The socio-economic influences and cumulative burdens of female street prostitution. (Doctoral Dissertation, Indiana University, 2000). Dissertation Abstracts International, 61(02) Publication # AAT Williamson, C. (2000). Appalachian women & poverty: work in the underground economy. Proceedings of The Women of Appalachia Conference, 2000, Ohio University pp Williamson, C. (1997). Violence, risk and protective tactics of young women involved in street prostitution: A qualitative study. Abstract in Journal of Adolescent Health, 20(2), 131. (Peer Reviewed) VII. PRINT MEDIA, TELEVISION, AND VIDEO INTERVIEWS Lind, M. (July, 2004). Toledo Expert Knows Victims. Bowling Green News, Bowling Green, OH DeBoer, R. (March, 2003). Some facts of life tough to explain. Toledo Blade. Toledo Journal (March, 2003). Reaching out to city s prostitutes, UT researcher urges. Orra, A. (April, 2003). Prostitution: UT Professor Studies the Glass City s Skin Trade. University of Toledo Collegian. Sex in the City: The Family Fallout Focuses on Prostitution and its Links to Child Abuse (March, 2003) Lucas County Website. Maggard, R. (March, 2003). Social Work Assistant Professor to Discuss Sex in the City. UT News. University of Toledo. WTVG Toledo s Hookers (June, 2003). Channel 13 News Website. Helberg, T. (September, 2003). Toledo Prostitution. Ohio News Network Cable Television News in Columbus, Ohio 115

120 Smith, R. (September, 2003). Special Report. Toledo Blade UT Researcher has ideas to put oldest profession out of business. Press Conference (May, 2002) introducing a new program to Toledo called the Lifeskills Program to reduce drugs, alcohol, and smoking that will be piloted in Stewart Elementary School for 3 years. Interviewed by Fox News, WTOL Channel 11, Channel 13, Channel 24, The Blade, and The City Paper. Boyd, G. (2002, August). Street Level Prostitution in Toledo and the Second Chance Grant, Channel 13 News. Governor Voinovich, Producer. (1995). Family First Initiative of Ohio. (Film.) Presented at National Governors Association. In-depth interview on the Family Resource Center as a successful model for the collaboration of agencies to improve Ohio families. This video was shown to Governors across America during an annual Governors Association Meeting, Slack, D. (1995, April). Second Chance for Life. Response Magazine, 27(4). A national publication, featuring a four-page article on a program I developed called Second Chance that works with street prostitutes on the streets of Ohio, VIII. SERVICE A. INVITED COMMUNITY PRESENTATIONS Small Audiences, in attendance Panelist- Forum on Homelessness, University of Toledo, Performing Arts Center, February, 2004 Speaker- Prostitution in Toledo Bowling Green Women s Center, Bowling Green State University, Bowling Green, Ohio, 2004 Panelist & Speaker- for luncheon on Women who Inspire Us With Their Work, Lucas County Children s Services, March 2004 Speaker- Juvenile Prostitution, Juvenile Probation Department, April, 2004 Speaker- Prostitution in Toledo Bowling Green Women s Center, Bowling Green State University, Bowling Green, Ohio March,

121 Speaker- Women, Aids, and Violence, David s House, Toledo, OH, 2001 Speaker- Street Prostitution, Harbor House Program Board of Directors, April 2001 Speaker- Upward Bound, Kujichaguila Uijima Student Empowerment Conference, Toledo, OH 2001 Speaker- Brown Bag Seminar on Street Prostitution in Toledo - Center for Women, University of Toledo, 2000 Speaker- Domestic Violence Task Force on Street Prostitution: A Violence Against Women Issue, 2000 Speaker- Street Prostitution in Toledo, Friendly Center Alumni Dinner, Toledo, OH, June, 2000 Speaker- Survival Skills for Women The Persecution and The Resurrection, 1999 Speaker- WomanRap- Living Your Dreams, 1999 Indianapolis, IN Survival Skills for Women Determination over Genius, 1998 Indianapolis, IN Panelist- Field Instruction Panel Collaboration Between Interns & School Social Workers, 1998 Indianapolis, IN Speaker- Research & Street Prostitution, Friendly Center Alumni Dinner, Toledo, OH, April Speaker- Friendly Center Alumni Association Working Toward a Dream, 1997 Speaker- Survival Skills for Women How to Overcome Barriers, 1997 Indianapolis, IN Speaker- Field Instruction Orientation If I knew then what I know now, 1997 Speaker- Aldersgate United Methodist Working through the Barriers, 1996 Speaker- Fostoria United Methodist Loving Anyway, 1996 Speaker- Aldersgate United Methodist Choosing the Unknown,

122 Speaker- First United Methodist Now and Then, 1996 Speaker- IUPUI and CSWE Collaboration between Arsenal Tech High School and Indiana University, 1996 Speaker- Aldersgate United Methodist Hope and Inspiration, 1995 Speaker- Broadway United Methodist Ask, Seek, Knock, 1995 Speaker- Point Place United Methodist Building a Bridge, 1995 Speaker- Center for Change Strength Based Perspective and Collaboration,1994 Speaker- Sylvania United Methodist Women Women on Assistance, 1994 Speaker- Rossford United Methodist Determination over Genius, 1994 INVITED COMMUNITY PRESENTATIONS CONT D Large Audiences, Speaker- West Ohio Conference in Columbus, OH - Responsibility: Responding to our Abilities, 1996 Speaker- General Conference on Ministries World Conference Determination over Genius, 1995 Speaker- West Ohio Conference, Lakeside, OH Working through the Barriers, 1995 Speaker- West Ohio Conference in Columbus, OH Determination over Genius, 1994 B. DEPARTMENTAL COMMITTEES Admissions Committee- Chair, present Advisory to Student Social Work Organization, 2004 Member of Editing Committee for Social Work Newsletter, present Curriculum Committee, 2000-present Advisor to Students for Minority Equality ((SAME) organization, Faculty Search Committee- Chair, 2002 & 2003 MSW Development Committee, Community Relations Committee,

123 Teaching Evaluation Ad hoc Committee 2003 Two Year Social Service Needs Assessment Committee, Faculty Search Committee, 2001 C. COLLEGE COMMITTEES Associate Member Graduate Faculty, 2002-present Diversity Committee, 2002-present (Committee Secretary for 2004) College Art Committee, 2003 Undergraduate Curriculum Committee D. UNIVERSITY COMMITTEES Provost Search Committee, 2001 E. POLITICAL APPOINTMENTS Appointed by Mayor, City of Toledo, to serve on the General Board of Directors, North River Development Corporation, E. SERVICE TO THE COMMUNITY Founder & Co-Chair of first National Conference on Prostitution, Sex Work and the Commercial Sex Industry: The State of Women s Health, Toledo, OH September 23 & 24, 2004 A total of 32 session presenters from around the country with research and/or programming backgrounds specific to the issue of prostitution Board Member- Friendly Center Inc. A local community center that works with at-risk youth and low income families Chair, Lucas County Second Chance Prostitution Advisory Board, present Local advocacy group concerned with bringing and maintaining quality services that help women involved in prostitution to reduce risk factors Consultant UrbaneKnights Program, 2004 Re-entry program for ex-offenders in Lucas County Consultant Juvenile Probation Department Provides consultation to probation officers who have juvenile clients actively engaged in prostitution 119

124 Appointed by County Commissioners to serve on the Lucas County Alcohol & Drug Addiction Services Board (ADAS), present The board sets policy and decides on the funding of alcohol & drug services in Lucas County. (9 million dollar budget) Lucas County Alcohol & Drug Addiction Services Planning Committee, 2004 Develops goals, objectives and strategic planning for the board Participated as a Mock Job Interviewer for Youth Opportunities Network Program, a program that works with at-risk youth, May 2004 Key organizer of full day conference entitled The State of Social Work University of Toledo, March, 2003 Participated in Silent Solidarity - A program developed by university students to promote sensitivity to marginalized populations, 2003 Grant Reviewer- Lucas County Department of Jobs & Family Services, 2002 Presenter- Being Bi-Racial Diversity Day at Ottawa Hills Junior High School, February, 2002 Group Facilitator for Incarcerated Women, 2001 Correctional Treatment Facility 1100 Jefferson Ave. (419) Alliance for Service Learning. Kalamazoo, MI, 1999 Poverty Reduction, Kalamazoo, MI, 1999 Center for Community Asset Building, Kalamazoo, MI, 1999 Coalition for Healthy Families, Kalamazoo, MI, 1999 Board Member, Michigan Association for Children with Emotional Disorders, Kalamazoo, MI, 1999 NTN North Toledo Network, Toledo, OH LCFCF Lucas County Families and Children First Council, Toledo, OH WON Women s Opportunity Network, Toledo, OH

125 H. SERVICE LEARNING UT Social Work Seniors wrote 10 grants for the social service community in Toledo, UT Social Work Seniors wrote 10 grants for the social service community in Toledo, Attended Service Learning Workshop, February, 2002 Developed a partnership between the University of Toledo Social Work Department, Senior Social Work Students and the Community to work on issues relevant to community needs and student learning. UT Students, under my direction, conducted literature searches and submitted report on the effectiveness of the DARE program to the Chief of Police, 2002 UT Students worked to research a nationally successful anti-drug, smoking, and drinking program. In collaboration with Toledo City Counsel and Toledo Public Schools, we are working to bring this program to Toledo. The students, under my direction, both developed a proposal, and located and secured funding for the program, 2002 UT Social Work Students under my direction worked with Jan Scotland to develop a strategic plan for the City of Toledo s Sleepy Hollow Recreation Program, 2002 UT Students, under my direction, wrote and submitted a grant of $70,000 to provide preventive pro-social programming for children living in the central city south end of Toledo. The grant was submitted by the Old South End Lutheran Ministries organization, 2002 UT Students, under my direction, wrote and submitted a grant to the Handspring Foundation requesting $18,000 and Dollar General requesting $18,000 to provide additional reading assistance to at risk students in Toledo Public Schools, 2002 IX. GRANT AWARDS Williamson, C. (2004). AHEC/Medical College of Ohio Grant $1,200 to host national conference on prostitution, Funded Baldoni, P. & Williamson, C. (2004) Children s Services Board, $50,000 Second Chance Program to work with Parents Involved in Prostitution, Funded. 121

126 Williamson, C. ( ) NIH Grant, $142,000 Typology of Street Level Prostitution: Risk and Well-Being, Funded. Allen, R., Williamson, C. & Delgado, M. ( ) Urban Affairs & Winning Communities Grant, $10,000, Hancock County Needs Assessment, Funded. Williamson, C. (2002) Edward Byrne Memorial Grant- Criminal Justice Coordinating Council, $37, To offer interventions to street level prostitutes in Toledo, Ohio. Funded Williamson, C. (2002) Toledo City Council, Toledo, Ohio $12, A 25% cash match in order to offer program and services to women involved in street level prostitution, $5,000 NIH Grant Project EXPORT, Community Outreach & Information Dissemination Core, 2002 Worked collaboratively with colleagues in the College of Health & Human Services and the College of Pharmacy- not funded Williamson, C. (2002) University of Toledo Research Office, $ Internal support for the resubmission of a federal grant, Funded Williamson, C. (2002) Toledo Youth Commissioner & City Councilman Mike Ashford, $ to begin a pilot Life Skills drug prevention program in a central city Toledo school, Funds committed, not awarded. Williamson, C. (2001) Edward Byrne Memorial Grant- Criminal Justice Coordinating Council, $41, To offer interventions to street prostitutes in Toledo, Ohio, Funded, not Awarded Krompak, B. & Williamson, C. (2001) CDBG Funds, $13, To offer intervention to street prostitutes in Toledo, Ohio, Funded, not Awarded Williamson, C. (1997) Educational Enhancement Grant, Graduate Student Organization, $225.00Travel expenses to present at a conference, 1997 Morris, D. & Williamson, C. (1994) City of Toledo, $16, Second Chance Program for street prostitutes. X. FUNDRAISING $7,000 for Second Chance program from proceeds from the National Conference on Prostitution held in Toledo, Ohio, September,

127 $400 from Lucas County Alcohol & Drug Addiction Services for National Conference on Prostitution $500 from Lucas County Prosecutor s Office for National Conference on Prostitution $100 from City Councilman Michael Ashford for National Conference on Prostitution $100 from Toledo Hospital for National Conference on Prostitution XI. HONORS AND AWARDS University of Toledo Research Office- Internal Funds of $500 to prepare Federal Proposal Resubmission, 2002 Research Development Award- Research & Sponsored Programs- Western Michigan University, 1999 Teaching Excellence Award $500, Western Michigan University 1999 Research Symposium- Indiana University- First place Cash Award & Research Honor, 1998 Institute for the Advancement of Social Work Research, Competitive scholarship to receive technical training and individual assistance on how to secure NIMH grants, Washington, DC, 1997 James C. Riley Childrens Hospital, Adolescent Medicine Fellow, Council on Social Work Education Graduate Fellow, Friendly Center Alumni, Scholarship, 1996 XII. PROFESSIONAL MEMBERSHIPS/LICENSURE Chosen for acceptance into United Who s Who, 2004 Ohio College Association of Social Work Educators, 2002-present Member Lambda Rho Chapter of Phi Alpha, National Social Work Honor Society 2002-present LSW, Licensed State of Ohio, & 2003-present Associate Member of the Graduate Faculty at the University of Toledo, present CSWE, Council on Social Work Education, 2001 & Black Graduate & Professional Students Association, Steering Committee Member,

128 APPENDIX B FIELD DIRECTOR & FIELD ASSOCIATE S VITAE 124

129 I. IDENTIFYING INFORMATION I. VITA MARTHA C. DELGADO Office Address: University of Toledo Department of Social Work Office Phone: (419) Home Address: 3412 Cedarbrook Toledo, Ohio Home Phone: (419) II. EDUCATION BA Mary Manse College?-? Sociology MSW University of Michigan?-? Social Work III. PROFESSIONAL EXPERIENCE A. ACADEMIC 1997-present Field Coordinator-The University of Toledo, Department of Social Work, Toledo, OH Cordination, development and supervision of the social work field education program Teaching courses related to the field aspects of social work curriculum Field liaison responsibilities Academic advising of social work majors Taught Field Experience and Laboratory I, Field Experience II and III, Field Laboratory II, and III, and Interviewing and Recording Visiting Assistant Professor-The University of Toledo, Department of Sociology, Anthropology, and Social Work, Toledo, OH Coordination and supervision of the field experience component of the social work program 125

130 Teaching courses related to the field aspects of the social work curriculum, and academic advising. B. PRACTICE Staff Social Worker-The University of Toledo, University Counseling Center, Toledo, Ohio Services to students, staff, and faculty Counseling, social psychotherapy and crisis intervention generally related to developmental issues, addictive behaviors, victimization, and career issues Training and supervision of interns, including MSW interns Consultation and training in cross-cultural counseling Development of outreach programs Developed and facilitated ADD Support Groups, Women s Sexual Assault Support Groups, and Study Skills for Hispanic Student Groups Medical Social Worker, The Toledo Hospital, Toledo, Ohio Per Diem Medical Social Worker for labor and Delivery, Post Partum, Neonatal Intensive Care, Pediatrics and Emergency and Trauma Center Psyche social assessments Crisis assessment and intervention Information and referral to internal and community resources Assessment of adults and children suspected victims of physical and sexual abuse, assault, and neglect HIV pretest counseling Discharge planning Supportive counseling Clinical Therapist, East Center for Community Mental Health, Toledo, Ohio I worked from 1983 to 1986 in Children s Program and from 1986 to 1989 in Older Adult Program Maintained a generic caseload, which included adults, older adults, children, families and chronically mentally disabled adults Treatment modalities included: individual, marital, family and group therapy with children, adolescents, older adults, and nursing home residents Facilitated Alzheimer Family Support Groups and conducted Alzheimer Family Workshops Supervised clinical staff and a five-person team, which led therapy groups in nursing homes 126

131 From August 1984 to September, 1986 restructured and supervised the Social Service Department at Toledo Family Health Center through the East Center auspices Development of protocol and procedures for the social service department Hiring and supervision of two social service assistants Completing psychosocial assessments of patients with mental health needs Crisis counseling; information and referral and facilitation of case management team meetings Clinical Therapist, East Center for Community Mental Health Center Facilitated The Men s Sex Offenders Groups under the Parents United Program Model Mental Health Technician, St. Charles Hospital, Oregon, Ohio Mental Health Technician for Adult and Adolescent Psychiatric Unit. Supplementary status Social Service Consultant, The Toledo Family Health Center, Toledo, Ohio Psychosocial assessments Crisis counseling Information and referral Facilitated case management team meetings Provided clinical supervision of Social Service Supervisor Child Treatment Specialist/Satellite Supervisor, Elizabeth A. Zepf Community Mental Health Center, Toledo, Ohio Psychotherapeutic and case management services for children and families, adult outpatient and chronically mentally ill clients Treatment modalities included family, marital, individual and play therapy, therapy groups for children, adolescents and adults, outreach, case consultation and collaboration with neighborhood groups, agencies and institutions. 127

132 Directed the development of a satellite office and programming with special emphasis on outreach and mental health services to the Hispanic community Hired and supervised professional and clerical staff and responsible day-to-day operation of the satellite office Supervised of MSW interns Social Work Intern, Early Childhood Development Program, Medical College of Ohio, Toledo, Ohio Provided therapeutic services to emotionally disturbed children and their families Treatment modalities included play, marital, family and couples group therapy Social Work Intern, Downriver Guidance Clinic, Ecorse, Michigan Provided psychotherapeutic services to an outpatient adult and child client population Treatment modalities included conjoint marital therapy, adult psychotherapy and play therapy 1974 & 1975 Project Director, Temporary Reception Child Care Program, Northwest Ohio Community Action Commission, Defiance, Ohio Developed and directed a seasonal educational day care program for migrant children, age O to 14 years with a 20 member staff at the Migrant Rest Center, Liberty Center, Ohio Wrote and submitted a proposal to Ohio Department of Welfare for 1975 funding of program Community Coordinator,Mexican American Curriculum Office, Toledo Public Schools, Toledo, Ohio Supervised three community workers who served as liaisons between home and school and provided supportive services for high-risk Hispanic children and their families Edited a bilingual (Spanish/English) newsletter Developed a bilingual social service directory Organized parent groups Organized community workshops for community leadership development and career orientation for students and parents Department for the Spanish Speaking, Office for Community Relations, Toledo Catholic Diocese, Toledo, Ohio Coordinated the Summer Migrant Program in Northwest Ohio 128

133 Community organizing around voter registration, adult education, and housing issues IV. PROFESSIONAL ACTIVITY A. SCOLARLY PRESENTATIONS A Career in Social Work First Latino Student College and Career Day sponsored by The United States Hispanic Leadership Institute (USHLI) and the City of Toledo's Youth Commission at Owens Community College, November 2000 Utilizing Image Theater Techniques in Social Work, Co-presenter with Terry Cluse-Tolar, Annual Statewide Conference of the Ohio Chapter National Association of Social Workers, Cleveland, Ohio, March 1998 Campus of Difference Trainer, a University of Toledo program coordinated by the Office of Multicultural Student Development and developed by the Anti- Defamation League, a World of Difference Institute. As part of a faculty/staff team present three to four workshops per academic year to University of Toledo community groups. Workshops are designed to combat prejudice and discrimination, as well as, promote intergroup understanding and tolerance among students, faculty, and staff, February 1994 to present Northwest Ohio Consortium for Internship Training in Professional Psychology, Affiliated Professional Staff, The Medical College of Ohio, Toledo. September 1991 September Young Adult Discussion Groups, Facilitator, The Second Annual National ADDA Adult ADD Conference, Pittsburgh, Pennsylvania. May Gay and Lesbian Issues to Consider in Therapy, Lead presenter and Panel Facilitator, for Northwest Ohio Consortium Pro Seminar, The Medical College of Ohio, Toledo, Ohio, November Hispanic Issues to Consider in Therapy, Lead presenter and Panel Facilitator for Northwest Ohio Consortium Pro Seminar, The Medical College of Ohio, Toledo, Ohio, November Sensitivity to Gay and Lesbian Issues in Therapy, Presented for Northwest Ohio Consortium Pro Seminar, The Medical College of Ohio, Toledo, Ohio, November College: What to Expect, Co-presenter, Parent Program, UTOO, University of Toledo Freshman Orientation Program, The University of Toledo, Summer Sexual Assault: Overview, Presenter at Your Voice is Your Choice Conference sponsored by the Hispanic Family Violence Prevention Project, Adelante Program, Toledo, Ohio, September

134 Footsteps to the Future, orientation recruitment program for Hispanic high school students. Workshops presenter: Fantasy Gate, and exercise in career interest, The University of Toledo, Toledo, Ohio, October Empty Nest Syndrome: Parenting Through the College Years, Multicultural Freshman Student Orientation Parent Focus Group, The University of Toledo, Toledo, September Parenting Through the College Years, SOAR Program, an orientation program for incoming freshman. Parent programs, The University of Toledo, Summer Hispanics In Therapy, Presenter, Northwest Ohio Consortium Pro Seminar, The Medical College of Ohio, Toledo, Ohio, January Issues to Consider When Dealing with Physically/Sexually Assaulted Minority Women, Presenter for the Perinatal Social Work Conference, sponsored by the regional perinatal education program, The Reuben Center for Women and Children, Toledo, Ohio, October The Art of Letting Go and Hanging in There, Presenter, Minority Freshman Orientation, Office of Multicultural Student Development, Parent Program, The University of Toledo, September Crisis Identification and Intervention Training, Presenter for Resident Advisors and Hall Directors, Residence Life Staff, The University of Toledo, September Footsteps to the Future, orientation recruitment program for Hispanic high school junior and seniors. Workshop presenter and planning committee, The University of Toledo, March

135 The Glorification of Violence Against Women in Culture, Panelist, as part of the Violence Against Women Teach In, The University of Toledo, February Dealing with Trauma, Team presentation opened to students, faculty, and staff at The University of Toledo, February Recognizing and Dealing with Feelings Related to Assault on Campus, Team presentation to Sororities and Fraternities, The University of Toledo, February Security, Self Defense, and Dealing with Feelings Related to Assault on Campus, Team presentation to dormitory residence, The University of Toledo, January Getting to Know One Another, Co-presenter, Multicultural Retreat, Workshop for Student Leaders, The University of Toledo, Maumee Bay Lodge, Oregon, Oh, November Dating Violence - It Really Does Happen, Presenter of Minority Issues Workshop, sponsored by Family and child Abuse Prevention Center, Regional Child Abuse and Neglect Prevention Center, The Medical College of Ohio, and YWCA Rape Crisis Center, Toledo, Ohio, October The Role of Social Work in a Interdisciplinary Team, Presenter on interdisciplinary panel, Northwest Ohio Consortium Pro Seminar, The Medical College of Ohio, Toledo, Ohio, October Parenting Through the College Years, Multicultural SOAR Parents Forum, Copresenter, The University of Toledo, September Developing Positive Multicultural Tutorial Relationships, Student Development Tutors Workshop, Co-presenter, The University of Toledo, September Crisis Intervention, Co-presenter for the Resident Hall Advisors Workshop, The University of Toledo, September Cultural Issues and the Hispanic Patient, Presenter, St. Charles Hospital Psychiatric Department, Toledo, Ohio, May Black and Hispanic Families, Instructor, The University of Toledo, Social Work Department, Winter Parent and child Relationships, Instructor, The University of Toledo, Community Technical College, Fall 1986 Health Nutrition and Poverty, Panelist, Conference on Children, Poverty and Human Needs in Metropolitan Toledo. Proceedings edited by Conference sponsor the Urban Affairs Center, The University of Toledo, April

136 B. PROFESSIONAL MEMBERSHIPS AND COMMUNITY SERVICE Licensed Independent Social Worker, State of Ohio, I , 2001 Council of Social Work Education, 2001 North Central Field Education Director s Consortium, 2001 Sofia Quintero Arts and Cultural Center, Board of Trustees, 2001 Alzheimer s Association NW Ohio, Education and Services Committee, 2001 Ayuda Advisory Committee, 2001 Citizen Review Committee for Community Development Block Grant (CBDG) and Emergency Shelter Grant (ESG) funds, City of Toledo, Dept of Neighborhoods, 2001 Lucas County Human Services Planning Committee for the Lucas County, 2001 Department of Job and Family Services, 2001 College of Health and Human Services Building Committee, 2001 College of Health and Human Services Retention Committee, 2001 Social Work Program Reaccreditations Committee, 2001 Social Work Program Curriculum Committee, 2001 Social Work Master s Program Committee, 2001 Social Work Faculty Search Committee, 2001 Arts and Science Council, The University of Toledo, Toledo, Ohio, Sociology, Anthropology and Social Work Space Committee, The University of Toledo, Toledo, Ohio, Program Review Committee of Office of Multicultural Student Development, appointed by Dr. David Meabon, Vice President of Student Affairs, The University of Toledo, Toledo, Ohio, Office of Multicultural Student Development, Campus of Difference Trainer, The University of Toledo, Toledo, Ohio, Sofia Quintero Memorial Scholarship Fund Committee, Co-founder and Chairperson, Diocese of Toledo, Toledo, Ohio, Operations Committee, Lucas County Mental Health Board, Toledo, Ohio Sofia Quintero Memorial Scholarship Fund Committee, Co-founder and Chairperson, Diocese of Toledo, Toledo, Ohio, Social Work Department, Advisory Committee, The University of Toledo, 1994 University of Toledo Latina Women s Organization, Co-founder, past Chairperson, and Program Committee Chairperson, The University of Toledo, 1994 Search Committee, Coordinator of Counseling Center and Clinical Psychologist, The University of Toledo, 1996 Search Committee for Sexual Assault Education and Prevention Program Coordinator, The University of Toledo,

137 Hispanic Awareness Week Planning Committee, The University of Toledo, 1995 Aspiring Minority Conference for High School students, Planning Committee and Conference Sessions Facilitator, The University of Toledo, 1995 Search Committee, Director of Affirmative Action, The University of Toledo, 1999 Campus Life: In Search of Community Focus Committee convened by Dr. David Meabon, Vice President of Student Affairs, The University of Toledo, 1993 Committee to Develop Staff Development Program for the Division of Student Affairs, The University of Toledo, 1993 The University of Toledo Hispanic Advisory Committee to the President, The University of Toledo, Footsteps to the Future, Orientation recruitment program for Hispanic high school juniors and seniors, Planning Committee, The University of Toledo, 1992 & 1993 Hispanic Task Force of the Multicultural Services Committee, Lucas County Mental Health Board, Toledo, Ohio, Search Committee for Econometrician Faculty Position, Department of Economics, The University of Toledo, 1992 Search Committee, Office of Multicultural Student Development Program Coordinator, The University of Toledo, 1992 Advisory Committee to City of Toledo, Division of Police on issues related to the Hispanic Community, National Advisory Council on Ethnic Heritage Studies: Department of HEW, January 1977 Office of Education, Washington, D.C , August 1979 Ann F. Biddlestone, MSW, LISW 1875 Glendale Avenue Toledo, OH Home telephone: Daytime Work: Evening Work: Relevant Work Experience: 133

138 May 22, present The University of Toledo Toledo, Ohio Interim Field Associate: Supervise students in field placements; teach Field Experience and Lab courses Adjunct Instructor for the Social Work Department: taught Social Work courses, as assigned October 1, 2001 through the present Family Service of Lucas County Toledo, Ohio Play Therapist: Diagnosis and treatment of behavioral and emotional disorders, specializing in the treatment of young children and their families August 1, 2001 through the present Family Resource Center of Hancock County Findlay, Ohio Play Therapist: Diagnosis and treatment of behavioral and emotional disorders, specializing in the treatment of young children and their families with use of client-centered play therapy 5/10/99 9/30/01 and 01/08/96 8/29/97 Firelands Counseling and Recovery Services Tiffin, Ohio Play Therapist: Diagnosis and treatment of behavioral and emotional disorders, family, individual, and group therapy, emergency services, crisis intervention March 10, 1998 March 10, 2000 Case Western Reserve University Cleveland, Ohio Adjunct Instructor for the Mandel School of Applied Social Sciences supervision of MSW field placement in Seneca County September 2, 1997 April 30, 1999 Tri*Star community counseling, inc. Lima, Ohio Play Therapist: Diagnosis and treatment of emotional disorders worked with children, ages three to ten and their parents, facilitated parenting and children s social skills groups July 11, January 17, 1997 Seneca County Commission on Aging, Inc. Tiffin, Ohio Executive Director: Supervision of staff of 26 employees, 120 volunteers and 4 service delivery sites. Worked directly with the elderly in federally funded service programs; grant writing, budgeting; policy and procedure writing and implementation. Began Day by Day Adult Care Center program; completed assessment for clients to access services; developed and presented staff in-service opportunities August 21, 1989 March 12, Regional Family Counseling, Inc. Lima, Ohio

139 Work-study MSW Field Placement: Co-therapist with group of parents at risk for abuse and neglect of their children, play therapist with abused and neglected children, individual and family counseling Triage Worker: Initial assessment, diagnostic impression, and referral and/or case assignment; ensure preauthorization requirements are met for managed care and insurance entities Administrative Supervisor: Supervision of clerical staff, accounting functions, preparation of financial statements, filing of non-profit organization tax forms, conversion of accounting process to a computerized system Bookkeeper: Manual general ledger, AP and AR August 1, 1993 July 10, 1994 Epilepsy Center of Northwestern Ohio, Inc. Toledo, Ohio Parent and Child Services Coordinator: Play therapist with children who struggle with Epilepsy and behavior problems. Developed, trained, and coordinated Parent Support Network, facilitated teen and parent support groups, provided information and referral services, made educational presentations to schools and groups, grant writing, developed programming and coordinated family camp experience Other Work Experience: Lawrence L. Young, M.D. Lima, Ohio Certified Medical Ophthalmic Assistant: Assisted with ophthalmic office procedures, medical secretary duties Ernst Enterprises Production Manager: Inventory, regulation and statistical tracking of production Lima, Ohio Jo-Ann Fabrics Lima, Ohio Bellefontaine, Ohio Assistant Manager: Daily transaction reports, supervision of sales staff during my shift, design of store displays Van Horn Funeral Home Lakeview, Ohio Secretary: Responsible for filing Medicare and insurance claims for ambulance services, AR and AP, payroll, correspondence Heidelberg College Tiffin, Ohio Assistant to Business Manager and Dean of Institutional Research: Student payroll, compiled statistics for research projects Education: The Ohio State University 135

140 Columbus, Ohio Graduate of MSW Program, June 1994 Completed the Clinical MSW concentration and several course offerings in Administrative Social Work Graduate School GPA Graduated with Bachelor of Arts March 20, 1992 Cum Laude Psychology Major Undergraduate GPA 3.6 Professional Activity Publications: June 16, 2004: Chapter accepted for publication in Days in the Lives of Social Workers, 3 rd Ed. Presentations: December 13, 2004: Client-centered play therapy an overview presented to community mental health providers in Sydney, Ohio 3.5 hour workshop January 19, 2004: Client-centered Play Therapy a workshop provided to Toledo professionals by the University of Toledo Social Work Department CEU Program 6.5 hour workshop September 26, 2001: Reaching Children Through Play Therapy to mental health clinicians at Firelands Counseling and Recovery Services 7.0 hours workshop April 10, 2001: Play Therapy Presentation Heidelberg College 3.0 hours March 26, 1999: Play Therapy Presentation: Apollo Career Center s Early Childhood Development and Care Program In Service Training 2.0 hours June 16, 1995: Offered Networking Forum to county service providers and referral sources; program was designed to improve coordination efforts and service delivery in rural area Grant Awards: September 21, 1995: Received Ohio Department of Health Grant to develop and present a Caring for the Caregiver Workshop, as a part of Women s Health Month; focused on the multiple roles of women, stress reduction techniques, time management, visualization, use of humor in caretaking, and utilizing community resources Academic Committees: Social Work Admissions Committee Student Recognition Committee ,

141 Professional and Academic Memberships: Association for Play Therapy Association of Baccalaureate Social Work Program Directors, Inc. National Association of Social Workers Phi Alpha Honor Society Play Therapy International Social Welfare Action Alliance November 19, 1989: Inducted as a member of Alpha Lambda Delta Academic Honor Society at Ohio State University November 19, 1989: Inducted as a member of Phi Eta Sigma Academic Honor Society at Ohio State University Licensure: March 21, 1997: Obtained Licensed Independent Social Worker Credential Instructor for Social Work Classes: Course Number Course Title Term Credit Hours Students SOCW Intro to Social Welfare 2001 Summer SOCW Survey of the Social Work Profession 2001 Fall SOCW Survey of the Social Work Profession 2002 Spring SOCW Social Work Practice I 2002 Spring SOCW Field Experience & Lab I 2003 Spring SOCW Field Experience & Lab I 2003 Spring SOCW Field Experience III 2003 Spring SOCW Field Laboratory III 2003 Spring SOCW Field Experience III 2003 Spring SOCW Field Laboratory III 2003 Spring SOCW Field Experience & Lab I 2003 Fall SOCW Field Experience & Lab I 2003 Fall SOCW Field Experience II 2003 Fall SOCW Field Laboratory II 2003 Fall SOCW Field Experience II 2003 Fall SOCW Field Laboratory II 2003 Fall SOCW Field Experience & Lab I 2004 Spring SOCW Field Experience & Lab I 2004 Spring SOCW Field Laboratory III 2004 Spring SOCW Field Laboratory III 2004 Spring SOCW Field Experience III 2004 Spring

142 SOCW Field Experience III 2004 Spring SOCW Field Experience & Lab I 2004 Fall SOCW Field Laboratory II 2004 Fall SOCW Field Laboratory II 2004 Fall SOCW Field Experience II 2004 Fall SOCW Field Experience II 2004 Fall

143 Professional Meetings and Trainings Attended: September 22, 2004: Implementing the Collaborative Problem Solving (CPS) Approach for Children and Adolescents with Explosive and/or Noncompliant Behavior 6.5 July 21, 2004: Wright s Law Advocacy Seminar 6.0 July 15, 2004: Non-violent Crisis Intervention 8.0 April 24, 2004: 16 th National Symposium on Doctoral Research in Social Work; College of Social Work The Ohio State University 2.5 February 18, 2004: Schizophrenia & Recovery; Presented by Fred Frese, Ph.D. and Penelope Frese, MSA, Ph.D. 5.0 December 1, 2003: Medical Necessity Training; William Crider, Presenter 3.5 October 23, 2003: Mental Illness in Children and Adolescents: Educational Issues, sponsored by the State of Ohio Department of Mental Health 6.0 October 15, 2003: Ethics in Social Work Practice and Student Supervision, Mylo Jennings, Ph.D. 3.0 September 25, 2003: Practitioner and Parent Partnering; Troy Lindsay, Franklin County Children Services 4.0 July 18, 2003: Cognitive Behavioral Treatment for Traumatized Children. Presenter Karen Stubenbort, Ph.D., Center for Child Traumatic Stress, Allegheny General Hospital, Pittsburg, PA 3.0 June 18, 2003: Avoiding Re-victimization of Domestic Violence Victims. Presenter: Rebecca Hurst, LSW 1.0 May 15, 2003: Growing Successful Youth in 2003, Youth Forum sponsored by Partners for Successful Youth and the Lucas County Family Council, Sally J. Sachar, Director of the National Campaign to Prevent Teen Pregnancy Keynote Speaker 3.0 April 17, 2003: Movement Disorders: A Modern Analysis Dilip V. Jeste, MD And Robert Conley, MD, presenters. Sponsored by MediCom Worldwide, Inc. 1.0 April 16, 2003: Phase II Pilot Program Training; Family Service of Northwest Ohio; Ronald Boudouris, LISW, and Jack J. Wagenknecht, LISW, presenters 2.0 March 28, 2003: The State of Social Work Panel Discussion Conference, 139

144 Sponsored by the University of Toledo Social Work Department 3.0 March 13, 2003: Sex In The City The Family Fall Out Featured speaker: Celia Williamson, Ph.D., Assistant Professor in Social Work at the University of Toledo College of Health and Human Services 5.0 November 13, 2002: Effects of Trauma, Grief, and Loss on Children and Families presented by the State of Ohio Department of Job and Family Services 5.5 October 7 and 8, 2002: International Association of Play Therapy Conference 15.0 July 12, 2001: Quality Treatment Planning, Tracey LaLond Scher, Instructor 1.0 April 6, 2001: 2 nd Annual Psychopharmacology Update: Child and Adolescent Psychiatry; Patrick J. Corp, MD, Robert L. Findling, MD 3.5 March 27, 2001: Nonviolent Crisis Intervention Refresher Course, J. Bruce Kijowski, MSW, LISW, and S. Renee Gerome, LPCC, Instructors 3.5 March 16, 2001: ADHD Newer Treatments, Dr. John Comley, Instructor 3.75 February 2, 2001: ADHD Current Treatments, Dr. John Comley, Instructor 2.0 January 19, 2001: ADHD Overview, Dr. John Comley, Instructor 2.0 January 9, 2001: Working with People in Crisis Health Officer Training; Kathy Mitchell, MSSA, LISW, Instructor 2.0 October 27, 2000: Suicide Risk Assessment, S. Renee Gerome, LPCC, Presenter 1.0 August 25, 2000: Duty to Protect, Jeff W. Vogel, MA, PLCC, Presenter 2.0 May 26, 2000: Treating Adolescents in a Group Setting, Ellen Anderson, PhD, LPCC, Instructor 7.0 March 24, 2000: Child-Centered Play Therapy Continuing Education Program Mandel School of Applied Social Sciences Case Western Reserve University 6.0 March 23, 2000: Non-Violent Physical Crisis Intervention David DiTullio, LISW, Instructor 3.0 November 19, 1999: Privileged Communication, Privacy & Confidentiality, Carol Smith, MA, LPCC, Instructor 1.0 October 5, 1999: Broken Bonds: Diagnosis & Treatment of Attachment Disorder 7.0 September 29, 1999: The Hidden Diagnosis: Uncovering Anxiety and Depressive 140

145 Disorders, Arthur H. O Leary, MD, Instructor 1.0 August 27, 1999: Documentation in the Clinical Record & Acute Care Service, Dr. Robert L. Smith & Diane Maute, Instructors 6.0 August 23, 1999: Non-Violent Physical Crisis Intervention 8.0 March 10, 1999: Treatment with Involuntary and Resistant Clients Youth and Adults 3.5 February 24, 1999: De-Escalation 3.0 February 10, 1999: Building Bridges & Teamwork 3.5 December 9, 1998: Alcohol and Marijuana: Approaches to Treatment, William Mock, PhD, LISW 4.0 October 14, 1998: An Approach to Multi-System Intervention: Multi-Systemic Therapy 3.5 September 9, 1998: Child and Adolescent Suicide Terry Becker-Fritz, Presenter 3.5 June 24, 1998: Legal Guidance & Documentation Techniques Trying to Stay Out Of The Courtroom!, Barbara Calfee, Presenter 4.0 May 13, 1998: Practical Approaches to the Treatment of Marijuana Dependence, William Mock, Ph.D., CCDCIIIE, presenter 3.5 April 8, 1998: Dual Diagnosis: Diagnosis of Mental Illness in People with MR/DD 3.0 February 18, 1998: Overview of Tourette s Syndrome and Obsessive Compulsive Disorder, presented by St. Vincent Medical Center The Children s Neurology Center 4.0 February 11, 1998: Practical Approaches to the Treatment of Cocaine Addiction, Presented by William Mock, PhD, CCDCIIIE 3.5 January 14, 1998: Child Sexual Abuse and Recovery Issues to Consider 3.5 December 10, 1997: Cultural Sensitivity 3.5 November 12, 1997: Overview of Psychotropic Medications 3.5 September 10, 1997: Behavioral Health Outcomes 3.5 August 8, 1997: Managed Care, Legal and Medical Issues, Arthur O Leary, MD, Presenter

146 July 14, 1997: Adolescent Chemical Dependency 6.0 July 11, 1997: Attachment and Bonding 2.0 June 12, 1997: Evaluation and Treatment of Aggressive/Disruptive Children And Adolescents 6.0 February 13, 1997: Non-Violent Physical Crisis Intervention 6.0 May 15, 1996: Substance Abuse and Mental Illness, Working with SAMI s, Ed Hendrickson, MSFT, MCAC, NCRC, Presenter 6.0 April 26, 1996: Initiatives for Women s Health: Setting an Agenda for the Future 5.7 March 20, 1996: Medications & AMI of Greater Toledo Chapter Working with Families of Mental and Emotional Disorders, Arthur O Leary, MD, Presenter 5.0 February 21, 1996: Medications & Antidepressant Medications Axis II Disorders And Treatment, Arthur O Leary, MD, Presenter 5.0 January 17, 1996: Leadership and Communication, Christine Schneider Smith, MA, Presenter 5.5 March 27, 1995: Mini-White House Conference on Aging Ohio NASW 14 th Annual Conference March 25, 1995: The Challenge of Providing Program Development and Outcome Evaluation, Bronson, D., Baird, P., Carney, M., Clapp, J., Irby, M., & Skeels, J. 2.0 March 24, 1995: Duration/Outcome Research for Managed Care: A Client-Directed Approach, Greg Rusk, LISW and Andy Solovey, LISW, Presenters 1.5 March 24, 1995: Managed Chaos Working with Managed Care in an Agency Environment 2.0 March 23, 1995: Consumer-Driven Case Management for Persons with Disabilities 1.5 March 23, 1995: Rural Realities: Effective Practice in Rural Communities, Elroy Miller, MSW, LISW, Director of Four County Family Center Presenter 2.0 March 24, 1993: Building Bridges: A Symposium for Educators, Social Service Providers, Counselors, Nurses, Administrators

147 APPENDIX C SYLLABI 143

148 University of Toledo Social Work Department Course title: Social Work Research Methods and Analysis (SOCW 5010) Professor: Ed Suh, Ph.D. Office: HH 3219 Phone: Office Hours: STUDENT ESCORT SERVICE: College of Health & Human Services, Student Services Office, HH 1212, Course description: In this course, the students learn how research methods, as one of the methods of social work, can be used to investigate social issues and problems in American society in order to enhance scientific understanding of the problems and issues and draw the attention of social policy makers and lawmakers for more responsive social welfare institution to meet the needs of vulnerable and deserving populations. The course content has emphasis on various steps research and quantitative research methods and statistical tools for data analysis and hypothesis testing. Course Objectives: At the completion of the course, students will be able to: 1. Understand the historical nexus between research and social response to the problems of society. 2. Develop insights as to how research is connected to their practice and can enhance generalist practice 3. Understand how research methods can be used as tool of economic and social justice. 4. Understand and experience the research process and how the methods can be used as part of the course in particular and program in general. 5. Understand the use of statistical tools (SPSS) for analysis of data and interpretation of the results of SPSS analysis. 6. Understand the strengths and limitations of quantitative research methods. 7. Understand and appreciate ethics in research and ethical practices and needed safeguards at different steps of research and methods. 8. Understand how professional standards interwoven with research competence among the social workers. Texts Salahu-Din, S. (2003). Social Work Research: An Applied Approach. Boston: Allyn & Bacon. Montcalm, D. & Royce, D. (2002). Data Analysis for Social Workers. Boston: Allyn & Bacon. 144

149 Assignments: 1. Practice Assignments: These are taken from the texts. Students are required to complete 5 practice assignments from the Salahu-Din text and 3 from the Montcalm & Royce text. Each Practice assignment is worth 10 points. 2. Quizzes: There will be two quizzes during the term. These are announced quizzes. Students should expect a quiz around midterm and another toward the end of the term. Each quiz is worth 10 points. Evaluation Practice Assignments: 10 points each) Quizzes: (2 at 10 points each) TOTAL Course Outline: 80 points 20 points 100 points Week 1: Response through Research: Historical perspective Week 2: Contexts of Social Work Practice& Social Work Research Week 3: The research process: steps in Research. Week 4: Research Problem: How to formulate a sound research problem? Week 5: Conceptualizing research: concepts and variables Week 6: Review of relevant literature: Guidelines as per APA style Week 7: Hypothesis: Inductive and Deductive Processes Week 8: Research Designs Week 9: Tools and Instruments of data collection Week 10: Statistics for social workers Week 11: Measures of central tendency Week 12: Measures of dispersion Week 13: Correlation methods Week 14: Hypothesis testing: t tests and F tests Week 15: SPSS and Reporting results of research 145

150 Bibliography Ambert, A., Adler, P. A., Adler, P., & Detzner, D. F. ( Understanding and evaluating qualitative research. Journal of Marriage and the Family, 57, Allen J. P. (Ed.). (1995). Assessing alcohol problems: A guide for clinicians and researchers. NIAA Treatment Handbook. Series 4. Washington, DC: National Institute of Health. Alter, C., & Evens, W. (1990). Evaluating your practice: A guide to self-assessment. New York: Springer. American Psychological Association (2001). The publication manual of the American Psychological Association (5 th ed.). Washington: Author. Beere, C. A. (1990). Gender roles: A handbook of tests and measures. New York: Greenwood Press. Berg, B. L. (2001). Qualitative research methods for the social sciences (4 th ed.). Boston: Allyn & Bacon. Bloom, M., Fisher, J., & Orme, J. G. (1999). Evaluating practice: Guidelines for the accountable professional (3 rd ed.). Boston: Allyn & Bacon. Corcoran, K., & Fisher, J. (2000). Measures for clinical practice: A sourcebook: Couples, families, and children (3 rd ed., Vols. 1-2 ). New York: Free Press. De Anda, D. (1998). The evaluation of a stress management programs for middle school adolescents. Child and Adolescent Social Work Journal, 15(1), Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research (2 nd ed.). Thousand Oaks, CA: Sage. Edwards, J. E., Thomas, M. D., & Booth-Kewley, S. (1997). How to conduct organizational surveys. Thousand Oaks, CA: Sage. Eichler, M. (1988). Nonsexist research methods: A practical guide. Boston: Allen & Unwin. Esterberg, K. G. (2002). Qulitative methods in social research. Boston: McGraw-Hill. Greenbaum, T. L. (1998). Than handbook for focus group research (2 nd ed.). Thousand Oaks, CA: Sage. Lofland, J., & Lofland, L. H. (1995). Analyzing social settings (3 rd ed.). Belmont, CA: Wadsworth. 146

151 Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3 rd ed.). Thousand Oaks, CA: Sage. Martin, R. R. (1995). Oral history in social work: Research, assessment, and intervention. Thousand Oaks, CA: Sage. Montcalm, D., & Royse, D. (2002). Data analysis for social workers. Boston: Allyn & Bacon. Morgan, D. L. (1998). The focus group guidebook. Thousand Oaks, CA: Sage. Nelsen, J. C. (1994). Ethics, gender, and ethnicity in single case research and evaluation. Journal of Social Service Research, 18(3/4), Neuman, W. L. (1997). Social research methods: Qualitative and quantitative approaches (3 rd ed.). Boston: Allyn & Bacon. Newton, R. R., & Rudestam, K. E. (1999). Your statistical consultant. Thousand Oaks, CA: Sage. Padgett, D. K. (1998). Qualitative methods in social work research: Challenges and rewards. Thousand Oaks, CA: Sage. Reich, W. T. (1978). Ethical issues related to research involving elderly subjects. The Gerontologist, 18(4), Rubin, A., & Babbie, E. (2005). Research methods for social work ( 5 th ed.). Belmont, CA: Brooks/Cole Schutt, R. K. (1999). Investigating the social world (2 nd ed.). Thousand Oaks, CA: Pine Forge Press. Singleton, R. A., & Straits, B. C. (1999). Approaches to social research (3 rd ed.). New York: Oxford University Press. Strauss, A., & Corbin, J. (1998). Basics of qualitative research (2 nd ed.). Thousand Oaks, CA: Sage Touliatos, J., Perlmutter, B. F., & Strauss, M. A. & Holden, G. W. (Eds.). (2000). Handbook of family measurement techniques (Vols. 1-3). Thousand Oaks, CA: Sage. Tutty, L. M., Rothery, M. A., & Grinnell, R. M. Jr. (1996). Qualitative research for Social workers. Boston: Allyn & Bacon. Turabian, K. L. (1996). A manual for writers of term papers, theses, and dissertations. Chicago: University of Chicago Press. 147

152 Unrau, Y. A., Gabor, P. A., &Grinnell, R. M., Jr. (2001). Evaluation in the human services. Itasco, IL: F. E. Peacock. Weinbach, R. W., & Grinnell, R. M., Jr. (2001). Statistics for social workers (5 th ed.). Boston: Allyn & Bacon. Weiss, C. H. (1998). Evaluation: Methods for studying programs and policies (2 nd ed.). Upper Saddle River, NJ: Prentice Hall. Westerfelt, A., & Dietz, T. J. (1997). Planning and conducting agency based research. New York: Longman. Wodrich, D. L. (1997). Children s psychological testing: A guide for nonpsychologists (3 rd ed.). Baltimore: Brooks. Yaffe, J., & Gotthoffer, D. (1999). Quick guide to the Internet for social work. Boston: Allyn & Bacon. Young, T. M., & Poulin, J. E. (1998). The helping relationship inventory: A clinical appraisal. Families in Society: The Journal of Contemporary Human Services, March-April,

153 The University of Toledo School of Social Work Course Syllabus: Social Work Practice I (SOCW 5110) Professor: Reva Allen, Ph.D. Office: HH 2618 Phone: [email protected] Office Hours: Course Description This is the first of three foundation year practice courses. It is designed to familiarize students with the profession of social work and methods of social work practice. The course introduces students to the systems ecological framework as the overarching framework for organizing and conceptualizing social work practice related to individuals, families, and groups. Students will briefly review the history of social work practice and perspectives on practice theory and examine knowledge, skills, and values that guide current conceptualizations of practice with individuals, families, and groups. The course emphasizes principles, methods, and skills of work with diverse individuals at various stages in the life cycle, families with varied structures, and groups of various types. Students will become familiar with advanced interviewing and counseling skills, e.g., active and reflective listening, empathy, focusing, probing, interpretation, confrontation, structuring the interview for information gathering, and assessment. Skills involved in use of self-disclosure and engaging and terminating with clients will be addressed. The importance of self-awareness and the professional use of self, as well as the values and ethics of the social work profession, will be underscored throughout the course. The course incorporates basic generalist methods of assessment and intervention using ethnic-sensitive practice, case management, social constructionism, and cultural genogram and ecomaps focusing on individual and family strengths and empowerment. Course content consistent with the mission of the program related to social and economic injustice will address the unique concerns of populations-at-risk for impoverishment, discrimination, and oppression. Content on diversity will be infused throughout the course with the use of experiential assignments and readings. Specific Knowledge and Skill Objectives Knowledge Objectives: By the end of the semester, students will demonstrate knowledge of: 1. The history and development of the advanced generalist model of social work practice with individuals, families, and groups, with an emphasis on social work's historical commitment to the poor and diverse populations-at-risk 2. Values integral to social work practice with individuals, families, and groups; ethical dilemmas; and strategies for resolving these dilemmas 149

154 3. The significance of the professional use of self and self-awareness in social work practice 4. The use of assessment with individuals, families, and groups, with a focus on identifying client strengths and using ecological, systems, and social constructionism perspectives 5. The problem-solving process, practice theories, and change strategies used to intervene at different levels, assuming a variety of roles, in problems confronting individuals, families, and groups 6. Strategies for case management with individuals and families that focuses on strengths, empowerment, and social and economic justice 7. Generalist practice skills used to effectively interview and counsel individuals, families, and groups during periods of crisis 8. The consequences and dynamics of social and economic injustice, including forms of human oppression and discrimination, on diverse and at-risk populations 9. Approaches to increasing cultural competence in working with individuals, families, and groups who are diverse in areas such as age, class, race, disability status, ethnicity, gender, marital status, national origin, religion/spirituality, and sexual orientation Skill Objectives: By the end of the semester, students will demonstrate skill in: 1. Basic interviewing and counseling techniques with individuals of varying ages, families, and groups 2. Professional documentation, including process recording 3. Psychosocial assessment and treatment planning grounded in the person-in-environment perspective, including use of assessment tools appropriate for individuals, families, and groups (for example, cultural genograms and ecomaps) 4. Identifying appropriate intervention strategies in the beginning, middle, and termination stages of the helping process, with a sensitivity to interventions that support social and economic justice 6. Intervening in a culturally competent manner, recognizing the significance of factors such as religion/spirituality, age, gender, race, culture, ethnicity, socio-economic status, disability, and sexual orientation 7. The application of the strengths and empowerment perspectives in work with diverse individuals, families, and groups 8. Resolving ethical dilemmas common to work with individuals, families, and groups 150

155 Performance Criteria Demonstration of achievement of the above objectives will be made through written assignments, a quiz, and class participation (relevant comments that reflect knowledge of the assigned reading material, familiarity with the concepts presented, application to field work, and engagement in class exercises). Texts Required texts for this course: Kilpatrick, Allie C., & Holland, Thomas P. (Eds.). (2003). Working with families: An integrative model by level of need. (3 rd ed.). Boston: Allyn and Bacon. Zastrow, Charles H. (2003). The Practice of Social Work: Applications of generalist and advanced content. (7 th ed.). Pacific Grove CA: Brooks/Cole. Readings listed in Course Outline section Additional recommended reading/video materials: Crooklyn. Movie. Fadiman, A. (1997). The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. New York, NY: Farrar, Straus, and Giroux. Fisher, A. (2001). Finding Fish. New York, NY: HarperTouch. Piper, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls. New York, NY: Ballantine Books. Pollack, W. (1998). Real boys: Rescuing our sons from the myths of boyhood. New York, NY: Henry Holt & Co. Sacks, O. (1990). Awakenings. New York, NY: HarperPerennial. Also: movie version. Scholinski, D. (1997). The last time I wore a dress: A memoir. New York, NY: Riverhead Books. Tan, A. The Joy Luck Club. New York, NY: Ivy Books. Also: movie version. Roles and Responsibilities of the Student Missed Class Policy: As per University of Toledo policy, all students are expected to attend class regularly, participate in inclass exercises if given, and be prepared for class by reading assigned work (readings from chapter, articles, website, etc) prior to class lecture. Add/Drop Policy: Instructor will adhere to the policy established by the University of Toledo. 151

156 Disability Policy: Any student in this course who has a disability that may prevent him/her from fully demonstrating his/her abilities should contact the instructor as soon as possible so we can discuss accommodations necessary to ensure/facilitate your full participation and educational opportunity. Grading Assignment #1 (Interviewing Skills) Assignment # 2 (Process Recording) Assignment # 3 (Assessment) Final Quiz Attendance and Participation Total 30 points 15 points 35 points 10 points 10 points 100 points Grades will be assigned as follows: A Outstanding Performance A- Excellent Performance B+ Very Good Performance B Good Performance B- Acceptable Performance C Poor Performance Under 69 E Failure in the course Assignments Three major graded assignments are required for this course. All assignments will incorporate the mission of economic and social justice and human diversity by the inclusion of a client representing individuals or families at risk. Thus a comprehensive profile of the primary client(s) will be identified in each assignment: age, gender, race, culture, ethnicity, SES, disability, sexual orientation, and religion/spirituality. Students will complete an interviewing assignment that focuses on the examination of one's professional use of self in an interview or role play and an evaluation/critique of their interviewing/counseling skills. For the second and third assignments, students will complete a process recording and psychosocial assessment. Details of these assignments are as follow: Assignment #1 Interview Analysis: Student counselor/therapist: This first assignment should be 3-4 pages. The student will interview a class member for minutes; the interview must be videotaped. The focus of the interview should be problem-solving on some issue that your interviewee (classmate) introduces in the interview. Your task is to help identify the issue of concern; the feelings, thoughts, and beliefs of the interviewee; and desired outcomes. The issues of concern and name of the interviewee (classmate) must be submitted to (and approved by) the instructor. 152

157 After the interview, analyze the tape of the interview and identify three (3) effective and three (3) ineffective interventions (skills/techniques) and three (3) roles of the social worker. For each intervention (skills/techniques) and role, indicate the rationale for why it was effective or ineffective. Refer to appropriate course readings to support your rationale for your assessment (critique) of your interventions. These references must be integrated into your paper, demonstrating your effort to apply course material to practice. Students who do not refer to course readings will lose points on their paper. Students also must complete the interviewee evaluation checklist of techniques provided by the instructor. (Following review of the videotape, a similar evaluation will be completed by the instructor and shared with the student). Submit your videotape with your paper and evaluation. Student as client: You will be given a form to evaluate the interviewer. The instructor will complete the same evaluation. These evaluations will be shared with the student counselor. Assignment #2 Process Recording: Prepare a page verbatim transcript from an interview with a client. You must use and complete all columns in the process recording format provided by the instructor. The process recording must include comprehensive comments from your field instructor under the supervisor comments section in the process recording. You must provide a written illustration identifying/critiquing your problem solving strategy (change process), including illustrations of three (3) effective and three (3) ineffective interventions (skills/techniques) and roles you performed. For each intervention and role, indicate your rationale for determining that it was effective or ineffective. For the interventions you select, you must include the worker s comments (yours) and your interviewee s responses, both before and after the intervention. The process recording must include a 1-2 page written profile of the setting (services and clients) and client. Assignment #3 Psychosocial Assessment: Complete a psychosocial study of a client (selected from the list of recommended readings) agreed upon by your field instructor. Incorporate the following content in your paper and follow this outline in your paper. 1. Briefly describe the demographic characteristics of the client. 2. Briefly identify the presenting problem(s). Clarify events or behaviors that precipitated the problem. 3. Briefly describe pertinent background history (childhood experience, family system, educational and occupational history, social functioning, health/physical status, economic factors, substance use/abuse, previous treatment). 4. Describe the client's ego functioning/defensive structure. This should be synthesized, not written as discrete capacities. 153

158 5. Provide a diagnostic formulation (Your interpretive diagnostic understanding of the client based on the integration of points 1, 2, 3, and 4). 6. Develop a tentative diagnosis. Clarify if the basis of the client's problem primarily reflects life role/developmental stage issues, situational stress/trauma, ego impairments/difficulties, and/or resource deficits. 7. Include a treatment plan. (Clarify major treatment goals and objectives). The assessment is to be 4-5 pages, double-spaced, 12 pt font. You must use your own words in the assessment. Do not use phrases, sentences, etc. direct from the case study. The assessment will be evaluated based on writing mechanics, accuracy and organization of the material, and incorporation and integration of all the key points listed in the assignment. Please Note: 1. All papers are graded on content and writing skills. All papers must be consistent with APA Publication Manual guidelines. Problems with sentence structure, spelling, punctuation, or other writing mechanics will lower the grade achieved on the assignment. All assignments must be submitted at the beginning of class on the given date. Students who fail to follow time guidelines provided will lose one half grade for each day late. 2. All interviews between students and between students and clients are confidential. The NASW Code of Ethics binds the instructor, field instructor, and students relative to the material discussed in the student interviews. Course Outline Week Content Readings/Media Week 1 Orientation Videos: Hull House: The House that Jane Built The Women of Hull House The Heart of Bassett Place: Phyllis Wheatley, Settlement House for African Americans Week 2 Overview of Social Work Practice Zastrow: Chp 1 Edgley & Brissett. A nation of meddlers. Hosock. The agency. A Jewish story. 154

159 Week Week 3 Content Social Work Values and Ethics Readings/Media Zastrow: Chapter 2 NASW Code of Ethics Falco. An unacknowledged taboo: Therapist-client sexual violence within a model of vulnerability. Manning & Gaul. The ethics of informed consent: A critical variable in self-determination of health and mental health clients. Berkman, et. al. Sexual contact with clients: Assessment of social workers' attitudes and educational preparation. Mattison. Ethical decision making: The person in the process. Strom-Gottfried. Ensuring ethical practice: An examination of NASW Code Violations, Yu & O Neal. Issues of confidentiality when working with persons with AIDS. Week 4 Assessment Zastrow: Chapter 3 Lukas. How to write an assessment. Neuman & Freidman. Process recordings: Fine-tuning an old instrument. Week 5 Social Work with Individuals: Interviewing Zastrow: Chapter 4 Handouts: Interview packet and process recording materials: (1) Differences between beginning & more advance interviewers; (2) process recordings BSW & MSW; (3) structure of the helping process; (4) social work skills; (5) techniques used by social workers; and (6) vocabulary of feeling words Week 6 Week 7 Week 8 Social Work with Individuals: Counseling Social Work Practice with Diverse Groups/ Populations Social Work with Families: Levels of Family Need Zastrow: Chapter 5 Hepworth. Managing manipulative behavior in the helping relationship. Zastrow: Chapter 12 Zastrow: Chapter 8 Kilpatrick & Holland: Chapter 1 155

160 Week Content Readings/Media Week 9 An Ecological System- Social Constructionism Approach to Family Practice Zastrow: Chapter 8 Kilpatrick & Holland: Chapter 2 McPhatter. Assessment revisited: A comprehensive approach to understanding family dynamics. Week 10 Week 11 Week 12 Week 13 Week 14 Contexts of Helping Families: Commonalities & Human Diversities Ethnically Informed & Spiritually Sensitive Practice Interventions to Meet Basic Needs in High-Risk Families with Children A Family Case Management Approach for Level I Needs Family Systems Interventions Kilpatrick & Holland: Chapter 3 Hardy & Laszloffy. The cultural genogram: Key to training culturally competent family therapists. Hardy & Laszloffy. Training racially sensitive family therapists: Context, content, and contact. Zastrow: Chapter 13 NASW Code of Ethics Kilpatrick & Holland: Chapter 4 HIPPA Redmond. Protecting the confidentiality of the therapeutic relationship. Watkins. Confidentiality and privileged communications: Legal dilemmas for family therapists. Kilpatrick & Holland: Chapter 5 Hodges & Blythe. Improving service delivery to highrisk families: Home-based practice. Fortune, Pearling, & Rochelle. Criteria for terminating treatment. Kilpatrick & Holland: Chapter 6 Kilpatrick & Holland: Chapter 10 Week 15 Wrap Up View student videos 156

161 Reading List Berkman, C.S., Turner, S.G., Cooper, M., Polnerow, D., & Swartz, M. (2002). Sexual contact with clients: Assessment of social workers' attitudes and educational preparation. Social Work, 45(3), Edgley, C., & Brissett, D. (1995). A nation of meddlers. Society, 34(4): Falco, J.A. (1999). An unacknowledged taboo: Therapist-client sexual violence within a model of vulnerability. Advocates' Forum, 5(2): Hardy, K.V., & Laszloffy, T.A. (1992). Training racially sensitive family therapists: Context, content, and contact. Families in Society, 73(6), Hardy, K.V., & Laszloffy, T.A. (1995). The cultural genogram: Key to training culturally competent family therapists. Journal of Marital and Family Therapy, 21(3), Hepworth, D.H. (1993). Managing manipulative behavior in the helping relationship. Social Work, 38(6), Hosock, H. (June 20, 1999). The agency: A Jewish story. Inquirer Magazine (Philadelphia), Lukas, S. (1993). How to write an assessment. Where to start and what to ask: An assessment handbook. (Chapter 13, pg ). New York, NY: WW Norton. Manning, S.S., & Gaul, C.E. (1997). The ethics of informed consent: A critical variable in selfdetermination of health and mental health clients. Social Work in Health Care, 25(3): Mattison, M. (2002). Ethical decision making: The person in the process. Social Work, 45(3), McPhatter, A. (1991). Assessment revisited: A comprehensive approach to understanding family dynamics. Families in Society, 72(1), Neuman, K.M. & Freidman, B.D. (1997). Process recordings: Fine-tuning an old instrument. Journal of Social Work Education, 33(2), Redmond, J.V. (2000). Protecting the confidentiality of the therapeutic relationship. Social Work, 45(3): Strom-Gottfried, K. (2002). Ensuring ethical practice: An examination of NASW Code Violations, Social Work, 45(3), Watkins, S.A. (1989). Confidentiality and privileged communications: Legal dilemmas for family therapists. Social Work, 34(2), Yu, M.M., & O Neal, B. (1992). Issues of confidentiality when working with persons with AIDS. Clinical Social Work Journal, 20(4),

162 Bibliography Allen-Meares, P. (2000). Our professional values and the changing environment. Journal of Social Work Education, 36(2), Andrews, J. (2001). Group work s place in social work: A historical analysis. Journal of Sociology and Social Welfare, 28(4), Appleby, G.A., Colon, E., & Hamilton, J. (2001). Diversity, oppression, and social functioning: Person-in-environment assessment and intervention. Boston: Allyn and Bacon Barnes, S.L. (2001). Stressors and strengths: A theoretical and practical examination of nuclear, single-parent, and augmented African American families. Families in Society, 82(5), Bigby, C., Ozanne, E., & Gordon, M. (2002). Facilitating transition: Elements of successful case management practice for older parents of adults with intellectual disability. Journal of Gerontological Social Work. 37(3/4), Bloom, M., Fischer, J., & Orme, J.G. (1999). Evaluating practice: Guidelines for the accountable professional. (3 rd ed.). Boston: Allyn & Bacon. Bowers, B.J., & Jacobson, N. (2002). Best practice in long-term case management: How excellent case managers do their jobs. Journal of Social Work in Long Term Care, 1(3), Brown-Standridge, M.D., & Floyd, C.W. (2000). Healing bittersweet legacies: Revisiting contextual family therapy for grandparents raising grandchildren in crisis. Journal of Marital and Family Therapy, 26(2), Canda, E.R., & Furman, L.D. (1999). Spiritual diversity in social work practice. New York: Free Press. Csikai, E. (2004). Social workers participation in the resolution of ethical dilemmas in hospice care. Health and Social Work, 29(1), DeJong, P., & Berg, I.K. (1998). Interviewing for Solutions. Pacific Grove, CA: Brooks/Cole. Edwards, J.K., & Bess, J.M. (1998). Developing effectiveness in the therapeutic use of self. Clinical Social Work Journal, 26(1), Elliott, C.M. (2000). Tuning and practicing the therapeutic instrument: The therapist s life experience. Clinical Social Work Journal, 28(3), Ellis, A. (2000). Rational emotive behavior therapy. In R.J. Corsini & D. Wedding (Eds.), Current Psychotherapies (6 th ed., pp ). Itasca, IL: F. E. Peacock. Finn, J.L., & Jacobson, M. (2003). Just practice: Steps toward a new social work paradigm. Journal of Social Work Education, 39(1), Florsheim, P., Shotorbani, S., Guest-Warnick, G., Barratt, T., & Hwang, W-C. (2000). Role of the working alliance in the treatment of delinquent boys in community-based programs. Journal of Clinical Child Psychology, 29(1), Franklin, A.J. (1999). Therapeutic support groups for African American men. In L.E. Davis (Ed.), Working with African American males (pp. 5-14). Thousand Oaks, CA: Sage. 158

163 Gelman, C.R. (2002). The elderly Latino population in Holyoke, MA: A qualitative study of unmet needs and community strengths. Journal of Gerontological Social Work, 39(4), Gibelman, M. (1999). The search for identity: Defining social work past, present, future. Social Work, 44(4), Gilgun, J.F. (1999). CASPARS: New tools for assessing client risks and strengths. Families in Society, 80(5), Gingerich, W.J., & Eisengart, S. (2000). Solution-focused brief therapy: A review of the outcome research. Family Process, 39(4), Glasser, W., & Wubbolding, R. (1995). Reality therapy. In R.J. Corsini & D. Wedding (Eds.), Current Psychotherapies (5 th ed., pp ). Itasca, IL: F. E. Peacock. Gourdine, R.M. (2004). A beginning professional s journey toward understanding equality and social justice in the field of social work. Reflections, 10(1), Hall, J.A., Carswell, C., Walsh, E., Huber, D.L., & Jampoler, J.S. (2002). Iowa case management: Innovative social casework. Social Work, 47(2), Healy, T.C. (2003). Ethical decision making: Pressure and uncertainty as complicating factors. Health and Social Work, 28(4), Hiersteiner, C., & Peterson, K.J. (1999). Crafting a usable past : The care-centered practice narrative in social work. Affilia, 14(2), Hodge, D.R. (2004). Spirituality and people with mental illness: Developing spiritual competency in assessment and intervention. Families in Society, 85(1), Horne, A., & Sayger, T.V. (2000). Social learning family therapy. In A. Horne (Ed.), Family counseling and therapy (3 rd ed.). Itasca, IL: F. E. Peacock. Ino, S.M., & Glicken, M.D. (1999). Treating Asian-American clients in crisis: A collectivist approach. Smith College Studies in Social Work,69(3), Jansson, B.S., & Dodd, S.J. (2002). Ethical activism: Strategies for empowering medical social workers. Social Work in Health Care, 36(1), Jayaratne, S., Croxton, T.A., & Mattison, D. (2002). Race, practice behaviors, and the NASW Code of Ethics. Journal of Social Service Research, 28(3), Kivnick, H.Q., & Murray, S.V. (2001). Life strengths interview guide: Assessing elder clients strengths. Journal of Gerontological Social Work, 34(4), Laird, J. (2000). Culture and narrative as metaphors for clinical practice with families. In D.H. Demo, K.R. Allen, & M.A. Fine (Eds.), Handbook of family diversity (pp ). New York: Oxford University Press. McGoldrick, M., Gerson, R., & Shellenberger, S. (1999). Genograms: Assessment and intervention. (2 nd ed.). New York: Norton. Moxley, D.P. (2002). The emergence and attributes of second-generation community support systems for persons with serious mental illness: Implications for case management. Journal of Social Work in Disability and Rehabilitation, 1(2), Murthy, R.S. (2000). Disaster and mental health: Responses of mental health professionals. Indian Journal of Social Work: 61(4),

164 Myers, L.L., & Thyer, B.A. (1997). Social work practice with deaf clients: Issues in culturally competent assessment. Social Work in Health Care, 26(1), O Dell, S. (2000). Psychotherapy with gay and lesbian families: Opportunities for cultural inclusion and clinical challenge. Clinical Social Work Journal, 28(2), Palmer, N., & Kaufman, M. (2003). The ethics of informed consent: Implications for multicultural practice. Journal of Ethnic and Cultural Diversity in Social Work, 12(1), Parrish, M, Burry., & Pabst, M.S. (2003). Providing comprehensive case management services to urban women with HIV/AIDS and their families. Affilia, 18(3), Reamer, F.G. Boundary issues in social work: Managing dual relationships. Social Work, 48(1), Richter, L., & Johnson, P.B. (2001). Current methods of assessing substance use: A review of strengths, problems, and developments. Journal of Drug Issues, 31(4), Schneider, R.L., & Netting, F.E. (1999). Influencing social policy in a time of devolution: Upholding social work s great tradition. Social Work, 44(4), Shonfeld-Ringel, S. (2001). A re-conceptualization of the working alliance in cross-cultural practice with non-western clients: Integrating relational perspectives and multicultural theories. Clinical Social Work Journal, 29(1), Sun, A.P. (2000). Helping substance-abusing mothers in the child welfare system: Turning crisis into opportunity. Families in Society, 81(2), Taylor, K.G., & Wolfer, T.A. (1999). Social work as a vocation: Balancing ministry and profession. Social Work and Christianity, 26(1), Timmer, S.G., & Veroff, J. (2000). Family ties and the discontinuity of divorce in Black and White newlywed couples. Journal of Marriage and the Family, 62(2), Van Wormer, K. (2002). Our social work imagination: How social work has not abandoned its mission. Journal of Teaching in Social Work, 22(3/4), Ward, K. Confidentiality in substance abuse counseling. Journal of Social Work Practice in the Addictions, 2(2), Weick, A. (2000). Hidden voices. Social Work, 45(5), Werrbach, G.B. (2002). Providing intensive child case management services: How do case managers spend their time? Child and Adolescent Social Work Journal, 19(6), Wodarski, J.S., & Williams-Hayes, M.M. (2002). Utilizing case management to maintain the elderly in the community. Journal of Gerontological Social Work, 39(4),

165 University of Toledo Department of Social Work Course Syllabus: Social Work Practice II (SOCW 5120) Professor: Sudershan Pasupuleti, Ph.D. Office: HH 3219 Phone: Office Hours: Course Description The course focuses on the effectiveness of service delivery systems (organizations) in providing services to clients and their impact on the role of social workers. It provides an overview of various organizational theories and processes that are required by the social worker while performing supervisory and administrative roles. Also included are groupwork theories relevant and applied to social work practice in the organization. Considerations of social and economic justice provide a focus as does a strengths and empowerment framework. Course Objectives: 1. Understand macro social work practice in historical perspective relative to organizations and roles of social worker in the context. 2. Facilitate students acquire knowledge and insights into organizational theories, organizational goals, and leadership styles. 3. Understand organizational processes and dynamics that are critical in effectively providing services to the clients while pursuing mission of an organization. 4. Understand various interacting systems and analyze them to initiate change for system s accountability and the roles of change agent within and outside organizational context. 5. Develop critical thinking and analytical skills in determining macro systems effectiveness with reference to community needs and to changing macro-environment 6. Understand dynamics and strategies of organizational change to influence them positively to be sensitive to social and economic justice concerns. Texts: Netting, F.E., Kettner, P.M., & McMurtry, S.L. (2004). Social Work Macro Practice (Third Edition). New York: Pearson Education, Inc. Fauri, D.P., Wernet, S.P & Netting, F.E. (2004). Cases in Macro Social Work Practice (Second Edition). New York: Pearson Education, Inc. 161

166 Assignments: 1. Organizational Theory Applied Paper This paper will present the student s field agency through the lens of the multi-paradigmatic framework from the text. Specific examples of the applied framework are required as are any aspects of the agency that don t necessarily follow the framework. 2. Midterm Exam 3. Final Exam Evaluation Organizational Theory Paper Midterm Final TOTAL 40 points 30 points 30 points 100 points Course Outline: Week 1: Introduction to Macro Social work practice? Week 2: Historical Roots of Macro Practice Week 3: Understanding dynamic influences on organizations as service-delivery systems Week 4: Understanding organizations: Introduction, Bureaucracy and organizational structure Week 5: Understanding organizations: Management theories Week 6: Understanding Organizations: As open systems Week 7: Understanding Organizations: Contemporary theories Week 8: Analyzing Human service organizations Week 9: Analyzing Human service organizations Week 10: Planning change in organizations and intervention strategies Week 11: Selecting appropriate strategies and tactics Week 12: Building support for change initiatives 162

167 Week 13: Implementing & Monitoring change intervention Week 14: Evaluation of change intervention & client satisfaction surveys Week 15: Revisiting organizational vision and mission. Bibliography Austin, M. (2002). Managing out: the community practice dimensions of effective agency management. Journal of Community Practice, 10(4), Brewer, E.W., Achilles, C.M. Furhiman, J.R., Hollingsworth, C. (2001). Finding Funding: Grantwriting from Start to Finish, Including Project Management and Internet Use (3 rd ed.). Sage Publications. Carroll, J. & Minkler, M. (2000). Freire s message for social workers: looking back, looking ahead. Journal of Community Practice,8, Chung, B.G. (1998). Accounting for changing times: aligning human resources practices to employees nonwork lives. Marriage and Family Review, 28, Cohen, R.I. (2004). Clinical Supervision What to do and How to Do It. Wadsworth. Ferguson, C. (2004). Governance of collaborations: a case study. Administration in Social Work, 28, Fernandez, L.M. (1997). Running an effective task group: the five C s. The New Social Worker, 4(1), Gibelman, M. (2004). Reflections on boards and board membership. Administration in Social Work, 28, Gibson, D.E. & Barsade, S.G. (2003). Managing organizational culture change: the case of longterm care. Journal of Social Work in Long-Term Care, 2(1/2), Giffords, E.D. & Dina, R.P. (2003). Changing organizational cultures: the challenge in forging successful mergers. Administration in Social Work, 27, Globerman, J. White, J.J. Mullings, D. & Davies, J.M. (2003). Thriving in program management environments: the case of social work in hospitals. Social Work in Health Care, 38, Greene, A.D., Latting, J.K. (2004). Whistle-blowing as a form of advocacy: guidelines for the practitioner and organization. Social Work, 49, Harrigan, M.P., Fauri, D.P. & Netting, F.E. (1998). Termination: extending the concept for macro social work practice. Journal of Sociology and Social Welfare, 25(4), Kayser, K. (2003). Using total quality management tools in human service intervention research. Journal of Social Work Research and Evaluation, 4, Korinek, A.W. & Kimball, T.G. (2003). Managing and resolving conflict in the supervisory system. Contemporary Family Therapy, 25(3), Lynch, J.G. & Versen, G.R. (2003). Social work supervisor liability: risk factors and strategies for risk reduction. Administration in Social Work, 27, Manning, S.S. (2003). Ethical Leadership in Human Services: A Multidimensional Approach. Boston: Allyn & Bacon. Mano-Negrin, R. (2003). Spanning the boundaries: a stakeholder approach to effectiveness gaps and empowerment in public and independent human service organizations. Administration in Social Work, 27,

168 Martin, L. (2001). Financial Management for Human Service Administrators. Boston: Allyn & Bacon. Mulroy, E.A. (2004). Theoretical perspectives on the social environment to guide management and community practice: an organization-in-environment approach. Administration in Social Work, 28, Netting, F.E. & O Connor, M.K. (2003). Organization Practice: A Social Worker s Guide to Understanding Human Services. Boston: Allyn & Bacon. Neuman, K.M. (2003). Developing a comprehensive outcomes management program: a ten step process. Administration in Social Work, 27, Patterson, D.A. & Basham, R.E. (2003). Visualizing change: spreadsheets and graphical representation across domains in human service practice. Journal of Technology in Human Services, 21(4), Patti, R. (2003). Reflections on the state of management in social work. Administration in Social Work, 27, Schmid, H. (2004). Organization-environment relationships: theory for management practice in human service organizations. Administration in Social Work, 28, Thompson, J., Menefee, D., & Marley, M. (1999). A comparative analysis of social workers macro practice activities: identifying functions common to direct practice and administration. Journal of Social Work Education, 35, Vodde, R. & Gallant J.P. (2002). Bridging the gap between micro and macro practice: large scale change and a unified model of narrative-deconstructive practice. Journal of Social Work Education, 38, Wimpfheimer, S. (2004). Leadership and management competencies defined by practicing social work managers: an overview of standards developed by the National Network for Social Work Managers. Administration in Social Work, 28,

169 University of Toledo Department of Social Work Course Syllabus: Social Work Practice III (SOCW 5130) Professor: Sudershan Pasupuleti, Ph.D. Office: HH 3219 Phone: Office Hours: Course Description: This course provides an historical and contemporary look at the social work profession and its roots in community organizing. Theories underpinning social work practice in the community are covered. Central to work in the community, are the theories of groupwork. Groupwork theories will be covered with particular attention to their application to social work in the community. A strengths and empowerment focus is emphasized. Texts: Rubin, H. & Rubin, I. (2001). Community Organizing and Development (3 rd ed). Allyn & Bacon. Course Objectives: To familiarize students with theories of community organization and planning; urban politics; and community structure, process, and change so that they can assess the role and prospects for success of community interventions; To provide skills in evaluating analytical models of the role of political influence in resource allocation as it affects communities and neighborhoods; To develop skills for producing technical products through community problem formulation, community planning, political advocacy, and needs assessment; and, To develop knowledge and skill for evaluating various modes of social intervention, including community organization, and advocacy, community planning, political action, and use of government policies and programs. To develop knowledge and skill in the application of selected content related to race, gender, sexual orientation, poverty, social and economic justice, and other critical factors. To gain an awareness of one s own role, as a worker and as a member, in the community. To understand and explain the basic knowledge frameworks that guide social intervention with work groups and communities, and processes of community change. To develop knowledge and skill in assessing strengths and analyzing barriers in community functioning and recommend interventions to build on strengths and diminish barriers. 165

170 Assignments 4. Community Assessment Using a model provide by the instructor, students will complete an assessment of the Lucas County community or of smaller communities within Lucas County. Political, social, recreational, business, and safety concerns will be considered. Assessment will be both written and presented to the class. 5. Community Organization Experience Students will be linked to a community organization (such as The Farm Labor Organizing Committee) and work within the organization to accomplish an established goal. A final paper is required that details the students analysis of leadership, theoretical approach, conflict resolutions, and overall experience through the lens of community practice. Evaluation Community Assessment 50 points Community Organizing Experience 50 points TOTAL 100 points Course Outline Week 1 Week 2: Week 3: Week 4: Week 5: Week 6: Week 7: Week 8: Week 9: Week 10: Topics: Introduction to the class, when the organization is the client Topics: Understanding leadership and complex organizations. Topics: Multi-paradigmatic framework for understanding organizations, functionalist theories. Topics: Structuralist theories, interpretative theories. Topics: Radical humanist theories, multi-paradigmatic practice. Topics: Relationship between a group and an organization, models of organizations, bureaucracies, relationship between a group and a community, history of community organizing in social work Topics: Community assessment, need identification and program planning, analyzing the human service agency, development of urban community focus Topics: Capacity enhancement, value conflicts and decision making, feminist frameworks, option assessment framework, ethical dilemmas Topics: Women and community organizing, grass-roots organizing, selecting appropriate tactics, types of community enhancement projects Topics: Utilizing the capacity enhancement model in assessment and mapping strategies, utilizing the community/organizational board 166

171 Week 11: Week 12: Week 13: Week 14: Week 15: Topics: Theories of community organizing, participatory models, relationship to theories of group development, considering social and economic justice in organizing Topics: Capacity enhancement and engagement, capacity enhancement and intervention Topics: Capacity enhancement and evaluation, gaining power through community research, interpersonal transactions in community practice, alternative concepts of communities Topics: Social planning, social policy and political change, theories of choices as related to the community, political strategies for social planning Topics: Social organization theories, program and community development: final thoughts Selected Bibliography Alinsky, Saul. Rules for Radicals: A Practical Primer for Realistic Radicals. Vintage Books, Austin, M. (2002). Managing out: the community practice dimensions of effective agency management. Journal of Community Practice, 10(4), Ayre, D., Clough, G., Norris, T. (2000). Facilitating Community Change. Boulder, CO: Community Initiatives Berkowitz, B. (2000). The Spirit of the Coalition, Bill Berkowitz. Washington, DC: American Public Health Association. Carroll, J. & Minkler, M. (2000). Freire s message for social workers: looking back, looking ahead. Journal of Community Practice,8, Cowger, C. D. (1998). Clientilism and clientification: Impediments to strengths based social work practice. Journal of Sociology and Social Welfare, 25(1), Coombe, C. (1999). Using empowerment evaluation in community organizing and community-based health initiatives. In M. Minkler (Ed.), Community organization and community building for health (pp ). New Brunswick, NJ: Rutgers University Press. Dymond, S. (2001). A participatory action research approach to evaluating inclusive school programs. Focus on autism and other developmental disabilities, 16(1),

172 Durst, D., MacDonald, J., & Parsons, D. (1999). Finding our way: A community needs assessment on violence in Native families in Canada. Journal of Community Practice, 6(1), Edleman, I. (2001). Participation and service integration in community-based initiatives. Journal of Community Practice, 9(1), Edwards, R., Yankey, J., & Altpeter, M. (1998). Skills for the effective management of nonprofit organizations. Washington, DC: National Association of Social Workers. Fetterman, D. (2001). Foundations of empowerment evaluation. Thousand Oaks: CA: Sage. Figueira-McDonough, J. (2001). Community analysis and praxis: Toward a grounded civil society. Philadelphia, PA: Brunner-Routledge. Finn, J. & Holden, G. (2000.), Human services online: A new arena for service delivery. New York: Haworth. Forester, J. (1999). The deliberative practitioner: Encouraging participatory planning processes. Cambridge, MA: Massachusetts Institute of Technology. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum. Franchi, V. & Swart, T.M. (2003). Rapid assessment procedures: a participatory action research approach to field training in community prevention and intervention. Journal of Prevention and Intervention in the Community, 25, Goldstein, H. (1998). What is social work really? Families in Society, 79, Grant, G., & Grobman, L. (1998). The social worker s Internet handbook. Harrisburg, PA: White Hat Communications. Hampton, Robert L. (editor, et al) (1998). Substance abuse, family violence and child welfare: Bridging perspectives. Thousand Oaks, Calif.: Sage Publications. Hardina, D. (2002). Analytical skills for community organization practice. New York: Columbia University Press. Hick, S., & McNutt, J. (2002). Advocacy, activism, and the Internet. Chicago: Lyceum Books. Iglehart, A., & Becerra, R. (2000). Social services and the ethnic community. Prospect Heights, IL: Waveland Press. 168

173 Jansson, B. (1999). Becoming an effective policy advocate. Pacific Grove, CA: Johnson, L. (1998). Social Work Practice: A Generalist Approach. Boston: Allyn and Bacon. Kahn, S. (1991). Organizing: A guide for grassroots leaders. Washington, DC: National Association of Social Workers. Kaminski, M., Kaufman, J., Grabarth, R., & Robins, T. (2000). How do people become empowered?: A case study of union activism. Human Relations, 53, Kretzmann, J.P. & McKnight, J. (1998). A Guide to Creating a Neighborhood Information Exchange: Building Communities by Connecting Local Skills and Knowledge: a Community Building Workbook From the Asset-Based Community Development Institute, Institute for Policy Research, Evanston, IL; Chicago, IL: The Asset-Based Community Development Institute, Institute for Policy Research, Northwestern University Leslie, D., & Holzab, C. (1998). Measuring staff empowerment: Development of a worker empowerment scale. Research on Social Work Practice, 8, MacNair, R. (1998.). Research strategies for community practice. New York: Haworth. Marlatt, G. Alan. (1998). Harm reduction: pragmatic strategies for managing high risk behaviors. New York: Guilford Press. McNicoll, P. (1999). Issues in teaching participatory action research. Journal of Social Work Education, 35(1), McNutt, J. (2000). Organizing cyberspace: Strategies for teaching about community practice and technology. Journal of Community Practice, 7(1), Middleman, Ruth R. (1998). A study guide for ACSW certification. Washington, D.C.:NASW Press. Miller, R. (2000). Creating Learning Communities: Models, Resources, and New Ways of Thinking About Teaching and Learning. Brandon, VT: Foundation for Educational Renewal Minkler, M. (1999). Community organization and community building for health. New Brunswick: NJ: Rutgers University Press. Mitford, Jessica. (1998). The American way of death revisited. New York: Alfred A. Knopf. 169

174 Mulroy, E.A. (2004). Theoretical perspectives on the social environment to guide management and community practice: an organization-in-environment approach. Administration in Social Work, 28, Nartz, M. & Schoech, D. (2000). Use of the Internet for community practice: A delphi study. Journal of Community Practice, 8 (1), Padilla, Y., Lein, L., & Cruz, M. (1999). Community-based research in policy planning: A case study-addressing poverty in the Texas-Mexico border region. Journal of Community Practice, 6(3), 1-22 Pardeck, John T. (1998). Social Work after the Americans with Disabilities Act: new challenges and Opportunities for social service professionals. Westport, CT: Auburn House. Putman, R. (2001). Bowling alone: The collapse and revival of American community. New York: Touchstone. Reason, P., & Bradbury, H. (2002). Handbook of action research. Thousand Oaks, CA: Sage. Rivera, F., & Erlich, J. (1998). Community organizing in a diverse society (3 rd ed.). Boston: Allyn & Bacon. Rodwell, M. (1998). Social work constructivist research. New York: Garland. Ross, L., & Coleman, M. (2000). Urban community action planning inspires teenagers to transform their community and their identity. Journal of Community Practice, 7(2), Quoss, B., Cooney, M., & Longhurst, T. (2000). Academics and advocates: Using participatory action research to influence welfare policy. Journal of Consumer Affairs, 34 (1), 47. Schorr, L. B. (1998). Common Purpose: Strengthening Families and Neighborhoods to Rebuild America. New York: Anchor Books, Doubleday Sergiovanni, T. J. (1999). Building Community in Schools. San Francisco, CA 170

175 Sohng, S. (1998). Research as an empowerment strategy. In L. Gutierrez, R. Parsons, & E. O. Cox (Eds.), Empowerment in social work practice: A source book (pp ). Pacific Grove, CA: Brooks/Cole. Telfair, J., & Mulvihill, B. (2000). Bridging science and practice: The integrated model of community-based evaluation (IMCBE). Journal of Community Practice, 7(3), Urwin, C, & Haynes, D. (1998). A reflexive model for collaboration: Empowering partnerships. Administration in Social Work, 22(2), Williams, M., Unrau, Y., & Grinnell, R. (1998). Introduction to social work research. Itasca, IL: Peacock Publishers. Zachary, E. (2000). Grassroots leadership training. Journal of Community Practice, 7(1),

176 Instructor: Sudershan Pasupuleti, Ph.D. Phone: (419) University of Toledo College of Health & Human Services Graduate Social Work Program I. Title of the course: Micro Social Work Perspectives in Human Behavior and the Social Environment (SOCW 5210) II. Prerequisites III. Course Description This course provides students with an understanding of human development and behavior across the life span as it is shaped and conditioned by the social environment. This course focuses on the complex interplay between social, cultural, biological, and psychological systems. The theoretical orientation for this course is premised on an understanding of human growth and behavior as a social/cultural phenomenon that is conditioned by economic, historical, political, geographical, and racial/ethnic diversity. Thus human behavior is inseparable from the social context which both affects and is affected by it, and which conditions its meaning. We will thus pay close attention to diversity in human experience and to the factors and settings that create diversity. In particular, we will be examining the following theoretical and practice-based content areas. Cultural variation within life-course development, especially on the delimitations and meaning of various biologically and socially based life stages and life-stage transitions Diversity within contemporary and emerging family forms; the development of families over their own life course within the larger environment and within varied cultures; constructs of oppression and the effects of blocked opportunities; family myths, rituals, and worldviews The power of groups in society and the effects of prejudice and discrimination on identity and access to resources Community dynamics and structures; rural/urban differences; formal and informal support systems and the influence of human development and functioning from infancy to adolescence. Social Work Theory Hispanic, Appalachian, European American, African American and Native American culture Oppression of marginal groups and effects on behavior, opportunity, and identity development Theories of Cross-cultural development and the diverse meaning of development Traditional and Alternative theories of individual growth and development across the Life Span 172

177 IV. Course Objectives Upon satisfactory completion of this course, students will be able to: 1. Exhibit a basic understanding of human growth and development from conception to old age. 2. Identify and describe elements of the ecological perspective and its relevance to 3. Understanding transactions of persons and their environments. 4. Assess the usefulness of prevailing biological, psychological, and sociological theories, which attempt to explain the interactive effect between human behavior and the social environment. 5. Understand the important of human diversity and its impact on the individual or group and the connection this diversity may have on human behavior within the social environment. 6. Utilize current research findings from biological, sociological and social work journals to enhance awareness in understanding human behavior and the social environment. 7. Understand that deprivation of fundamental biological, psychological, or social needs has a dramatic effect on human growth and development, as well as human behavior. 8. Comprehend the stages of psychosocial development and the expected life cycle tasks associated with each. 9. Assess levels of human development in a manner consistent with a strengths and empowerment perspective. 10. Apply the content of the course to case examples, thus linking the content to generalist social work practice. V. Required Texts Zastrow, C. & Krist-Ashman, K.K. (2004). Understanding Human Behavior. Belmont, CA (USA): Books/Cole-Thomas Learning, Inc. VI. Methodology: The course design requires high level of students participation in the class and their willingness to use different modes of learning created through the course. It seeks through various means to make learning possible at three different levels: cognitive, affective, and behavioral. Students will get ample opportunities to explore the dynamics of human behavior from variety of angles. Further, the design incorporates such methods of instruction that have potential to help students absorb the course material and learn conceptual tools to assess clients problems and lead the students to reflect upon appropriate intervention strategies to deal with clients problems. Besides, a number of small group sessions are planned to facilitate discussion and assimilation of course material through the instrument of peer critique on case assessment and intervention strategy. The students learning focuses on the goal of critical thinking skills while understanding human behavior of diverse client populations in a highly complex society. 173

178 VI. Outline of the course Date Topic Scheduled Read Assignment due I. Week Syllabus and introduction II. Week Infancy & childhood Chapter 1 Assignment I due III. Week Infancy & childhood Chapter 2 IV. Week Infancy & childhood Chapter 3 Assignment II V. Week Adolescence Chapter 6 VI. Week Adolescence Chapter 7 VII. Week Adolescence Chapter 8 Assignment III VIII. Week Middle Adulthood Chapter 10 IX. Week Middle Adulthood Chapter 11 X. Week Middle adulthood Chapter 12 Assignment IV XI. Week Later Adulthood Chapter 14 XII. Week Later adulthood Chapter 15 XIII. Week Later adulthood Chapter 16 XIV. Week Macro-environment: Chapters 5, 9, & 13 racism, sexism, and sexual orientation XV. Week Macro-environment: Chapters 5, 9, & 13 racism, sexism, and sexual orientation XVI. Week Conclusion VII. Course expectations: You are required to meet all the requirements in order to get a passing grade in the course. 1. Working in small groups: The groups are going to be used both for accomplishing certain tasks and for processing the ideas/material generated in the class either through someone s presentation or otherwise. This is an important method as part of the design, hence students full cooperation and willing participation in the group process is extremely needed. It will be mutually rewarding experience when everyone respects group process by contributing to it. It is a strong value in social work program. 2. Attendance and participation in the class: Class attendance is mandatory. Each class will have six points. Any student who comes to the class late more (more than 10 minutes) or leaves class before it ends without permission will forego points for attendance without notice. No more than one excused absence will be granted each student, and they will be granted only under extraordinary circumstances. If you miss more than fifty percent of the class sessions, you will get a reduced grade (next lower grade). Participation in the classroom is a must. Students who do not participate in discussions may lose part of their attendance points. 174

179 3. Group work & presentation: The class will be divided into three groups. These will work on the topics assigned as showed in assignment sheet and other topics that might be decided in the class. Students will prepare a paper on the assigned section and present to the group/class on the scheduled day. 4. Open Book tests You will take open book tests covering all chapters. The number of questions will vary from test to test depending on number of chapters. The points for each question will vary from test to test. The open book tests can be taken by the absent students only in the case of excused absence and late by a week from the due date. 5. Discipline: The classroom behavior must adhere to UT rules and should support healthy discussion. Everyone has right to express his/her opinion or perspective in any discussion. Students are expected to respect each other s viewpoint. At the same time, one should not insist that his/her opinion is the best and expect others to agree with it. One should respect disagreement over any issue. In fact there are no best answers to most issues we discuss in class. 6. Assignments: Students are required to complete three major assignments and other tasks. Completing your assignments on time is important for you to get a good grade. You will lose 10% to 25% of grade points for any late submission. To avoid late marking you can send me an advanced copy by . Late assignments will not be accepted if they are more than two weeks late. You may redo assignments; the highest possible grade for any redone paper will be 80% of the value of the original paper. The following are various tasks and allotted grade points for the course: 1. Essay on self: various factors and influences Case assessment of Infant & Child Case assessment of an adolescent Assessment of an adult with a problem Group work/class room presentations Open book tests (150 tests) Attendance (32 sessions X 5 points) 150 Total points: 600 N.B. Percentage score is obtained by adding up points scored in different tasks and assignments and by dividing the sum by

180 VIII. Evaluation and grading The percentage scores and corresponding grades are as follows: Percentage score Grade A A B B B C C C- 41 & Below F ******** 1. Assignment: SELF IX. Assignment Details Sheet Write an essay on self. You will explore various factors/forces that shaped your personality and behavior in your life until now. Your essay should cover life span starting from childhood to your current stage and factors of your personality including biological, psychological, and social systems perspectives. Use specific life situations (at few critical events at different stages) in the analysis of your paper. You are encouraged to use subheadings in the paper. The paper needs to be four typed pages with double space with regular font size of 12 and without bold letters. The paper will not be graded until it meets these requirements. 2. Assignment on a child Try to pick a child known to you (your own child, relative, or friend). Collect data about the background of the child in terms of bio-psycho-social development over the years. Write an assessment of the child s development against normal developmental milestones of his/her age as described by various theories: bio-psycho-social systems. While talking about the development of your case in point, you must use all relevant psychological theories such as psychodynamic, psychoanalytic, behavioral theories, phenomenological, feminist, cognitive development, and emotional development theories. You are encouraged to use subheadings in the paper. 176

181 You must use citations (in the text) for theoretical applications to the case and give references at the end of the paper. The paper needs to be five-typed pages with double space with regular font size of 12 and without bold letters. The paper will not be graded until it meets these requirements. 3. Assignment on an adolescent Try to pick an adolescent known to you (your own child/brother/sister, relative, or friend). Collect data about the background of the adolescent in terms of bio-psycho-social development over the years. Write an assessment of an adolescent s development against normal developmental expectations of his/her age as described by various theories on adolescence: a. such as physical growth, reactions to changes, adaptation styles of early/late maturers, and life style; b. resolution of identity crisis, Marcia s identity development, moral and spiritual development; c. transition from dependence to independence, resolution of intimacy versus isolation, special circumstances such as eating disorders, crime & delinquent gangs, mental health problems, family situation, racial and gender discrimination. You are encouraged to use subheadings in the paper. You must use citations (in the text) for theoretical applications to the case and give references at the end. The paper needs to be five-typed pages with double space with regular font size of 12 and without bold letters. The paper will not be graded until it meets the requirements. 4. Assessment of clients with a problem Try to pick an adult or elderly person who has problem listed above. Collect data about client in terms of bio-psycho-social development picking some significant events in his/her life (a page and half). Write an assessment the causes of the problem that client is currently facing and effects of the problem on the client applying the theoretical concepts/tools you learned from the course (two and half pages to three pages). Use the course content in writing the assignment: i. changes in the adulthood: physical and health ii. reactions to physical changes and intellectual capacity iii. experience of midlife crisis iv. resolving crisis: generativity vs stagnation v. Peck s four dimensional development vi. Levinson s theories vii. Maslow s hierarchy of needs viii. Life orientation: TA analysis ix. Theories from the previous course: Freud, Rogers, Gilligan, Fowler and other behavioral theories Suggest an intervention strategy to deal with the problem not more than a page. You are very encouraged to use subheadings in the paper. 177

182 You must use citations (in the text) for theoretical applications to the case and give references at the end. The paper needs to be five-typed pages with double space with regular font size of 12 and without bold letters except subheadings. The margins of the paper should not be more than half inch on both sides. If the paper does not meet these requirements it will not be accepted for grading. BIBLIOGRAPHY Brigner, J. and Bozett, F. W. (1990). Parenting by gay fathers: Homosexuality and family relations. New York: The Haworth Press. Buehler, C., Orme, J. G., Post, J. & Patterson, D. A. (2000). The Long Term Correlates of Family Foster care. Children and Youth Services Review, 22 (8), Cox, C. and Gelfand, D. E. (1987). Familial assistance, exchange and satisfaction among Hispanic, Portuguese, and Vietnamese ethnic elderly. Journal of Cross-cultural Gerontology, 2, Crystal, D. (1989). Asian Americans and the myth of the model minority, Social Casework, Erikson, E. (1980). Identity and the life cycle. New York: W.W. Norton and Company, Inc. Faver, C. A. (1984). Women in transition: Career, family and life satisfaction in three cohorts. New York: Praeger. Jackson, A. (1993). Blacks, single, working mothers in poverty: Preferences for employment, wellbeing, and perceptions of preschool-age children. Social Work, 38 (1),

183 Messinger, L. (2004). Out in the field: Gay and Lesbian Social Work Students Experiences in Field Placement. Journal of Social Work Education, 40 (2), Morrow D. F. (1993). Social work with gay and lesbian adolescents. Social Work, 38 (6), Nichols-Casebolt, A. M. (1988). Black families headed by single mothers. Social Work, 33 (4), Pies, C. (1989). Lesbians and the choice to parent. Marriage and Family Review, 14: 3-4, Strohman, R. C. (2003). Genetic determinism as a failing paradigm in Biology and Medicine: Implications for Health and Wellness. Journal of Social Work Education, 39(2), Thompson, M. S. and Peebles-Wilkins, W. (1992). The impact of support networks on the psychological well-being of black adolescent mothers. In Social Work, 37, No. 4, Wilke, D. J. & Vinton, L. (2003). Domestic violence and aging: Teaching about their intersection. Journal of Social Work Education, 39(2),

184 Instructor: Mylo G. Jennings, Ph.D. Office: HHS 3213 Office Ph: (419) Home Ph: (419) Web: THE UNIVERSITY OF TOLEDO Social Work Program Fall 2003 Office Hours: By Arrangement COURSE TITLE: Macro Social Work Perspectives Human Behavior and the Social Environment (SOCW 5220) DAYS AND TIME: LOCATION: COURSE DESCRIPTION: This course provides a view of behavior of larger systems including groups, organizations, and communities through a strengths perspective, focusing on social and economic justice, and the values of the social work profession. COURSE OBJECTIVES: Upon completion of this course the student should be able to: 1. Exhibit an understanding of theories designed to explain group, organization, and community development and behavior. 2. Utilize critical thinking skills in the assessment of groups, organizations, and communities. 3. Maintain a strengths and empowerment based approach toward the analysis of groups, organizations, and communities. 4. Distinguish between individual and group, individual and organization, and individual and community qualities based on ethnicity, race, gender, religion, sexual orientation, culture and social class. 5. Understand the impact oppression, discrimination, and social and economic injustice have on groups, organizations, and communities. 6. Create linkages between the theoretical base of group, organization, and community behavior and appropriate social work practice skills. 7. Critically assess the current literature on group, organization, and community development and behavior through the framework of social work ethics and values and social and economic justice. 8. Exhibit a beginning approach to the development of professional work habits and characteristics through class attendance and timely completion of assignments. 180

185 RATIONALE FOR THE FOUNDATION COURSE OUTCOMES: Social work is a broadly based profession that calls on practitioners to work effectively with different levels of social systems individual, family, small group, organizations, communities, and societies. In addition, social work as a profession retains a commitment to an eco-systemic perspective. Focusing on transactions between people and their environments, the eco-system perspective requires multiple levels of analysis and Intervention no matter what the size of the client system. Thus, it is important for students of the profession (whether entering the clinical or the administrative concentration) to understand the impact of organizational and community variables on individuals, families, and small groups. Similarly, it is critical for the practitioner to appreciate how structural, functional, and organizational features of agencies and communities can enhance or inhibit the practitioner s own commitments to practice social work ethically and effectively. Familiarity with the variety of practice models, frameworks, and strategies used in community and organizational practice increases the range of options available to the social worker in making the agency, organization or community service system more effective and ultimately more responsive to human needs and aspirations. In the process of working at various levels of the social system, special note is made of social work s commitment to the empowerment and fuller participation of those whose voices have been under represented or absent in the arenas where policies and programs are formed and resources are allocated. A. COURSE REQUIREMENTS: Type of Instruction: The instruction methods will include lectures, discussion, case analysis, and small group activities. Teaching Philosophy: In this class we will try to build an atmosphere where learning is enhanced beyond the text and students are challenged in their beliefs and viewpoints. To do this, it is important to create an atmosphere where all students feel safe to contribute to the class discussion and ask any questions. It is my expectation that through this participatory classroom setting, both the students and instructor will learn from each other. As a result, we will experience the learning. 181

186 COURSE REQUIREMENTS: Participation: Students are expected to come to class prepared to actively discuss topics and respond to questions. Please respect other students opinions and values, even if they are not your own. DO NOT JUDGE. Listen to what other students are saying completely before responding. Be empathetic. Everyone is constantly in the process of learning and growing. Completion of Assignments: All assignments must be completed in order to gain satisfactory completion of this course. Assignments must be turned in on the required due date. Late assignments will realize a 10% reduction for each date late and will not be accepted if over one week late. Incomplete will not be rewarded unless unusual circumstances arise. Please discuss these with me in a timely manner. Specific Expectations: 1. Students are expected to attend all class sessions and contribute to class discussion, as much of the teaching/learning occurs through lecture/discussion and review of case analysis. 2. Students are expected to read all assigned readings. 3. Students are encouraged to discuss with the instructor any questions or concerns they have regarding the course. It is suggested that the student arrange a conference in order to have sufficient time available. Grading: Because of the structural nature of the course students are expected to attend class regularly, complete assigned readings, participate in class discussions and turn in assignments on time. Attendance is calculated on a per class basis with each class being worth 20 points. During the semester there will be 6 quizzes each covering 2 chapters in the book. These quizzes will be given Thursday of the week when they are assigned. The quizzes are worth up to 120 points each. Attendance will be 24% of the course grade (see attendance policy above). Active participation will count for up to 4% of your grade. There will be a final exam, which will consist of questions that were on the quizzes. Note: The sixth quiz is your final exam. Quizzes up to 120 points each or 720 points 72% Attendance group work and Class Participation 24% Active Participation up to 40 points 04% up to 240 points 182

187 Required Text: Kirst-Ashman, K. (2000). Human Behavior, Communities, Organizations & Groups In The Macro Social Environment. Belmont, CA: Brooks/Cole. COURSE CONTENT OUTLINE: Week 1 Week 2 Read Chap 1 & 2 Read Chap 3 & 4 Introduction to Human Behavior in the Macro Social Environment Communities in the Social Environment: Theories and Concepts Thursday: Quiz 1 chapters 1 & 2 Human Behavior, Power, and Empowerment in Communities Neighborhood Empowerment Thursday: Quiz 2 chapters 3 & 4 Knowledge and Theories About Organizations Week 3 Read Chap 5 & 6 The Internal and External Environments of Organizations Thursday: Quiz 3 chapters 5 & 6 Week 4 Read Chap 7 & 8 Human Behavior in Traditional Organizational Environments Human Behavior and Empowerment in Organizations Thursday: Quiz 4 chapters 7 & 8 Empowerment of People with Developmental Disabilities in Community and Organizational Environments Week 5 Read Chap 9 & 10 Types of Groups in the Macro Social Environment Week 6 Read Chap 11 & 12 Thursday: Quiz 5 chapters 9 & 10 Human Behavior in Groups: Theories and Dynamics 183

188 Wrap up Diversity, Populations at Risk, and Human Behavior in the Macro Social Environment Thursday: Quiz 6 chapters 11 & 12 Abramovitz, M. (1991) Putting an End to Doublespeak about race, gender, and poverty: An annotated glossary for social workers. Social Work, 36(5): Burghardt. S. & Fabricant, M. (1987). Working under the safety net. Newbury Park, CA: Sage Publications. Read Ch. 1, Garvin, C.D. & F.m. Cox (1987). A history of community organizing since the Civil War with special reference to oppressed communities. In F.M. Cox et. al. eds., Strategies of community organization (4 th ed.). Itasca, II: F.E. Peacock, Martin. G.T. (1990). Social policy in the welfare state. Englewood Cliffs, NJ: Prentice-Hall. Social policy and social practice in U.S. history, Meenaghan, T.M. (1987). Macro Practice: Current Trends and Issues. Encyclopedia of Social Work, (18 th Ed., Vol. 2), Specht, H. & Courtney, M. (1993) Social work in the twenty-first century: Replacing psychotherapy with community education, , In Specht, H. & Courtney, M., Unfaithful Angels: How Social Work Has Abandoned Its Mission. New York: The Free Press. Wagner, D. (1989). Radical movements in the social services: A theoretical framework. Social Service ~yi~63(2), Wilson, W.J. (1989. January). The underclass: Issues, perspectives, and public policy. The Annals of The American Academy of Political and Social Science, 501(1), THEORIES OF COMMUNITY/UNDERSTANDING A COMMUNITY HUMAN SERVICE SYSTEM Brandwein, R. (1987). Women and community organization. In. D.S. Burden & N. Gottlieb, eds. The woman client, New York: Tavistock, Chambers, C.A. (1985). The historical role of the voluntary sector. In G.A. Tobin, ed., Social planning and human service deliverv in the voluntarv sector. Westport, Ct.: Greenwood Press, Cox, F.M. (1987). Communities: Alternative conceptions of Community: Implications for Community organization Practice, In F.M. Cox et. al. eds., Strategies of community organization (3th ed.). Itasca, II: F.E. Peacock, Cox, F.M. (1987). Community problem-solving: A guide to practice with comments. In F. Cox, J. Erlich, J. Rothman and J. Tropman (Eds.), Strategies of community organization (4 th Ed.) Itasca, IL: F.E. Peacock ( ).. Fellin, P. (1987). The community and the social worker. Itasca, IL: F.E. Peacock. Developing a community orientation, 1-5. Florin, P., Jones, E, & Wandersman, A. (1986). Black participation in voluntary associations. Journal of Voluntary Action Research. 15(1),

189 Gronbjerg, K. (1987). Patterns of institutional relations in the welfare state: Public mandates and the nonprofit sector, Journal of Voluntary Action Research, 15(1): McIntyre, E.L.G. (1986). Social networks: potential for practice. Social Work, 31(6), Moxley, D.P. (1989). The practice of case management. Newbury Park, CA: Sage Publications. Pantoja, A. & Peny, W. (1992). Community development and restoration: A perspective. In Rivera, F.G. & Erlich, J.L.. eds. Community organizing in a diverse society. Boston: Allyn and Bacon, Panzetta, A.F. (1983). The concept of community: The short circuit of the mental health movement. In R. M. Kramer & H. Specht, Eds. Readings in Community Organization Practice (3 rd edition), Englewood Cliffs, N.J.: Prentice-Hall, Rivera, F. & Erlich, J. (1984). An assessment framework for organizing in emerging minority communities. In F.M. Cox, J.L. Erlich, J. Rothman and J.E. Tropman (Eds.), Tactics and techniques of community practice. Itasca, IL: F.E. Peacock, Sosin, R. (1990) Decentralizing the social service system: A reassessment. Social Service Review Toseland, R.W., & Hacker, L. (1982, July). Self-help groups and professional involvement. Social Work, 27(4), Warren, R. L. (1983). A community Model, In R. M. Kramer & H. Specht, Eds. Readings in Community Organization Practice (3 rd edition), Englewood Cliffs, N.J.: Prentice-Hall, THEORIES OF ORGANIZATION AND ORGANIZATIONAL CHANGE/ PRACTICING IN HUMAN SERVICE ORGANIZATIONS Bargal, D. & Schmid, H. (1989). Recent themes in theory and research on leadership and their implications for management of human services. Administration in Social Work, 13(3/4), Bertsche, A.V. & Horejsi, C.R. (1983). Coordination of client services. In H. Weissman, I. Epstein and A. Savage (Eds.), Agency-based social work (76-80). Philadelphia: Temple University Press. Douglas, J. (1987). Political theories of non-profit organizations. In W.W. Powell (Ed.), The non-profit sector: A research handbook. New Haven, CT.: Yale University press, Gelman, S. (1981) Who should administer social services? Social Work, 26(4), Hasenfeld, Y. (1984). Analyzing the human service agency. In F.M. Cox, J.L. Erlich, J. Rothman and J.E. Tropman (Eds.). Tactics & techniques of community practice. Itasca, IL: F.E. Peacock, Jayaratne, S. & Chess, W. ( , FalllWinter). Some correlates of job satisfaction among social workers. Journal of Applied Social Science. 7, Katen. J. (1984, Spring). Role formation and division of work in multiprofessional human service organizations. Administration in Social Work, 8(1), 73 Lipsky, M. (1984) Bureaucratic disentitlement in social welfare programs. Social Service Review, 58, McNeely, R.L. (1987). Predictors of job satisfaction among three racial/ethnic groups of professional female human service workers. Journal of Sociology and Social welfare. 14(4),

190 McNeely, R.L. (1988). Five morale-enhancing innovations for human service settings. Social Casework, 69(4), Moch, M. (1980). Racial differences in job satisfaction: Testing four common explanations. Journal of Applied Psychology. 65(3) Packard, T.(1989). Participation in decision making, performance, and job satisfaction in a social work bureaucracy. Administration in Social Work, 13(1), Patti, R. (1984). Who leads the human services? Administration in Social Work, 8(1), Patti, R.J. (1977). Patterns of management activity in social welfare agencies. Administration in Social Work, 1(1), Prager, E. & Schnit, 0. (1985/1986). Organizational environments and care outcomes decisions for elderly clientele. Administration in Social Work, 9, Sauber, R.S. (1983). The human services organization. New York: Columbia University Press. Schmid, H. (1990). Staff and line relationships revisited: The case of community service organizations. Public Personnel Management. 19(1) Schmid, H., Bargal, 0., & Hasenfeld, Y. (1991). Executive behavior in community service organizations. Journal of Social Service Research, 15(1/2), Solomon, E. (1986). Private and public sector managers: An empirical investigation of job characteristics and organizational climate. Journal of Applied Psychology, 71, Whiddon, B. & Martin, P.Y. (1989). Organizational democracy and work quality in a state welfare agency. Social Science Quarterly, 70(3), Ylvisaker, P.N. (1987). Foundations and non-profit organizations. In W.W. Powell (Ed.), The non-profit sector:a research handbook. New Haven, CT: Yale University Press, York, R.O., Henley, C.H., & Gamble, D.N. (1987). Sexual discrimination in social work: Is it salary or advancement? Social Work, 32, Zucher, L. (1988). Where do institutional patterns come from? Organizations as actors in social systems. In L. Zucher (Ed.), Institutional Patterns and organizations. Cambridge, MA. :Ballinger Brody, R. (1982). Problem solving: Concepts and methods for community organizations. New York: Brody, R. (1982). Problem solving: Concepts and methods for community organizations. New York: F.E. Peacock, Garvin, C.D. & Seabury, B.A. (1984). Organizational and environmental change. Interpersonal practice in social work: Process and procedures ( ). Englewood Cliffs, NJ: Prentice-Hall, Inc. Geller, R.E. (1984). Successful grant writing. In F.M. Cox, J.L. Erlich, J. Rothman & JE. Tropman (Eds.), Tactics and techniques of community Practice ( ). Gibbs, L. (1991) How to ask a specific question about a method s effectiveness. In L. Gibbs Scientific reasoning for social workers: Bridging the gap between research and Practice. New York: Gummer, B. (1990). The politics of social administration. Englewood Cliffs, NJ:Prentice-Hall. 186

191 Harris, (1987). Community involvement in desegregation: The Milwaukee experience. In F. Cox, J. Erlich, J. Rothman and J. Tropman (Eds.), Strategies of community organization (4 th Ed.) Itasca, IL: FE. Peacock, Kettner, P.M., Moroney, R.M. & Martin, L.L. (l990).designing and Managing Programs: An Effectiveness- Based Approach, Newbury park: Sage. Mayer, R. (1985). Policy and program planning. Englewood Cliffs, NJ: Prentice-Hall. Read Ch. 5, An overview of the planning process, Maynard-Moody, 5. (1987). Program evaluation and administrative control. In F.M. Cox et. al. eds., Strategies of community organization (3 rd ed.). Itasca, II: F.E. Peacock, McKilIip, J. (1987). Need analysis. Newbury Park, CA: Sage Publications. Siegel, L.M., Attkisson, L.I., & Carson, L.G. (1987). Need identification and program planning in the community context. In F.M. Cox et. al. eds., Strategies of community organization (3 rd ed.). Itasca, II: Specht, H. & Courtney, M., Unfaithful Angels: How Social Work Has Abandoned Its Mission. New York: The Free Press. Weil, M. (1987). Women in administration: Curriculum and strategies. In. D.S. Burden & N. Gottlieb, eds. The woman client, New York: Tavistock,

192 THE UNIVERSITY OF TOLEDO Social Work Program Course Syllabus: Policy Issues and Analysis in Social Work (SOCW 5330) Professor: Terry Cluse-Tolar, Ph.D. Office: HH 3201 Phone: Office Hours: STUDENT ESCORT SERVICE: College of Health & Human Services, Student Services Office, HH 1212, Course Description: In this course, students learn the history of social welfare and the social work profession. Additionally, through current policy issues, methods of policy analysis are provided. Students are also introduced to various methods of policy practice. The material covered in this course will be grounded in a social and economic justice framework. Course Objectives: At the completion of this course, students will be able to: 1. Trace the historic roots of current social policy issues, understanding the dynamics of the time periods during which policies were made. 2. Utilize two or more methods to analyze a current social policy issue or piece of legislation. 3. Exhibit an increased awareness and recognition of social and economic justice as desired outcomes of social policy. 4. Engage in policy practice designed to increase social and economic justice. 5. Analyze the impact race, gender, age, culture, ethnicity, religiousity, heterosexism, and varying physical and mental abilities have on the outcomes of social policy. 6. Understand the critical linkages between social policy and social work practice, research, and human behavior in the social environment. Texts: Gilbert, N. & Terrell, P. (2005). Dimensions of Social Welfare Policy (6 th ed.). Allyn & Bacon. Jansson, B. (1999). Becoming an Effective Policy Advocate: From Policy Practice to Social Justice. Wadsworth. Tice, C. & Perkins, K. (2002). Faces of Social Policy: A Strengths Perspective. Wadsworth. Assignments: 1. Policy Impact Analysis: This will consist of a paper limited to 10 pages which will evaluate the impact of a particular policy or policy issue. Chapter Three in the Gilbert and Terrell text provides a detailed description of policy analysis. In 188

193 addition, handouts will be provided that offers a framework for analysis to respond to questions the text leaves out. Please understand that you should try to remain as neutral as possible doing the analysis. It is not for you to take sides in this assignment, but merely to weigh the sides. 2. Quizzes: There will be three unannounced quizzes designed to encourage the student to stay current with their reading in the class. Quizzes will be primarily multiple choice and/or short answer essay and will come directly from the text or other assigned reading. 3. Impacting State Legislature: Often during the time period of this course, legislation is pending at the State level that has a direct impact on the people social workers work with. Within the class, students will make decisions concerning the projects they will develop that are designed to impact a particular piece of legislation. This can be done by breaking the class into smaller groups or utilizing the class as a whole. Class time will be given to support the projects, however, students should expect to spend out of class time working on their project as well. Evaluation Policy Analysis Quizzes (10 pts. each) Impacting State Leg. Attendance & Participation TOTAL 30 points 30 points 30 points 10 points 100 points Course Outline: Week 1 Read: Tice & Perkins, Ch. 1-3 Topics: Policy, practice and the strengths perspective, the legacy of antiquity and medieval society, needs in early America. Week 2 Read: Tice & Perkins, Ch. 4-8 Topics: Social realities in the developing nation, the emerging welfare state, the Social Security Act Week 3 Read: Tice & Perkins, Ch Topics: The Great Society, a turn to the right, social work in the wake of conservatism Week 4 Read: Tice & Perkins, Ch. 12 Topic: Reforming the welfare state Week 5 Read: Gilbert & Terrell, Ch. 1 & 2 Topics: Field of social welfare policy, the modern welfare state 189

194 Week 6 Read: Gilbert & Terrell, Ch. 3 & 4 Topics: A framework for social policy analysis, the basis of social allocation Week 7 Read: Gilbert & Terrell, Ch. 5 & 6 Topics: The nature of social provisions, the design of the delivery system Week 8 Read: Gilbert & Terrell, Ch. 7-9 Topics: The mode of finance, systems of transfer, Policy dimensions on the international front Week 9 Read: Jansson, Ch. 1, review Gilbert & Terrell, Ch. 3 Topics: Who plans? Choices in the process of policy formation Week 10 Read: Jansson, Ch. 2 Topics: Why study policy practice? Ethical, political, and analytical rationales for policy advocacy, Week 11 Read: Jansson, Ch. 3 & 4 Topics: A policy practice framework, policy practice in governmental and agency settings Week 12 Read: Jansson, Ch. 5 8 Topics: Building agendas, analyzing problems, finding policy options, writing proposals, policy persuasion Week 13 Read: Jansson, Ch Topics: Strategies of policy advocacy, understanding power and politics, developing and using power, developing political strategies, putting strategies into action Week 14 Read: Jansson, Ch. 13 & 14 Topics: Securing implementation of policies, assessing policies Week 15 Tying it all together, wrap-up 190

195 Bibliography Christy-McMullin, K. (2002). Designing policies that address the relationship between women abuse and economic resources. Journal of Sociology and Social Welfare, 29(3), David, K.E. & Bent-Goodley, T.B. (Eds.) (2004). The Color of Social Policy. Virginia: The Council on Social Work Education. Hoefer, R. (2002). Political advocacy in the 1980s: comparing human services and defense interest groups. The Social Policy Journal, 1(1), Kinloch, G.C. (2004). Modern social policy as illusion: two societies and the reality of inequality. New Global Development, 20, Kjorstad, M.C. (2003). The current and future state of mental health parity legislation. Psychiatric Rehabilitation Journal, 27, Korn, D., Gibbins, R., Azmier, J. (2003). Framing public policy towards a public health paradigm for gambling. Journal of Gambling Studies, 19, Langmore, J. (2001). Globalization and social policy. Social Work in Health Care, 34(1/2), Larkin, H. (2004). Justice implications of a proposed Medicare prescription drug policy. Social Work, 49, Lennon, M.C. & Corbett, T. (Eds.) (2003). Policy into Action. Washington, DC: The Urban Institute. Lens, V. (2002). Public voices and public policy: changing the societal discourse on welfare. Journal of Sociology and Social Welfare, 24, Meenaghan, T.M., Kilty, K.M., & McNutt, J.G. (2004). Social Policy Analysis and Practice. Illinois: Lyceum Books. Mendes, P. (2003). Social workers and social action: a case study of the Australian Association of Social Workers Victorian branch. Australian Social Work, 56, Midgley, J., Tracy, M.B., & Livermore, M. (2000). The Handbook of Social Policy. California: Sage. Pardeck, J.T. (2004). A commentary on the United States Supreme Court ruling on the Family Medical Leave Act (FMLA). Journal of Social Work in Disability and Rehabilitation, 3 (1), Perry-Burney, G.D. & Jennings, A. (2003). Welfare to what? A policy agenda. Journal of Health and Social Policy, 16(4), Richan, W.C. (1996). Lobbying for Social Change. New York: Haworth Press. Schneider, R.L. & Lester, L. (2001). Social Work Advocacy. Connecticut: Brooks/Cole. Sherraden, M.S., Slosar, B., & Sherraden, M. (2002). Innovation in social policy: collaborative policy advocacy. Social Work, 47, Stein, T.J. (2003). The Adoption and Safe Families Act: How Congress overlooks available data and ignores systemic obstacles in its pursuit of political goals. Children and Youth Services Review, 25,

196 Whitford, A.B. & Yates, J. (2002). Volunteerism and social capital in policy implementation: Evidence from the Long-Term Care Ombudsman Program. Journal of Aging and Social Policy, 14(3/4), Williams, M.S. (2004). Policy component analysis: A method for identifying problems in policy implementation. Journal of Social Service Research, 30 (4): Zhang, X. & Grabowski, D.C. (2004). Nursing home staffing and quality under the Nursing Home Reform Act. The Gerontologist, 44,

197 UNIVERSITY OF TOLEDO SOCIAL WORK PROGRAM Syllabus: Foundation Social Work Field Lab (SOCW 5900) Professor: Martha Delgado, MSW Office: HH Phone: Office Hours: Student Escort Service: College of Health & Human Services, Student Services Office, HH 1100, Course Description: In this course the student is prepared to enter Field Placement and to develop strategies for success with an emphasis on safety in the agency. It provides an overview of the field placement requirements and their relationship to the mission, goals and objectives of the Graduate Social Work Program. In this course the student will be placed in a field agency and guided through the development of the Foundation Field Placement Education Contract and complete 128 hours in a field agency. Pre-requisites and co-requisites: Must be accepted into the Master s of Social Work Program and must have completed or concurrently taking Social Work Practice I, Micro Perspectives of HBSE, Social Policy Issues and Analysis, and Research Methods and Analysis. Course Objectives: 1. Understand the Mission, Goals and Objectives of the Social Work Program and their integration into the Field Placement. 2. Through review of the Graduate Field Education Manual the student will learn how to use the manual and understand the goals, expectations, requirements, procedures and evaluation process of the field placement courses. 3. Identify one s learning style and how to apply it to the field experience learning. 4. Understand supervision, the role of the Field Instructor and Field Liaison and how to use them effectively 5. Learn how to identify personal safety and health risks in the field placement and strategies for addressing them. 6. Identify professional habits and characteristics that optimize success in the field experience. 7. Review the Social Work Code of Ethics and its significance in the Field Placement. 8. Complete Graduate Field Placement Application, the agency interview process, and complete 127 hours of placement in an agency. 9. To provide the guidance and structure for the development and fulfillment of the Field Placement Education Contract. 10. To provide a format by which to monitor the student s progress in completing the requirements and learning objectives of the field placement. 193

198 11. To provide a forum for students to share insights, self-awareness, and feelings related to their adjustment to their field agency, the social work profession, human diversity, social and economic justice, oppression and social work values and ethics. Required Texts: Cassata Rothman, J. (2000). Stepping Out Into The Field: A Field Work Manual for Social Work Students. Needham, MA: Allyn & Bacon. Weinger, S. (2001). Security Risk: Preventing Violence Against Social Workers. Washington, D.C.: NASW Press. University of Toledo Social Work Program. Graduate Field Education Manual. Course Requirements: 1. Attendance is required and will be taken. The student is allowed two missed class during the semester without consequences. Each absence thereafter will result in the student s final grade being lowered to the next lowest letter grade. Repeated and/or excessive lateness and early departure from class will also lower the final grade. 2. The students are required to complete the Graduate Field Placement Application at the time they are accepted into the MSW program. In the first weeks of this course the student will be referred to a field agency for an interview with the goal of being accepted as an intern. Subsequently the student will begin the internship in the field agency beginning in the 8 th week of the semester and will complete 16 hours per week for a total of complete 128 hours at the end of the fifteenth week. The student will continue placement at this agency as a requirement of SOCW 5910, Foundation Field Placement. 3. Social Work Field Placement Portfolio: Throughout Field Placement Courses students will be required to maintain an 8 x 11 loose leaf Social Work Field Placement Portfolio in a three ring binder. The contents of the notebook should be organized in accordance to the Social Work Field Placement Portfolio Table of Contents, which is located in the Graduate Social Work Field Education Manual under Online Forms Each section of the Portfolio is to be tabbed and labeled. The student will be required to periodically hand in designated contents of their notebook. The notebook will be used in the evaluation and monitoring of the student s Field Placement. 4. Field Placement Safety Review: Students are required to complete the Field Placement Safety Review form and turn in 2 copies by the 3rd week in the 194

199 field agency. The Field Placement Safety Review form can be located in the Graduate Social Work Field Education Manual under Online Forms. One copy will be returned to you and the 2 nd copy will be kept in your file. The purpose of this exercise is to help the students assess their field agency environment for safety and to adequately address areas of concern. This form is to be reviewed with and signed by the Field Instructor. Addressing your physical safety and health in your field agency setting is of utmost importance thus failure to complete this form may result in suspension from your agency until you do so. If this occurs you will still be responsible to complete the total internship hours before the end of the semester. 5. Journal: Students are required to keep a Journal of their field experience beginning in the 8 th week of the semester. The student will type a minimum of two journal entries per week for a total of 16 journal. The journals will be collected on a weekly basis and reviewed by the class instructor. The journal entries are to be written according to The Journal Writing Guidelines for Social Work Interns, which are located in the Graduate Social Work Field Education Manual under Online Forms. The student will be advised if his/her journal entries are not meeting the guidelines and the student will be expected to make appropriate changes to meet the guidelines. Journals may be handwritten and must be dated, signed and submitted on 8 x11 loose-leaf sheets of paper. 6. Daily Field Activity Logs: Students are required to maintain Daily Field Activity Logs, which chronologically document the hours and the specific activities completed in the agency field experience. The logs are to be signed by the field instructor and turned in on a weekly basis during class beginning with the 8 th week of the semester. A copy of the form to be used is located in the Graduate Social Work Field Education Manual under Online Forms. The students are responsible for making copies of this form for their daily use. The weekly log must record an average of 16 hours per week. A reduction in points will be made for logs that are late, incomplete, unsigned or that do not reflect an average of 16 hours per week. 7. Field Placement Processing: Students are given weekly opportunities to informally discuss and process any issues, concerns, or experiences related to the field experience during class time. 8. Summaries, Reflections and Questions of Assigned Readings: Students are required to read and turn in chapter summaries and corresponding reflections and questions that are related to the content of the assigned readings in the syllabus. Additional reading from the texts or other sources may be assigned or suggested during the semester. These assignments will be made according to the topics and issues the students may bring to the classroom forum. There will be no formal lecture on the reading assignments however be prepared to 195

200 integrate readings into the classroom discussions and oral and written presentations. 9. Foundation Field Placement Education Contract: The student, working under their Field Instructor s guidance, is required to complete and hand in two copies of Field Placement Educational Contract. One copy will be returned to the student and the second copy will be kept in the student s file. Within this Field Placement Education Contract the students will write individual goals and develop strategies for achieving each student goal along with outcome measures. This will be a dynamic assignment that will be revised in the beginning of the spring semester. The Field Placement Education Contract and any revisions must be approved and signed by the Field Instructor and Field Liaison. Fulfillment of the terms of Field Placement Education Contract is required and will be used in the field placement evaluation process of the student. For this purpose please make copies of the Field Placement Evaluation of Foundation Student form and the Field Placement Education Contract form which are located in the Graduate Field Education Manual under Online Forms. Course Outline: Week 1 and 2 Review the Field Lab course requirements and introduction to the Field Practice Courses. Review the content and use of the Graduate Social Work Field Education Manual. Will meet in computer lab to access and use the online Field Education Manual, online forms. Review advanced generalist practice, the Social Work Program mission, goals and objectives and how to best integrate these concepts into the field placement experience through the development Field Placement Education Contract. Identify social work practice areas of interest and review the placement process for a Field Placement. The student will receive a referral to a field agency by the end of the week 2. Upon receiving the referral the student is to contact the field agency, set up and complete an interview by the end of week 4. Review purpose and format of the Social Work Field Placement Portfolio Assignment Due: Reading summaries: Stepping out into Field, Unit One: Chapters

201 Week 3 and 4 Review the NASW Social Work Code of Ethics and its application to a student in a Field Placement. Identify and explain the purpose of the Field Placement Education Contract. The development of goals, objectives, strategies and measurable outcomes. Safety in the Field: Identifying, assessing and developing strategies for reducing safety and health risks. Review Identification of sexual harassment and familiarity with the University of Toledo and an agency s policies and procedures to address this issue. Reading Assignment: Stepping Out Into Field, Unit Two: Chapters 5-8 Week 5 and 6 Week 7 Identify the students learning styles and their application to the Field Placement. Continue orientation to Foundation Field Placement Education Contract and how develop student goals, strategies and outcome measures. Reading Assignment: Security Risk: Preventing Violence against Social Workers: Chapters 1-5 Stepping Out Into Field, Unit Three: Chapters 9-13 Prepare for first week in Field. Understand the inter-relationship and roles of the Field Instructor, Field Liaison and student. The effective use supervision. Review the Foundation Field Placement Evaluation of Student form and how the student s Field Placement will be evaluated. Reading Assignment: Stepping Out Into Field, Unit Four: Chapters Weeks 8 and 9 Begin and complete the hours in a Field Placement at an average of 16 hours per week. Monitor and review the development of the Field Placement Education Contract. 197

202 Assignment: Week 8 - Two Field Journals and a Daily Field Log due each week beginning with week 8 Reading Assignment: Stepping Out Into Field, Unit Five: Weeks 10, 11, 12, 13, 14 and 15. Students will process their field placement experiences on such topics as adjustment to the field agency, the social work profession, human diversity, social and economic justice, oppression and social work values and ethics. Monitor progress on the development of the Foundation Field Education Contract Assignments: Week 10 turn in Rough Draft of Foundation Field Placement Education Contract Week 13 - turn in Social Work Field Placement Portfolio Week 12 turn in final draft of Foundation Field Placement Education Contract Evaluation All Assignments are to be turned in on the due date. Points will be taken off for late assignments. The amount of points lost will be contingent on the nature and lateness of the assignment. If a student is absent from class, he/she must turn in assignments no later than the following Monday. Social Work Field Placement Portfolio 110 Field Placement Safety Review Daily Field Activity 10 points each Journal Entries 2 per 5 points each 80 Summaries, Reflections and Questions of Assigned 180 Readings Foundation Field Placement Educational Contract 400 Total 1000 Points *Please Note: Failure to complete 128 hours in the field agency by the end of the semester will result in an automatic reduction of 300 points. Grading Scale: =A = B = C = D =A = B = C = D =B = C = D+ Below 600 = F 198

203 THE UNIVERSITY OF TOLEDO SOCIAL WORK PROGRAM Syllabus: Foundation Social Work Field Placement (SOCW 5910) Professor: Martha Delgado, MSW Office: HH Phone: Office Hours: Student Escort Service: College of Health & Human Services, Student Services Office, HH 1100, Course Description This course provides the student with a 240 hour professional internship in an agency giving the student the opportunity to master foundation generalist social work practice skills. It is an integration of classroom learning with practice in a social service agency under the supervision of a professionally qualified field instructor who is a licensed social worker. The student continues his/her internship in the same agency for Foundation Field Lab (SOCW 5900) in which the student was required to complete 128 field hours. Pre-requisites and Co-requisites The student must have successfully completed Foundation Field Lab with a B grade or better; be in good standing according to the MSW program academic standards; has successfully completed or is concurrently taking Social Work Practice II, Social Work Practice III, Macro Perspectives of HBSE, and Advanced Social Work Assessment. Parttime students may take Advanced Social Work Assessment during the summer of year two which is after the Foundation Field Placement course and before Advanced Field Placement I. Course Objectives A. The primary objective of the 240 hours in the field placement is to provide a controlled setting for the social work student intern to practice and master the foundation generalist social work skills. B. The field experience provides a laboratory environment in which the student s foundation generalist social work practice skills, knowledge and professional characteristics are evaluated using the Foundation Field Placement Evaluation of Student form, which covers the following areas: Foundation Field Goal I: The student will become knowledgeable about the agency. Objective 1: The student will become familiar with the major components, departments and programs of the agency and observe how they interrelate.

204 Objective 2: The student will become familiar with the role and functions performed by social workers and other professionals and staff in the agency. Objective 3: The student will have an understanding of how planning, policy development, decision-making, and monitoring and evaluation of services take place within the agency. Objective 4: The student will, on a regular basis, attend and participate in meetings which drive the day-to-day functioning, operation, and delivery of services and programming at the agency. Objective 5: The student will learn how agency staff collaborates with other agencies, community groups, organizations, institutions and the political structure to promote the well-being and address the problems and issues of the agency s client population at all levels including the macro, mezzo and micro levels. Foundation Field Goal II: The student will become knowledgeable about the client population and how they are served by the agency. Objective 1: The student will become knowledgeable about the client population s particular strengths, conditions, issues, concerns, needs and common experiences and challenges. Objective 2: The student will become familiar with the agency s practice models of intervention, empowerment and change and the underlying theoretical orientations and perspectives that are used to address the client system s problems and concerns. Objective 3: The student will visit and become familiar with 3 to 5 agencies or organizations that the field agency interfaces in serving client systems. Objective 4: The student will become knowledgeable about the community resources and services available to the client population and the process for effectively accessing them. Foundation Field Goal III: The student will be able to engage, assess, contract and plan, intervene with, empower and link to resources client systems and evaluate the outcome of interventions. Objective 1. The student will exhibit effective engagement and information gathering skills with client systems, including those from diverse and multicultural backgrounds and will complete a minimum of two written assessments of clients systems in which the strengths and ecological perspectives are evident. 200

205 Objective 2: The student will exhibit planning and contracting skills by engaging clients systems in developing goals which include intervention strategies and outcome measures. Objective 3: The student will exhibit appropriate and effective intervention and empowerment skills to effect change with the client system. Objective 4: The student will assume the role of group leader/facilitator or coleader/co-facilitator in a group composed of agency clients, agency staff or a community group. Objective 5: The student will complete the termination process with a client system and with the agency during the internship when appropriate and at the end of the internship. Objective 6: The student will refer and link client systems to resources, services and opportunities. Objective 7: The student will assess and evaluate the success and effectiveness of programs and interventions used with client systems. Foundation Field Goal IV: The student will demonstrate ability to advocate for the client systems and collaborate with other systems in social action activity at the macro level for and with clients experiencing social and economic injustices. Objective 1: The student will become knowledgeable about policies and legislation that currently exist or are being proposed that affect the client systems well-being and the accessibility and delivery of services. Objective 2: The student will participate in an advocacy activity and/or social action activity that promotes the improvement of the social system and the attainment of social and economic justice for the client population served by the agency. Foundation Field Goal V: The student will demonstrate professionalism and ethical behavior in the completion of agency responsibilities, service to clients and professional growth throughout the field placement experience. Objective 1: The student will exhibit effective writing and verbal communication skills as required by the agency. Objective 2: The student will conduct her/himself and complete his/her responsibilities in cooperation with agency staff in a professional manner that is consistent with the NASW code of ethic and the field agency s expectations. Objective 3: The student will participate in professional development opportunities and read research and professional literature related to the client population served by the field agency. 201

206 Objective 4: The student will demonstrate an increased self-awareness of how his/her personal background, culture, values and life experiences relates to that of the client system and how it affects her/his work with the client systems. Required Texts University of Toledo Social Work Program. Graduate Field Education Manual. Course Requirements 1. Completion of 240 hours in the field agency at 16 hours per week through the end of the 15 th week of the spring semester. 2. Daily Field Activity Logs: Completion of 15 Weekly Activity Logs reflecting the dates, hours and activities completed in the agency field experience. The Daily Field Activity Logs are to be signed by the Field Instructor and turned in on a weekly basis to the University of Toledo appointed Field Liaison. 3. Journals: The student is to complete two journals per week for a total of 30 journals per semester. Each week a topic will be assigned to one of the Journals. The topic of the second weekly journal will be the student s choice. Journals are to be typed, titled, dated, signed and submitted on 8 x11 looseleaf sheets of paper. 4. Foundation Field Placement Education Contract: The student, under the supervision of the field instructor, will be required to complete and fulfill the terms of the Foundation Field Placement Education Contract that was developed during the Foundation Field Lab (SOCW 5900). The contract defines the student and agency s responsibilities and the student s activities, tasks and learning goals. Any revisions of the Foundation Field Placement Education Contract must be approved and signed by the Field Instructor and the Field Liaison. 5. Social Work Field Placement Portfolio: Throughout Field Placement Courses students will be required to maintain an 8 x 11 loose leaf Social Work Field Placement Portfolio in a three ring binder. The contents of the notebook should be organized in accordance to the Social Work Field Placement Portfolio Table of Contents, which is located in the Graduate Field Education Manual under Online Forms. Each section of the Portfolio is to be tabbed and labeled. The student will be required to bring their portfolio to the required two appointments with the Field Liaison 6. Individual Appointments with Field Liaison: The student is required to set up at least two appointments with his/her Field Liaison to discuss the student s progress and identify any concerns and review the student s portfolio. The first appointment is to be completed within the first 5 weeks and the second appointment is to be completed before the 11th week of the semester. 7. Field Placement Safety Review: Students are required to complete the Field Placement Safety Review form and turn in 2 copies by the 3 rd week of class. One copy will be returned to you and the 2 nd copy will be kept in your file. 202

207 The purpose of this exercise is to help the students assess their field agency environment for safety and to adequately address areas of concern. This form is to be reviewed with and signed by the Field Instructor. Addressing your physical safety and health in your field agency setting is of utmost importance thus failure to complete this form may result in suspension from your agency until you do so. If this occurs you will still be responsible to complete the total internship hours before the end of the semester. 8. Foundation Field Placement Evaluation of Student: the student is required to participate in the field placement evaluation process with the field instructor and field liaison. Prior to the field agency visit by the field liaison, the field instructor will complete the Foundation Field Placement Evaluation of Student form and share the evaluation with the student. The field instructor will give a signed copy to the field liaison, at the time of the agency field visit. The field visit will take place within the last four weeks of the spring semester. The field liaison, the field instructor and the student must be present at this meeting. At this time the student s performance will be discussed in conjunction with the completed Foundation Field Placement Evaluation of Student form and progress in fulfilling the terms of the Foundation Field Placement Educational Contract. Evaluation The Field Liaison will assign the final grade, which will be determined on the following bases: *Fulfillment of the terms of the Foundation Field Placement Educational 350 Contract Results of the Foundation Field Placement Evaluation of Student Weekly Activity points each

208 30 5 points each 150 Completion of two meetings with Field Liaison including quality of the Social Work Field Portfolio 65 Field Placement Safety Review 10 Total Points *Please Note: Failure to complete 360 hours in the field agency by the end of the semester will result in an automatic reduction of 300 points. Grading Scale: 1, =A = B = C = D =A = B = C = D =B = C = D+ Below 600 = F 204

209 APPENDIX D ADVANCED SYLLABI 205

210 University of Toledo Social Work Department Course Syllabus: Research Methods for Macro Social Work Practice (SOCW 6030) Professor: Ed Suh, Ph.D. Office: HH 3205 Phone: Office Hours: STUDENT ESCORT SERVICE: College of Health & Human Services, Student Services Office, HH 1212, Course Description: In this course, students are exposed to research methods specific to macro social work practice. Included is particular coverage of both needs assessments and program evaluations. The course aims to equip the students with knowledge and insights about the purposeful needs assessment of diverse populations in the multicultural community/society. Additionally, social work program evaluation models will equip the student with needed skills for evaluating the effectiveness of various forms of social work practice. Course Objectives: At the end of this course, students will be able to: Texts 1. Understand the need for and role of needs assessment and program evaluation in social work practice in different settings. 2. Understand the needs assessment as a methodology of data gathering and management to effectively serve the clientele with their changing needs. 3. Understand the demographic landscape and its impact on the needs of diverse groups and communities with focus on economic and social justice. 4. Develop the skills in the use of social survey tools and techniques for needs assessment and program evaluation. 5. Exhibit critical understanding of interdependence between needs assessment/program evaluation, effective service delivery systems and resource utilization. Ginsberg, L. (2001). Social Work Evaluation: Principles and Methods. Boston: Allyn & Bacon. Witkin, R. & Altschuld, J.W. (1995). Planning and Conducting Needs Assessments: A Practical Guide. Sage Publications. 206

211 Assignments 1. Needs Assessment Design Project This project will require the student to consider an area of hypothesized need concerning their field placement agency or another area related to social and economic justice for the people with whom social workers work. Design an entire needs assessment including the preassessment activities, the assessment activities and the post-assessment activities. Describe the methodology and any bias or validity concerns that result from the selected methodology. Be realistic and remember to consider the cost of your design. 2. Program Evaluation Design Project For this project the student will design a program evaluation for use at the student s field placement agency. Describe the methodology and why the methodology selected is best suited to the project. Discuss threats to internal and external validity. Discuss any ethical concerns inherent in the design. How will data be collected and analyzed? How will the results be reported? Be realistic and remember to consider the cost of your design. Evaluation Needs Assessment Project Program Evaluation Project TOTAL 50 points 50 points. 100 points Course Outline: Week 1: Needs assessment methodology for social workers. Week 2: Social work settings and role of needs assessment, three-phase model preassessment, assessment, and post-assessment. Week 3: Community needs assessment, methods for conducting a needs assessment, records and social indicators Week 4: Surveys, Interviews and the critical incident technique Week 5: Specialized survey and group techniques for data collection and analysis Week 6: Assessment instruments: How to Use and Develop Week 7: Future-oriented needs assessment procedures, causal analysis, classic ceeds assessment cases and simulation exercises Week 8: Accountability and evaluation in social work, historical origins of evaluation, types and methods of evaluation 207

212 Week 9: Ethics of program evaluation, approaches to and administration of program evaluation Week 10: Accounting, auditing, and budgeting, licensing agencies, accreditation and the focus on outcomes Week 11: Program monitoring and quality control, single subject designs, satisfaction surveys Week 12: Experimental designs in program evaluation, threats to internal and external validity, elements of a strong program evaluation Week 13: Outcome measures and indicators, United Way s Outcomes Measurement Approach Week 14: Evaluating large programs, examples of evaluations in practice Week 15: Wrap-up and catch-up Bibliography Altschuld, J. W. (1999, Fall). The certification of evaluators: Highlights from the reports admitted to the board of directors of the American Evaluation Association. The American Journal of Evaluation, Auletta, K. (1999). The underclass. Woodstock, NY: Overlook Press. Bloom, M., Fischer, J., & Orme, J. G. (2003). Evaluating practice: Guidelines for the accountable professional (4th ed.). Boston: Allyn & Bacon. Chambers, D. E. (2000). Social policy and social programs: A method for the practical public policy analyst (3 rd ed.). Boston: Allyn and Bacon. Corcoran, K., & Fisher, J. (1999). Measures for clinical practice: A sourcebook: Couples, families, and children (3 rd ed., Vols. 1-2). New York: Free Press. Currie, J., & Thomas, D. (1995). Does Head Start make a difference? The American Economic Review, 85, Edstein, W. M. (1997). Welfare in America: How social science fails the poor. Madison: University of Wisconsin Press. Fetterman, D. M., Kaftarian, S. J., & Wandersman, A.(Eds.). (1996). Empowerment 208

213 Evaluation: Knowledge and tools for self-assessment and accountability. Thousand Oaks, CA: Sage. Gabor, P. A., Unrau, Y. A., & Grinnell, R. M., Jr. (1998). Evaluation for social workers: A quality improvement approach for the social services (2 nd ed.). Boston: Allyn & Bacon. Gardner, F. (2000, March). Design evaluation: Illuminating social work practice for better outcomes. Social Work, Gay, G., & Bennington, T. L. (Eds.). (1999). Information technologies in evaluation: social, moral, epistemological, and practical implications. San Francisco, CA: Jossey-Bass. Ginsberg, L. (1998). Conservative approaches to social welfare policy. Chicago, Il: Nelson-Hall. Ginsberg, L., & Keys, P. R. (Eds.). (1995). New management in human services (2 nd ed.). Washington, DC: NASW Press. Gross, M. L. (2000). The Government racket: New York: Avon. Henerson, M. E., Morris, L. L., & Fitz-gibbon, C. T. (1987). How to measure attitudes. Thousand Oaks, CA: Sage. Herman, J.L., Morris, L. L., & Fitz-Gibbon, C. T. (1987). The evaluator s handbook. Newbury Park. CA: Sage. Kettner, P. M., Morony, R.M., & Martin, L. L. (1999). Designing and managing programs: An effectiveness based approach (2 nd ed.). Thousand Oaks, CA: Sage. Krueger, R. A. (1997). Focus groups: A practical guide for applied research. Thousand Oaks, CA: Sage. Ledolter, J., & Burrill, C. W. (1999). Statistical quality control: Strategies and tools for continual improvement. New York: John Wiley and Sons. Marlow, C. (1998). Research Methods for generalist social work. Pacific Grove, CA: Brooks-Cole. McClintock, C., & Colosi, C. (1998). Evaluation of welfare reform: A framework for addressing the urgent and the important. Evaluation Review, 22(5), Morris, L. L., Fitz-Gibbon, C. T., & Freeman, M. E. (1987). How to communicate evaluation findings. Newbury Park, CA: Sage. 209

214 Mullen, E. J., & Magnabosco, J. L. (eds.). (1997). Outcomes measurement in the human services: Cross-cutting issues and methods. Washington, DC: NASW Press. Nurius, O. L., & Hudson, W. W. (1993). Human services: Practice, evaluation, and computers: A practical guide for today and tomorrow. Pacific Grove, CA: Brooks-Cole. Patton, M. Q. (1997). Utilization-focused evaluation: The new century text (3 rd ed.). Thousand Oaks, CA: Sage. Pedhazur, E. J., & Schmelkin, L. (1991). Measurement, design, and data analysis: An integrated approach. Hillsdale, NJ: Erlbaum. Posavac, E. J., & Carey, R. G. (1997). Program evaluation: Methods and case studies (5 th ed.). Upper Saddle River, NJ: Prentice Hall. Reamer, F. G. (2000). Social work ethics audit. Washington, D. C.: NASW Press. Roberts, M. C., & Hurley, L. K. (1997). Managing Managed Care. NY: Plenum Press. Rossi, P.H., Freeman, H. E., & Lipsey, M. W. (1999). Evaluation: A systemic approach (6 th ed.). Thousand Oaks, CA: Sage. Royse, D., & Thyer, B. A. (1996). Program Evaluation: An Introduction. Chicago: Nelson-Hall. Rubin, A., & Babbie, E. (2005). Research methods for social work (5 th ed.). Belmont, CA: Brooks/Cole. Schorr, L. (1997). Common purpose: Strengthening families and neighborhoods to rebuild America. New York: Anchor Books. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2001). Experimental and quasiexperimental designs for generalized causal inference. NY: Houghton Mifflin Company. Shadish, W. R., Cook, T. D., &Leviton, L. C. (1991). Foundations of program evaluation: Theories of Practice. Newbury Partk, CA: Sage. Smith, M. K. (1995). Utilization-focused evaluation of a family preservation program. Families in Society, 76, Soriano, F. (1995). Conducting needs assessments: A multidisciplinary approach. Thousand Oaks, CA: Sage. Stanley, T. J. (2000). The millionaire mind. Kansas City, MO: Andrews Mc Meel. Stecher, B. M., & Davis, W. A. (1987). How to focus an evaluation. 210

215 Thousand Oaks, CA: Sage Tripodi, T. (1994). A primer on single-subject design for clinical social workers. Washington, DC: NASW Press. United Way of America. (1996). Measuring program outcomes: A practical approach: effective practices and measuring impact. Alexandria, VA: Author. W. K. Kellogg Foundation. (1998). Kellogg evaluation handbook. Battle Creek, MI: Author. Weiss, C. H. (1998). Evaluation (2 nd ed.). Upper Saddle River, NJ: Prentice Hall. Witlein, B., & Altschuld, J. (1995). Planning and conducting needs assessments. Thousand Oaks, CA: Sage. Worthen, B., Sanders, J., & Fitzpatrick, J. (1997). Program Evaluation: Alternative approaches and practical guidelines (2 nd ed.). White Plains, NY:Longman. Yegidis, B. L., Weinbach, R. W., & Morrison-Rodriquez, B. (1999). Research methods for social workers (3 rd ed.). Boston: Allyn and Bacon. 211

216 University of Toledo Department of Social Work Course Syllabus: Research Methods for Micro Social Work Practice (SOCW 6040) Professor: Edward Suh, Ph.D. Office: HH 3201 Phone: Office Hours: Course Description This course provides an in depth view of the use of single subject design and its use in clinical social work practice. Included with the methodology is an review of the values and ethics of social work research and the critical link between practice and research. Social workers have a responsibility to know and evaluate the effectiveness of their interventions with clients. Course Objectives Upon successful completion of this course, students will be able to: 1. Understand the duty of the social worker to evaluate their practice. 2. Apply ethical standards to the research process. 3. Develop and apply a single subject design methodology. 4. Demonstrate knowledge of several single subject design methodologies and how they can be utilized. 5. Required Texts Tripodi, T. (1994). A Primer on Single Subject Design for Clinical Social Workers. Washington DC: NASW Press. Course Requirements 1. Students are expected to attend all class sessions. Final grades will be reduced for any absence beyond one. If there are unusual circumstances, please see me. 2. Grant The student will work with a group of students to research and prepare a grant proposal for the benefit of a field agency. 3. Financial Management Planning Paper Students will be given an organization case study relative to budgeting and financial management. Students will prepare a 10 page paper outlining the remedy they propose, explaining why they believe it will be effective. Material from planning content should be incorporated into the paper as well. 4. Supervision Case Study Students will be given a case study concerning a supervision concern. They will need to follow the work phase outlined in the text to better the situation. Please consider a strengths and empowerment model as you complete the assessment phase. 212

217 Evaluation Grant Financial Management Case Study Supervision Case Study TOTAL 40 points 30 points 30 points 100 points Course Outline Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Introduction to management concepts, Environments in Human Service Organizations Planning and Program Design Organizational Theory and Organizational Design Developing and Managing Human Resources Supervision, developing the relationship, supervisory skills and attributes Individual and group formats for supervision, the work phase, assessment, formative assessment Intervention the clinical role, intervention the administrative role Managing financial resources Grantwriting, researching available funding, understanding the program Grantwriting, writing the proposal, the evaluation process and accountability Designing and utilizing information systems Evaluating human service organizations Meeting the challenge of organizational achievement Grant writing group work Grant writing group work 213

218 Bibliography Barlow, D.H., & Hersen, M. (1984). Single case experimental design: Strategies for studying behavior change (2 nd ed.). Tarrytown, NY: Pergamon Press. Berlin, S. B., & Marsh, J. C. (1993). Informing practice decisions. New York: Macmillan. Bloom, M., Fischer, J., & Orme, J. (2003). Evaluating practice: Guidelines for the accountable professional (4th ed.). Boston: Allyn & Bacon. Blythe, B. J., Tripodi, T., & Briar, S. (1994). Direct practice research in human service agencies. New York: Columbia University Press. Corcoran, K., & Fisher, J. (1994). Measures for clinical practice: A sourcebook (2 nd ed., 2 vols.). New York: Free Press. Gambrill, E. D., & Barth, R. P. (1980). Single-case study designs revisited. Social Work Research &Abstracts, 16, Grasso, A. J., & Epstein, I. (Eds.). (1992). Research utilization in the social services: Innovations for practice and administration. New York: Haworth Press. Hayes, S. C. (1992). Single case experimental design and empirical clinical practice. In A. E. Kazdin (Ed.), Methodological issues and strategies in clinical research (pp ). Washington, DC: American Psychological Association. Hudson, W. W. (1982). The clinical measurement package: A field manual. Pacific Grove, CA: Wadsworth. Hudson, W. W., & Thyer, B. A. (1987). Research measures and indices in direct Practice. In A. Minahan (Ed.), Encyclopedia of social work (pp ). Washington, DC: national Association of Social Workers. Ivanoff, A., Blythe, B. J., & Tripodi, T. (1994). Research based practice with involuntary clients. New York: Aldine de Gruyter. Kazdin, A. E. (Ed.). (1992). Methodological issues and strategies in clinical research. Washington, DC: American Psychological Association. Levy, R. L., & Olson, D. G. (1979). The single-subject methodology in clinical practice: An overview. Journal of Social Service Research, 3, McCubbin, H. I., & Thompson, A. I. (Eds.). (1987). Family assessment inventories for research and practice. Madison: University of Wisconsin Press. 214

219 Monette, D. R., Sullivan, T. J., & DeJong, C. R. (1994). Applied social research (3 rd ed., pp ). Fort Worth, TX: Harcourt Brace. Nurius, P. S., & Hudson, W. W. (1993). Human services: Practice, evaluation, and Computers. Pacific Grove, CA: Brooks/Cole. R. M. Grinnell, Jr. (Ed.), Social work research and evaluation (4 th ed., pp ). Itasca, IL: Peacock. Royse, D. D. (2004). Research methods in social work (4 th ed., pp ). Pacific Grove, CA: Brooks/Cole Rubin, A., & Babbie, E. (2005). Research methods for social work (5 th ed., pp ). Belmont, CA: Brooks/Cole. Siegel, D. (1984). Defining empirically based practice. Social Work, 29, Tryon, W. W. (1982). A simplified time-series analysis for evaluating treatment interventions. Journal of Applied Behavioral Analysis, 15, Videka-Sherman, L., & Reid, W. J. (Eds.). (1990). Advances in clinical social work research. Siver Spring, MD: National Association of Social Workers. 215

220 University of Toledo Department of Social Work Course Syllabus: Advanced Generalist Practice I (SOCW 6110) Professor: Reva Allen, Ph.D. Office: HH 2618 Phone: [email protected] Office Hours: Course Description This course is the first of three courses in advanced generalist social work practice. This course provides the student with an in depth understanding of the advanced practice of social work with individuals, families, and groups. Practice theory and its application are vital aspects of this course. Integrated within the advanced generalist framework is a particular focus on social and economic justice concerns and oppressed populations. The student is expected to actively engage in the course through role plays, classroom discussion, case study exercises, participation in demonstrations of practice methods, and small group activities. Course Objectives At the completion of this course, students should be prepared and able to: 1. Apply a variety of theoretical models including systems, ecological, cognitive behavioral, solution focused, crisis, task-centered, empowerment and advocacy, feminist, and constructivism-narrative to working with individuals, families, and groups. 2. Complete an in-depth, strengths-based assessment with individuals, families, and groups. 3. Exhibit appropriate and meaningful communication skills with diverse individuals, families, and groups. 4. Recognize the critical linkage between practice with individuals, families, and groups and policy, research, and human behavior in the social environment. 5. Make appropriate use of self when working with individuals, families, and groups. 6. Understand and respond accurately to ethical dilemmas that arise when engaged in social work practice, including but not limited to dual relationships. 7. Display use of social work values and ethics during all stages of the therapeutic relationship. 8. Maintain a social and economic justice perspective when working with individuals, families, and groups. 9. Create effective intervention strategies and document their use. 10. Engage in the evaluation of social work practice to determine its effectiveness. 216

221 Texts Cooper, M.G., & Lesser, J.G. (2005). Clinical social work practice: An integrated approach. (2 nd ed.). Boston: Allyn & Bacon. Saleebey, D. (Ed.). (2002). The strengths perspective in social work practice (3 rd ed). Boston: Allyn & Bacon. Assignments 1) Attendance and active participation You are expected to come to class prepared to actively engage in the learning process. Many of the skills taught in the class will be demonstrated, and you are encouraged to participate in those demonstrations. In the rare instance that you should need to miss class, that should be discussed with the instructor in advance if at all possible. 2) Ethical Dilemma Paper You will be given a case scenario depicting the relationship between a social worker and her/his client. You will take an ethical inventory of the scenario, deciding if the social worker is engaging in ethical social work practice (including incorporating principles of social and economic justice). You will then write a paper discussing your decision and how you came to that conclusion. 3) Practice Perspective Paper You will be given a family history and asked to frame the family according to one of the paradigms presented in the text. Through this framework, develop a plan for intervention and evaluation. What client outcomes are you looking for? Is your framework consistent with a strengths perspective and with social and economic justice? If you argue that it is, then be sure to include that aspect as well. How will the advanced generalist social worker develop interventions related to issues presented in the family hisotry at the organizational or community level? Evaluation Attendance & Participation Ethical Dilemmas Paper Practice Perspective Paper Course Outline: TOTAL 20 points 40 points 40 points 100 points Week 1: Overview of clinical social and its relationship to the program s advanced generalist model Reading: Cooper & Lesser, Ch. 1 Week 2: Ethical sssues in social work practice, boundary issues/dual relationships, suicidal/homicidal clients, managed care, taking care of yourself Reading: Cooper & Lesser, Ch

222 Week 3: Introduction to the strengths perspective, social construction of strength, resilency, and pathology, preparation for strengths based practice Reading: Saleebey, Ch. 1 & 2 Week 4: Strengths and diversity, cross cultural practice Readings: Cooper & Lesser, Ch. 5 Saleebey, Ch. 3 & 4 Week 5: Observations about strengths-based practice, rethinking problems, assessing strengths, assessment as political activity Reading: Saleebey, Ch. 5-7 Week 6: Practice specific applications for strengths-based practice, case management, substance abuse, older adults, interpersonal helping, working to end poverty Reading: Saleebey, Ch Week 7: Strengths in context, moving from risk to resilience, communities and neighborhoods, cautions concerns the strengths based approach Reading: Saleebey, Ch Week 8: Integrated approach to clinical practice, journaling, supervision, more on assessment, psychosocial assessment Reading: Cooper & Lesser, Ch. 3-4 Week 9: Object relations theory, traumatic bonding, historical work, brief treatment, relational psychodynamic model, self psychology Reading: Cooper & Lesser, Ch. 6 & 7 Week 10: Feminist perspectives, historical perspectives, empowerment and women Reading: Cooper & Lesser, Ch. 8 Week 11: Cognitive theory, structural approach, rational emotive therapy, Aaron Beck, challenging and disputing dysfunctional thoughts Reading: Cooper & Lesser, Ch. 9 Week 12: Behavior theory, behavioral assessment, self-management strategies Reading: Cooper & Lesser, Ch

223 Week 13: Narrative therapy, postmodern approach to social work practice, social construction, language of the narrative Reading: Cooper & Lesser, Ch. 11 Week 14: Solution focused therapy, client self determination, family assessment, practice with children and adolescents Reading: Cooper & Lesser, Ch Week 15: Integrating research and practice, evidence based practice, quantitative and qualitative measures, client outcomes, single subject design, research informs practice and practice informs research. Reading: Cooper & Lesser, Ch. 14 Bibliography Advocacy Anderson, S.G., & Gryzlak, B.M. (2002). Social work advocacy in the post-tanf environment: Lessons from early TANF research studies. Social Work, 47(3), Dalrymple, J. (2002). Family group conferences and youth advocacy: the participation of children and young people in family decision making. European Journal of Social Work, 5(3), Hyduk, C.A., & Moxley, D.P. (2000). Challenges to the implementation of personal advocacy for older adults. Families in Society, 81(5), Malekoff, A. (2000). Bureaucratic barriers to service delivery, administrative advocacy, and Mother Goose. Families in Society, 81(3), Assessment Gilgun, J.F. (1999). CASPARS: New tools for assessing client risks and strengths. Families in Society, 80(5), Hodge, D.R. (2001). Spiritual genograms: A generational approach to assessing spirituality. Families in Society, 82(1), King, M.E. (2002). Alcohol use disorders: a social worker s guide to clinical assessment. Journal of Social Work Practice in the Addictions, 2, McNamara, J., & Brooker, D.J. (2000). The Abuse Disability Questionnaire: A new scale for assessing the consequences of partner abuse. Journal of Interpersonal Violence, 15(2),

224 Cognitive and behavioral theories and intervention Akkerman, R.L. (2004). Reducing anxiety in Alzheimer s disease family caregivers: The effectiveness of a nine-week cognitive-behavioral intervention. American Journal of Alzheimer s Disease, 19(2), Harris, M.B., & Franklin, C.G. (2003). Effects of a cognitive-behavioral, school-based, group intervention with Mexican American pregnant and parenting adolescents. Social Work Research, 27(2), Mitchell, C.G. (1999). Treating anxiety in a managed care setting: A controlled comparison of medication alone versus medication plus cognitive-behavior group therapy. Research on Social Work Practice, 9(2), Phillips, J.H., Corcoran, J. Grossman, C. (2003). Implementing a cognitive-behavioral curriculum for adolescents with depression in the school setting. Children and Schools, 25, Plasse, B.R. (2001). A stress reduction and self-care group for homeless and addicted women: Meditation, relaxation, and cognitive methods. Social Work with Groups, 24(3/4), Constructivism-narrative theory and intervention On scapegoating in therapy groups: A social constructivist and intersubjective outlook. International Journal of Group Psychotherapy, 52(1), Heller, N.R. & Northcut, T.B. (2002). Constructivism: a meeting ground for evolving psychodynamic and cognitive-behavioral practice? Smith College Studies in Social Work, 72, Kelley, P. (2002). A narrative therapy approach to brief treatment. Journal of Brief Therapy, 1, Pietsch, U.K. (2002). Facilitating post-divorce transition using narrative therapy. Journal of Couple and Relationship Therapy, 1, Crisis theory and intervention Brown-Standridge, M.D., & Floyd, C.W. (2000). Healing bittersweet legacies: Revisiting contextual family therapy for grandparents raising grandchildren in crisis. Journal of Marital and Family Therapy, 26(2), Ino, S.M., & Glicken, M.D. (1999). Treating Asian-American clients in crisis: A collectivist approach. Smith College Studies in Social Work,69(3), Murthy, R.S. (2000). Disaster and mental health: Responses of mental health professionals. Indian Journal of Social Work: 61(4), Ecological perspective Brunswick, A.F. (1999). Structural strain: An ecological paradigm for studying African American drug use. Drugs and Society, 14(1/2),

225 Corcoran, J., & Nichols-Casebolt, A. (2004). Risk and resilience ecological framework for assessment and goal formation. Child and Adolescent Social Work Journal, 21(3), Hall, R.E. (2003). The hegemony of Eurocentrism in social work practice: From race to culture as ecological perspective vis-à-vis Southeast Asian populations. Indian Journal of Social Work, 64(3), Ungar, M. (2002). A deeper, more social ecological social work practice. Social Service Review, 76(3), Empowerment perspective Askheim, O.P. (2003). Empowerment as guidance for professional social work: An act of balancing on a slack rope. European Journal of Social Work, 6(3), Breton, M. Empowerment practice in Canada and the United States: Restoring policy issues at the center of social work. The Social Policy Journal, 1(1), Chadiha, L.A., Adams, P., Phorano, O., Ong, S.L., & Byers, L. (2002). Journal of Gerontological Social Work, 40(1/2), Chapin, R. & Cox, E.O. (2001). Changing the paradigm: Strengths-based and empowerment-oriented social work with frail elders. Journal of Gerontological Social Work, 36, Itzaky, H., & Schwartz, C. (2000). Empowerment of parents of children with disabilities: The effect of community and personal variables. Journal of Family Social Work, 5(1), Ethics Bergeron, L.R. & Gray, B. (2003). Ethical dilemmas of reporting suspected elder abuse. Social Work, 48, Furman, R. (2003). Frameworks for understanding value discrepancies and ethical dilemmas in managed mental health for social work in the United States. International Social Work, 46, Mattison, D., Jayaratne, S. & Croxton, T. (2002). Client or former client? Implications of ex-client definition on social work practice. Social Work, 47, Reamer, F.G. (2003). Boundary issues in social work: managing dual relationships. Social Work, 48, Sukut, M.E. & Trathen, D.W. (2002). Ethical decision making in marriage and family therapy. Marriage and Family, 5, Evaluation of practice Derezotes, D. (2000). Evaluation of yoga and meditation trainings with adolescent sex offenders. Child and Adolescnet Social Work Journal, 17(2),

226 Fischer, R.L., & Valley, C. (2000). Monitoring the benefits of family counseling: Using satisfaction surveys to assess the clients perspective. Smith College Studies in Social Work, 70(2), O Hare, T. (2002). Evidence-based social work practice with mentally ill persons who abuse alcohol and other drugs. Social Work in Mental Health, 1(1), Secret, M., Jordan, A., & Ford, J. (1999). Empowerment evaluation as a social work strategy. Health and Social Work, 24(2), Feminist theory and intervention Orme, J., Dominelli, L., & Mullender, A. (2000). Working with violent men from a feminist social work perspective. International Social Work, 43(1), Pitman, G.E. (2000). The influence of race, ethnicity, class, and sexual politics on lesbian s body image. Journal of Homosexuality, 34(2), Pollio, D.E. (2000). Reconstructing feminist group work. Social Work with Groups, 23, Generalist practice Lawson, M.A. & Alameda-Lawson, T. (2001). What s wrong with them is what s wrong with us. Journal of Community Practice, 9, Schatz, M.S., Jenkins, L.E., & Sheafor, B.W. (1990). Milford redefined: A model of initial and advanced generalist social work. Social and economic justice Finn, J.L., & Jacobson, M. (2003). Just practice: Steps toward a new social work paradigm. Journal of Social Work Education, 39(1), Gourdine, R.M. (2004). A beginning professional s journey toward understanding equality and social justice in the field of social work. Reflections, 10(1), McDowell, T., & Jeris, L. (2004). Talking about race using critical race theory: Recent trends in the Journal of Marital and Family Therapy. Journal of Marital and Family Therapy, 30(1), Melton, G.B. (2003). Mental health and social justice: A vision for the 21 st century. American Journal of Orthopsychiatry, 73(3), Perlmutter, S. (2002). Achieving political practice: Integrating individual need and social action. Journal of Progressive Human Services, 13, Wrenn, L.J. (2002). Postmodernism and social work: Bridging clinical and social justice perspectives. Praxis, 2, Solution focused theory and intervention Gingerich, W.J. & Wabeke, T. (2001). A solution-focused approach to mental health intervention in school settings. Children and Schools, 23,

227 Ingersoll-Dayton, B., Schroepfer, T. & Pryce, J. (1999). The effectiveness of a solutionfocused approach for problem behaviors among nursing home residents. Journal of Gerontological Social Work, 32, Rossiter, A. (2000). The professional is political: An interpretation of the problem of the past in solution-focused therapy. American Journal of Orthopsychiatry, 70, Strengths based practice Brun, C. & Rapp, R.C. (2001). Strengths-based case management: Individuals perspectives on strengths and the case manager relationship. Social Work, 46, Cohen, B.Z. (1999). Intervention and supervision in strengths-based social work practice. Families in Society, 80, Kaplan, C.P. (2002). An early example of strengths based practice: Bertha Reynolds at the National Maritime Union. Smith College Studies in Social Work, 72, Russo, R.J. (1999). Applying a strengths-based practice approach in working with people with developmental disabilities and their families. Families in Society, 80(1), Systems theory and intervention Corcoran, J. (2001). Multi-systemic influences on the family functioning of teens attending pregnancy prevention programs. Child and Adolescent Social Work Journal, 18(1), Faber, A.J. (2004). Examining remarried couples through a Bowenian family systems lens. Journal of Divorce and Remarriage, 40(3/4), Greene, R.R., & Blundo, R.G. (1999). Postmodern critique of systems theory in social work with the aged and their families. Journal of Gerontological Social Work, 31(3/4), Task-centered theory and intervention Kinnevy, S.C., Healey, B.P., Pollio, D.E., & North, C.S. (1999). Bicycle WORKS: Task-centered group work with high-risk youth. Social Work with Groups, 22(1), Naleppa, M.J., & Reid, W.J. (1998). Task-centered case management for the elderly: Developing a practice model. Research on Social Work Practice, 8(1), 63. Pazaratz, D. (2000). Task-centered child and youth care practice in residential treatment. Residential Treatment for Children and Youth, 17(4),

228 University of Toledo Department of Social Work Course Syllabus: Advanced Generalist Practice II (SOCW 6120) Professor: Terry Cluse-Tolar, Ph.D. Office: HH 3201 Phone: Office Hours: Course Description This course provides advanced content on social work practice in the organization. Students are introduced to concepts of financial management, planning, supervision, and human resource management. Included is the organizational theory base on which these skills build. Course Objectives Upon successful completion of this course, students will be able to: 1. Explain the history, tradition, values, roles and purposes of social work practice within the organization. 2. Apply a range of theories and research to explain how to promote change within the organization. 3. Demonstrate knowledge of macro practice skills, e.g., leadership, conflict resolution, planning, program design, communication with the media, grant writing, financial management, and supervision. 4. Understand the stages of the supervisory relationship. 5. Understand and utilize evaluation research and incorporate knowledge in program evaluation and needs assessment for effective planning in the organization. 6. Recognize the applicability of social and economic justice within the organization. 7. Develop human resource management skills with respect to the diversity of the people that work in the human resource organization. Required Texts Brody, R. (2004). Effectively Managing Human Service Organizations (3 rd ed.). Sage Publishers. Dolgoff, R. (2005). Introduction to Supervision in the Human Services. Boston: Allyn & Bacon. Coursepack on grantwriting. Course Requirements 5. Students are expected to attend all class sessions. Final grades will be reduced for any absence beyond one. If there are unusual circumstances, please see me. 6. Grant The student will work with a group of students to research and prepare a grant proposal for the benefit of a field agency. 7. Financial Management Planning Paper Students will be given an organization case study relative to budgeting and financial management. Students will prepare 224

229 a 10 page paper outlining the remedy they propose, explaining why they believe it will be effective. Material from planning content should be incorporated into the paper as well. 8. Supervision Case Study Students will be given a case study concerning a supervision concern. They will need to follow the work phase outlined in the text to better the situation. Please consider a strengths and empowerment model as you complete the assessment phase. Evaluation Grant Financial Management Case Study Supervision Case Study TOTAL 40 points 30 points 30 points 100 points Course Outline Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Introduction to management concepts, Environments in Human Service Organizations Planning and Program Design Organizational Theory and Organizational Design Developing and Managing Human Resources Supervision, developing the relationship, supervisory skills and attributes Individual and group formats for supervision, the work phase, assessment, formative assessment Intervention the clinical role, intervention the administrative role Managing financial resources Grantwriting, researching available funding, understanding the program Grantwriting, writing the proposal, the evaluation process and accountability Task groups, Designing and utilizing information systems Evaluating human service organizations 225

230 Week 13 Week 14 Week 15 Meeting the challenge of organizational achievement Grant writing group work Grant writing group work Bibliography Austin, M. (2002). Managing out: the community practice dimensions of effective agency management. Journal of Community Practice, 10(4), Brewer, E.W., Achilles, C.M. Furhiman, J.R., Hollingsworth, C. (2001). Finding Funding: Grantwriting from Start to Finish, Including Project Management and Internet Use (3 rd ed.). Sage Publications. Carroll, J. & Minkler, M. (2000). Freire s message for social workers: looking back, looking ahead. Journal of Community Practice,8, Chung, B.G. (1998). Accounting for changing times: aligning human resources practices to employees nonwork lives. Marriage and Family Review, 28, Cohen, R.I. (2004). Clinical Supervision What to do and How to Do It. Wadsworth. Ferguson, C. (2004). Governance of collaborations: a case study. Administration in Social Work, 28, Fernandez, L.M. (1997). Running an effective task group: the five C s. The New Social Worker, 4(1), Gibelman, M. (2004). Reflections on boards and board membership. Administration in Social Work, 28, Gibson, D.E. & Barsade, S.G. (2003). Managing organizational culture change: the case of long-term care. Journal of Social Work in Long-Term Care, 2(1/2), Giffords, E.D. & Dina, R.P. (2003). Changing organizational cultures: the challenge in forging successful mergers. Administration in Social Work, 27, Globerman, J. White, J.J. Mullings, D. & Davies, J.M. (2003). Thriving in program management environments: the case of social work in hospitals. Social Work in Health Care, 38, Greene, A.D., Latting, J.K. (2004). Whistle-blowing as a form of advocacy: guidelines for the practitioner and organization. Social Work, 49, Harrigan, M.P., Fauri, D.P. & Netting, F.E. (1998). Termination: extending the concept for macro social work practice. Journal of Sociology and Social Welfare, 25(4), Kayser, K. (2003). Using total quality management tools in human service intervention research. Journal of Social Work Research and Evaluation, 4, Korinek, A.W. & Kimball, T.G. (2003). Managing and resolving conflict in the supervisory system. Contemporary Family Therapy, 25(3), Lynch, J.G. & Versen, G.R. (2003). Social work supervisor liability: risk factors and strategies for risk reduction. Administration in Social Work, 27,

231 Manning, S.S. (2003). Ethical Leadership in Human Services: A Multidimensional Approach. Boston: Allyn & Bacon. Mano-Negrin, R. (2003). Spanning the boundaries: a stakeholder approach to effectiveness gaps and empowerment in public and independent human service organizations. Administration in Social Work, 27, Martin, L. (2001). Financial Management for Human Service Administrators. Boston: Allyn & Bacon. Mulroy, E.A. (2004). Theoretical perspectives on the social environment to guide management and community practice: an organization-in-environment approach. Administration in Social Work, 28, Netting, F.E. & O Connor, M.K. (2003). Organization Practice: A Social Worker s Guide to Understanding Human Services. Boston: Allyn & Bacon. Neuman, K.M. (2003). Developing a comprehensive outcomes management program: a ten step process. Administration in Social Work, 27, Patterson, D.A. & Basham, R.E. (2003). Visualizing change: spreadsheets and graphical representation across domains in human service practice. Journal of Technology in Human Services, 21(4), Patti, R. (2003). Reflections on the state of management in social work. Administration in Social Work, 27, Schmid, H. (2004). Organization-environment relationships: theory for management practice in human service organizations. Administration in Social Work, 28, Thompson, J., Menefee, D., & Marley, M. (1999). A comparative analysis of social workers macro practice activities: identifying functions common to direct practice and administration. Journal of Social Work Education, 35, Vodde, R. & Gallant J.P. (2002). Bridging the gap between micro and macro practice: large scale change and a unified model of narrative-deconstructive practice. Journal of Social Work Education, 38, Wimpfheimer, S. (2004). Leadership and management competencies defined by practicing social work managers: an overview of standards developed by the National Network for Social Work Managers. Administration in Social Work, 28,

232 University of Toledo Department of Social Work Course Syllabus: Advanced Generalist Practice III (SOCW 6130) Professor: Terry Cluse-Tolar, Ph.D. Office: HH 3201 Phone: Office Hours: Course Description This course provides advanced content on social work practice in the community. Students are introduced to concepts of community change. Material builds from the foundation course on community practice and provides a review of the theoretical concepts as well as their application to the community change process. Course Objectives Upon successful completion of this course, students will be able to: 8. Explain the history, tradition, values, roles and purposes of social work practice within the community. 9. Apply a range of theories and research to explain how to promote change within the community. 10. Demonstrate knowledge of macro practice skills, e.g., leadership, conflict resolution, planning, program design, group work, resource management, and strategy building. 11. Understand the concept of power and its role in community change and in social and economic justice. 12. Understand and utilize evaluation research and incorporate knowledge in policy analysis and needs assessment for effective planning in the community. 13. Recognize the applicability of social and economic justice within the community. 14. Utilize knowledge and skills in cultural awareness and cultural competence in community social work practice. Required Texts Homan, M. (2004). Promoting Community Change: Making It Happen in the Real World. Wadsworth. Course Requirements 9. Students are expected to attend all class sessions. Final grades will be reduced for any absence beyond one. If there are unusual circumstances, please see me. 10. Developing the organization project. Students will work on this as a group. Students may use the class website chat rooms to virtually meet. This project has several steps and should be turned in at the end of each. a. Community Assessment Develop a community assessment that attempts to identify a missing, but needed social service in the Lucas County area. b. Power Players and Stake-Holders Based on whatever service you decide to start, identify the power holders and the stake holders that will have a 228

233 vested interest in what you are doing. Identify them as either a supporter of your project or a road block. Develop a plan for bringing these folks to the table. c. Planning Develop a plan to begin the organization. Be sure to include funding and personnel. d. Incorporation of a non-profit and Bylaws of a Non-Profit Corporation Prepare these documents for your organization. e. Getting the word out How do you plan to let people know about your service? Develop a plan for this. f. Plan for evaluation. How do you plan to evaluate the service? Does the service strengthen the neighborhood where it resides? Were there any unintended consequences of the service? Evaluation Community Assessment Power Players Plan Planning Phase Incorporation Advertising plan Evaluation Plan TOTAL 25 points 15 points 20 points 20 points 10 points 10 points 100 points Course Outline Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Need for Community change, getting involved, taking the challenge Theoretical frameworks Theoretical Frameworks Community Change as social work practice Using information and communication technology Knowing your community Groupwork for Community Assessment Power Powerful Planning People as a resource 229

234 Week 11 Week 12 Week 13 Week 14 Week 15 Raising resources - funding Getting the word out, building the organized effort Strategies and tactics Enhancing neighborhoods, increasing effectiveness of formal organizations Lobbying for change Selected Bibliography Alinsky, Saul. Rules for Radicals: A Practical Primer for Realistic Radicals. Vintage Books, Ayre, D., Clough, G., Norris, T. (2000). Facilitating Community Change. Boulder, CO: Community Initiatives Berkowitz, B. (2000). The Spirit of the Coalition, Bill Berkowitz. Washington, DC: American Public Health Association Cowger, C. D. (1998). Clientilism and clientification: Impediments to strengths based social work practice. Journal of Sociology and Social Welfare, 25(1), Coombe, C. (1999). Using empowerment evaluation in community organizing and community-based health initiatives. In M. Minkler (Ed.), Community organization and community building for health (pp ). New Brunswick, NJ: Rutgers University Press. Dymond, S. (2001). A participatory action research approach to evaluating inclusive school programs. Focus on autism and other developmental disabilities, 16(1),54. Durst, D., MacDonald, J., & Parsons, D. (1999). Finding our way: A community needs assessment on violence in Native families in Canada. Journal of Community Practice, 6(1), Edleman, I. (2001). Participation and service integration in community-based initiatives. Journal of Community Practice, 9(1), Edwards, R., Yankey, J., & Altpeter, M. (1998). Skills for the effective management of nonprofit organizations. Washington, DC: National Association of Social Workers. Fetterman, D. (2001). Foundations of empowerment evaluation. Thousand Oaks: CA: Sage. 230

235 Figueira-McDonough, J. (2001). Community analysis and praxis: Toward a grounded civil society. Philadelphia, PA: Brunner-Routledge. Finn, J. & Holden, G. (2000.), Human services online: A new arena for service delivery. New York: Haworth. Forester, J. (1999). The deliberative practitioner: Encouraging participatory planning processes. Cambridge, MA: Massachusetts Institute of Technology. Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum. Goldstein, H. (1998). What is social work really? Families in Society, 79, Grant, Gary B. (1998). The social worker s Internet handbook. Harrisburg, PA: White Hat Communications. Grant, G., & Grobman, L. (1998). The social worker s Internet handbook. Harrisburg, PA: White Hat Communications. Hampton, Robert L. (editor, et al) (1998). Substance abuse, family violence and child welfare: Bridging perspectives. Thousand Oaks, Calif.: Sage Publications. Hardina, D. (2002). Analytical skills for community organization practice. New York: Columbia University Press. Hick, S., & McNutt, J. (2002). Advocacy, activism, and the Internet. Chicago: Lyceum Books. Iglehart, A., & Becerra, R. (2000). Social services and the ethnic community. Prospect Heights, IL: Waveland Press. Jansson, B. (1999). Becoming an effective policy advocate. Pacific Grove, CA: Johnson, L. (1998). Social Work Practice: A Generalist Approach. Boston: Allyn and Bacon. Kahn, S. (1991). Organizing: A guide for grassroots leaders. Washington, DC: National Association of Social Workers. Kaminski, M., Kaufman, J., Grabarth, R., & Robins, T. (2000). How do people become empowered?: A case study of union activism. Human Relations, 53,

236 Kretzmann, J.P. & McKnight, J. (1998). A Guide to Creating a Neighborhood Information Exchange: Building Communities by Connecting Local Skills and Knowledge: a Community Building Workbook From the Asset-Based Community Development Institute, Institute for Policy Research, Evanston, IL; Chicago, IL: The Asset-Based Community Development Institute, Institute for Policy Research, Northwestern University Leslie, D., & Holzab, C. (1998). Measuring staff empowerment: Development of a worker empowerment scale. Research on Social Work Practice, 8, MacNair, R. (1998.). Research strategies for community practice. New York: Haworth. Marlatt, G. Alan. (1998). Harm reduction: pragmatic strategies for managing high risk behaviors. New York: Guilford Press. McNicoll, P. (1999). Issues in teaching participatory action research. Journal of Social Work Education, 35(1), McNutt, J. (2000). Organizing cyberspace: Strategies for teaching about community practice and technology. Journal of Community Practice, 7(1), Middleman, Ruth R. (1998). A study guide for ACSW certification. Washington, D.C.:NASW Press. Miller, R. (2000). Creating Learning Communities: Models, Resources, and New Ways of Thinking About Teaching and Learning. Brandon, VT: Foundation for Educational Renewal Minkler, M. (1999). Community organization and community building for health. New Brunswick: NJ: Rutgers University Press. Mitford, Jessica. (1998). The American way of death revisited. New York: Alfred A. Knopf. Nartz, M. & Schoech, D. (2000). Use of the Internet for community practice: A delphi study. Journal of Community Practice, 8 (1), Padilla, Y., Lein, L., & Cruz, M. (1999). Community-based research in policy planning: A case study-addressing poverty in the Texas-Mexico border region. Journal of Community Practice, 6(3),

237 Pardeck, John T. (1998). Social Work after the Americans with Disabilities Act: new challenges and Opportunities for social service professionals. Westport, CT: Auburn House. Putman, R. (2001). Bowling alone: The collapse and revival of American community. New York: Touchstone. Reason, P., & Bradbury, H. (2002). Handbook of action research. Thousand Oaks, CA: Sage. Rivera, F., & Erlich, J. (1998). Community organizing in a diverse society (3 rd ed.). Boston: Allyn & Bacon. Rodwell, M. (1998). Social work constructivist research. New York: Garland. Ross, L., & Coleman, M. (2000). Urban community action planning inspires teenagers to transform their community and their identity. Journal of Community Practice, 7(2), Quoss, B., Cooney, M., & Longhurst, T. (2000). Academics and advocates: Using participatory action research to influence welfare policy. Journal of Consumer Affairs, 34 (1), 47. Schorr, L. B. (1998). Common Purpose: Strengthening Families and Neighborhoods to Rebuild America. New York: Anchor Books, Doubleday Sergiovanni, T. J. (1999). Building Community in Schools. San Francisco, CA Sohng, S. (1998). Research as an empowerment strategy. In L. Gutierrez, R. Parsons, & E. O. Cox (Eds.), Empowerment in social work practice: A source book (pp ). Pacific Grove, CA: Brooks/Cole. Telfair, J., & Mulvihill, B. (2000). Bridging science and practice: The integrated model of community-based evaluation (IMCBE). Journal of Community Practice, 7(3), Urwin, C, & Haynes, D. (1998). A reflexive model for collaboration: Empowering partnerships. Administration in Social Work, 22(2), Williams, M., Unrau, Y., & Grinnell, R. (1998). Introduction to social work research. Itasca, IL: Peacock Publishers. Zachary, E. (2000). Grassroots leadership training. Journal of Community Practice, 7(1),

238 Instructor: Mylo G. Jennings, Ph.D. Office: HHS 3213 Office Ph: (419) Home Ph: (419) Web: THE UNIVERSITY OF TOLEDO Social Work Program Office Hours: COURSE TITLE: Advanced Social Work Assessment (SOCW 6140) COURSE DESCRIPTION: This course provides and overview of various theories and methods utilized by social workers in advanced generalist practice. The focus is on the professional psychosocial assessment and the tools utilized by social workers in accomplishing this task. Some of these include, use of DSM IVTR as well as individual, family, group, organizational and community assessments. COURSE OBJECTIVES: Course Objectives: 1. To explore the biological, psychological and social aspects of human functioning through assessing individuals, groups, families, organizations, and communities. 2. To become familiar with various theories and methods utilized by social workers in advanced generalist practice, including the use of formalized assessment tools currently in use. 3. To understand how the knowledge, values, and basic skills of generalist social work practice applies to the assessment of individuals, families, groups, organizations, and communities, with special emphasis on strengths, empowerment, and social and economic justice. 4. To gain knowledge in coordination of appropriate client assessment, education, and linkage/referral of service consistent with social work values and ethics. 5. To develop advocacy skills with focus on clients obtaining community resources and enhancing abilities to interact between formal and informal systems. 6. To demonstrate the ability to evaluate and understand the impact of self in practice. 7. To exhibit an advanced approach to professional social work through timely completion of assignments and establishment of personal goals for purposes of enhancing assessment skills essential for advanced generalist social work practice. 8. To search for significance of factual data, relationships and human diversity affecting clients needs (functioning). 9. To demonstrate the ability to advocate in behalf of a part of a system, which lacks power. 234

239 10. To demonstrate skill acquisition as it relates to data collection, assessment and evaluation and the ability to collect and make use of information to assist in the initiation, improvement, restoration, or termination of services. COURSE REQUIREMENTS: This is an iatrical course in the advanced generalist social work curriculum. The course is focused on enhancing the skills needed for assessment when working with individuals, the family, groups, and systems in the community which are vital to the social work professional. Students will be expected to complete psychosocial assessments utilizing one or more of the tools discussed in class. REQUIRED TEXT: Barlow, D. H. (2004). Clinical Handbook of Psychological Disorders (Third edition). New York: The Guildford Press. ASSIGNMENTS AND EXPECTATIONS 1. Attendance and Participation: 20% Because of the structural nature of the course, attendance in this course is mandatory. Students are expected to attend class regularly, complete assigned readings, participate in class discussions, and turn in assignments on time. Active and relevant participation during class can enhance the final grade; absences can (and will) diminish the final grade by up to 25%. Students are expected to come to class prepared to actively discuss topics and respond to questions. 2. Worksheets: 40% You will be completing 10 worksheets based on the assessment techniques and tools discussed in class. Please completely fill out your worksheets based on the assessment you choose. There will be ample opportunity to explore ideas about these tools. The worksheets will be utilized for group discussion and presentation each week as well. THEY ARE TO BE TYPED AND DOUBLE SPACED!!! 3. Psychosocial Assessment: 40% You are to select a person, group, family, organization, or community (case) from your field placement, from your own experience, or from your readings and apply the techniques and methods discussed in class. You will complete a psychosocial assessment on this case. The case needs to include information for the headings provided on the assignment sheet handout. 235

240 4. Completion of Assignments: All assignments must be completed satisfactorily in order to earn the points for that particular assignment. Assignments must be turned in on the required due date unless other arrangements have been made with the professor PRIOR TO THE DUE DATE. Otherwise, late assignments will not be accepted and the points for that assignment will not be awarded. RADING: ASSIGNMENT POINTS Attendance and Participation 20% Worksheets (10 x 40 points) 40% Psychosocial Assessment 40% Total GRADING SCALE =A =A =B =B =B =C =C =C- =D+ =D =D =F COURSE OUTLINE Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Defining assessment, focusing on the strengths, medical model assessment, role and purpose of the social work assessment Psychosocial Assessment from the advanced generalist perspective Worksheet 1 Due! Psychosocial Assessment from the advanced generalist perspective Worksheet 2 Due! Psychosocial Assessment from the advanced generalist perspective Worksheet 3 Due! Psychosocial Assessment from the advanced generalist perspective Worksheet 4 Due! Psychosocial Assessment from the advanced generalist perspective Worksheet 5 Due! 236

241 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 The Person-in-Environment System (PIE), using as opposed to DSM IV, assessing and responding to suicide/homicide risk, mental status exam Worksheet 6 Due! Assessing social functioning, developmental assessments, assessing child's need for protection Worksheet 7 Due! When to request further psychological testing, IQ tests, personality tests, testing for cognitive delay, special abilities tests Worksheet 8 Due! The Four-R Model of assessing family dynamics (rules, roles, relationships, and rituals), parenting assessments Worksheet 9 Due! Assessing family diversity issue, race, ethnicity, culture, and gender, assessing the gay and lesbian family Worksheet 10 Due! Community assessments, assessing community needs, community decision-making assessments, social policy analysis Diagnostic Assessments Due! Assessing agency structure, program evaluation as assessment, assessing agency needs Assessing agency structure, program evaluation as assessment, assessing agency needs continued. Presentations of diagnostic assessments and class discussion 237

242 Bibliography Abolt, T. & Thyer, B.A. (2002). Social work assessment of children with oppositional defiant disorder: reliability and validity of the Child Behavior Checklist. Social Work in Mental Health, 1, Altshuler, S.J. & Poertner, J. (2003). Assessing child well-being in non-relative foster care with a new outcome measurement tool. Journal of Family Social Work, 7, Berkman, B.J., Maramaldi, P., Breon, E.A., & Howe, J.L. (2002). Social work gerontological assessment revisited. Journal of Gerontological Social Work, 40, Bisman, C.D. & Hardcastle, D.A. (1999). A model for using research methodologies in practice. Journal of Teaching in Social Work, 19, Bisman, C.D. (1999). Social work assessment: case theory construction. Families in Society, 80, Burlew, A.K. (2002). Empirically derived guidelines for assessing the psychosocial needs of children and adolescents with sickle cell. Social Work in Health Care, 36, Chima, F.O. (2002). Elderly suicide: human behavior and social environment perspective. Journal of Human Behavior in the Social Environment, 6, Clasen, C., Meyer, C., Brun, C., Mase, W., & Cauley, K. (2003). Development of the competency assessment tool mental health, an instrument to assess core competencies for mental health care workers. Psychiatric Rehabilitation Journal, 27, Cleaver, H. & Walker, S. (2004). From policy to practice: the implementation of a new framework for social work assessments of children and families. Child and Family Social Work, 9, Corcoran, J. & Nichols-Casebolt, A. (2004). Risk and resilience ecological framework for assessment and goal formulation. Child and Adolescent Social Work Journal, 21, Crocker, G. & Sheppard, M. (1999). The psychosocial diagnosis of depression in mothers: an exploration and analysis. British Journal of Social Work, 29, Dziegielewski, S.F., Johnson, A.J., & Webb, E. (2002). DSM-IV and social work professionals: a continuing education evaluation. Social Work in Mental Health, 1, Evans, T. (2004). A multidimensional assessment of children with chronic physical conditions. Health and Social Work, 29, Flannery, B.A., Poole, S.A., Gallop, R.J., Volpicello, J.R. (2003). Alcohol craving predicts drinking during treatment: an analysis of three assessment instruments. Journal of Studies on Alcohol, 64, Franchi, V. & Swart, T.M. (2003). Rapid assessment procedures: a participatory action research approach to field training in community prevention and intervention. Journal of Prevention and Intervention in the Community, 25, Fulmer, T., Firpo, A., Guadagno, L., Easter, T.M., Kahan, F., & Paris, B. (2003). Themes from a grounded theory analysis of elder neglect assessment by experts. The Gerontologist, 43, Hamilton-Mason, J. (2004). Psychodynamic perspectives: responding to the assessment needs of people of color? Smith College Studies in Social Work, 74,

243 Hilarski, C. (2004). Child and adolescent alcohol use and abuse: risk factors, assessment, and treatment. Journal of Evidence-Based Social Work, 1, Jakes, S.S. (2004). Understanding ecological programming: evaluating program structure through a comprehensive assessment tool. Journal of Prevention and Intervention in the Community, 27(2), Johnson, A.K. (2000). The community practice project: integrating methods, field, community assessment, and experiential learning. Journal of Community Practice, 8, Lawson, M.A. & Alameda-Lawson, T. (2001). What s wrong with them is what s wrong with us. Journal of Community Practice, 9, Marsh, J.C. (2003). Arguments for family strengths research. Social Work, 48, Moore, R.J. (2003). Spiritual assessment. Social Work, 48, Naglieri, J.A., Drasgow,, F., Schmit, M., Handler, L., Prifitera, A., Margolis, A., & Velasquez, R. (2004). Psychological testing on the internet. American Psychologist, 59, Pottick, K.J., Wakefield, J.C., Kirk, S.A., & Tian, X. (2003). Influence of social workers characteristics on the perception of mental disorders in youths. Social Service Review, 77, Russell, K. (2003). An assessment of outcomes in indoor behavioral health treatment. Child and Youth Care Forum, 32, Tannebaum, J. & Anastasoff, J. (1997). The role of psychosocial assessment and support in occupational exposure management. AIDS Education and Prevention, 9, Woodcock, J. (2003). The social work assessment of parenting: and exploration. The British Journal of Social Work, 33, Yamashiro, G. & Matsuoka, J.K. (1997). The environmental impact statement system: an organizational assessment for community preservation. Social Development Issues, 19,

244 Instructor: Mylo G. Jennings, Ph.D. Office: HHS 3213 Office Ph: (419) Home Ph: (419) Web: THE UNIVERSITY OF TOLEDO Social Work Program Fall 2004 STUDENT ESCORT SERVICE: Office Hours: SOCW 6410 Child and Family Social Work Practice COURSE DESCRIPTION: This course is designed to provide student with the opportunity to develop knowledge and skills for social work practice in the field of services to children and families, as well as knowledge of policies, which affect practice in this field. Social workers are frequently called upon to provide services to children and their families. The complexity of the problems facing families calls for trained, professional workers who are able to provide a variety of services including both micro and macro level interventions. This course will look at the types of services social workers provide to children and their families, including direct intervention, advocacy, building support systems, and empowering families. The course will examine both traditional approaches to child welfare practice, such as foster care, institutional care, adoptions and permanence planning and childcare. It will also cover some of the newer approaches in child welfare, such as services to prevent out-of-home placement, including family preservation services and preventive services. In addition, historical trends and current policies, which impact on the delivery of services to children and families, will be examined. COURSE OBJECTIVES Upon completion of this course, students will be able to: 1. Integrate a practice and policy perspective specific to this field within an overall social work practice frame of reference. 2. Describe the historical context and the current context of services and policies to children and their families. 3. Identify polices and programs that constitute the continuum of services for children, youth, and their families. 4. Identify attitudes, cultural and social biases, and resource impediments, which interfere with the effective provision of appropriate services to children and their families, particularly those, which negatively impact minorities of color and women. 5. Set practice goals for children, youth and families. 6. Describe programs and intervention, which are available for children and their families (i.e., residential treatment, in-home services, foster care, adoption, etc.) and the conditions under which their use is appropriate. 7. Discuss values and ethical dilemmas that arise when working with children and their families. 240

245 8. Demonstrate knowledge of the factors that place families at risk for maltreatment and the preventative programs, which are available to help them. 9. Evaluate the outcomes of services to families and children. COURSE REQUIREMENTS 1. Type of Instruction: A variety of teaching methods will be used in this course including lectures, discussions, and small group activities. Expectations: a. Students are expected to have completed the assigned reading prior to each class and to demonstrate this through class discussion and participation in class exercises. b. The final grade for this class will be based on: (1) Final Exam - given in class (25 points) (2) Family Assessment Paper - (30 points) (3) Intervention Plan (30 points) (3) Class attendance and participation (15 points). Specific dates for these assignments will be discussed in class. Attendance is required and your interaction in class discussions is important. If you have to miss class, please discuss it with me prior to class time. REOUIRED TEXT: Carter, B. & McGoldrick, M. (2005). The Expanded Family Life Cycle: Individual, Family and Social Perspectives, (3 rd ed.). Boston: Allyn & Bacon. Kilpatrick, A.C. & Holland, T.P. (2003). Working with Families: An Integrative Model. Boston: Allyn & Bacon. COURSE OUTLINE Week 1: OVERVIEW OF COURSE: The family life cycle, the individual, stress and symptom development, self in the context of family, it takes a village, myths of autonomy, history and genograms. Read: Carter & McGoldrick, Ch. 1-3 Week 2: Culture and family life cycle, social class, women Read: Carter & McGoldrick, Ch. 4-6 Week 3: Men, Latino families, siblings throughout the life cycle Read: Carter & McGoldrick, Ch

246 Week 4: Migration and the family life cycle, death at different life stages, creating meaningful rituals Read: Carter & McGoldrick, Ch Week 5: Becoming an adult, becoming a couple, becoming parents, transformation of the family system during adolescence Read: Carter & McGoldrick, Ch Week 6: The launching phase of the life cycle, families in later life, African American families, gay and lesbian families, the single adult in the life cycle. Read: Carter & McGoldrick, Ch Week 7: When divorce happens, the emotional process, transitions framework, single parent families, remarried families Read: Carter & McGoldrick, Ch Week 8: Coaching, alcohol problems in the family, violence in the family, chronic illness in the family Read: Carter & McGoldrick, Ch Week 9: Social worker interactions between their own and the client s life cycle, levels of family need, ecological-systems approach, social constructionism, contexts of helping, ethical issues Read: Carter & McGoldrick, Ch. 30 Kilpatrick & Holland, Ch. 1-4 Week 10: Interventions with high risk families, case management approach Read: Kilpatrick & Holland, Ch. 5 & 6 Week 11: Structural family interventions, social learning family interventions Read: Kilpatrick & Holland, Ch. 7 & 8 Week 12: Solution-focused family interventions, Family systems interventions Read: Kilpatrick & Holland, Ch. 9 & 10 Week 13: Narrative family interventions, object relations interventions Read: Kilpatrick & Holland, Ch. 11 & 12 Week 14: The family in the community, a look at child protective services Read: Kilpatrick & Holland, Ch. 13 Week 15: Wrap-up & Review 242

247 Bibliography Van Wormer, K. (2003). Restorative justice: a model for social work practice with families. Families in Society, 84, Hilton, J.M. & Desrochers, S. (2002). Children s behavior problems in singleparent and married-parent families: development of a predictive model. Journal of Divorce and Remarriage, 37(1/2), Markwood, M.J. & Bride, B. (2001). Oppositional defiant disorder and the need for family-centered practice in schools. Children and Schools, 23, Whitley, D.M., White, K.R., Kelley, S.J., & Yorke, B. (1999). Strengths based case management: the application to grandparents raising grandchildren. Families in Society, 80, Briar, K.L. (1998). Capacity building for integrated family centered practice. Social Work, 43, Harvey, A.R., Loughney, G.K. & Moore, J. (2002). A model program for African American children in foster care system. Journal of Health and Social Policy, 16(1/2), Jones, A.C. (2003). Reconstructing the stepfamily: old myths, new stories. Social Work,48, Kenyon, G.L., Chong, K.A., Enkoff-Sage, M., Hill, C. Mays, C., & Rochelle, L. (2003). Public adoption by gay and lesbian parents in North Carolina: policy and practice. Families in Society, 84, Shook, C.E. & Shook, J.J. (2001). Grandparents raising grandchildren: the complexity of a simple label. Reflections, 7(2), Smith, C.J. & Devore, W. (2004). African American children in the child welfare and kinship system: from exclusion to over inclusion. Children and Youth Services Review, 26, Smith, B.D. & Donovan, S.E.F. (2003). Child welfare practice in organizational and institutional context. Social Service Review, 77, Walton, E., Sandau-Beckler, P., & Mannes, M. (Eds.) (2001). Balancing Family- Centered Services and Child Well-Being. New York: Columbia University Press. Rose, S.R. & Fatout, M.F. (2003). Social Work Practice with Children and Adolescents. Boston: Allyn and Bacon. Coles, R. (1997). The Youngest Parents. New York: W.W. Norton and Co. 243

248 University of Toledo Department of Social Work Course Syllabus: Social Work Policy Issues: Child and Family (SOCW 6430) Professor: Terry Cluse-Tolar, Ph.D. Office: HH 3201 Phone: Office Hours: Course Description This course is an advanced level policy course with a focus on policies affecting children and families. Students will apply a policy analysis model to assess the strengths and liabilities of family policy. Special consideration will be applied to issues of social and economic justice. Course Objectives Upon successful completion of this course, student should: 1. Be knowledgeable about demographic trends which affect American families. 2. Understand the role of social theory and values in shaping policy alternatives and outcomes. 3. Explain the social policies designed to support American children and families and resulting social provisions. 4. Conduct a family-centered policy analysis to determine the strengths and liabilities of various social policies. 5. Display knowledge of the interrelatedness of social systems, including the family, education, economic, political, religious and social welfare and their impact on family development and survival. 6. Understand the social forces impinging upon factors of social and economic justice as it relates to the family. 7. Appreciate the various definitions of family as are represented among people with various ethnic, racial, genders, sexual orientations, disabilities, and spiritual backgrounds. 8. Be skilled in policy practice related to children and families. Required Texts: Bodenschneider, K. (2002). Family Policy Matters: How Policy Making Affects Families and How Professionals Can Affect Policy Making. Erlbaum Associates, Inc. Cherlin, A. (2001). Public and Private Families: A Reader (2 nd. Ed.). New York: McGaw-Hill. Mason, M.A., Skolnick, A., & Sugarman, S.D. (Eds.). (2003). All Our Families: New Policies for a New Century (2 nd ed.). New York: Oxford University Press. 244

249 Assignments 1. Reaction Papers Students will be required to submit four reaction papers based on their reading in the Cherlin text. Reaction papers should be at least three pages long and present the conflicting viewpoints and policy issues presented. The student should also add their own mini-analysis of the issue presented. Papers are due at the time of the assigned reading. Please don t wait until the last few weeks of the semester to submit papers. Select topical areas that are of interest to you the papers will be easier to write if you do! 2. Policy Analysis Using the family-centered policy analysis framework presented in class, select a policy issue of concern to children and families. Apply the framework. This paper should be no more than 10 pages in length. The student may attach limited appendices as needed. 3. Exams There will be a midterm and a final exam in the class. The exams are essay formats and will require the student to use critical thinking skills to respond to various policy issues. Be familiar enough with the readings to be able to discuss them on the exams however it will not be helpful for you to memorize facts for the exam. Evaluation Reaction Papers 10 points each) Policy Analysis Paper Exams 15 points each) TOTAL 40 points 30 points 30 points 100 points Course Outline Week 1 Reading: Bogenschneider, Part 1 Cherlin, Ch. 1 Week 2 Week 3 Reading: Bogenschneider, Part II Cherlin, Ch. 2 Reading: Bogenschneider, Part III Cherlin, Ch. 3 Topics: The rationale for family policy, the social worker and family policy, Who is a family? Do we need a family perspective on policy making? Family issues as legitimate policy issues Topics: Family-centered policy analysis, what is good parenting and can policies promote it?, history of the family, health care and families, future family issues Topics: Theory and practice concerning controversial family policy, moving beyond controversy, theory of paradox, 245

250 Week 4 Reading: Bogenschneider, Part IV Cherlin, Ch. 4 Week 5 Reading: Mason, et.al., Chs. 1-3 Cherlin, Ch. 8 Week 6 Reading: Mason, et.al., Chs. 4 & 5 Cherlin, Ch. 12 Week 7 MIDTERM EXAM Week 8 Read: Mason, et.al., Chs. 6 & 7 Cherlin, Ch. 9 Week 9 Read: Mason, et.al., Chs. 9 & 10 Cherlin, Ch. 10 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Exam Week Read: Mason, et.al., Chs. 8 & 12 Cherlin, Ch. 11 Read: Mason, et.al., Chs. 11 Cherlin, Ch. 6 Read: Mason, et.al., Chs. 13 Cherlin, Ch. 16 Read: Cherlin, Ch. 7 Read: Cherlin, Chs. 14 & 15 Catch up week FINAL EXAM past successes in family policy Topics: Strategies for involvement in family policy, advocacy and education, connecting research and knowledge to family policy analysis and practice, teaming with communities Topics: Concerns of single-parent families, families started by teens, social class, race and ethnicity Topics: Divorce, step-families, blended families, child support, economics of divorce Topics: Ambiguous-father families, absent fathers, absent mothers, gay and lesbian families Topics: Work and families, traditional and modern families and work, family leave, responsibility division, children in the modern family Topics: Family violence, child abuse and neglect, child kidnapping, incest, child welfare and mandated reporting/services Topics: Immigrant families and INS policies affecting families Topics: Biologism, psychological parenthood, best interests of the child, attachment theory and its relationship to policy Topics: Sexuality and love, Planned Parenthood, policies governing sexuality Topics: Family life stages and policies affecting each stage, the elderly and their families **Troubleshooting Policy Analysis Papers come prepared! 246

251 Bibliography Brooks, D. & James, S. (2003). Willingness to adopt black foster children: implications for child welfare policy and recruitment of adoptive families. Children and Youth Services Review, 25, Crawford, J.M. (1999). Co-parent adoptions by same-sex couples: from loophole to law. Families in Society, 80, Curtis, C.M. & Denby, R.W. (2004). Impact of the Adoption and Safe Families Act on families of color: workers share their thoughts. Families in Society, 85, Fox, M.H. & Foster, C.H. (2003). The role of early newborn discharge legislation in influencing policy development: understanding the Kansas experiment. Journal of Health and Social Policy, 16(4), Glikman, H. (2004). Low income young fathers: contexts, connections, and self. Social Work, 49, Haney, L. & March, M. (2003). Married fathers and caring daddies: Welfare reform and the discursive politics of paternity. Social Problems, 50, Harvey, A.R., Loughney, G.K. & Moore, J. (2002). A model program for African American children in foster care system. Journal of Health and Social Policy, 16(1/2), Hill, T.J. (2000). Legally extending the family: an event history analysis of grandparent visitation rights laws. Journal of Family Issues, 21, Jagannathan, R. (2004). Children s living arrangements from a social policy implementation perspective. Children and Youth Services Review, 26, Jamieson, M. & Bodonyi, J.M. (1999). Data-driven child welfare policy and practice in the next century. Child Welfare,78(1), Jones, A.C. (2003). Reconstructing the stepfamily: old myths, new stories. Social Work,48, Kenyon, G.L., Chong, K.A., Enkoff-Sage, M., Hill, C. Mays, C., & Rochelle, L. (2003). Public adoption by gay and lesbian parents in North Carolina: policy and practice. Families in Society, 84, Pardeck, J.T. (2004). A commentary on the United States Supreme Court ruling on the Family Medical Leave Act (FMLA). Journal of Social Work in Disability and Rehabilitation, 3 (1), Shook, C.E. & Shook, J.J. (2001). Grandparents raising grandchildren: the complexity of a simple label. Reflections, 7(2), Tilbury, C. (2004). The influence of performance measurement on child welfare policy and practice. The British Journal of Social Work, 34, Van Straaten, J. & Liss, W. (2001). The policy behind the Indian Child Welfare Act. Praxis, 1, Williamson, J.B., McNamara, T.K. & Howling, S.A. (2003). Generational equity, generational interdependence, and the framing of the debate over Social Security reform. Journal of Sociology and Social Welfare, 30(3), Zimmerman, S.L. (2002). A family life policy agenda to enhance families transactional interdependence over the life span. Families in Society, 81,

252 Instructor: Mylo G. Jennings, Ph.D. Office: HHS 3213 Office Ph: (419) Home Ph: (419) Web: THE UNIVERSITY OF TOLEDO Social Work Program Fall 2003 STUDENT ESCORT SERVICE: Office Hours: SOCW 6460 Social Work Journal Review Seminar I: Child and Family Services COURSE DESCRIPTION: This course enables students to gain a critical understanding and appreciation of the literature and research underpinning social work practice in child and family services. COURSE OBJECTIVES Through literature review and discussion, students will be able to: 10. Critically review and discuss polices and programs that constitute the continuum of services for children, youth, and their families. 11. Determine attitudes, cultural and social biases, and resource impediments, which interfere with the effective provision of appropriate services to children and their families, particularly those, which negatively impact minorities of color and women. 12. Describe programs and intervention, which are available for children and their families (i.e., residential treatment, in-home services, foster care, adoption, etc.) and the conditions under which their use is appropriate. 13. Discuss values and ethical dilemmas that arise when working with children and their families. 14. Demonstrate knowledge of the factors that place families at risk for maltreatment and the preventative programs, which are available to help them. 15. Evaluate the outcomes of services to families and children. COURSE REQUIREMENTS 1. Type of Instruction: The course structure is a seminar and requires that students review and discuss current literature. Expectations: a. Students are expected to have completed one article review prior to each class and to demonstrate this through presentation and discussion. 248

253 b. The final grade for this class will be based on: Reviews of current journal articles and the presentation of the findings. Expected Readings It is expected that much of the assigned readings will come from the following journals: Administration in Social Work Affilia: The Journal of Women and Social Work Child Abuse and Neglect Child and Adolescent Social Work Journal Child and Family Social Work Child Welfare Children and Schools Children and Youth Services Review Journal of Family Issues Journal of Gay and Lesbian Social Services Journal of Human Behavior in the Social Environment Journal of Poverty Journal of School Social Work Journal of Social Work Practice Social Work Social Work with Groups Youth and Society 249

254 Instructor: Mylo G. Jennings, Ph.D. Office: HHS 3213 Office Ph: (419) Home Ph: (419) Web: THE UNIVERSITY OF TOLEDO Social Work Program Fall 2003 STUDENT ESCORT SERVICE: Office Hours: SOCW 6470 Social Work Journal Review Seminar II Child and Family Services COURSE DESCRIPTION: This is a continuation of Journal Club I in which students gain a critical understanding and appreciation of the literature and research underpinning social work practice in child and family services. COURSE OBJECTIVES Through literature review and discussion, students will be able to: 16. Critically review and discuss polices and programs that constitute the continuum of services for children, youth, and their families. 17. Determine attitudes, cultural and social biases, and resource impediments, which interfere with the effective provision of appropriate services to children and their families, particularly those, which negatively impact minorities of color and women. 18. Describe programs and intervention, which are available for children and their families (i.e., residential treatment, in-home services, foster care, adoption, etc.) and the conditions under which their use is appropriate. 19. Discuss values and ethical dilemmas that arise when working with children and their families. 20. Demonstrate knowledge of the factors that place families at risk for maltreatment and the preventative programs, which are available to help them. 21. Evaluate the outcomes of services to families and children. COURSE REQUIREMENTS 1. Type of Instruction: The course structure is a seminar and requires that students review and discuss current literature. Expectations: a. Students are expected to have completed one article review prior to each class and to demonstrate this through presentation and discussion. 250

255 b. The final grade for this class will be based on: Reviews of current journal articles and the presentation of the findings. Expected Readings It is expected that much of the assigned readings will come from the following journals: Administration in Social Work Affilia: The Journal of Women and Social Work Child Abuse and Neglect Child and Adolescent Social Work Journal Child and Family Social Work Child Welfare Children and Schools Children and Youth Services Review Journal of Family Issues Journal of Gay and Lesbian Social Services Journal of Human Behavior in the Social Environment Journal of Poverty Journal of School Social Work Journal of Social Work Practice Social Work Social Work with Groups Youth and Society 251

256 Instructor: Mylo G. Jennings, Ph.D. Office: HHS 3213 Office Ph: (419) Home Ph: (419) Web: THE UNIVERSITY OF TOLEDO Social Work Program Fall 2003 STUDENT ESCORT SERVICE: Office Hours: Social Work Practice in Mental Health (SOCW 6510) COURSE DESCRIPTION: This course provides MSW students with specialized knowledge about clinical social work practice in mental health settings. Social work has a long history of involvement with the primary prevention, diagnosis, and treatment of psychiatric disorders and psychosocial problems. Presently, social workers fill more mental health positions in the U.S. than any other group of helping professionals. This course will address practice in prevention, assessment and intervention with people who have menial health problems. A range of intervention options and treatment approaches will be examined including consultation and education, psychotherapy, and case management. Special consideration will be given to the biopsychosocial approach to intervention. Emphasis will also be placed on the provision of mental health services to individuals who are members of vulnerable, under-represented or oppressed groups. Thus include children, the elderly, women, members or ethnic minority groups, gay men and lesbian women, the chronically messily ill, the homeless, HIV positive individuals, and those dually diagnosed as mentally ill and developmentally disabled or chemically dependent. COURSE OBJECTIVES: 1. To explore variability among individuals and groups of individuals in regard to definitions of metal health and/or mental illness. 2. To consider the impact of the social, political, and economic context on the definition and development of mental illness, and on access to and delivery of mental health services. 3. To gain an understanding of the nature and scope of metal Illness from a variety of theoretical orientations (e.g., psychoanalytic, systems, feminist, life-span development, cognitive). 4. To explore the impact of the biological revolution on the treatment of mental illness, and to be able to analyze and assess psychiatric disorders and psychosocial problems from the standpoint of the predominant biopsychosocial model. 5. To understand the nature and rationale for the use of various assessment and treatment modalities by social workers in mental health settings. 252

257 6. To understand the roles and tasks social workers perform in various mental health settings, including clinician, educator, consultant, case manager, client advocate, and administrator. 7. To explore the relationship of social workers to other helping professionals, to paraprofessionals and members of the mutual assistance and self-help community. 8. To examine key values and confront ethical dilemmas that exist for social workers. who practice in the mental health field. COURSE REQUIREMENTS: 1. Type of Instruction: The format for this course is primarily lectures. There will also be opportunities for class discussion. 2. Specific Expectations: Students are expected to attend class regularly, complete assigned readings, participate in class discussions and turn in assignments on time. Active and relevant participation in class can enhance the final grade; excessive absences can (and will) diminish the final grade. 3. Student Evaluation: Students will be evaluated on the following basis: Class Participation 20% Mid term Exam 40% Final Paper 40% COURSE TEXTS: Required Reading: Sands, Roberta. (2001). Clinical Social Work Practice in Behavioral Mental Health: A Postmodern Approach to Practice with Adults, 2/e. Boston: Allyn & Bacon. CONTENT OUTLINE: 253

258 Week 1 & 2: Introduction to course and overview of Mental Health services: Historical Context. From Community Mental Health to Behavioral Health Reading: Sands Chapters 1 & 2 Week 3 & 4: The Biopsychosocial Conceptual Framework. Assessing the Client's Psychiatric Symptoms. Thinking about the Biopsychosocial Assessment. Writing a Biopsychosocial Summary. Reading: Sands Chapter 3 & 4 Week 5 & 6: Legal and Ethical Issues. Involuntary Civil Commitment. Least Restrictive Alternative. Clients' Rights. Confidentiality and the Duty to Warn. Ethical Issues Surrounding Behavioral Managed Care. Postmodern and Feminist Theory and Practice. Postmodern Feminism in Context. Reading: Sands Chapters 5 & 6 Week 7 & 8: Racial, Ethnic, and Cultural Issues. Definitions. Clinical Practice with Depressed Clients. Clinical Practice with Depressed Clients. Reading: Sands Chapters 7 & 8 Week 9 & 10: Clinical Practice with Clients and Anxiety Disorders. Intervention with Persons with Severe Mental Illness: Theories, Concepts, and Philosophies. Mid term exam Reading: Sands Chapters 9 & 10 Week 11 & 12: Community Care of Persons with Severe Mental Illness: Case Management and Community Resources. Intervention with Individuals Affected by Severe Mental Illness: Medication, Social Skills Training, and Family Education. Reading: Sands Chapter 11 & 12 Week 13 & 14: Clinical Practice with Clients Who Abuse Substances. Reading: Sands Chapter 13 PAPER DUE! Week 15: Review and conclusions. 254

259 BIBLIOGRAPHY Adler, L. & Gardner, S. (1994). The politics of linking schools and social services: The 1993 Yearbook of the Politics of Education Association. Washington, DC: Falmer Press. LB 2801.A2 P Alexander, K. & Alexander, M.D. The law of schools, students, and teachers in a nutshell (2nd ed.). St. Paul, Minn. : West Pub. Co., KF A Reference Allen-Meares, P. (1995). Social work with children and adolescents. New York: Longman Publishers. HV 741.A Allen-Meares, P. (Ed.). (2004). Social work services in schools (4th ed.). Boston: Pearson. LB A Allen-Meares, P., & Fraser, M.W. (Ed.). (2004). Intervention with children and adolescents: An interdisciplinary perspective. Boston: Allyn and Bacon. HV 741.I American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000 Bentley, K. J. & Walsh, J. (2001). The Social Worker and Psychotropic Medication. (2 nd ed.) Boston: Wadsworth. Berg, I. K. (1994). Family based services: A solution-focused approach. New York: W. W. Norton. Biegel, D.E., & Blum, A. (Eds.). (1999). Innovations in practice and service delivery across the lifespan. New York: Oxford. Blyth, E. & Milner, J. (1997). Social work with children: The educational perspective. London: Longman. LC 4096.G7 B Brazelton TB: Neonatal Behavioral Assessment. National Spastic Society Mono graphs, Clinics in Developmental Medicine 50. London, William Heinemann & Sons, 1973 (Distributed in the United States by JB Lippincott, Philadelphia, PA) Brems, C. (2000). Dealing with challenges in psychotherapy and counseling. Belmont, CA: Brooks/Cole. Broude, G.J. (1995). Growing up : A cross-cultural encyclopedia. Santa Barbara, CA: ABC-CLIO. HQ B Reference Bruno, F.J. (1992). The family encyclopedia of child psychology and development. New York: Wiley. BF 721.B Reference 255

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261 Dennison, S.T. (1993). Creating positive support groups for children at risk. Rolling Hills Estates, CA: Jalmar Press. HV 741.D Devore, W., & Schlesinger, E. G. (1999). Ethnic sensitive social work practice. Boston: Allyn and Bacon. Dryfoos, J.G. (1994). Full-service schools: A revolution in health and social services for children, youth, and families. San Francisco: Jossey-Bass. LB 3409.U5 D Duncan, B.L., Hubble, M.A., & Miller, S.D. (1997). Psychotherapy with impossible cases: The efficient treatment of therapy victims. New York: W.W. Norton. Encyclopedia of social work (19th ed., Vols. 1-3). (1995). New York: National Association of Social Workers. HV 89.S6 Reference (See School Social Work, School-Linked Services) Erikson EH: Childhood and Society. New York, WW Norton, 1950 Ferinden, W.E. & Van Handel, D.C. (Eds.). (1974). The handbook of school social work. Linden, NJ: Remediation Associates. HV 741.H23 Fischer, L. & Sorenson, G.P. (1996). School law for counselors, psychologists, and social workers (3rd ed.). White Plains, NY: Longman Publishers. KF G8 F Fish, R., Weakland, J. H., & Segal, L. (1982). The tactics of change: Doing therapy briefly. San Francisco: Josey-Bass. Flores, M. T., & Carey, G. (2000). Family therapy with Hispanics: Toward appreciating diversity. Boston: Allyn & Bacon. Foster, R.P. (1998). The power of language in the clinical process: Assessing and treating the bilingual person. London: Jason Aronson. Freeman, E.M. et al. (1998). Multisystem skills and interventions in school social work. Washington, DC: NASW Press. LB M Freud A: Normality and Pathology in Childhood: Assessments of Development. in The Writings of Anna Freud, Vol 6. New York, International Universities Press, 1965 Gil, E. (1996). Systemic treatment of families who abuse. San Francisco: Josey-Bass. Ginsberg, L.H. (1989). School social work: A practitioner's guide-book: A community-intergrated approach to practice. Springfield, IL: Thomas. LB G Gitterman, A. (Ed.). (2001). Handbook of social work practice with vulnerable and resilient populations. New York: Columbia University Press. 257

262 Glicken, M. D. (2004). Using the Strengths Perspective in Social Work Practice: A Positive Approach for the Helping Professions. Boston, MA:, Allyn & Bacon/Longman Gorton, CB, & Cruise, T.K. (2001). Child abuse and neglect: The school's response. New York: Guilford Press. HV H Greenspan S: The affect diathesis hypothesis: the role of emotions in the core deficit in autism and the development of intelligence and social skills. Journal of Developmental and Learning Disorders 5:1 45, 2001 Greenspan SI, Lourie RS: Developmental structuralist approach to the classification of adaptive and pathologic personality organizations: infancy and early childhood. Am J Psychiatry 138: , 1981 Greenspan SI, Salmon J: Playground Politics: Understanding the Emotional Life of Your School-Age Child. Reading, MA, Addison Wesley, 1993 Greenspan SI, Salmon J: The Challenging Child: Understanding, Raising, and Enjoying the Five Difficult Types of Children. Reading, MA, Addison Wesley, 1995 Greenspan SI, Shanker S: The Evolution of Intelligence: How Language, Consciousness, and Social Groups Come About. Reading, MA, Perseus Books, 2003 Greenspan SI, Wieder S: Developmental patterns and outcomes in infants and children with disorders in relating and communicating: a chart review of 200 cases of children with autistic spectrum diagnoses. Journal of Developmental and Learning Disorders 1:87 141, 1997 Greenspan SI, Wieder S: The Child With Special Needs: Encouraging Intellectual and Emotional Growth. Reading, MA, Perseus Books, 1998 Greenspan SI: A Consideration of Some Learning Variables in the Context of Psychoanalytic Theory: Toward a Psychoanalytic Learning Perspective (Psycho logical Issues Monograph 33). New York, International Universities Press, 1975 Greenspan SI: Developmentally Based Psychotherapy. Madison, CT, International Universities Press, 1997a Greenspan SI: Infancy and Early Childhood: The Practice of Clinical Assessment Greenspan SI: Intelligence and Adaptation: An Integration of Psychoanalytic and Piagetian Developmental Psychology (Psychological Issues Monograph 47/ 48). New York, International Universities Press, 1979 Greenspan SI: Psychopathology and Adaptation in Infancy and Early Childhood: Greenspan SI: The Development of the Ego: Implications for Personality Theory, Psychopathology, and the Psychotherapeutic Process. Madison, CT, International Universities Press, 1989 Greenspan SI: The Growth of the Mind and the Endangered Origins of Intelli gence. Reading, MA, Perseus Books, 1997b Greenspan SI: The Secure Child: Helping Our Children Feel Safe and Confident in an Insecure World. Cambridge, MA, Perseus Publishing,

263 Guthrie, L.F (1996). How to coordinate services for students and families. Alexandria, VA: Association for Supervision and Curriculum Development. LB G Hancock, B.L. (1982). School social work. Englewood Cliffs, NJ: Prentice-Hall. LB H361 Hawks, M.T. (Ed.). (1986). Achieving educational excellence for children at risk. Silver Springs, MD: National Association of Social Workers. LB N Henggeler, S.W., Borduin, C.M., & Schoenwald, S.K. (1998). Multisystemic treatment of antisocial behavior in children and adolescents. New York: Guilford. Hepworth, D. H., Rooney, R., & Larsen, J. A. (2002) Direct social work practice theory and skills (6 th ed.). Boston: Wadsworth. Hibbs, E.D. & Jensen, P.S. (Eds.). (1996). Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice. Washington, DC: American Psychological Association. Hill, C.E. & O Brien, K.M. (1999). Helping skills: Facilitating exploration, insight, and action. Washington, DC: American Psychological Association. Hill, C.E. (Ed.). (2001). Helping Skills: The empirical foundation. Washington, DC: American Psychological Association. Hogan-Garcia, M. (1999). Four skills of cultural diversity competence. Boston: Wadsworth. Horton, C.B. (2001). Child abuse and neglect: The school's response. New York: Guilford Press. HV H Huxtable, M. & Blyth, E. (2002). School social work worldwide. Washington,DC: NASW Press. LB S Impara, J.C. & Murphy, L.L. (Eds.). (1994). Buros desk reference : Psychological assessment in the schools. Lincoln, Neb. : Buros Institute of Mental Measurements, University of Nebraska-Lincoln. BF 722.B Reference Ivey, A. E., D Andrea, M., Ivey, M. B., & Simek-Morgan, L (2002). Theories of counseling and psychotherapy: A multicultural perspective (5 th ed.). Boston: Allyn & Bacon. Kagan, J. (Ed.). (1998). The Gale encyclopedia of childhood and adolescence. Detroit: Gale Research. HQ 772.G Reference Kahn, A.J., & Kamerman, S.B. (1996). Children and their families in big cities: Strategies for service reform. New York: Cross-National Studies Research Program, Columbia University School of Social Work. HV 741.C

264 Kazdin, A.E. (Ed.). (2002). Encyclopedia of psychology (Vols.1-8). Washington, DC: American Psychological Association. BF 31.E Reference (See School Dropout, School Psychology, Family Psychology, Family Therapy) Knapp, S.E. & Jongsma, A.E. (2002). The school counseling and school soical work treatment planner. New York: Wiley. LB 1051.K Knapp, S.E. (2003). School counseling and school social work homework planner. New York: Wiley & Sons. LB K Kottler, J. A. (2002). Theories in counseling and therapy: An experiential approach. Boston: Allyn and Bacon. Levinson, D. (Ed.). (2003). International encyclopedia of marriage and the family (Vols. 1-4). New York: Macmillan Reference USA.HQ 9.E Reference (See specific topics, such as poverty, suicide, single parents, school dropouts, etc.) Mahler MS, Pine F, Bergman A: The Psychological Birth of the Human Infant, Symbiosis and Individuation. New York, Basic Books, 1975 Margolin, S. (1996). Complete group counseling program for children of divorce: Readyto-use plans and materials for small and large groups, grades 1-6. West Nyack, NY: Center for Applied Research in Education. HQ M McCann, J.T. (2002). Threats in schools: A practical guide for managing violence. New York: Haworth Press. LB M Nagera H: Early Childhood Disturbances, The Infantile Neurosis and the Adult Disturbances. New York, International Universities Press, 1966 Nathan, P.E., & Gorman, J.M. (Eds.). (2002). A guide to treatments that work. New York: Oxford University Press. National Association of Social Workers. (1982). Professional issues for social workers in schools. Silver Spring, MD: Author. LB N Neal, C., & Davies, D. (Eds.). (2000). Issues in therapy with lesbian, gay, bisexual and transgender clients. Philadelphia: Open University Press. O'Callaghan, J.B. (1993). School-based collaboration with families: Constructing familyschool-agency partnerships that work. San Francisco: Jossey-Bass. LC O Paniagua, F.A. (2001). Diagnosis in a multicultural context: A casebook for mental health professionals. Thousand Oaks, CA: Sage. PiagetJ: The Psychology of the Child. New York, Basic Books,

265 PiagetJ: The stages of intellectual development of the child, in Childhood Psv chopathology. Edited by Harrison 5, McDermottJ. New York, International Universities Press, 1962, pp Ponterotto, J.G., Casas, J.M., Suzuki, L.A.,& Alexander, C.M. (Eds.). (2001). Handbook of multicultural counseling. Thousand Oaks, CA: Sage. Pope-Davis, D. & Coleman, H.L.K.. (2001). The intersection of race, class, and gender in multicultural counseling. Thousand Oaks, CA: Sage. Principles of Clinical Diagnosis and Preventive Intervention. New York, International Universities Press, 1981 Ragg, D. M. (2001). Building effective helping skills. Boston: Allyn and Bacon. Reamer, F. G. (1999). Social work values and ethics. New York: Columbia University Press. Reamer, F. G. (2001). Tangled relationships. New York: Columbia University Press. Reynolds, A.J., Walberg, H.J. & Weissberg, R.P. (Eds.). (1999). Promoting positive outcomes. Washington, DC: CWLA Press. HV 741.P Reynolds, C.R. & Gutkin, T.B. (Eds.). (1999). Handbook of school psychology. New York: Wiley. LB 1051.H Reference Robinson, M.E. (1978). Schools and social work. London: Routledge & Kegan. LB R61 Rose, S.R. (1998). Group work with children and adolescents : Prevention and intervention in school and community systems. Thousand Oaks, CA: Sage Publications. HV 1421.R Roth, A., & Fonagy, P. (1996). What works for whom? New York: Guilford. Ryan, C., & Futterman, D. (1998). Lesbian & gay youth: Care and counseling. New York: Columbia University Press. Sandoval, J. (Ed.). (2002). Handbook of crisis counseling, intervention, and prevention in the schools (2nd ed.). Mahwah, NJ: L. Erlbaum Associates. LB C Sarri, R.C. & Maple, F.F. (Eds.). (1972). The school in the community. Washington, DC: National Association of Social Workers. LC 215.S25 Selekman, M. D. (1993). Pathways to change. New York: Guilford. Selekman, M. D. (1997). Solution focused therapy with children. New York: Guilford. Selekman, M. D. (2002). Living on the razor s edge: Solution oriented brief family therapy with self harming adolescents. New York: Norton. 261

266 Shulman, L. (1999). The skills of helping individuals, families, groups, and communities (4 th ed.). Itasca, IL: F. E. Peacock. Smelser, N.J., & Baltes, P.B. (Eds.). (2001). International encyclopedia of the social & behavioral sciences (Vols. 1-26). Amsterdam: Elsevier. H 41.I Reference (See School Attendance, School Counseling, Schools, Socialization, Child Psychology, Family Therapy) Solity, J. & Bickler, G. (1994). Support services issues for education, health and social service professionals. London: Cassell. LB S Stuart-Hamilton, I. (1995). Dictionary of psychological testing, assessment and treatment : Includes key terms in statistics, psychological testing, experimental methods and therapeutic treatments. London: Jessica Kingsley Publishers. BF 176.S Reference Sue, D. W., Ivey, A. E., & Pedersen, P. B. (1996). Theory of multicultural counseling and therapy. Boston: Wadsworth. Suzuki, L.A., Ponterotto, J.G., & Meller, P.J. (Eds.). (2001). Handbook of multicultural assessment: Clinical, psychological, and educational applications. San Francisco: Jossey Bass. Thomas, A. & Grimes, J. (1995). Best practices in school psychology, III (3rd ed.). Washington, DC: National Association of School Psychologists. LB 1051.B Reference Thyer, B.A., & Wodarski, J.S. (Eds.). (1998). Handbook of empirical social work practice (Vol. I). New York: John Wiley and Sons. Tice, C., & Perkins, K. (1996). Mental health issues and aging: Building on the strengths of older persons. Pacific Grove, CA: Brooks/Cole. Tower, C.C. (2002). When children are abused: An educator's guide to intervention. Boston: Allyn & Bacon. HV T Turnbull, H.R. & Turnbull, A.P. (2000). Free appropriate public education: The law and children with disabilities. (6th ed.). Denver, CO: Love Publishing. KF 4210.T Walsh, J. (2000). Management with persons having mental illness: A relationship-based perspective. Wadsworth. Wessler, R., Hankin, S., & Stern, J. (2001). Succeeding with difficult clients: Applications of cognitive appraisal therapy. San Diego, CA: Academic Press. White, M. (1995). Re-authoring lives: Interview and essays. Adelaide, South Australia: Dulwich Centre Publications. Winters, W.G. & Easton, F. (1983). The practice of social work in schools: An ecological perspective. New York: Free Press. LB W

267 Wodarski, J.S., & Thyer, B.A. (Eds.). (1998). Handbook of empirical social work practice (Vol. II). New York: John Wiley and Sons. 263

268 THE UNIVERSITY OF TOLEDO Social Work Program Course Syllabus: Social Work Policy Issues in Mental Health (SOCW 6530) Professor: Terry Cluse-Tolar, Ph.D. Office: HH 3201 Phone: Office Hours: STUDENT ESCORT SERVICE: College of Health & Human Services, Student Services Office, HH 1212, Course Description: This course is designed to provide students with knowledge specific to policy issues concerning the mental health system and its services. Emphasis is placed on social and economic justice in the resolution of policy conflicts. Course Objectives: At the end of this course, students will be able to: 1. Identify the major policy issues facing the mental health system today. 2. Analyze major mental health policies from a social and economic justice prospective in congruence with the social work profession. 3. Understand the unique position of social work within the mental health system and how that position impacts the understanding and operationalization of social worker s analysis. 4. Articulate the role of managed care policies and their impact on the ability to provide for mental health needs of consumers. 5. Trace the history of mental health policy in the United States. 6. Discuss the financing issues in mental health and how that impacts service delivery. 7. Understand the legal issues related to the right to treatment, the right to refuse treatment, and threats of violence. 8. Link major mental health policies to service availability and access to service for those marginalized in our society. Text: Mechanic, D. (1999). Mental Health and Social Policy: The Emergence of Managed Care (4 th ed.). Boston: Allyn and Bacon. Assignments: 1. Current Policy Issue Paper and Presentation: The student is required to review current mental health policy issues at the state level. Select an issue on which to focus. An example might be mental health parity legislation that has been introduced in the last two sessions and has not been passed. 264

269 a. Paper: The paper should be 10 pages in length and should provide an overview of the policy issue, legislation introduced, an analysis of the policy based upon a social and economic justice framework. Who wants the policy? Who is against the policy? Why? What will the policy cost to implement? Who will have to bear that cost? What is the cost of not passing the policy? Who pays for that? Finally, what is your position? b. Presentation: Your presentation will consist of two parts. First, you will need to briefly educate the class about the policy issue. Second, you will need to present testimony advocating a position on the policy. Consider the class to be a legislative committee assembled to hear testimony. Your job is to convince the class to vote in the way you want us to. 2. Lucas or Wood County Mental Health Board Meeting Sign up to attend a Mental Health Board Meeting during the semester. Report back to the class what the issues are that are facing Lucas/Wood County. Be sure to include finance/budget concerns in your report. 3. Final Exam given during exam week. Evaluation: Policy Paper Policy Presentation Board Meeting Report Final Exam TOTAL 30 points 20 points 10 points 40 points 100 points Course Outline: Week 1 Mental Health and Mental Health Professions, social adjustment, patterns of mental health utilization, changing inpatient care, trends in mental health care Week 2 Week 3 Week 4 What are Mental Health and Mental Illness? Psychiatric diagnosis guidelines, varying conceptions of mental illness, developmental models Changing conceptions of mental illness, social conceptions of mental illness, views of mental illness in relation to social policy, social problem or mental illness? Psychological Disorder and the Flow of Patients into Treatment: The Study of Psychiatric Epidemiology, Identifying and estimating the prevalence of disorder, the Epidemiological Catchment Area Program and the National Comorbidity Study 265

270 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Conceptions of Causes and Means for Controlling Mental Illness, environmental impact, inheritance, psychiatric medications, psycho-social-development perspective, the learning perspective, the social-stress perspective, the labeling perspective The Development of Mental Health Policy in the U.S., the early history, more recent developments, Post-WWII developments, state hospitals, community care, homelessness and mental illness The Recognition of Mental Disorders, mental illness, illness behavior, and entry into psychiatric care, community definitions of mental illness, the course of schizophrenia, the strengths perspective and the role of the social worker The Financing and Delivery of Mental Health Services, mental health coverage and expenditures, patterns of inpatient services, utilization of services and financing patterns, economics of mental health care Psychiatric care under prepayment plans, structure of insurance, role of primary medical care, management of psychological distress and the worried well Managed Mental Health Care, basic mechanisms of managed care, types of managed care organizations, opportunities and special problems in managed mental health care, unresolved issues Central Perspectives in Formulating Mental Health Policies, concepts of severe and persistent mental illness, criteria for evaluation, deinstitutionalization, points of leverage, case management Innovations in Mental Health Services, maintenance of persons with persistent disorders, employment, innovations in housing, changing role of the mental health professions The Social Context of Mental Health Practice: Foundations of Trust, social influences on psychiatric judgment, the sociocultural context, constraints of practice organizations and settings, competition in the allocation of care 266

271 Week 14 Week 15 Mental Illness, the Community and the Law, involuntary hospitalization, outpatient commitment, dangerousness and the relationship of mental illness and violence The right to treatment, the right to refuse treatment, the social context of legal reform in mental health Bibliography Bell, N. N. & Shern, D. L. (2002). State Mental Health Commissions: Recommendations for Change and Future Directions. [Report]. Alexandria, VA: National Technical Assistance Center for State Mental Health Planning, National Association of State Mental Health Program Directors. Branford, C. & Bakken, T. (2003). The evolution of mental health care policy and the implications for social work. Social Work in Mental Health, 1, Brown, A.W. (2002). The state of mental health services for children and adolescents: an examination of programs, practices, and policies. Journal of Health and Social Policy, 16, Center for Mental Health Services. Get the Facts. (no date). National Resource Center on Homelessness and Mental Illness. Retrieved May 17, 2002 from the World Wide Web: Corrigan, P.W. & Boyle, M.G. (2003). Wha works for mental health system change: evolution or revolution? Administration and Policy in Mental Health, 30, Ditton, P. M. (1999). Mental health and treatment of inmates and probationers. U.S. Department of Justice, Office of Justice Programs (NCJ ). Executive Order of April 29, Federal Register, Vol.67, No. 86. The Federal role in serving the SMI population in the community. Mental Health Issues Today. (2000). (Vol. 4, No. 3). Centerville, VA: Janssen Pharmaceutica L.P. Goldman, H. H., et al. (2001). Policy implications for implementing evidence-based practices. Psychiatric Services, 52, Henderson, J. (2001). He s not my carer-he s my husband: personal and policy constructions of care in mental health. Journal of Mental Health Practice, 15, Institute of Medicine, Committee on Quality of Health Care in America. Crossing the Quality Chasm: A New Health System for the 21 st Century. (2001). Washington, D.C.: National Academy Press. 267

272 Kaskie, B. & Estes, C.L. (2001). Mental health service policy and the aging. Journal of Gerontological Social Work, 36 (3/4), Koyanagi, C. & Goldman, H. H. (1991). The Quiet Success of the National Plan for the Chronically Mentally Ill. Hospital and Community Psychiatry, 42, Lutterman, T. & Hogan, M. (2001). Chapter 16. "State mental health agency controlled expenditures and revenues for mental health services, FY 1981 to FY 1997" in Mental Health, United States, Manderscheid, R. W., and Henderson, M. J., eds. DHHS Pub No. (SMA) Washington, D.C.: Supt. Of Docs, U.S. Government Printing Office. Mark, T. L., et al. (2000, July-Aug.). Spending on mental health and substance abuse treatment, Health Affairs, 19, Milazzo-Sayre, L. J., et al. (2001). Chapter 15. "Persons treated in specialty mental health care programs, United States, 1997" in Mental Health, United States, Manderscheid, R. W., and Henderson, M. J., eds. DHHS Pub No. (SMA) Washington, D.C.: Supt. Of Docs, U.S. Government Printing Office. The Office of Special Education and Rehabilitative Services, U.S. Department of Education. 23 rd Annual Report (2001) to Congress on the Implementation of the Individuals with Disabilities Education Act. Retrieved May 31,2002 from the World Wide Web: O'Hara, A. & Miller, E. (2001). Priced out in 2000: The crisis continues. Technical Assistance Collaborative, Inc. Retrieved May 28, 2002 from the World Wide Web: Pottick, K. J., et al. (no date). First national estimates of kids= mental health services released by research and policy partnership. Update: Latest Findings in Children=s Mental Health: A Collaboration of Rutgers University, U.S. DHHS, and the Annie E. Casey Foundation, 1. RAND Health. Are people with mental illness getting the help they need? New findings about parity laws, insurance coverage, and access to care. Retrieved May 28, 2002 from the World Wide Web: Report to the President from The President's Commission on Mental Health. (1978). (Vol. 1). (Stock Number ). Washington, DC: U.S. Government Printing Office. 268

273 Segal, S.P. & Riley, S. (2003). Caring for persons with serious mental illness: policy and practice suggestions. Social Work in Mental Health, 1(3), Sheppard, M. (2002). Mental health and social justice: gender, race and psychological consequences of unfairness. The British Journal of Social Work, 32, Snell, C.L. (2002). Help-seeking and risk-taking behavior among black street youth: implications for HIV?AIDS prevention and social policy. Journal of Health and Social Policy, 16, Social Security Administration. Annual Statistical Report on the Social Security Disability Insurance Program, The Office of Policy, Social Security. Retrieved May 28, 2002 from the World Wide Web: Trupin, L., et al. (1997). Trends in labor force participation among persons with disabilities, Disability Statistics Center, A Rehabilitation Research and Training Center. Retrieved May 28, 2002 from the World Wide Web: C26AD5&_function=search&recid=72&grow=15 U.S. Department of Health and Human Services. (1999). Chapter 2. The Fundamentals of Mental Health and Mental Illness in Mental Health: A Report of the Surgeon General. (pp ). Rockville, MD: U.S. DHHS, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health. U.S. Department of Health and Human Services. Mental Health: A Report of the Surgeon General-Executive Summary. (1999). Rockville, MD: U.S. DHHS, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health. U.S. Department of Health and Human Services. Mental Health: Culture, Race, and Ethnicity-Executive Summary. (2001). Rockville, MD: U.S. DHHS, Public Health Service, Office of the Surgeon General. U.S. Department of Health and Human Services. National strategy for suicide prevention: Goals and objectives for action-summary. (2001). (SMA 3518). Rockville, MD: U.S. DHHS, Public Health Service. U. S. Department of Health and Human Services. Progress on the Promise: Report of Actions to Eliminate Barriers and Promote Community Integration-Executive Summary. (2002). Rockville, MD: U. S. DHHS. 269

274 The White House. President Says U. S. Must Make a Commitment to Mental Health Care. Retrieved May 2, 2002 from the World Wide Web: 270

275 Instructor: Mylo G. Jennings, Ph.D. Office: HHS 3213 Office Ph: (419) Home Ph: (419) Web: THE UNIVERSITY OF TOLEDO Social Work Program Fall 2003 STUDENT ESCORT SERVICE: SOCW 6560 Office Hours: Social Work Journal Review Seminar I Mental Health Practice COURSE DESCRIPTION: This course enables students to gain a critical understanding and appreciation of the literature and research underpinning social work practice in mental health. COURSE OBJECTIVES Through literature review and discussion, students will be able to: 22. Critically review and discuss polices and programs that constitute the continuum of services for those with mental/emotional disorders. 23. Determine attitudes, cultural and social biases, and resource impediments, which interfere with the effective provision of appropriate for those with mental/emotional disorders, particularly those, which negatively impact minorities of color and women. 24. Describe programs and intervention, which are available for those with mental/emotional disorders and the conditions under which their use is appropriate. 25. Discuss values and ethical dilemmas that arise when working with those with mental/emotional disorders. 26. Demonstrate knowledge of the factors that place those with mental/emotional disorders at risk for maltreatment and the preventative programs, which are available to help them. 27. Evaluate the outcomes of services to those with mental/emotional disorders.. COURSE REQUIREMENTS 1. Type of Instruction: The course structure is a seminar and requires that students review and discuss current literature. Expectations: 271

276 a. Students are expected to have completed one article review prior to each class and to demonstrate this through presentation and discussion. b. The final grade for this class will be based on: Reviews of current journal articles and the presentation of the findings. Expected Readings It is expected that much of the assigned readings will come from the following journals: Administration in Social Work Affilia: The Journal of Women and Social Work Clinical Social Work Journal Health and Social Work Journal of Gay and Lesbian Psychotherapy Journal of Gay and Lesbian Social Services Journal of Human Behavior in the Social Environment Journal of Mental Health and Aging Journal of Social Work Practice Psychoanalytic Social Work Smith College Studies in Social Work Social Work Social Work in Mental Health Social Work with Groups 272

277 Instructor: Mylo G. Jennings, Ph.D. Office: HHS 3213 Office Ph: (419) Home Ph: (419) Web: THE UNIVERSITY OF TOLEDO Social Work Program Fall 2003 STUDENT ESCORT SERVICE: Office Hours: SOCW 6570 Social Work Journal Review Seminar II Mental Health Practice COURSE DESCRIPTION: This is a continuation of Journal Club I in which students gain a critical understanding and appreciation of the literature and research underpinning social work practice in mental health. COURSE OBJECTIVES Through literature review and discussion, students will be able to: 28. Critically review and discuss polices and programs that constitute the continuum of services for those with mental/emotional disorders. 29. Determine attitudes, cultural and social biases, and resource impediments, which interfere with the effective provision of appropriate for those with mental/emotional disorders, particularly those, which negatively impact minorities of color and women. 30. Describe programs and intervention, which are available for those with mental/emotional disorders and the conditions under which their use is appropriate. 31. Discuss values and ethical dilemmas that arise when working with those with mental/emotional disorders. 32. Demonstrate knowledge of the factors that place those with mental/emotional disorders at risk for maltreatment and the preventative programs, which are available to help them. 33. Evaluate the outcomes of services to those with mental/emotional disorders.. COURSE REQUIREMENTS 1. Type of Instruction: The course structure is a seminar and requires that students review and discuss current literature. 273

278 Expectations: a. Students are expected to have completed one article review prior to each class and to demonstrate this through presentation and discussion. b. The final grade for this class will be based on: Reviews of current journal articles and the presentation of the findings. Expected Readings It is expected that much of the assigned readings will come from the following journals: Administration in Social Work Affilia: The Journal of Women and Social Work Clinical Social Work Journal Health and Social Work Journal of Gay and Lesbian Psychotherapy Journal of Gay and Lesbian Social Services Journal of Human Behavior in the Social Environment Journal of Mental Health and Aging Journal of Social Work Practice Psychoanalytic Social Work Smith College Studies in Social Work Social Work Social Work in Mental Health Social Work with Groups 274

279 Instructor: Brenda F. McGadney- Douglass, Ph.D. Office: HHS 1100L Office Ph: (419) THE UNIVERSITY OF TOLEDO Social Work Program Fall 2001 STUDENT ESCORT SERVICE: Office Hours: SOCW 6610 Social Work Practice in the Aging Community I. Introduction Social work with elder populations is an area of increasing demand. Indeed, with the "graying of America," social workers across the many fields of practice in social work will more and more find themselves working with people over 65. However, in order to work effectively with older persons, social workers first need to confront their own fears and attitudes about aging, and then to learn about the realities of aging in our society. This course examines how physiological, psychological, economic, social, and demographic change influences the aging experience. A life cycle perspective is utilized. Implications for social work practice are explored. II. Required Texts III. Course Objectives Hooyman, N.R., & Kiyak, H.A. (2001). Social Gerontology: A Multidisciplinary Perspective, (6th ed.). Boston: Allyn and Bacon. Butler, R., Lewis, M., & Sunderland, T. (1998) Aging and Mental Health. Boston: Allyn and Bacon. 1. To gain a comprehensive understanding of historical roots of social work practice with older adults and the impact of that history today. 2. To incorporate the vast knowledge base related to domestic & global diversity and to promote diversity awareness and sensitivity necessary for effective social work practice, especially with older adults. 3. Exhibit and critically analyze professional social work values and ethics to their practice with older adults. 4. Gain and display insight in the use of self and the application of personal strengths and skills in working with older adults. IV. Course Goals 275

280 1. Demonstrate understanding of historical roots of caring for older adults by informal and formal sources (family, church, volunteers, and private and public institutions). 2. Demonstrate historical roots of social work roles and interventions for older adults with respect to health promotion/prevention from well to frail at primary, secondary, and tertiary levels of care. 3. Describe and analyze the basic demography of aging in America and worldwide, focusing on diverse older adult populations and conditions, and its impact on social work practice. 4. Demonstrate knowledge of the biophysical and psychosocial characteristics of older adults and awareness of disparities and implication for social work practice. 5. Demonstrate knowledge of cultural competency, differential access and needs and its application to the practice with older adults. 6. Demonstrate knowledge and sensitivity regarding vulnerable populations of older adults based on gender, race, sexual orientation, abilities, dependency, and ethnicity in relationship to social work practice. 7. Apply an ecological systems person-in- environment framework that takes into account an empowerment and strengths perspective in assessment and intervention with older adults and their families. 8. Promote the value of social and economic justice for older adults through social work practice. 9. Identify social work values that support/do not support freedom and independence and the right to self-expression for older adults. 10. Describe and analyze the impact of classism, ageism, racism, and sexism (homophobia) in later life and identify how those factors influence the engagement and intervention process with older adults. 11. Identify ways to enhance the self-determination of older adults at all levels of work from engagement, assessment, goal setting and treatment, planning, intervention, and termination to community organization and policy practice. 12. Articulate how environmental and societal values, attitudes and behavior about aging affect vulnerable and oppressed populations of older adults through the study of preferential and discriminatory interventions. 13. Identify and use long-term resources, both institutional and community-based, to assist older adults and their families. 14. Intervene at all system levels, individual, family, group, organization, and community, to critically analyze, develop and apply the best combinations of prevention/intervention approaches with specific older adult populations. 15. Understand and apply social work practice principles including the strengths perspective, when working with older adults and their families. 276

281 16. Elaborate on empowerment-oriented social work interventions and techniques for working with culturally diverse older adults. 17. Articulate how their own personal and professional attitudes, values, and roles impact on their work with older adults, particularly vulnerable and oppressed populations through presentations and debates of new and developing aging issues in social work practice. V. Course Expectations A. Your preparation and participation on the topic area for each class is an important piece of the total plan for the course. Reading assignments have been made to support weekly topics. Students are expected to be prepared to participate with and ask questions of the instructor. Each student is expected to read assignments before the class. Students will find that class discussion provides rich material for completing the written assignments. I will observe your class involvement and how you express knowledge of the readings assigned. Knowledge of the readings must also be evident in your written work. B. Required Assignments These assignments are designed to provide an integrated experience which will include: getting to know an aging client system, individual and the supportive network (family, neighbors, friends, formal support system), and analyzing and proposing practice strategies, policies and programs which do or could enhance that individual s quality of life. All written work is expected to meet basic standards of writing proficiency and to avoid the use of sexist language. All written work must conform to accepted standards for quoting other s work through referencing. Use the Publication Manual of the American Psychological Association as your guide. All assignments must be completed in order to receive a passing grade in this class. ASSIGNMENT 1 Students will prepare 10 one-page syntheses of the readings assigned in class. Students will turn in one typed question and answer they develop based on their synthesis of the readings of the days assignments. At the graduate level, the emphasis is on synthesis of information and drawing implications for social work practice. Your questions and answers should give evidence of these abilities. An initial example is provided. Students should not work together on this assignment. However, feel free to share copies of your work with classmates after submission. Review of these questions provides an opportunity to assess your progress on an ongoing basis rather than later in the semester. Also teaching can be adjusted based on your interests and needs. Questions will be graded on a 277

282 pass, no pass basis. Satisfactory assignments will not be returned. If you want a copy of your work, please make one before submission. Completed assignments that are unsatisfactory will be returned, and I will meet with you to discuss how to improve your submissions. You will be expected to resubmit the assignment. Satisfactory resubmissions will receive ASSIGNMENT 2 Psychosocial Assessment/Strategic Plan Length: pages This assignment provides an opportunity for you to develop master s level skills at assessing needs and strengths of older adults and responding creatively. Interview a person 65 or older (preferably older) who is a member of a racial, ethnic, sexual orientation, linguistic group, etc. that is distinctly different from white middle class older adults. Assess critical biological, social (including informal supportive networks), economic and psychological realities, life crisis events and their impact, developmental tasks, needs, and strengths of the individual/family and within the larger environment. Keep confidentiality in mind at all times. Find out how they expect/experience aging to be different for them as opposed to a white middle class experience. Do they have role models for the aging process? Do they expect that they will be treated differently as elders than their parents/grandparents? If so, why and how? Write up your observation using the reading assignments to support your observations (4-5 pages). Using the information from your interview, class readings, further research, as well as other sources, prepare a strategic plan for addressing concerns and/or building on the strengths of the person interviewed. Plans can be focused at the individual or macro level. Remember, people share common needs. Your plan can address needs that are not unique to the group of the person interviewed. However, the plan must show evidence of understanding and effort to address diverse needs and strengths. The strategic plan segment of the paper should be 8-10 pages in length. Use of strengths principles should be evident in your paper. The rationale for your plan based on strengths and needs of the person interviewed must be clear. If your relationship with the older adult is such that they can collaborate with you on the plan or even come to class and help with the presentation, so much the better. No less than five books or articles from professional journals should be used as references for this paper. The paper must be typed. You will have 30 minutes for class presentation of your plan. Creativity counts. Try to make the presentation interesting as well as informative. 278

283 VI. Grading Examples of potential plans are: Design a senior center including physical space and programming that would be inclusive of the older adults you interviewed. Plan out five group sessions for caregivers of older adults like the person interviewed. Outline specific content. Give examples of the kinds of methods you would use in the group. Explain how you would market it, etc. Plan a workshop for nurse s aides, social workers, or physicians to acquaint them with the special needs and strengths of this population. Outline specific content. Explain how you would market it, etc. Develop a service and response method to deal with the need for an alternative other than a nursing facility when older adults need to be removed from an abusive home. Plan how to help organize older adults to advocate for needed policy changes. How would people be recruited? What supports would they need to become effective advocates? How would issues be chosen? What role would you play, etc. Plan an individual, family, or group approach for working to address specific issues such as grandparents raising grandchildren or substance abuse within the context of this population. Besides specific content on issues to be addressed, methods to be used, and structure of the interactions, address issues related to unique aspects of working with this group. C. Information about individuals and organizations will be shared in this class. It is not always possible to disguise identities. This information is to be respected and kept confidential. Failure to do so could lead to dismissal from the class Activity Points a) Assignment 1 Ten points each 50 b) Assignment 2 Psychosocial Assessment/Strategic Plan 40 c) Attendance 10 ASSIGNMENT POINTS Attendance and Participation Ten points each Psychosocial Assessment/Strategic Plan GRADING SCALE Total =A =A =B =B =B =C =C =C =D =D =D =F Class Session Content Areas Assignments Class 1 Introductions to one another NOTE: Assignments are to be done 279

284 Class 2 Class 3 Class 4 and to the course. Your Future Self Exercise. Overview, demographics, historical perspective, theories of aging, physiological changes, Cognitive changes, social theories of aging Interactions of aging and minority group status, older women. before the class session under which they are listed. (H & K) Chap.1, 2, 3, TURN IN QUESTION (H&K) Ch.. 5,8,10, pp (B.,L., and S.,) Ch.3 TURN IN QUESTION H & K) Ch. 13, 14 (B.,L., & S) Ch, 7, pp Cultural Sensitivity (P) TURN IN QUESTION Class 5 Mental health and illness (B, L, and S),Ch. 4,5,6, 13 (H and K) Skim Ch. 6 Atkinson & Stuck. (1991). Mental health services for the rural elderly, The Gerontologist, 31(4), August, p , TURN IN QUESTION Class 6 Class 7 The strengths approach to working with elderly older adults. Intervention strategies in service delivery. Assessment Services The strengths model with older adults, strengths handouts (P) ASSIGNMENT 2 LIFE COURSE REMINISCENCE DUE TURN IN QUESTION (H and K) Ch.4 (B.L. and S.) Ch. 8,9, & 12 TURN IN QUESTION Class 8 Class 9 Class 10 Class 11 Intervention Strategies (contd.) Long Term Care Policy and Programs Long-term care. Policy and program FIVE MINUTE LEGISLATIVE BRIEFING Class choice. Possible Options: Student Presentations (H & K) Ch.7,9 (B, L, and S) Ch. 10, Kansas Older Adults Outcome Indicators Report (P) (H & K) Chapters 15,16, Ch.. 9 pp , Ch. 13 pp , Medicare, Social Security Fact Sheet (P) ASSIGNMENT 3 FIVE MINUTE LEGISLATIVE BRIEFING DUE 280

285 Class 12 Student Presentations Class 13 Student Presentations. Class 14 Death, dying, grieving, widowhood. (H & K) Chap. 12., One Final Gift, (P) Suggested: Kubler-Ross, E. On death and dying; Lopata, H.Z. Women as widows: Support systems; Nuland, S. How we die: Reflections on life s final chapter, especially Ch. 3, 4, 5, 21. Class 15 Student Presentations. Class 16 A Look To The Future. What will older people face in years, and what are the implications for social work practice and education? ¾ Summing up, termination and evaluation. (H & K) Epilogue. Final Day for Turning in Assignment 4 Chapin, R. It is expected by the year (P) Bibliography Adkins, V.K. (1999). Grandparents as a national asset: a brief note. Activities, Adaptation and Aging, 24(1), Chapin, R. & Cox, E.O. (2001). Changing the paradigm: strengths-based and empowerment-oriented social work with frail elders. Journal of Gerontological Social Work, 36(3/4), Choi, N.G. (2003). Nonmarried aging parents and their adult children s characteristics associated with transitions into and out of intergenerational coresidence. Journal of Gerontological Social Work, 40(4), Cochran, D.L. (1999). Advance elder care decision making: a model of family planning. Journal of Gerontological Social Work, 32(2), Delgado, M. (1998). Latino elderly and the twenty-first century: Issues and challenges for culturally competent research and practice. Journal of Gerontological Social Work, 30(1/2), xix-xxi. Emick, M.A. & Hayslip, B., Jr. (1999). Custodial grandparenting: stresses, coping skills, and relationships with grandchildren. International Journal of Aging and Human Development, 48, Gelman, C.R. (2002). The elderly Latino population in Holyoke, MA: a qualitative study of unmet needs and community strengths. 281

286 Glendenning, F. (1999). Elder abuse and neglect in residential settings: the need for inclusiveness in elder abuse research. Journal of Elder Abuse and Neglect, 10(1/2), Graziano, R. (2003). Trauma and aging. Journal of Gerontological Social Work, 40(4), Greenberg, S., Stacy, M.G. & Penzo, J.A. (2001). Spousal caregiving: in sickness and in health. Journal of Gerontological Social Work, 35(4), Hackstaff, L., Davis, C. & Katz, L. (2004). The case for integrating behavior change, client-centered practice and other evidence-based models into geriatric care management. Social Work in Health Care, 38(3), Hilleras, P.K., Jorm, A.F. Herlitz, A., & Winblad, B. (2001). Life satisfaction among the very old: a survey on a cognitively intact sample aged 90 years or above. International Journal of Aging and Human Development, 52(1), Hobart, K.R. (2001). Death and dying and the social work role. Journal of Gerontological Social Work, 36(3/4), Jirovec, R.L. & Hyduk, C.A. (1998). Type of volunteer experience and health among older adult volunteers. Journal of Gerontological Social Work, 30(3/4), Kadushin, G. & Egan, M. (2004). An exploratory study of social work practice under the Medicare prospective payment system in home health care. Journal of Social Work in Long-Term Care, 3, Kadushin, G. (2004). Home health care utilization: a review of the research for social work. Health and Social Work, 29, Kimble, M.A. (2002). The defiant power of the human spirit: mental health in later life. Journal of Religious Gerontology, 13(3/4), Koerin, B.B. & Harrigan, M.P. (2002). P.S. I love you: long distance caregiving. Journal of Gerontological Social Work, 40(1/2), Kornblatt, S., Cheng, S., & Chan, S. (2002). Best practice: the On Lok model of geriatric interdisciplinary team care. Journal of Gerontological Social Work, 40(1/2), Kuroda, A. (2000). The life review/reminiscence work with the elderly: developmental perspectives and women s psychology. Japanese Journal of Social Services, 2, Lee, C.D. & Bakk, L. (2001). Later-life transitions into widowhood. Journal of Gerontological Social Work, 35(3), Li, H., Edwards, D., & Morrow-Howell, N. (2004) Informal caregiving networks and use of formal services by inner city African American elderly with dementia. Families in Society, 85, Memmott, J.L. (2003). Social work practice with the elderly substance abuser. Journal of Social Work Practice in the Addictions, 3(2), Molinari, V. (2002). Group therapy in long term care sites. Clinical Gerontologist, 25(1/2), Moon, A., Tomita, S.K., & Jung-Kamei, S. (2001). Elder mistreatment among four Asian American groups: an exploratory study on tolerance, victim blaming, and attitudes toward third-party intervention. Journal of Gerontological Social Work, 36(1/2), Morris, K.B. (2002). Countertransference: one person s experience in working with the elderly. Reflections, 8(4), Ortiz, L.P.A. & Langer, N. (2002). Assessment of spirituality and religion in later life: acknowledging clients needs and personal resources. Journal of Gerontological Social Work, 37(2),

287 Palmer, N. & Kaufman, M. (2003). The ethics of informed consent: implications for multicultural practice. Journal of Ethnic and Cultural Diversity, 12, Parker, M., Baker, P.S., & Allman, R.M. (2001). A life-space approach to functional assessment of mobility in the elderly. Journal of Gerontological Social Work, 35(4), Peacock, J.R. (2000). Gay male adult development: some stage issues of an older adult. Journal of Homosexuality, 34(2), Roberto, K.A., Teaster, P.B. & Duke, J.O. (2004). Older women who experience mistreatment: circumstances and outcomes. Journal of Women and Aging, 16(1/2), Roff, S. (2001). Suicide and the elderly: issues for clinical practice. Journal of Gerontological Social Work, 35(2), Srivastava, V. (2003). The social work profession s concern for gerontology. Indian Journal of Social Work, 64, Stokes, S.C., Thompson, L.W., Murphy, S. & Gallagher-Thompson, D. (2001). Screening for depression in immigrant Chinese-American elders: results of a pilot study. Journal of Gerontological Social Work, 36(1/2), Szinovacz, M.E. & Schaffer, A.M. (2000). Effects of retirement on marital conflict tactics. Journal of Family Issues, 21(3), Wahl, H.W. & Weisman, G.D. (2003). Environment gerontology at the beginning of the new millenium: reflections on its historical, empirical, and theoretical development. The Gerontologist, 43, Weber, J.A. & Waldrop, D.P. (2000), Grandparents raising grandchildren: families in transition. Journal of Gerontological Social Work, 33(2), Wodarski, J.S. & Williams-Hayes, M.M. (2002). Utilizing case management to maintain the elderly in the community. Journal of Gerontological Social Work, 39(4),

288 University of Toledo Department of Social Work Course Syllabus: Social Work Policy Issues in Aging (SOCW 6630) Professor: Brenda F. McGadney-Douglass, Ph.D. Office: HH ll00l Phone: Office Hours: Course Description This course is an advanced policy course with special emphasis on elder populations. Students will analyze public policy issues resulting from the growth in the older adult population including an in-depth analysis of a selected emerging issue. Course Goals 1. To gain a comprehensive understanding of historical roots of social work policy within the field of aging and the impact of that history today. 2. To incorporate the vast knowledge base related to domestic & global diversity and to promote diversity awareness and sensitivity necessary for the development of effective social policies, especially with older adults. 3. Exhibit and critically analyze professional social work values and ethics in the development of social policies for older adults. 4. Gain and display insight in the use of self and the application of personal strengths and skills in the development of social policies for with older adults. Course Objectives Upon completion of this course, students will be able to: 1. Understand public policy-making processes, especially demographic trends and legislative processes, at the federal, state, and local levels that address issues of care for older adults. 2. Understand other national approaches to addressing public policy issues and aging related to long-term health promotion and prevention. 3. Apply historical roots and theoretical framework for analyzing public policy designed for older adults with a focus on differential access, needs, and inequitable distribution of programs and services. 284

289 4. Understand the historical development of social work services for older adults and the impact of the historical perspective today. 5. Demonstrate knowledge of domestic and international social policy to more adequately meet the needs of older adults. 6. Understanding of differential access and the inequalities in the delivery and access of programs and services to older adults most affected by gender, race, and class. 7. Knowledge of characteristics of older adults internationally, national, state, and local that will allow them to identify major social, economic, and health conditions facing the elderly. 8. Knowledge of aging and public policy issues as they pertain to diverse special needs or marginalized populations of older adults due to gender, race, class; health status, sexual orientation, immigrant status, etc. 9. Pay attention to the multiple layers of oppression, and social and economic injustice experienced by many older adults due to race, gender, culture, ethnicity, sexual orientation prior to becoming an older adult. 10. Critically analyze the public policies and programs that guide service delivery to older adults and evaluate public policies that are designed to enhance their social and economic justice and general well-being. 11. Articulate how environmental and societal values, attitudes and behavior about aging affect vulnerable and oppressed populations of older adults through the study of preferential and discriminatory public policies and programs. 12. An ability to review current policies and programs; assess assets and liabilities of current policies and note implications/issues for development of future policies. 13. Articulate how their own personal and professional attitudes, values, and roles impact on their work with older adults, particularly vulnerable and oppressed populations through presentations and debates of new and developing aging issues in public policies. 14. Describe empowerment-oriented community programs and services available to serve older adults with a focus on culturally-sensitive services. Texts Moody, H. (2000). Aging: Concepts & Controversies. CA: Pine Forge Press. 285

290 Wacker, R. R., Roberto, K., and Piper, L. (1998). Community Resources for Older Adults: Programs in an Era of Change. Thousand Oaks, California: Pine Forge Press. Additional Recommended Readings available at noted websites provided to students by instructor or via course packs): Gilbert, N. and Specht, H. (1993). "A Framework for Social Welfare Policy Analysis" in Dimensions of Social Welfare Policy. Ed. by Niel Gilbert and Harry Specht. Englewood Cliffs, NJ: Prentice Hall, pg Silberman, Pam. (1998). Health Policv Advocacv: A Health Care Consumers Guide to the Development of Public Policy NC Public Health Awareness Program The Legislative Process: How the General Assembly Works. Ohio General Assembly Teaching Methodology: Each class will begin with a lecture by an expert or the faculty who will speak for the first hour and fifteen minutes. Guest lecturers will include representatives from state and local agencies, legislative liaisons from associations like AARP, and aging advocates involved in efforts to promote effective aging policy in the state. In most cases the second half of class will consist of a seminar in which students discuss material presented in the lecture and readings and report on their policy issues. Course directors (Lamb, Altpeter, Zimmerman) will integrate the material across topics and sessions. Class Assignments: Class assignments and requirements include: 1. Coming regularly to class, being prepared for each class session by having read required material in advance and participating actively in class discussions 2. Assisting the instructors in leading a class discussion related to a major health or social service program impacting older adults and writing up a synopsis of the benefits, eligibility requirements, delivery mechanisms and basis of financing. 3. Completing an in-class mid-term examination (multiple choice, short-answer format, based on lectures, class discussion and required readings). 4. Working with a team of other class members, students will select an emerging policy issue currently being considered at a national or state level. The course 286

291 instructors will provide a list of possible issues; however other issues may be considered, but will need to be approved by the course instructors. 5. In the final class sessions each team will be expected to conduct a 20 minute presentation which addresses framework of the policy issue, costs associated with implementation, primary and secondary beneficiaries, potential unintended consequences, groups in favor and opposed and a recommended course of action. 6. Complete written policy analysis (limit of ten text pages; up to three optional pages of figures and tables; ten or more citations) related to the policy area being addressed by the student's team. It must be literaturebased, use existing data and synthesize relevant multidisciplinary perspectives. The paper must be wellorganized and clearly written. Papers to be handed in by the last day of regular classes. The proportionate value of each requirement is shown below: Component Proportion Class participation 15% Program Presentation & Summary 15% Mid-term examination 20 % Policy presentation 20% Written policy analysis 30% Grading System: Numeric scores will be combined in their proportionate value and converted for the assignment of a final grade, using the following scale. Late assignments will be accepted and/or incomplete grades assigned in special situations, with prior approval. Students with disabilities that affect course participation may request accommodations in instructional or assignment format. GRADING SCALE =A =A =B =B =B =C =C =C =D =D =D =F 287

292 Policv on Academic Dishonesty: Please refer to the AP A Style Guide for information on the attribution of quotes. All written assignments should contain a signed pledge stating, "I have not given nor received unauthorized aid in the preparation of this work." In accordance with the UNC Honor Code, if reason exists to believe that academic dishonesty has occurred, a referral will be made to the Office of the Student Attorney General for investigation and further action, as required Session 1: Developing a Policv Framework and A Beginning Understanding of Programs and Services Supporting Older Adults and Their Families in North Carolina Readings: Gilbert, Neil, Specht, Harry, and Terrell, Paul. (1993). "A Framework for Social Welfare Policy Analysis." In Dimensions of Social Welfare Policv. Third Edition. pp Englewood Cliffs, New Jersey: Prentice Hall. Community Resources for Older Adults. Chapter 1, "On the Threshold of a New Era," pp Aging: Concepts & Controversies. "Prologue and Basic Concepts I," pp. xxv- 31. Session 2: Policv Arenas and Services Supporting Older Adults and Their Families in Ohio Programs: Older Americans Act, Part B Supportive Services Older Americans Act, Information and Assistance/Eldercare Locator Older Americans Act, Family Caregiver Initiative Readings: Community Resources for Older Adults. Chapters 2-4, "Legislative Foundations for Programs, Services, and Benefits Supporting Older Adults," "Patterns of Service Use and Theories of Help-Seeking Behavior," and "Information and Referral," pp

293 Aging: Concepts & Controversies. "Controversy 5: Should Age or Need be the Basis for Entitlement?" pp Session 3: Societv Volunteer and Intergenerational Aspects of an Aging Programs: RSVP Senior Companion Program Foster Grandparent Program Senior Corp of Retired Executives Readings: Communitv Resources for Older Adults. Chapters 5-8, "Volunteer and Intergenerational Programs," Education Programs," "Senior Centers and Recreation." Aging: Concepts & Controversies. "Basic Concepts II", pp Session 4: Security Policv Arenas and the Place of A1!e: Work and Income Programs: Senior Employment Program Social Security Supplemental Security Income (SSI) Readings: Communitv Resources for Older Adults. Chapters 8 and 9, "Employment Programs" and "Income Programs." pp Aging Concepts and Controversies. "Controversy 6, What is the Future for Social Security?" pp and "Controversy 7, Is Retirement Obsolete?" pp Session 5: Policv Arenas and the Place of Aging: Health and Wellness Programs: Older Americans Act-Nutrition Programs Medicare - General Medicare - Mental Health NC Prescription Drug Assistance Program Readings: Communitv Resources for Older Adults. Chapters 10-12, "Nutrition and Meal Programs," "Health Care and Wellness," and "Mental Health Services." pp

294 Aging: Concepts and Controversies. "Controversy 1, Should We Ration Health Care for Older People?" pp Session 6: Policv Arenas and the Place of Aging: Long- Term Care Programs: Medicaid - In Home Medicaid - Long Term Care Special Assistance Readings: Community Resources for Older Adults. Chapters 16-19, "Case Management," "Home Care Services, "Respite Services," and "Nursing Homes." pp Aging: Concepts and Controversies. "Controversy 2, Should Families Provide for Their Own?" pp Session 7: Mid-Term Exam Session 8: Public Policy and the Place of Aging: The Public Policy Arena Programs: Social Services Block Grant Vocational Rehabilitation Readings: Silberman, Pam. (1998). Health Policy Advocacy: A Health Care Consumers Guide to the Development of Public Policy NC Public Health Awareness Program. The Legislative Process: How the General Assembly Works. Ohio General Assembly Session 9: Protections Public Policy and the Place of Aging: Elder Rights and Programs: Older American's Act, Legal Services Older American's Act, Long Term Care Ombudsman Adult Protective Services Readings: Community Resources for Older Adults. Chapter 13, "Legal Services," pp Aging: Concepts and Controversies. "Controversy 3, Should Older People Be Protected 290

295 From Bad Choices?" pp Session 10: Housing Policv Arenas and the Place of Aging: Transportation and Programs: Elderly and Disabled Transportation Assistance Program; Home Equity Conversion Programs Low-Income Energy Assistance Program (HEAP) Section 8 Housing Section 202 Housing Readings: Community Resources for Older Adults. Chapter 14, "Transportation" pp and Chapter 15, "Housing" pp Session 11: Politics and Aging Policv Readings: Community Resources for Older Adults. Chapter 20, "Programs and Services in an Era of Change." Pp Aging: Concepts and Controversies. "Controversy 4, Should People have the Choice to End Their Own Lives?" pp Session 12. Special Needs Populations Video "If These Walls Could Talk II-the Widow" Producer, Suzanne Todd, Director, Jane Alexander. (2000) Produced by Talking Walls Productions Inc. Session 13: Class Presentations Session 14: Class Presentations Bibliography Applebaum, R.A., Mehdizadeh, S.A., & Straker, J.K. (2004). The changing world of long-term care: a state perspective. Journal of Aging and Social Policy, 16,

296 Caro, F.G. & Morris, R. (2002). Strengthening senior tax credit program in Massachusetts. Journal of Aging and Social Policy, 14, Davies, P.S., Rupp, K. & Strand, A. (2004). The potential of the SSI program to reduce poverty among the elderly. Journal of Aging and Social Policy, 16, Doeringer, P., Sum, A., & Terkla, D. (2002). Devolution of employment and training policy: the case of older workers. Journal of Aging and Social Policy, 14 (3/4), Gelman, C.R. (2002). The elderly Latino population in Holyoke, MA: a qualitative study of unmet needs and community strengths. Journal of Gerontological Social Work, 39, Hudson, R.B. (1999). Conflict in today s aging politics: new population encounters old ideology. Social Service Reveiew, 73, Johnson, J. (2002). Taking care of later life: a matter of justice? The British Journal of Social Work, 32, Kaskie, B. & Estes, C.L. (2001). Mental health services policy and the aging. Journal of Gerontological Social Work, 36 (3/4), Larkin, H. (2004). Justice implications of a proposed prescription drug policy. Social Work, 49, Mara, C.M. (2002). Expansion of long-term care in the prison system: an aging inmate population poses policy and programmatic questions. Journal of Aging and Social Policy, 14(2), Miller, E.A. (2002). State discretion and Medicaid program variation in long-term care: when is enough, enough? Journal of Aging and Social Policy, 14 (3/4), Minkler, M., Berrick, J.D., Needell, B. (1999). Impacts of welfare reform on California grandparents raising grandchildren: reflections from the field. Journal of Aging and Social Policy, 10(3), Ozawa, M.N. & Yoon, H.S. (2002). Social Security and SSI as safety nets for the elderly poor. Journal of Aging and Social Policy, 14(2), Patterson, F.M. (2004). Policy and practice implications from the lives of aging international immigrant women. International Social Work, 47, Reynolds, W.E. (2003). Policy values and culture change in longterm care the role of state government in catalyzing change. Journal of Social Work in Long-Term Care, 2, Shrewsbury, C.M. (2002). Information technology issues in an era of greater state responsibilities: policy concerns for seniors. Journal of Aging and Social Policy, 14, Simon-Rusinowski, L. Marks, L.N., Loughlin, D.M., Desmond, S.M., Mahoney, K.J. & Zacharias, B.L. (2002). Implementation issues for consumer-directed programs: comparing views of policy experts, consumers, and representatives. Journal of Aging and Social Policy, 14,

297 St. James, P. (2001). Challenges in elder mistreatment programs and policy. Journal of Gerontological Social Work, 36 (3/4), Straight, A.K. (2003). Public policy and transportation for older people. Generations,27(2), Takamura, J.C. (1999). Getting ready for the 21 st century: the aging of America and the Older Americans Act. Health and Social Work, 24, Torres, G.F. & Moga, K.B. (2001). Multiculturalism, social policy and the new aging. Journal of Gerontological Social Work, 36 (3/4), Whitford, A.B. & Yates, J. (2002). Volunteerism and social capital in policy implementation: evidence from the Long-Term Care Ombudsman Program. Journal of Aging and Social Policy, 14 (3/4), Witkin, S.L. (1999). Gerontological social work and the UN International Year of Older Persons. Social Work, 44, Ziebka, P.M. (2002). Grandparent caregivers: challenges they face in negotiating service systems. Praxis, 2,

298 Instructor: Mylo G. Jennings, Ph.D. Office: HHS 3213 Office Ph: (419) Home Ph: (419) Web: THE UNIVERSITY OF TOLEDO Social Work Program Fall 2003 STUDENT ESCORT SERVICE: Office Hours: COURSE DESCRIPTION: SOCW 6660 Social Work Journal Review Seminar I Aging Services This course enables students to gain a critical understanding and appreciation of the literature and research underpinning social work practice with older adults. COURSE OBJECTIVES Through literature review and discussion, students will be able to: 34. Critically review and discuss polices and programs that constitute the continuum of services for aging populations 35. Discuss theoretical and research knowledge related to self-determination of older adults. 36. Demonstrate knowledge related to effective provision of appropriate services to aging populations, particularly those, which negatively impact minorities of color and women. 37. Describe programs and intervention, which are available for aging populations 38. Discuss values and ethical dilemmas that arise when working with the elderly. 39. Demonstrate knowledge of the factors that place older adults at risk for maltreatment and the preventative programs, which are available to help them. 40. Evaluate the outcomes of services to the elderly COURSE REQUIREMENTS 1. Type of Instruction: The course structure is a seminar and requires that students review and discuss current literature. Expectations: a. Students are expected to have completed one article review prior to each class and to demonstrate this through presentation and discussion. b. The final grade for this class will be based on: 294

299 Reviews of current journal articles and the presentation of the findings. Expected Readings It is expected that much of the assigned readings will come from the following journals: Administration in Social Work Affilia: The Journal of Women and Social Work Journal of Gay and Lesbian Social Services Journal of Gerontological Social Work Journal of Gerontology Journal of Human Behavior in the Social Environment Journal of Mental Health and Aging Journal of Social Work in Long-Term Care Journal of Social Work Practice Social Work Social Work with Groups The Gerontologist 295

300 Instructor: Mylo G. Jennings, Ph.D. Office: HHS 3213 Office Ph: (419) Home Ph: (419) Web: THE UNIVERSITY OF TOLEDO Social Work Program Fall 2003 STUDENT ESCORT SERVICE: Office Hours: COURSE DESCRIPTION: SOCW 6670 Social Work Journal Review Seminar II Aging Services This is a continuation of Journal Club I in which students gain a critical understanding and appreciation of the literature and research underpinning social work practice with older adults. COURSE OBJECTIVES Through literature review and discussion, students will be able to: 41. Critically review and discuss polices and programs that constitute the continuum of services for aging populations 42. Discuss theoretical and research knowledge related to self-determination of older adults. 43. Demonstrate knowledge related to effective provision of appropriate services to aging populations, particularly those, which negatively impact minorities of color and women. 44. Describe programs and intervention, which are available for aging populations 45. Discuss values and ethical dilemmas that arise when working with the elderly. 46. Demonstrate knowledge of the factors that place older adults at risk for maltreatment and the preventative programs, which are available to help them. 47. Evaluate the outcomes of services to the elderly COURSE REQUIREMENTS 1. Type of Instruction: The course structure is a seminar and requires that students review and discuss current literature. Expectations: a. Students are expected to have completed one article review prior to each class and to demonstrate this through presentation and discussion. b. The final grade for this class will be based on: 296

301 Reviews of current journal articles and the presentation of the findings. Expected Readings It is expected that much of the assigned readings will come from the following journals: Administration in Social Work Affilia: The Journal of Women and Social Work Journal of Gay and Lesbian Social Services Journal of Gerontological Social Work Journal of Gerontology Journal of Human Behavior in the Social Environment Journal of Mental Health and Aging Journal of Social Work in Long-Term Care Journal of Social Work Practice Social Work Social Work with Groups The Gerontologist 297

302 THE UNIVERSITY OF TOLEDO SOCIAL WORK PROGRAM Course Syllabus: Advanced Social Work Field Experience I (SOCW6900) Professor: Martha Delgado, MSW Office: HH 3203 Phone: [email protected] Office Hours: STUDENT ESCORT SERVICE: College of Health & Human Services, Student Services Office, HH1100, Course Description This course provides the student with a 360 hour professional internship in an agency giving the student the opportunity to master advanced generalist social work practice skills. It is an integration of classroom learning with practice in a social service agency under the supervision of a professionally qualified field instructor who is a licensed social worker. The student will be placed in an agency appropriate to student s field specific concentration of practice. The field specific concentrations include Mental Health, Gerentological Social Work, Child and Family. Please note that this is a Pass/No Credit course. Pre-requisites and Co-requisites: The student must have successfully completed the Foundation Courses including the Foundation Field Lab and Foundation Field Placement courses with a grade of B or better; be in good standing according to the MSW program academic standards; and is concurrently taking Advanced Generalist Practice I, Research Elective, Field of Practice Practice, and Journal Club I. The four year part-time student will have completed Advanced Generalist Practice I and Research elective prior to taking Advanced Field Placement I. Foundation courses are not required of Advanced Standing students. Course Objectives: 1. The primary objective of the 360 hours per semester field placement is to provide a controlled setting for the social work student intern to practice an advanced and a broad scope of generalist skills in the student s area of concentration. The student will be given an opportunity to gain an in depth understanding of client systems from diverse and multicultural backgrounds who are vulnerable, at risk and in crisis and who have extensive and complex issues in multi-system, multi-level and complex environments. Please note that the term client systems refers to individuals, families, groups, organizations and communities and institutions. The three concentration areas of practice include Mental Health, Gerontological Social Work, and Child and Family. 298

303 2. The Advanced Field Learning Goals and Objectives are listed below and are used a base for the Advanced Field Placement Education Contract and the Advanced Field Placement Evaluation of Student at the end of the fall and spring semesters of the advanced student s internship. Advanced Field Goal I: The Student Will Become Knowledgeable About the Field Agency. Objective 1: The student will become familiar with the major components, departments and programs of the agency and observe how they interrelate. Objective 2: The student will become familiar with the role and functions performed by social workers, and other relevant professionals and staff in the agency. Objective 3: The student will have an understanding of how planning, policy development, decision-making, and monitoring and evaluation of services take place within the agency. Objective 4: The student will, on a regular basis, attend and participate in meetings which drive the day-to-day functioning, operation, and delivery of services and programming at the agency. Objective 5: The student will learn how agency staff collaborates with individuals, other agencies, community groups, organizations, institutions and the political structure at all levels including the macro, mezzo and micro levels to promote the well-being of client systems and address their problems, concerns and issues especially those who are vulnerable, at risk and in crisis. Advanced Field Goal II: The student will gain an in depth understanding of client systems and the larger systems in which they interact and how they are served by the field agency. Objective 1: The student will become knowledgeable and gain an understanding of the problems, issues, concerns and disorders of client systems directly related to the students area of concentration; and understand their complex causes and influencing factors including human behavior and development, biological, psychological, cultural, spiritual, social and economic issues; and discrimination and oppression that may be experienced by client systems within a multi-system, multi-level and complex environment. Objective 2: The student will become familiar with the field agency s practice models of intervention, empowerment and change and the underlying theoretical orientations and perspectives that are used to promote the well-being of client systems, address their concerns, problems, treat disorders, and/or to alleviate the social and economic injustices dealt upon the client system. 299

304 Objective 3: The student will visit and become familiar with a minimum of 5 agencies, organizations and institutions that the field agency collaborates with in serving client systems and addressing their concerns. Objective 4: The student will become knowledgeable about the community resources, services and opportunities available to client systems and the process for effectively accessing the resources, services and opportunities. Advanced Field Goal III: The student will be able to engage, assess, contract and plan, intervene with, empower and link clients systems especially those who are vulnerable, at risk and in crisis to resources; involve and collaborate with multi-systems at multi-levels in addressing client systems concerns; and evaluate the outcome of interventions. Objective 1: The student will exhibit effective engagement and information gathering skills from client systems, including those from diverse and multicultural backgrounds and will complete a minimum of six in depth assessments of clients systems at micro, mezzo or macro levels in which the strengths and ecological perspectives and the analysis of the complex environmental factors impacting the client system are evident. Objective 2: The student will exhibit planning, contracting and goal development skills with clients systems to effect change at micro, mezzo or macro levels. Objective 3: The student will exhibit appropriate and effective intervention and empowerment skills at macro, mezzo or micro levels and collaborate with multiple systems in addressing the client systems concern. Objective 4: The student will assume the role of group leader/facilitator or coleader/co-facilitator in a group composed of agency client systems, agency staff, or community group. Objective 5: The student will complete the termination/ closing process with a client system. Objective 6: The student will refer and link client systems at macro, mezzo or micro levels to resources, services and/or opportunities and completes the necessary follow up. Objective 7. The student will assist the agency when possible to access resources, services and opportunities to better serve the client population. Such activities may include grant writing and fund raising. Objective 8: The student will evaluate the success and effectiveness of programs and interventions at the macro, mezzo or micro levels and /or participate in analyzing a needs assessment of client systems. 300

305 Advanced Field Goal IV: The student will demonstrate ability to advocate and/ or participate in social action activity in collaboration with other systems at macro, mezzo and micro levels for and with client systems who are vulnerable, at risk and/or in crisis and are experiencing social and economic injustices. Objective 1: The student will become knowledgeable about policies and legislation that currently exist, are being proposed and/or need to be developed because of their affect on the well-being of client systems well-being and the accessibility and delivery of quality services to them. Objective 2: The student will participate in an advocacy and or social action activity that promote client systems well-being, the improvement of the social systems and the attainment of social and economic justice for vulnerable and at risk client systems. Field Goal V: The student will demonstrate professionalism and ethical behavior in the completion of agency tasks, service to clients and professional growth throughout the field placement experience. Objective 1: The student will exhibit effective writing and verbal communication skills as required by the agency. Objective 2: The student will conduct her/himself and complete his/her duties and assignments in a professional manner that is consistent with the NASW Code of Ethics and the field agency s expectations. Objective 3: The student will participate in professional development opportunities and read current research and professional literature related to the client population served by the field agency. Objective 4: The student will demonstrate an increased self-awareness of how their personal background, culture, values and life experiences relate and compare to that of the client systems personal background, culture, values and life experiences and how it affects her/his work with the client. Required Texts University of Toledo Social Work Program. Graduate Field Education Manual. Course Requirements 1. Orientation for Advanced Placement: Students are required to attend an orientation day prior to beginning their field placement. The Orientation will be scheduled prior to the beginning of the semester in which the Advanced Field Placement is being taken. Students will be sent notices of the dates of the session(s). 301

306 Student may not begin field placement if they have not attended this orientation session. 2. Completion of 360 hours in the field agency at 24 hours per week by the end of the 15 th week of the fall semester. 3. Field Placement Education Contract: The student, working under their field instructor s guidance, is required to complete and submit to the field liaison two copies of Advanced Field Placement Educational Contract by the end of the fifth week of the semester. The student is to use the Field Placement Education Contract form which will be made available to the student. One copy will be returned to the student and the second copy will be kept in the student s file. The contract defines the student s and agency s responsibilities and the student s activities, tasks and learning goals to be accomplished during the Advanced Field Placement I & II courses. Within this contract the student will write individual goals and develop strategies for achieving each goal along with outcome measures. The goals are to be based on the Advanced Field Placement Learning Objectives which include the student s area of concentration curriculum objectives. This will be a dynamic assignment that will be revised in the beginning of the spring semester. The student will be required to fulfill the terms of the Field Placement Education Contract. The Field Placement Education Contract and any revisions must be approved and signed by the Field Instructor and Field Liaison. 4. Social Work Field Placement Portfolio: Throughout Field Placement Courses students will be required to maintain an 8 x 11 loose leaf Social Work Field Placement Portfolio in a three ring binder. The contents of the notebook should be organized in accordance to the Social Work Field Placement Portfolio Table of Contents. Each section of the Portfolio is to be tabbed and labeled. The student will be required to bring their portfolio to the required two appointments with the Field Liaison 5. Field Placement Safety Review: Students are required to complete the Field Placement Safety Review form and turn in 2 copies to the field liaison by the 3 rd week of the semester. One copy will be returned to you and the 2 nd copy will be kept in your file. The purpose of this exercise is to help the students assess their field agency environment for safety and to adequately address areas of concern. This form is to be reviewed with and signed by the Field Instructor. Addressing your physical safety and health in your field agency setting is of utmost importance thus failure to complete this form may result in suspension from your agency until you do so. If this occurs you will still be responsible to complete the total internship hours before the end of the semester. 6. Journals: The student is to complete two journals per week for a total of 30 journals per semester. Each week a topic will be assigned to one of the Journals. The topic of the second weekly journal will be the student s choice. The Journal Writing Guidelines can be made available to the student. The journal entries are to be written according to The Journal Writing Guidelines for Social Work Interns. Journals are to be typed and must be titled, dated, signed and submitted on 8 x11 loose-leaf sheets of paper and turned into the field liaison. 7. Weekly Field Activity Logs: Students are required to maintain Weekly Field Activity Logs, which chronologically document the hours and the specific activities 302

307 completed in the agency field experience. The logs are to be signed by the field instructor and turned in on a weekly basis to the Field Liaison. The students are responsible for making copies of this form for their daily use. The weekly log must record an average of 24 hours per week. A reduction in points will be made for logs that are late, incomplete, unsigned or that do not reflect an average of 24 hours per week. A copy of the form to be used is located in the Graduate Field Education Manual under Online Form. 8. Individual Appointments with Field Liaison: The student is required to set up at least two appointments with his/her Field Liaison to discuss the student s progress and identify any concerns and to review the Social Work Field Placement Portfolio. The first appointment is to be completed by the end of the fifth week and the second appointed is to be completed before the 11th week of the semester. 9. Advanced Field Placement Evaluation of Student form: The student is required to participate in the field placement evaluation process with the field instructor and field liaison. Prior to the field agency visit by the field liaison, the field instructor will complete the form and share the results with the student. The field instructor will give a signed copy to the field liaison, at the time of the agency field visit. The field visit will take place within the last four weeks of the spring semester. The field liaison, the field instructor and the student must be present at this meeting. At this time the student s performance will be discussed in conjunction with the completed Advanced Field Placement Evaluation of Student form and the student s progress in fulfilling the terms of the Foundation Field Placement Educational Contract and completion of 360 hours in the field agency. During the fall semester Advanced Field Placement I (SOCW 6900) will be graded as a Pass/No Credit course. Please note that in order to earn a Pass grade the student must earn an equivalent of a B or better. Evaluation The Field Liaison will assign the final grade which is determined on the following bases: Writing of the Advanced Field Placement Educational Contract Results of the Advanced Field Placement Evaluation of Student and progress made on the completion of the terms of the Advanced Field Education Contract 15 Weekly Activity Logs Journals 303

308 150 Completion of two meetings with Field Liaison including quality of the Social Work Field Portfolio 180 Field Placement Safety Review 20 Total Points 1,000 *Please Note: Failure to complete 360 hours in the field agency by the end of the semester will result in an automatic reduction of 300 points. Grading Scale: = A = B = C = D = A = B = C = D = B = C = D+ Below 600 = F 304

309 Advanced Field Placement Social Work 6900 Bibliography Child Welfare Alperin, D.E. (1998). Factors related to student satisfaction with child welfare placements. Journal of Social Work Education. 34(1), Brittain, C., & Hunt, D.E. (2004). Helping in child protective services: A competencybased Casework Handbook. New York: Oxford University Press. Clark, S. (2003). The California collaboration: A Competency-based Child Welfare Curriculum Project for Masters Social Workers. Journal of Human Behavior in the Social Environment. 7(102), Crenshaw, W. (2004). Treating families and children in the child protective system: Strategies for Systematic Advocacy and Family Healing. New York: Brunner- Routledge. Davis, B. (2002). Group supervision as a learning laboratory for the purposeful use of self in child protection work. Journal of Teaching in Social Work. 22(1/2), Jivanjee, P.R. (1999). Social work field education to serve vulnerable populations: A Case Study. Journal of Teaching in Social Work. 18(1/2), Seymour, C. B. (2000). Working with children and families separated by incarceration: A Handbook for Child Welfare Agencies. Child Welfare League of America Press. Smith, M. & Fong, R. (2004). The children of neglect: When No One Cares. Philadelphia, PA: Brunner-Routledge. Whitelaw-Downs, S. et al. (2004). Child welfare and family services: Policies and Practice. Boston: Pearson/A and B. Gerontology Euster, G.L. (1999). Gerontology field education experiences of graduate social work and gerontology certificate students. Journal of Gerontological Social Work. 31(3/4),

310 Greene, R., & Galambos, C. (2002) Social Work s Pursuit of a Common Professional Framework: Have we Reached a Milestone? Journal of Gerontological Social Work. 39(1-2), Kane, M. (2004). Ageism and intervention: What Social Work Students Believe About Treating People Differently Because of Age. Educational Gerontology, 30(9), Liley, D.G. (2002). Bridging the gap between classroom and practicum: Graduate Social Work Students in Health Care with Older Adults. Journal of Gerontlogical Social Work. 39(1-2), Moxley, D.P., & Hyduk, C.A. (2003). The logic of personal advocacy with older adults and its implications for program management in community-based gerontology. Administration in Social Work, 27(4), Reuben, D.B. et al. (2004). Disciplinary split: A Threat to Geriatrics Interdisciplinary Team Training. Journal of American Geriatrics Society. 52(6), Netting, F.E., Hash, K. & Miller, J. (2002). Challenges in developing geriatric field education in social work. Journal of Gerontological Social Work. 37(1), Mental Health Bigelow, R.R., & Johnson, W. B. (2001). Promoting mentor-protégé relationship formation in graduate school. Clinical Supervisor. 20(1), DiGiulio, J.F. (2002). Back to basics: Confidentiality in the Field Practicum. Arete, 25(2), Huwe, J. M., & Johnson, W. B. (2003). On being an excellent protégé: What Graduate Students Need to Know. Journal of College Student Psychotherapy. 17(3), Lacasse, J.R., & Gomory, T. (2003). Is graduate social work education promoting a critical approach to mental health practice? Journal of Social Work Education. 39(3), Mason, S.E., Beckerman, N., & Auerbach, C. (2002). Disclosure of student status to clients: Where do MSW Programs Stand? The New Social Worker. 9(1), 10-11/16. Storm-Gottfried, K., & Corcoran, K. (1998). Confronting ethical dilemmas in managed care: Guidelines for Students and Faculty. Journal of Social Work Education, 34(1),

311 THE UNIVERSITY OF TOLEDO SOCIAL WORK PROGRAM Syllabus: Advanced Social Work Field Experience II (SOCW 6910) Professor: Martha Delgado, MSW Office: HH 3203 Phone: Office Hours: STUDENT ESCORT SERVICE: College of Health & Human Services, Student Services Office, HH 1212, Course Description This course provides the student with a 360 hour professional internship in an agency giving the student the opportunity to master advanced generalist social work practice skills that are appropriate to student s field specific concentration of practice. It is an integration of classroom learning with practice in a social service agency under the supervision of a professionally qualified field instructor who is a licensed social worker. The student will continue placement in the same agency assigned in the Advanced Field Placement I (SOCW 6900). Pre-requisites and Co-requisites: The student must have successfully completed the Advanced Field Placement I course with a grade of B or better and concurrently taking Advanced Generalist Practice II, Advanced Generalist Practice III, Field of Practice Policy, and Journal Club II. The four year part-time students will have taken Advanced Generalist Practice II and Advanced Generalist Practice III prior to taking Advanced Field Placement II. Course Objectives: 1. The primary objective of the 360 hours per semester field placement is to provide a controlled setting for the social work student intern to practice an advanced and a broad scope of generalist skills in the student s area of concentration. The student will be given an opportunity to gain an in depth understanding of client systems from diverse and multicultural backgrounds who are vulnerable, at risk and in crisis and who have extensive and complex issues in multi-system, multi-level and complex environments. Please note that the term client systems refers to individuals, families, groups, organizations and communities and institutions. The three concentration areas of practice include Mental Health, Gerontological Social Work, Child and Family. 2. The Advanced Field Learning Goals and Objectives are listed below and are used as ase for the Advanced Field Placement Education Contract and the Advanced Field Placement Evaluation of Student at the end of the fall and spring semesters of the advanced student s internship. 307

312 Advanced Field Goal I: The Student Will Become Knowledgeable About the Field Agency. Objective 1: The student will become familiar with the major components, departments and programs of the agency and observe how they interrelate. Objective 2: The student will become familiar with the role and functions performed by social workers, and other relevant professionals and staff in the agency. Objective 3: The student will have an understanding of how planning, policy development, decision-making, and monitoring and evaluation of services take place within the agency. Objective 4: The student will, on a regular basis, attend and participate in meetings which drive the day-to-day functioning, operation, and delivery of services and programming at the agency. Objective 5: The student will learn how agency staff collaborates with individuals, other agencies, community groups, organizations, institutions and the political structure at all levels including the macro, mezzo and micro levels to promote the well-being of client systems and address their problems, concerns and issues especially those who are vulnerable, at risk and in crisis. Advanced Field Goal II: The student will gain an in depth understanding of client systems and the larger systems in which they interact and how they are served by the field agency. Objective 1: The student will become knowledgeable and gain an understanding of the problems, issues, concerns and disorders of client systems directly related to the students area of concentration; and understand their complex causes and influencing factors including human behavior and development, biological, psychological, cultural, spiritual, social and economic issues; and discrimination and oppression that may be experienced by client systems within a multi-system, multi-level and complex environment. Objective 2: The student will become familiar with the field agency s practice models of intervention, empowerment and change and the underlying theoretical orientations and perspectives that are used to promote the well-being of client systems, address their concerns, problems, treat disorders, and/or to alleviate the social and economic injustices dealt upon the client system. Objective 3: The student will visit and become familiar with a minimum of 5 agencies, organizations and institutions that the field agency collaborates with in serving client systems and addressing their concerns. 308

313 Objective 4: The student will become knowledgeable about the community resources, services and opportunities available to client systems and the process for effectively accessing the resources, services and opportunities. Advanced Field Goal III: The student will be able to engage, assess, contract and plan, intervene with, empower and link clients systems especially those who are vulnerable, at risk and in crisis to resources; involve and collaborate with multi-systems at multi-levels in addressing client systems concerns; and evaluate the outcome of interventions. Objective 1: The student will exhibit effective engagement and information gathering skills from client systems, including those from diverse and multicultural backgrounds and will complete a minimum of six in depth assessments of clients systems at micro, mezzo or macro levels in which the strengths and ecological perspectives and the analysis of the complex environmental factors impacting the client system are evident. Objective 2: The student will exhibit planning, contracting and goal development skills with clients systems to effect change at micro, mezzo or macro levels. Objective 3: The student will exhibit appropriate and effective intervention and empowerment skills at macro, mezzo or micro levels and collaborate with multiple systems in addressing the client systems concern. Objective 4: The student will assume the role of group leader/facilitator or coleader/co-facilitator in a group composed of agency client systems, agency staff, or community group. Objective 5: The student will complete the termination/ closing process with a client system. Objective 6: The student will refer and link client systems at macro, mezzo or micro levels to resources, services and/or opportunities and completes the necessary follow up. Objective 7. The student will assist the agency when possible to access resources, services and opportunities to better serve the client population. Such activities may include grant writing and fund raising. Objective 8: The student will evaluate the success and effectiveness of programs and interventions at the macro, mezzo or micro levels and /or participate in analyzing a needs assessment of client systems. Advanced Field Goal IV: The student will demonstrate ability to advocate and/ or participate in social action activity in collaboration with other systems at 309

314 macro, mezzo and micro levels for and with client systems who are vulnerable, at risk and/or in crisis and are experiencing social and economic injustices. Objective 1: The student will become knowledgeable about policies and legislation that currently exist, are being proposed and/or need to be developed because of their affect on the well-being of client systems well-being and the accessibility and delivery of quality services to them. Objective 2: The student will participate in an advocacy and or social action activity that promote client systems well-being, the improvement of the social systems and the attainment of social and economic justice for vulnerable and at risk client systems. Field Goal V: The student will demonstrate professionalism and ethical behavior in the completion of agency tasks, service to clients and professional growth throughout the field placement experience. Objective 1: The student will exhibit effective writing and verbal communication skills as required by the agency. Objective 2: The student will conduct her/himself and complete his/her duties and assignments in a professional manner that is consistent with the NASW Code of Ethics and the field agency s expectations. Objective 3: The student will participate in professional development opportunities and read current research and professional literature related to the client population served by the field agency. Objective 4: The student will demonstrate an increased self-awareness of how their personal background, culture, values and life experiences relate and compare to that of the client systems personal background, culture, values and life experiences and how it affects her/his work with the client. Required Texts University of Toledo Social Work Program. Graduate Field Education Manual. Course Requirements Field Hours: The student is to complete 360 hours in the field agency at 24 hours per week by the end of the 15 th week of the spring semester. Field Placement Education Contract: Students under the supervision of their Field Instructor are required to continue working on completing the terms of the Field Experience Educational Contract that the student developed in the beginning of the Fall semester. The student may revise the contract with the by completing the Field Education Contract Revisions Form. The form can be obtained from the Social Work Department s website. Fulfillment of 310

315 the terms of the Field Experience Education Contract is required and will be be a significant factor in the evaluation process.. Social Work Field Placement Portfolio: Throughout Field Placement I and II the students will be required to maintain an 8 x 11 loose leaf Social Work Field Placement Portfolio in a three ring binder. The contents of the notebook should be organized in accordance to the Social Work Field Placement Portfolio Table of Contents. Each section of the Portfolio is to be tabbed and labeled. The student will be required to bring their portfolio to the required two appointments with the Field Liaison Journals: The student is to complete two journals per week for a total of 30 journals per semester. Each week a topic will be assigned to one of the Journals. The topic of the second weekly journal will be the student s choice. The Journal Writing Guidelines can be made available to the student. The journal entries are to be written according to The Journal Writing Guidelines for Social Work Interns. Journals are to be typed and must be titled, dated, signed and submitted on 8 x11 loose-leaf sheets of paper and turned into the field liaison. Weekly Field Activity Logs: Students are required to maintain Weekly Field Activity Logs, which chronologically document the hours and the specific activities completed in the agency field experience. The logs are to be signed by the field instructor and turned in on a weekly basis to the Field Liaison. The students are responsible for making copies of this form for their daily use. The weekly log must record an average of 24 hours per week. A reduction in points will be made for logs that are late, incomplete, unsigned or that do not reflect an average of 24 hours per week. A copy of the form to be used is located in the Graduate Field Education Manual under Online Form. Individual Appointments with Field Liaison: The student is required to set up at least two appointments with his/her Field Liaison to discuss the student s progress and identify any concerns and to review the Social Work Field Placement Portfolio. The first appointment is to be completed by the end of the fifth week and the second appointment is to be completed before the 11th week of the semester. Advanced Field Placement Evaluation of Student form: The student is required to participate in the field placement evaluation process with the field instructor and field liaison. Prior to the field agency visit by the field liaison, the field instructor will complete the form and share the results with the student. The field instructor will give a signed copy to the field liaison, at the time of the agency field visit. The field visit will take place within the last four weeks of the spring semester. The field liaison, the field instructor and the student must be present at this meeting. At this time the student s performance will be discussed in conjunction with the completed Advanced Field Placement Evaluation of Student form and the student s progress in fulfilling the terms of the Foundation Field Placement Educational Contract and completion of 360 hours in the field agency. 311

316 Required Texts University of Toledo Social Work Program. Graduate Social Work Field Education Manual. Evaluation Prior to the field agency visit by the Field Liaison, The Field Instructor will complete the Advanced Field Placement Evaluation of Student form and share the evaluation with the student. The Field Instructor will give a signed copy to the Field liaison, at the time of the field visit. The field visit will take place within the last four weeks of the spring semester. The Field Liaison, the Field Instructor and the Student must be present at this meeting. At this time the student s performance will be discussed in conjunction with the Advanced Field Placement Evaluation of Student and progress in fulfilling the terms of the Field Placement Educational Contract including the approved revisions and completion of 360 hours in the field agency. The Field Liaison will assign the final grade, which will be determined on the following bases: Completion of the Terms of the Field Advanced Field Placement 300 Educational Contract Results of the Advanced Field Placement Evaluation of Student completed by the field Instructor and the discussion of the completed evaluation form during the field visit with the Field Instructor, Field Liaison, and Student Weekly Activity Logs Journals 150 Completion of two meetings with Field Liaison including quality of the Social Work Field Portfolio 100 Total Points 1,

317 *Please Note: Failure to complete 360 hours in the field agency by the end of the semester will result in an automatic reduction of 300 points. Grading Scale: = A = B = C = D = A = B = C = D = B = C = D+ Below 600 = F 313

318 Advanced Field Placement Social Work 6910 Bibliography Child Welfare Alperin, D.E. (1998). Factors related to student satisfaction with child welfare placements. Journal of Social Work Education. 34(1), Brittain, C., & Hunt, D.E. (2004). Helping in child protective services: A competencybased Casework Handbook. New York: Oxford University Press. Clark, S. (2003). The California collaboration: A Competency-based Child Welfare Curriculum Project for Masters Social Workers. Journal of Human Behavior in the Social Environment. 7(102), Crenshaw, W. (2004). Treating families and children in the child protective system: Strategies for Systematic Advocacy and Family Healing. New York: Brunner- Routledge. Davis, B. (2002). Group supervision as a learning laboratory for the purposeful use of self in child protection work. Journal of Teaching in Social Work. 22(1/2), Jivanjee, P.R. (1999). Social work field education to serve vulnerable populations: A Case Study. Journal of Teaching in Social Work. 18(1/2), Seymour, C. B. (2000). Working with children and families separated by incarceration: A Handbook for Child Welfare Agencies. Child Welfare League of America Press. Smith, M. & Fong, R. (2004). The children of neglect: When No One Cares. Philadelphia, PA: Brunner-Routledge. Whitelaw-Downs, S. et al. (2004). Child welfare and family services: Policies and Practice. Boston: Pearson/A and B. Gerontology Euster, G.L. (1999). Gerontology field education experiences of graduate social work and gerontology certificate students. Journal of Gerontological Social Work. 31(3/4),

319 Greene, R., & Galambos, C. (2002) Social Work s Pursuit of a Common Professional Framework: Have we Reached a Milestone? Journal of Gerontological Social Work. 39(1-2), Kane, M. (2004). Ageism and intervention: What Social Work Students Believe About Treating People Differently Because of Age. Educational Gerontology, 30(9), Liley, D.G. (2002). Bridging the gap between classroom and practicum: Graduate Social Work Students in Health Care with Older Adults. Journal of Gerontlogical Social Work. 39(1-2), Moxley, D.P., & Hyduk, C.A. (2003). The logic of personal advocacy with older adults and its implications for program management in community-based gerontology. Administration in Social Work, 27(4), Reuben, D.B. et al. (2004). Disciplinary split: A Threat to Geriatrics Interdisciplinary Team Training. Journal of American Geriatrics Society. 52(6), Netting, F.E., Hash, K. & Miller, J. (2002). Challenges in developing geriatric field education in social work. Journal of Gerontological Social Work. 37(1), Mental Health Bigelow, R.R., & Johnson, W. B. (2001). Promoting mentor-protégé relationship formation in graduate school. Clinical Supervisor. 20(1), DiGiulio, J.F. (2002). Back to basics: Confidentiality in the Field Practicum. Arete, 25(2), Huwe, J. M., & Johnson, W. B. (2003). On being an excellent protégé: What Graduate Students Need to Know. Journal of College Student Psychotherapy. 17(3), Lacasse, J.R., & Gomory, T. (2003). Is graduate social work education promoting a critical approach to mental health practice? Journal of Social Work Education. 39(3), Mason, S.E., Beckerman, N., & Auerbach, C. (2002). Disclosure of student status to clients: Where do MSW Programs Stand? The New Social Worker. 9(1), 10-11/

320 Storm-Gottfried, K., & Corcoran, K. (1998). Confronting ethical dilemmas in managed care: Guidelines for Students and Faculty. Journal of Social Work Education, 34(1),

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352 Council on Social Work Education Commission Visit Reports This appendix is provided to assure the reader that the quality of the proposed MSW Program meets and in some categories exceeds the requirements of accreditation set forth by the Council on Social Work Education (CSWE). The first report was provided by Dr. Peter Vaughn, Dean of the School of Social Work at Fordham University and CSWE Commissioner after his visit on March 5, The second report was completed by Dr. Jean Quam, Director of the School of Social Work at the University of Minnesota and CSWE Commissioner after her visit on February 3,

353 Council on Social Work Education Commission on Accreditation Accreditation Review Brief Baccalaureate and Master s Form Benchmark Brief_2002 ( ) Name and Full Address of Program (Program provides information below) The University of Toledo Social Work Department Master of Social Work Program Name and Title of Persons Completing Form Program Chief Administrator: Terry Cluse-Tolar, Ph.D. Commissioner: Peter B. Vaughan Date: March 16, 2004 Brief Recommendation of Commissioner (details on last page) The program has successfully provided the documentation that it has put into place the necessary mechanisms to bring an MSW program on line in the Social Work Department at the University of Toledo that will be in compliance with EPAS by the time it admits its first class. Review Category 4 Pre-Candidacy Visit (Benchmark I) XX First Annual Candidacy Visit (Benchmark II) Brief Description of Program Administrative Structure The program is a part of an autonomous social wok department in the College of Health and Human Services. Its administrative structure is the same as the administrative structures for the other professions and their departments in the College. The Department has a chair, who will also be the MSW program director; a chairperson will be designated for the BSW program who will report to the Department chairperson. The director of fieldwork also reports to the Department chair. The department also runs a two-year social services technology program that also reports to the chairperson. The Department Chairperson reports to the Dean of the College who reports to the Provost of the University. Brief Program Background The University of Toledo has awarded a BSW degree since the early 1980 s through the Department of Sociology, Anthropology and Social Work housed in the College of Arts and Sciences. The Social Work Department was established as a freestanding department in the College of Health and Human Services in 1999 and has enjoyed an equal status with the other professional degree granting departments since that time. The Department is currently the home of and accredited BSW program and a two-year social services technology program. Additional faculty has been hired in anticipation of the MSW program. Based on a regional 349

354 Brief Program Background needs assessment of social work and human service organizations and the University s commitment to be responsive to the needs of the community, the University has chosen to support the development of the MSW. The program staff has been meeting with professional social workers in the community to get programmatic suggestions, and a professional advisory group was established to assist in development of a practice thrust and beginning efforts at recruitment and student support. Brief Summary of Commissioner Site Visit (noting dates, constituencies, etc.) The visit was conducted on March 15, During the visit the commissioner had an initial meeting with the Provost and Executive Vice President for Academic Affairs and the Sr. Vice Provost for Academic Affairs; a meeting with the Dean of the College and Associate Dean for Research and Graduate Studies, the Department Chair, the Field Director, Agency Representatives, the Advisory Board, and the MSW faculty. Exit meetings were held with the Vice Provost, the Dean and Associate Dean of the College, and the MSW faculty. The Department Chair and the Commissioner cooperatively arranged the schedule. Additional comments (if needed) Baccalaureate (AS 4) Master s (AS 4) Full-Time Faculty Full-Time Faculty 4 designated as MSW and hired Full-Time Faculty to Full-Time Student Ratio FTE Faculty to FTE Student Ratio to to Full-Time Doctoral Faculty (if any) Full-Time Faculty to Full- Time Student Ratio FTE Faculty to FTE Student Ratio If the ethnicity categories below differ from those used by your institution, make appropriate changes. to to Baccalaureate or Masters Program in Candidacy Ethnicity Students Faculty (AS 6) Female Male Female Male Full- Time Part- Time Full- Time Part- Time Total Full- Time Part- Time Full- Time African American/Other Black non- Hispanic) American Part- Time Total 350

355 Baccalaureate or Masters Program in Candidacy Ethnicity Students Faculty (AS 6) Female Male Female Male Full- Time Part- Time Full- Time Part- Time Total Full- Time Part- Time Full- Time Indian/Native American Asian American Pacific Islander Mexican American Puerto Rican Other Latino/Hispanic White (non- Hispanic/ Caucasian) Other Groups (please specify) Part- Time Total Total 351

356 Standard & Description AS 1 PROGRAM MISSION, GOALS, AND OBJECTIVES 1.0 B1: The social work program s mission is appropriate to professional social work education. BII: The social work program has a mission in concert with Educational Policy, Section 1.1, (Purpose of Social Work Education), and consistent with the institution s mission. AS: The social work program has a mission appropriate to professional social work education as defined in Educational Policy, Section 1.1 (Purposes of Social Work Education).. The program s mission is appropriate to the level or levels for which it is preparing students for practice and is consistent with the institution s mission. 1.1 BI: The program has goals derived from its mission. These goals reflect the purposes of Educational Policy section 1.1, (Purposes of Social Work Education). BII: The program goals are derived from its mission and reflect the purposes of the Educational Policy section 1.1, (Purposes of Social Work Education). AS: The program has goals derived from its mission. These goals reflect the purposes of the Educational Policy, Section 1.1, (Purposes of Social Work Education).. Program goals are not limited to these purposes. Compliance XXX X XXX X Commissioner Evaluation Concern Non- Compliance Comments Goals are derived from the mission and reflect the Educational Policy. 352

357 Standard & Description 1.2 BI: The program s objectives are derived from the program s goals and are consistent with the Educational Policy, Section 3, (Program Objectives). The program has an initial plan for assessing the attainment of objectives. BII: The program has objectives derived from its goals and consistent with the Educational Policy, Section 3, (Program Objectives). The program discusses how objectives are implemented in the curriculum and how they are assessed. AS: The program has objectives that are derived from the program goals. These objectives are consistent with Educational Policy, Section 3. Program objectives are reflected in program implementation and continuous assessment (see Accreditation Standard 8). 1.3 Benchmark I & II must meet full Accreditation Standard. AS: The program makes its constituencies aware of its mission, goals, and objectives. Compliance XXX X XXX X Commissioner Evaluation Concern Non- Compliance Comments Clearly the objectives are derived from the goals. The objectives need refinement so that each one can be stated in measurable terms. The program has been able to develop through its BSW program effective means of communication with all constituents. 353

358 AS 2 B Standard & Description CURRICULUM Benchmark I & II must meet full Accreditation Standard. AS: The curriculum is developed and organized as a coherent and integrated whole consistent with program goals and objectives. Social work education is grounded in the liberal arts and contains a coherent, integrated professional foundation in social work practice from which an advanced practice curriculum is built at the graduate level. BI: The program defines its conception of generalist social work practice, describes its coverage of the professional foundation curriculum identified in the Educational Policy, Section 4, (Foundation Curriculum Content). (Submit all professional foundation syllabi). Benchmark II must meet full Accreditation Standard. AS: The program defines its conception of generalist social work practice, describes its coverage of the professional foundation curriculum identified in Educational Policy, Section 4, and demonstrates how its conception of generalist practice is implemented in all components of the professional curriculum. Compliance XXX X Commissioner Evaluation Concern Non- Compliance Comments The curriculum is developed in such a manner; however, as it moves forward the program should further explicate its definition of liberal arts that supports its unique focus on social and economic justice, embracing diversity and difference as strength to be used in work with vulnerable populations, how they fit with foundational and advanced portions of the curriculum. Attention should be paid to horizontal and vertical integration in the description of the program. 354

359 M2.0.1 Standard & Description BI: The program describes its coverage of the foundation and advanced curriculum content, identified in the Educational Policy, Sections 4 & 5. The program defines its conception of advanced practice and explains how the advanced curriculum is built from the professional foundation. The master s program has a concentration curriculum that includes (a) concentration objectives, (b) a conceptual framework built on relevant theories, and (c) curriculum design and content, and (d) field education that supports the advanced curriculum. Submit all foundation syllabi and well-developed advanced curriculum syllabi. Benchmark II must meet full Accreditation Standard. AS: The program describes its coverage of the foundation and advanced curriculum content, identified in Educational Policy, Sections 4 and 5. The program defines its conception of advanced practice and explains how the advanced curriculum is built from the professional foundation. The master s program has a concentration curriculum that includes (a) concentration objectives, (b) a conceptual framework built on relevant theories, (c) curriculum design and content, and (d) field education that supports the advanced curriculum. The program demonstrates how the depth, breadth, and specificity of the advanced curriculum are addressed in relation to the professional foundation. 2.1 BI: The social work program has conceptualized its field education program consistent with Educational Policy, section 4.7 and Section 5, consistent with the program s goals and objectives. (AS ). BII: The social work program has implemented a field education program and documents how it has worked to reflect the components of Accreditation Standard A draft practicum manual exists. Compliance XXX X XXX X Commissioner Evaluation Concern Non- Compliance Comments The program has defined the foundation and advanced curriculum content and how the advanced curriculum builds on the foundation. There are objectives for each concentration area (mental health, children and families, and aging), a conceptual framework exists, but it needs to have theories further explicated. The curriculum design is clear and logical. The program should continue to work on the three concentration areas so that comparability among the three concentrations is assured. Given the lack of electives in the proposed curriculum, the program may wish to think of ways that it can expand students experience across the concentrations. The program has a done an excellent job of conceptualizing its field program and has a well-developed field curriculum. It is consistent with its goals and objectives. 355

360 Standard & Description AS: The social work program administers field education (Educational Policy, Section 4.7 and Section 5) consistent with program goals and objectives that: (see ) Compliance Commissioner Evaluation Concern Non- Compliance Comments AS 3 PROGRAM GOVERNANCE, ADMINISTRATIVE STURCUTRE, AND RESOURCES 3.0 Benchmark I & II must meet full Accreditation Standard. XXX The program has the autonomy to AS: The social work program has the necessary X operate the program and to set and autonomy and administrative structure to achieve achieve its goals and objectives. The its goals and objectives. Social Work Department is and autonomous academic department offering a professional degree in the College of Health and Human Service. The Department Chair reports to the Dean of the College BI: The social work faculty is engaged in defining the XXX program s curriculum. X Benchmark II must meet full Accreditation Standard. AS: The social work faculty defines program curriculum consistent with the Educational Policy and Accreditation Standards and the institution s policies BI: The program s administration and faculty participate in implementing its personnel policies. Benchmark II must meet full Accreditation Standard. AS: The administration and faculty of the social work program participate in formulating and implementing policies related to the recruitment, hiring, retention, promotion, and tenure of program personnel. XXX X The faculty has two mechanisms in place to define its curriculum: the departmental curriculum committee and the program planning committee that consists of all faculty who will teach in the MSW program. UT is a union University, and the personnel procedures are defined by that. The Dept. Chair administers the personnel policies, but there are opportunities for faculty to be involved at a departmental level as well. 356

361 Standard & Description Benchmark I & II must meet full Accreditation Standard. AS: The chief administrator of the social work program has either a CSWE-accredited master s social work degree, with a doctoral degree preferred, or a professional degree in social work from a CSWE-accredited program and a doctoral degree. The chief administrator also has demonstrated leadership ability through teaching, scholarship, curriculum development, administrative experience, and other academic and professional activities in the field of social work Benchmark I & II must meet full Accreditation Standard. AS: The chief administrator of the social work program has a full-time appointment to the program and sufficient assigned time (at least 25% for baccalaureate programs and 50% for master s programs) to provide educational and administrative leadership. Combined programs designate a social work faculty member and assign this person sufficient time to administer the baccalaureate social work program Benchmark I & II must meet full Accreditation Standard. AS: The field education director has a master s degree in social work from a CSWE-accredited program and at least two years post baccalaureate or post master s social work degree practice experience Benchmark I & II must meet full Accreditation Standard. AS: The field education director has a full-time appointment to the program and sufficient assigned time (at least 25% for baccalaureate programs and 50% for master s programs) to provide educational and administrative leadership for field education. Compliance XXX X XXX X XXX X XXX X Commissioner Evaluation Concern Non- Compliance Comments The Department Chair currently is the BSW program director. If the MSW program is approved, the Chair will be released at least 50% of her time to direct the MSW program and continue to serve as chairperson of the Department. Another faculty member will be appointed to direct the BSW program. The current Field Director has a full time appointment to the program. The program will begin to advertise for the second fulltime position in the fieldwork department next year so that when the MSW program starts, there will be a person who is assigned at least 50% (probably more) to the MSW program. 357

362 Standard & Description 3.1 BI: The social work program describes it resources, including whether they appear sufficient to achieve program goals and objectives, and propose a plan to address Accreditation Standards (Submit proposed 3 year budget). BII: The social work program documents how program resources are linked to achieving program goals and objectives. AS: The social work program has sufficient resources to achieve program goals and objectives No Benchmark I BII: The program documents it support staff, other personnel, and technological resources, and discusses their adequacy. AS: The program has sufficient support staff, other personnel, and technological resources to support program functioning No Benchmark I BII: The program documents its success in achieving sufficient and stable financial supports that permit program planning and achievement of program goals and objectives. This documentation includes a budgetary allocation and procedures for budget development and administration. AS: The program has sufficient and stable financial supports that permit program planning and achievement of program goals and objectives. These include a budgetary allocation and procedures for budget development and administration. 358 Compliance XXX X XXX X Commissioner Evaluation Concern Non- Compliance Comments The program has described its resources and they appear to be sufficient to complete planning and implement a graduate program. Additionally, the administration of the University and the College have committed to ensuring that the program will have the requisite resources for program sustainability. Following a community needs assessment and feasibility study, the University s administration made a strategic decision to put faculty and facility resources into the social work department. A three year budget projection is included in the documentation. The Social Work Department will be treated as a revenue center in the University, and plans are being explored (recruitment, continuing education, faculty research support) that will provide for income generation in the future.

363 Standard & Description No Benchmark I BII: The program describes its progress in securing comprehensive library holdings and electronic access, as well as other informational and educational resources necessary for achieving the program s goals and objectives. AS: The program has comprehensive library holdings and electronic access, as well as other informational and educational resources necessary for achieving the program s goals and objectives No Benchmark I BII: The program describes its office and classroom space, computer-mediated access, or both relative to its ability to achieve the program s goals and objectives. AS: The program has sufficient office and classroom space, computer-mediated access, or both to achieve the program s goals and objectives No Benchmark I BII: The program discusses progress in gaining access to assistive technology, including materials in alternative forms (such as Braille, large print, and books on tape, assistive learning systems). AS: The program has access to assistive technology, including materials in alternative formats (such as Braille, large print, books on tape, assistive learning systems). AS 4 FACULTY 4.0 BI: The program has or will have sufficient qualified full-time faculty to achieve its program goals and objectives. (Submit a hiring timeline). Compliance XXX X Commissioner Evaluation Concern Non- Compliance Comments There is no hiring timeline, but there are three plus persons assigned to the 359

364 Standard & Description BII: The program documents its progress in securing full-time faculty, which may be augmented by part-time faculty, who has the qualifications, competence, and range of expertise in social work education and practice to achieve its goals and objectives. The program discusses the sufficiency of its fulltime equivalent faculty-to-student ratio (usually 1:25 for baccalaureate programs and 1:12 for master s programs) and plans to secure fully adequate faculty resources. AS: The program has full-time faculty, which may be augmented by part-time faculty, with the qualifications, competence, and range of expertise in social work education and practice to achieve its goals and objectives. The program has a sufficient full-time equivalent faculty-tostudent ratio (usually 1:25 for baccalaureate programs and 1:12 for master s programs) to carry out ongoing functions of the program. 4.1 No Benchmark I BII: The program demonstrates how the current and planned use of part-time faculty assists in the achievement of the program s goals and objectives. AS: The program demonstrates how the use of part-time faculty assists in the achievement of the program s goals and objectives. 4.2 Benchmark I & II must meet full Accreditation Standard Faculty size is commensurate with the number and type of curricular offerings in class and field; class size; number of students; and the faculty s teaching, scholarly, and service responsibilities. Compliance XXX X Commissioner Evaluation Concern Non- Compliance Comments development of the program. The program will advertise and hire 3 additional people once candidacy status is granted. There are currently three plus faculty members assigned to work on the MSW program. 360

365 Standard & Description B4.2.1 Benchmark I & II must meet full Accreditation Standard. AS: The baccalaureate social work program has a minimum of two full-time faculty with master s social work degrees from a CSWE-accredited program, with full-time appointment in social work, and whose principal assignment is to the baccalaureate program. It is preferred that faculty have a doctoral degree. M BI: The program has 3 full-time faculty members with master s social work degrees from a CSWE-accredited program, and whose principal assignment is to the master s program. The majority of the full-time master s social work program faculty has a master s degree in social work and a doctoral degree. BII: The master s social work program has a minimum of five full-time faculty members, with master s degrees from a CSWE-accredited program, and whose principle assignment is to the master s program. The majority of the full-time master s social work program faculty has a master s degree in social work and a doctoral degree. AS: The master s social work program has a minimum of six full-time faculty with master s social work degrees from a CSWE-accredited program and whose principal assignment is to the master s program. The majority of the full-time master s social work program faculty has a master s degree in social work and a doctoral degree. 4.3 Benchmark I & II must meet full Accreditation Standard AS: Faculty who teach required practice courses have a master s social work degree from a CSWE-accredited program and at least two years post baccalaureate or post master s social work degree practice experience. 4.4 No Benchmark I BII: The program discusses progress in developing a faculty workload policy that supports the achievement of institutional priorities and the program s goals and objectives. Compliance XXX X XXX X Commissioner Evaluation Concern Non- Compliance Comments There are three persons whose principal assignment is the development of the MSW program. All have MSW degrees and a doctorate. All faculty have these credentials. 361

366 Standard & Description AS: The program has a faculty workload policy that supports the achievement of institutional priorities and the program s goals and objectives. AS 5 STUDENT PROFESSIONAL DEVELOPMENT 5.0 Benchmark I & II must meet full Accreditation Standard AS: The program has admissions criteria and procedures that reflect the program s goals and objectives. M 5.1 Benchmark I & II must meet full Accreditation Standard AS: Only candidates who have earned a bachelor s degree are admitted to the master s social work degree program. 5.2 Benchmark I & II must meet full Accreditation Standard AS: The program has a written policy indicating that it does not grant social work course credit for life experience or previous work experience. 5.3 Benchmark I & II must meet full Accreditation Standard AS: In those foundation curriculum areas where students demonstrate required knowledge and skills, the program describes how it ensures that students do not repeat that content No Benchmark I Benchmark II must meet full Accreditation Standard AS: The program has written policies and procedures concerning the transfer of credits. M5.3.2 Benchmark I & II must meet full Accreditation Standard AS: Advanced standing status is only awarded to graduates of baccalaureate social work programs accredited by CSWE. 5.4 BI: The program discusses its initial thinking on the advising policies and procedures that will be consistent with program goals and objectives. Compliance XXX X XXX X XXX X XXX X XXX X XXX X Commissioner Evaluation Concern Non- Compliance Comments Clearly stated in the admissions policy. Clearly stated in the admissions policy. Clearly stated in the admissions policy. The program has presented its initial thinking on its advising policies and 362

367 Standard & Description Benchmark II must meet full Accreditation Standard. AS: The program has academic and professional advising policies and procedures that are consistent with the program s goals and objectives. Social work program faculty, staff, or both provide professional advising. 5.5 No Benchmark I Benchmark II must meet full Accreditation Standard. AS: The program has policies and procedures specifying students rights and responsibilities to participate in formulating and modifying policies affecting academic and student affairs. It provides opportunities and encourages students to organize in their interests. 5.6 No Benchmark I Benchmark II must meet full Accreditation Standard. AS: The program informs students of its criteria for evaluating their academic and professional performance. 5.7 No Benchmark I Benchmark II must meet full Accreditation Standard AS: The program has policies and procedures for terminating a student s enrollment in the social work program for reasons of academic and professional performance. Compliance Commissioner Evaluation Concern Non- Compliance Comments procedures, and sees this area as one for continued thought and development. 363

368 Standard & Description Compliance AS 6 NONDISCRIMINATION AND HUMAN DIVERSITY 6.0 Benchmark I & II must meet full Accreditation Standard XXX AS: The program makes specific and continuous X efforts to provide a learning context in which respect for all persons and understanding of diversity (including age, class, color, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation) are practiced. Social work education builds upon professional purposes and values; therefore, the program provides a learning context that is nondiscriminatory and reflects the profession s fundamental tenets. The program describes how its learning context and educational program (including faculty, staff, and student composition; selection of agencies and their clientele as field education settings; composition of program advisory or field committees; resource allocation; program leadership; speakers series, seminars, and special programs; research and other initiatives) and its curriculum model understanding of and respect for diversity. AS 7 PROGRAM RENEWAL Commissioner Evaluation Concern Non- Compliance Comments The program has included in its description the ways in which it will meet this standard. Given the nature of the program (strengths perspective, focus on social and economic justice for oppressed groups or groups who otherwise lack access to opportunities, working with diverse communities), it will continue to develop and refine this area. 364

369 Standard & Description 7.0 No Benchmark I BII: The program discusses the development of ongoing exchanges with external constituencies that may include social work practitioners, social service recipients, advocacy groups, social service agencies, professional associations, regulatory agencies, the academic community, and the community at large. AS: The program has ongoing exchanges with external constituencies that may include social work practitioners, social service recipients, advocacy groups, social service agencies, professional associations, regulatory agencies, the academic community, and the community at large. 7.1 No Benchmark I. BII: The program discusses progress and plans in support of faculty engaging in the development and dissemination of research, scholarship, or other creative activities relevant to the profession. AS: The program s faculty engage in the development and dissemination of research, scholarship, or other creative activities relevant to the profession. 7.2 No Benchmark I. BII: The program discusses its progress in seeking opportunities for innovation and provides leadership within the profession and the academic community. Compliance Commissioner Evaluation Concern Non- Compliance Comments 365

370 Standard & Description Compliance Commissioner Evaluation Concern AS: The program seeks opportunities for innovation and provides leadership within the profession and the academic community. AS 8 PROGRAM ASSESSMENT AND CONTINOUS IMPROVEMENT 8.0 No Benchmark I Benchmark II program must meet full AS AS: The program has an assessment plan and procedures for evaluating the outcome of each program objective. The plan specifies the measurement procedures and methods used to evaluate the outcome of each program objective. 8.1 No Benchmark I BII: The program discusses the implementation of its plan to evaluate the outcome of each program objective and to show evidence that the analysis is continuously used to affirm and improve the educational program. AS: The program implements its plan to evaluate the outcome of each program objective and shows evidence that the analysis is used continuously to affirm and improve the educational program. Non- Compliance Comments 366

371 Commissioner Summary Areas of Strength: 1. An interested and committed Provost and Executive Vice President and associate provost who support the development and implementation of this graduate program. This includes advanced planning to support the program financially. 2. The Dean of the College of Health and Human Services and the Associate Dean for Research and Graduate Education support the program, and they are knowledgeable about the program and understand how it fits the mission of the University and serves the professional social service community in North Western Ohio. 3. An outstanding Department Chair to provide leadership to the professional social work programs at the University of Toledo. 4. A mature, diverse, and enthusiastic faculty with years of professional social work and teaching experience. 5. An interested and committed professional social work community that supports the advanced generalist model, and the possibility of this program contributing greatly to the professionalization of the social and human service workforce in a 16 county area in NW Ohio. 6. A dedicated Program Advisory Group that is committed to recruitment of students and supporting the program in ways that are yet to be identified. Areas for Further Development (identify Accreditation Standards or Educational Policy statements by number): 1. AS 1 Refine Program objectives (foundation and advanced) so that each is measurable. Refine objectives for each of the concentration areas (mental health, children and families, aging) so that each is measurable and concentration comparability is assured. 2. AS 2 Further expand upon the conceptualization of the program s liberal arts perspective that serves as a driver for advanced generalist practice; Enhance the conceptual framework of advanced generalist practice including ways to better reflect the relevant and essential theories that serve as the base of the practice modality. 3. Continue to develop course syllabi with special attention to how horizontal and vertical integration is achieved through the curricular offerings. The program should pay special attention to currency of reading assignments the honing of course objectives that can be measured. 367

372 4. AS 4 Begin to consider how part time faculty may be used in the program and develop procedures for hiring and reviewing and renewing their contracts. Begin to develop policies that will promote faculty scholarship. Develop a time table for hiring additional faculty and field coordinator. 5. AS 5 Continue to refine student policies that may include accommodation of parttime students in the advanced standing program, admissions procedures, and student termination policies. Develop a recruitment plan and time tables for program expansion. 6. AS 6 Continue to explore additional ways to create and environment that embraces diversity. Commissioner Recommendation: I take this opportunity to thank Dr. Terry Cluse-Tolar, her staff and faculty as well as all officials of the University of Toledo with whom I met for making my visit comfortable and for making me feel welcome in every way. It was a very productive visit. The Department faculty has worked hard on bringing this proposal forward, and their hard work is apparent throughout the document. Furthermore, the faculty members have positioned themselves to respond to questions raised during the visit and gave every indication that they are ready to move ahead in addressing those areas for future development. Recommendation: Grant Candidacy 368

373 Council on Social Work Education Commission on Accreditation Accreditation Review Brief Baccalaureate and Master s Form Benchmark Brief_2002 ( ) Name and Full Address of Program (Program provides information below) Social Work Department University of Toledo Toledo, Ohio Name and Title of Persons Completing Form Program Chief Administrator: Terry Cluse-Tolar Commissioner: Jean K. Quam Date: February 3, 2005 Brief Recommendation of Commissioner (details on last page) The program has made excellent progress and should move into its second year of candidacy with no difficulty. Review Category 4 Pre-Candidacy Visit (Benchmark I) First Annual Candidacy Visit (Benchmark II) XX Brief Description of Program Administrative Structure The MSW Program is housed in the College of Health and Human Services. A separate Social Work department was formed four years ago. Currently the department is developing its own Articles of Administration (By-laws). Brief Program Background The department offers a BSW degree which will be up for reaffirmation of accreditation in a few years. The MSW program plans to admit 15 part-time and 15 full-time students in Fall they plan to offer three concentrations aging, mental health, and children and families. Brief Summary of Commissioner Site Visit (noting dates, constituencies, etc.) The visit took place on February 1 2, The program was extremely welcoming and gracious to the commissioner. During the commissioner visit, I met with President Dan Johnson, Provost and Executive Vice President for Academic Affairs and Enrollment Services Alan G. Goodridge, Senior Vice Provost for Academic Affairs Robert Sheehan, Dean of the College of 369

374 Brief Summary of Commissioner Site Visit (noting dates, constituencies, etc.) Health and Human Services Jerome Sullivan, and Associate Dean for Research and Graduate Studies Barbaranne Benjamin. The following faculty were involved in various meetings: Martha Delgado, Ann Biddlestone, Reva Allen, Terry Cluse-Tolar, Mylo Jennings, Brenda McGadney- Douglass, Sudershan Pasupuleti, and Celia Williamson. Over lunch I met with several members of the Social Work Advisory Board and several field instructors (some people held both positions). Additional comments (if needed) Baccalaureate (AS 4) Master s (AS 4) Full-Time Faculty Full-Time Faculty 5 Full-Time Faculty to Full-Time Student Ratio to Full-Time Faculty to Full- Time Student Ratio FTE Faculty to FTE Student Ratio to Full-Time Doctoral Faculty (if any) FTE Faculty to FTE Student Ratio to to If the ethnicity categories below differ from those used by your institution, make appropriate changes. Baccalaureate or Masters Program in Candidacy Ethnicity Students Faculty (AS 6) Female Male Female Male Full- Time Part- Time Full- Time Part- Time Total Full- Time Part- Time Full- Time African American/Other Black non- Hispanic) American Indian/Native American Asian American Pacific Islander Mexican American Puerto Rican Other Latino/Hispanic Part- Time Total 370

375 Baccalaureate or Masters Program in Candidacy Ethnicity Students Faculty (AS 6) Female Male Female Male Full- Time Part- Time Full- Time Part- Time Total Full- Time Part- Time Full- Time White (non- Hispanic/ Caucasian) Other Groups (please specify) Part- Time Total Total 371

376 Standard & Description AS 1 PROGRAM MISSION, GOALS, AND OBJECTIVES 1.0 B1: The social work program s mission is appropriate to professional social work education. BII: The social work program has a mission in concert with Educational Policy, Section 1.1, (Purpose of Social Work Education), and consistent with the institution s mission. AS: The social work program has a mission appropriate to professional social work education as defined in Educational Policy, Section 1.1 (Purposes of Social Work Education). The program s mission is appropriate to the level or levels for which it is preparing students for practice and is consistent with the institution s mission. 1.1 BI: The program has goals derived from its mission. These goals reflect the purposes of Educational Policy section 1.1, (Purposes of Social Work Education). BII: The program goals are derived from its mission and reflect the purposes of the Educational Policy section 1.1, (Purposes of Social Work Education). Compliance XX XX Commissioner Evaluation Concern Non- Compliance Comments They have a chart that illustrates how the mission relates to the Educational Policy. They have designed a curriculum with a strengths and empowerment perspective with the promotion of social and economic justice. Program goals are derived from the mission and reflect the Education Policy. Goal 5 is less of a program goal that the other four goals. Faculty agree that this 372

377 Standard & Description AS: The program has goals derived from its mission. These goals reflect the purposes of the Educational Policy, Section 1.1, (Purposes of Social Work Education). Program goals are not limited to these purposes. Compliance Commissioner Evaluation Concern Non- Compliance Comments is more of a departmental goal. 1.2 BI: The program s objectives are derived from the program s goals and are consistent with the Educational Policy, Section 3, (Program Objectives). The program has an initial plan for assessing the attainment of objectives. BII: The program has objectives derived from its goals and consistent with the Educational Policy, Section 3, (Program Objectives). The program discusses how objectives are implemented in the curriculum and how they are assessed. AS: The program has objectives that are derived from the program goals. These objectives are consistent with Educational Policy, Section 3. Program objectives are reflected in program implementation and continuous assessment (see Accreditation Standard 8). 1.3 Benchmark I & II must meet full Accreditation Standard. AS: The program makes its constituencies aware of its mission, goals, and objectives. XX Since the last commissioner visit, the objectives have been clarified and each one is now stated in more measurable terms. XX All materials will appear in the MSW Application, Student Handbook, Field Manual, and the departmental website. 373

378 AS 2 B Standard & Description CURRICULUM Benchmark I & II must meet full Accreditation Standard. AS: The curriculum is developed and organized as a coherent and integrated whole consistent with program goals and objectives. Social work education is grounded in the liberal arts and contains a coherent, integrated professional foundation in social work practice from which an advanced practice curriculum is built at the graduate level. BI: The program defines its conception of generalist social work practice, describes its coverage of the professional foundation curriculum identified in the Educational Policy, Section 4, (Foundation Curriculum Content). (Submit all professional foundation syllabi). Benchmark II must meet full Accreditation Standard. AS: The program defines its conception of generalist social work practice, describes its coverage of the professional foundation curriculum identified in Educational Policy, Section 4, and demonstrates how its conception of generalist practice is implemented in all components of the professional curriculum. Compliance Commissioner Evaluation Concern Non- Compliance Comments XX The faculty have put in a considerable amount of work developing the curriculum as a coherent and integrated whole consistent with program goals and objectives. They expect that as they go through the first time teaching the courses, that further changes may be necessary. XX This is an Advanced Generalist program and the faculty have designed a curriculum that infuses content very well. They clearly distinguish between foundation and advanced curriculum content. 374

379 Standard & Description M2.0.1 BI: The program describes its coverage of the foundation and advanced curriculum content, identified in the Educational Policy, Sections 4 & 5. The program defines its conception of advanced practice and explains how the advanced curriculum is built from the professional foundation. The master s program has a concentration curriculum that includes (a) concentration objectives, (b) a conceptual framework built on relevant theories, and (c) curriculum design and content, and (d) field education that supports the advanced curriculum. Submit all foundation syllabi and well-developed advanced curriculum syllabi. Benchmark II must meet full Accreditation Standard. AS: The program describes its coverage of the foundation and advanced curriculum content, identified in Educational Policy, Sections 4 and 5. The program defines its conception of advanced practice and explains how the advanced curriculum is built from the professional foundation. The master s program has a concentration curriculum that includes (a) concentration objectives, (b) a conceptual framework built on relevant theories, (c) curriculum design and content, and (d) field education that supports the advanced curriculum. The program demonstrates how the depth, breadth, and specificity of the advanced curriculum are addressed in relation to the professional foundation. 2.1 BI: The social work program has conceptualized its field education program consistent with Educational Policy, section 4.7 and Section 5, consistent with the program s goals and objectives. (AS ). BII: The social work program has implemented a field education program and documents how it has worked to reflect the components of Accreditation Standard A draft practicum manual exists. Compliance XX XX Commissioner Evaluation Concern Non- Compliance Comments The faculty have designed three concentrations: children and family, mental health and aging. We discussed whether or not it was practical to begin with three concentrations and the faculty are looking at different alternatives if it happens that most students prefer one or more of the concentrations over others. The faculty have presented objectives, a framework, curriculum design and content, and field education that will support the concentrations. While the syllabi reflect different theories that will be presented, they will add more of this to the next draft of the self study. This program has designed a rather unique field work model in which first year students begin with an orientation to field and do not go into the field setting until week 8. The field manual is excellent. The learning contract is also 375

380 Standard & Description AS: The social work program administers field education (Educational Policy, Section 4.7 and Section 5) consistent with program goals and objectives that: (see ) Compliance Commissioner Evaluation Concern Non- Compliance Comments very well done and clearly reflects what the program hopes to accomplish. The field director has made clear distinctions between BSW and MSW field expectations. AS 3 PROGRAM GOVERNANCE, ADMINISTRATIVE STURCUTRE, AND RESOURCES 3.0 Benchmark I & II must meet full Accreditation Standard. XX The program has the necessary AS: The social work program has the necessary autonomy to meet its goals and autonomy and administrative structure to achieve objectives. The social work department its goals and objectives. (which is about four years old) is housed in the College of Health and Human Services where it receives tremendous support BI: The social work faculty is engaged in defining the The faculty work together well as a program s curriculum. whole but also have a curriculum Benchmark II must meet full Accreditation Standard. XX committee to define and refine its AS: The social work faculty defines program curriculum consistent with the Educational Policy and Accreditation curriculum. Standards and the institution s policies BI: The program s administration and faculty participate in implementing its personnel policies. Benchmark II must meet full Accreditation Standard. AS: The administration and faculty of the social work program participate in formulating and implementing policies related to the recruitment, hiring, retention, promotion, and tenure of program personnel. XX The faculty are unionized at the University of Toledo. As they are able, the faculty are involved in the formulation of policies. The faculty gave examples of almost every committee at the university in which they have been active members. 376

381 Standard & Description Benchmark I & II must meet full Accreditation Standard. AS: The chief administrator of the social work program has either a CSWE-accredited master s social work degree, with a doctoral degree preferred, or a professional degree in social work from a CSWE-accredited program and a doctoral degree. The chief administrator also has demonstrated leadership ability through teaching, scholarship, curriculum development, administrative experience, and other academic and professional activities in the field of social work Benchmark I & II must meet full Accreditation Standard. AS: The chief administrator of the social work program has a full-time appointment to the program and sufficient assigned time (at least 25% for baccalaureate programs and 50% for master s programs) to provide educational and administrative leadership. Combined programs designate a social work faculty member and assign this person sufficient time to administer the baccalaureate social work program Benchmark I & II must meet full Accreditation Standard. AS: The field education director has a master s degree in social work from a CSWE-accredited program and at least two years post baccalaureate or post master s social work degree practice experience Benchmark I & II must meet full Accreditation Standard. AS: The field education director has a full-time appointment to the program and sufficient assigned time (at least 25% for baccalaureate programs and 50% for master s programs) to provide educational and administrative leadership for field education. 3.1 BI: The social work program describes it resources, including whether they appear sufficient to achieve program goals and objectives, and propose a plan to address Accreditation Standards (Submit proposed 3 year budget). 377 Compliance Commissioner Evaluation Concern Non- Compliance Comments XX The Chair of the social work department Terry Cluse-Tolar has an MSW from an accredited program and a PhD. She is a well-respected leader in the professional community and has many years of teaching and professional activities. It was clear that she is equally well respected by the college administration. XX The Chair of the social work department has the 50% release time necessary to administer the MSW program. XX The director of Field Instruction, Martha Delgado, has an accredited MSW degree as well as many years of social work experience. XX The director of the Field program has 50% release time to administer the MSW field program. The program has sufficient resources to achieve its goals and objectives. Faculty are paid well and there is support for travel and development of

382 Standard & Description BII: The social work program documents how program resources are linked to achieving program goals and objectives. AS: The social work program has sufficient resources to achieve program goals and objectives No Benchmark I BII: The program documents it support staff, other personnel, and technological resources, and discusses their adequacy. AS: The program has sufficient support staff, other personnel, and technological resources to support program functioning No Benchmark I BII: The program documents its success in achieving sufficient and stable financial supports that permit program planning and achievement of program goals and objectives. This documentation includes a budgetary allocation and procedures for budget development and administration. AS: The program has sufficient and stable financial supports that permit program planning and achievement of program goals and objectives. These include a budgetary allocation and procedures for budget development and administration No Benchmark I BII: The program describes its progress in securing comprehensive library holdings and electronic access, as well as other informational and educational resources necessary for achieving the program s goals and objectives. Compliance XX Commissioner Evaluation Concern Non- Compliance Comments research agendas. The administration is committed to seeing that the department has the resources it needs to establish the MSW program. XX The department has an outstanding secretary and several work study students. Technological equipment is provided. XX The social work department chair has autonomy over her own budget. There have been a variety of incentives at the university to increase revenue within departments. XX The program has excellent access to library resources on campus and electronically. A new librarian has recently been hired who is assigned to the college. 378

383 Standard & Description Compliance AS: The program has comprehensive library holdings and electronic access, as well as other informational and educational resources necessary for achieving the program s goals and objectives No Benchmark I XX BII: The program describes its office and classroom space, computer-mediated access, or both relative to its ability to achieve the program s goals and objectives. AS: The program has sufficient office and classroom space, computer-mediated access, or both to achieve the program s goals and objectives No Benchmark I XX BII: The program discusses progress in gaining access to assistive technology, including materials in alternative forms (such as Braille, large print, and books on tape, assistive learning systems). AS: The program has access to assistive technology, including materials in alternative formats (such as Braille, large print, books on tape, assistive learning systems). AS 4 FACULTY 4.0 BI: The program has or will have sufficient qualified full-time faculty to achieve its program goals and objectives. (Submit a hiring timeline). BII: The program documents its progress in securing full-time XX faculty, which may be augmented by part-time faculty, who have the qualifications, competence, and range of expertise in social work education and practice to achieve its goals and objectives. The program discusses the sufficiency of its fulltime equivalent faculty-to-student ratio (usually 1:25 for baccalaureate programs and 1:12 for master s programs) and plans to secure fully adequate faculty resources. Commissioner Evaluation Concern Non- Compliance Comments The program moved into a renovated building within the last month. They have outstanding office space, excellent classrooms, conference facilities, a computer lab and an interview room. This is available as needed. It has been available to undergraduate students in the past. In fall 2005 there will be five FTE devoted to the MSW program. There are four FTE assigned to the BSW program. Most faculty will teach in both the BSW and the MSW program. They anticipate 30 students (15 part-time and 15 full-time) in the fall for a 1:6 ratio and with no more than 75 students at any given time with a full complement of 6 379

384 Standard & Description AS: The program has full-time faculty, which may be augmented by part-time faculty, with the qualifications, competence, and range of expertise in social work education and practice to achieve its goals and objectives. The program has a sufficient full-time equivalent faculty-tostudent ratio (usually 1:25 for baccalaureate programs and 1:12 for master s programs) to carry out ongoing functions of the program. 4.1 No Benchmark I BII: The program demonstrates how the current and planned use of part-time faculty assists in the achievement of the program s goals and objectives. AS: The program demonstrates how the use of part-time faculty assists in the achievement of the program s goals and objectives. 4.2 Benchmark I & II must meet full Accreditation Standard Faculty size is commensurate with the number and type of curricular offerings in class and field; class size; number of students; and the faculty s teaching, scholarly, and service responsibilities. B4.2.1 Benchmark I & II must meet full Accreditation Standard. AS: The baccalaureate social work program has a minimum of two full-time faculty with master s social work degrees from a CSWE-accredited program, with full-time appointment in social work, and whose principal assignment is to the baccalaureate program. It is preferred that faculty have a doctoral degree. Compliance XX Commissioner Evaluation Concern Non- Compliance Comments FTE the ratio would be 1:12 which meets the standard.. No part-time faculty are needed. XX The program expects to admit a smaller number of students to begin the program and eventually have no more than 75 students. 380

385 Standard & Description M BI: The program has 3 full-time faculty members with master s social work degrees from a CSWE-accredited program, and whose principal assignment is to the master s program. The majority of the full-time master s social work program faculty have a master s degree in social work and a doctoral degree. BII: The master s social work program has a minimum of five full-time faculty members, with master s degrees from a CSWE-accredited program, and whose principle assignment is to the master s program. The majority of the full-time master s social work program faculty have a master s degree in social work and a doctoral degree. AS: The master s social work program has a minimum of six full-time faculty with master s social work degrees from a CSWE-accredited program and whose principal assignment is to the master s program. The majority of the full-time master s social work program faculty have a master s degree in social work and a doctoral degree. 4.3 Benchmark I & II must meet full Accreditation Standard AS: Faculty who teach required practice courses have a master s social work degree from a CSWE-accredited program and at least two years post baccalaureate or post master s social work degree practice experience. 4.4 No Benchmark I BII: The program discusses progress in developing a faculty workload policy that supports the achievement of institutional priorities and the program s goals and objectives. AS: The program has a faculty workload policy that supports the achievement of institutional priorities and the program s goals and objectives. AS 5 STUDENT PROFESSIONAL DEVELOPMENT 5.0 Benchmark I & II must meet full Accreditation Standard AS: The program has admissions criteria and procedures that reflect the program s goals and objectives. Compliance XX Commissioner Evaluation Concern Non- Compliance Comments All nine current faculty have an MSW and hold Ph.Ds except the director of the field program. It was suggested that the department chair lay out a chart assigned faculty to the MSW and BSW programs for the coming year. She was able to do this in a way that met the standards. It is expected that the MSW program will hire its 6 th faculty member by the time the program is ready for the authorization for a site visit. XX All faculty have MSWs and extensive practice experience. XX 381 Faculty are unionized. The contract states that the average teaching load is a maximum of 12 credit hours per semester and a minimum of six credit hours per semester. Most faculty teach three classes per semester. XX The department uses the same criteria as the Graduate School at the University of Toledo.

386 Standard & Description M 5.1 Benchmark I & II must meet full Accreditation Standard AS: Only candidates who have earned a bachelor s degree are admitted to the master s social work degree program. 5.2 Benchmark I & II must meet full Accreditation Standard AS: The program has a written policy indicating that it does not grant social work course credit for life experience or previous work experience. 5.3 Benchmark I & II must meet full Accreditation Standard AS: In those foundation curriculum areas where students demonstrate required knowledge and skills, the program describes how it ensures that students do not repeat that content No Benchmark I Benchmark II must meet full Accreditation Standard AS: The program has written policies and procedures concerning the transfer of credits. M5.3.2 Benchmark I & II must meet full Accreditation Standard AS: Advanced standing status is only awarded to graduates of baccalaureate social work programs accredited by CSWE. 5.4 BI: The program discusses its initial thinking on the advising policies and procedures that will be consistent with program goals and objectives. Benchmark II must meet full Accreditation Standard. AS: The program has academic and professional advising policies and procedures that are consistent with the program s goals and objectives. Professional advising is provided by social work program faculty, staff, or both. Compliance Commissioner Evaluation Concern Non- Compliance Comments XX This is clearly stated in their policies. XX This policy is stated. XX The policies are in place but faculty are still determining who will make the final decision. Initial recommendation can be made by the advisor. XX The policies are in place but faculty are still determining who will make the final decision. XX The faculty have planned an Advanced Standing program but they have not yet determined the shelf life of the BSW degree. Many people with BSW degrees have been waiting for several years for the opportunity to take this degree. They will make the decision before admitting students to the program. XX 382 All faculty advise students. Students will be assigned advisors based on concentrations.

387 Standard & Description 5.5 No Benchmark I Benchmark II must meet full Accreditation Standard. AS: The program has policies and procedures specifying students rights and responsibilities to participate in formulating and modifying policies affecting academic and student affairs. It provides opportunities and encourages students to organize in their interests. 5.6 No Benchmark I Benchmark II must meet full Accreditation Standard. AS: The program informs students of its criteria for evaluating their academic and professional performance. 5.7 No Benchmark I Benchmark II must meet full Accreditation Standard AS: The program has policies and procedures for terminating a student s enrollment in the social work program for reasons of academic and professional performance. Compliance Commissioner Evaluation Concern Non- Compliance Comments XX Policies and procedures are in place. Students are well represented in all governance activities. XX Found in course syllabi and field evaluations. XX Good experience with the Academic and Professional Performance Review Committee at the undergraduate level. They plan to use the same model at the graduate level. 383

388 Standard & Description Compliance Commissioner Evaluation Concern Non- Compliance Comments AS 6 NONDISCRIMINATION AND HUMAN DIVERSITY 6.0 Benchmark I & II must meet full Accreditation Standard XX This is a very diverse faculty and they AS: The program makes specific and continuous have a diverse Advisory Board and efforts to provide a learning context in which expect to have a diverse student body. respect for all persons and understanding of There are good examples of ways in diversity (including age, class, color, disability, which they have built diversity into their ethnicity, family structure, gender, marital status, classes and in field. We discussed national origin, race, religion, sex, and sexual ways to attract an even more diverse orientation) are practiced. Social work education student body or focus in on certain builds upon professional purposes and values; student groups in the future, e.g. therefore, the program provides a learning Appalachian women, Hispanics. context that is nondiscriminatory and reflects the profession s fundamental tenets. The program describes how its learning context and educational program (including faculty, staff, and student composition; selection of agencies and their clientele as field education settings; composition of program advisory or field committees; resource allocation; program leadership; speakers series, seminars, and special programs; research and other initiatives) and its curriculum model understanding of and respect for diversity. AS 7 PROGRAM RENEWAL 384

389 Standard & Description 7.0 No Benchmark I BII: The program discusses the development of ongoing exchanges with external constituencies that may include social work practitioners, social service recipients, advocacy groups, social service agencies, professional associations, regulatory agencies, the academic community, and the community at large. AS: The program has ongoing exchanges with external constituencies that may include social work practitioners, social service recipients, advocacy groups, social service agencies, professional associations, regulatory agencies, the academic community, and the community at large. 7.1 No Benchmark I. BII: The program discusses progress and plans in support of faculty engaging in the development and dissemination of research, scholarship, or other creative activities relevant to the profession. AS: The program s faculty engage in the development and dissemination of research, scholarship, or other creative activities relevant to the profession. 7.2 No Benchmark I. BII: The program discusses its progress in seeking opportunities for innovation and provides leadership within the profession and the academic community. Compliance XX XX Commissioner Evaluation Concern Non- Compliance Comments Program has a well-established 12 member Advisory Board. The commissioner met with the board who were very enthusiastic about the program. They see it reflecting very positively on the University of Toledo. Many of the faculty are involved in agency-based research and serve on boards of almost every major agency in the area. Faculty are given computers and start up funds to establish a research agenda. Funds are available for conference travel. More work study students will be hired to assist faculty with their research. Good support centrally. XX The faculty have designed several innovative curricular ideas including a sound field model and the use of journal clubs. Faculty are very involved in 385

390 Standard & Description AS: The program seeks opportunities for innovation and provides leadership within the profession and the academic community. Compliance Commissioner Evaluation Concern Non- Compliance Comments university-wide committees as well as community agencies. AS 8 PROGRAM ASSESSMENT AND CONTINOUS IMPROVEMENT 8.0 No Benchmark I XX The program has numerous measures Benchmark II program must meet full AS for evaluation. Details of what will be AS: The program has an assessment plan and procedures included in a pre-test and a post-test for evaluating the outcome of each program objective. The plan specifies the measurement procedures and methods are yet to be determined. We discussed used to evaluate the outcome of each program objective. the value of adding more measures in the first semester and in the first year to obtain feedback quickly. Although course evaluations are completed, they were not mentioned as an evaluative tool. 8.1 No Benchmark I XX The faculty has a plan for BII: The program discusses the implementation implementation of its evaluation tools. of its plan to evaluate the outcome of each The faculty as a whole are eager to program objective and to show evidence that the have student feedback and are analysis is continuously used to affirm and anticipating ways in which they can improve the educational program. publish findings and present about their AS: The program implements its plan to evaluate the curricular innovations. outcome of each program objective and shows evidence that the analysis is used continuously to affirm and improve the educational program. 386

391 Commissioner Summary Areas of Strength: 1. Excellent faculty with a strong commitment to teaching and research. 2. Very supportive university administration including the President, Provost, and Dean. 3. A strong curriculum that builds on the positive aspects of the undergraduate curriculum. 4. Strong linkages to the community including a very supportive Advisory Board. 5. An innovative field program that is well laid out and reflects the goals and objectives of the program. 6. A department chair, who is well respected by the faculty, administration and the community. 7. Excellent new space and furnishings. Areas for Further Development (identify Accreditation Standards or Educational Policy statements by number): 1. Faculty will determine if the resources of the department can support three concentrations. 2. Develop more evaluative methods for the first year of the MSW program and develop specific items for pre-test and post-test. Commissioner Recommendation: I found the University of Toledo Social Work department to have developed a strong program in its first year of candidacy. It is very early in the spring semester and faculty need state approval before beginning their admissions of MSW students for the fall. This process should be complete in March. There are refinements that they can make in the admissions process as they complete it for the first time and there are adjustments to the curriculum, which will no doubt occur as a result of feedback from students. However, the program should move easily into its second year of candidacy. 387