SWK 315-SOCIAL WORK PRACTICE I #30046 TERM: SPRING 2010 8-9:15am Tuesday and Thursday, Normal Hall - Room 106 Instructor: Kim-Anne Perkins, LCSW Office Hours: Normal Hall, Room 203 Mon 10-11:30am Weds 12:15-1:30 pm (207) 768-9428 or by appointment E-mail: kimanne.perkins@umpi.edu University of Maine, Presque Isle Statement of Commitment As a member of the university, I pledge to Pursue academic excellence, Support open inquiry and civil expression, Listen respectfully to the viewpoints of others, Participate responsibly in the life of the community, Conserve and enhance the beauty of the campus, and Help members of the university realize their potential. I. Course Overview The first of three practice classes, students acquire entry level skills such as interviewing, data collection, documentation, dealing with ethical dilemmas necessary for beginning generalist social work practice. Critical thinking and selfexploration are integral components of coursework. Diversity, empowerment and a strengths perspective in relation to the individual system are emphasized. II. Council on Social Work Education Evaluative Standards 4.0 Values and Ethics Social work education programs integrate content about values and principles of ethical decision making as presented in the National Association of Social Workers Code of Ethics. The educational experience provides students with the opportunity to be aware of personal values; develop, demonstrate, and promote the values of the profession; and analyze ethical dilemmas and the ways in which these affect practice, services, and clients 1
4.1 Diversity Social work programs integrate content that promotes understanding, affirmation, and respect for people from diverse backgrounds. The content emphasizes the interlocking and complex nature of culture and personal identity. It ensures that social services meet the needs of groups served and are culturally relevant. Programs educate students to recognize diversity within and between groups that may influence assessment, planning, intervention, and research. Students learn how to define, design, and implement strategies for effective practice with persons from diverse backgrounds. 4.2 Populations at Risk and social and Economic Justice Social work education programs integrate content on populations-at-risk, examining the factors that contribute to and constitute being at risk. Programs educate students to identify how group membership influences access to resources, and present content on the dynamics of such risk factors and responsive and productive strategies to redress them. Programs integrate social and economic justice content grounded in an understanding of distributive justice, human and civil rights, and the global interconnections of oppression. Programs provide content related to implementing strategies to combat discrimination, oppression, and economic deprivation and to promote social and economic justice. Programs prepare students to advocate for nondiscriminatory social and economic systems. 4.5 Social Work Practice Social work practice content is anchored in the purposes of the social work profession and focuses on strengths, capacities, and resources of client systems in relation to their broader environments. Students learn practice content that encompasses knowledge and skills to work with individuals, families, groups, organizations, and communities. This content includes engaging clients in an appropriate working relationship, identifying issues, problems, needs, resources, and assets, collecting and assessing information; and planning for service delivery. It includes using communication skills, supervision, and consultation. Practice content also includes identifying, analyzing, and implementing empirically-based interventions designed to achieve client goals; applying empirical knowledge and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. 2
III. Objectives Upon completion of this course, the student will: A. Demonstrate awareness of one s values and an understanding of the impact of one s values in the context of practice B. Demonstrate awareness of the ethical base of social work practice and dilemmas encountered in practice C. Know the basic skills for conducting assessments from a strengths perspective D. Understand how to involve the client system in assessment, intervention and planning E. Demonstrate knowledge and ability in cultural competence and sensitivity F. Demonstrate competence in written and oral communication specific to social work documentation G. Demonstrate understanding and respect for individual dignity and value, individual responsibility and self-determination H. Demonstrate skills in planning intervention strategies and exploring alternatives IV. Teaching and Learning Methods This is a core course in the application of knowledge and skills to client systems encountered in the practice of social work. Student preparation and participation in the class is essential to optimize the opportunity for learning. A variety of learning media will be utilized throughout the course: role play, observer, study buddy, group discussion and dialogue, lecture, presentation, film, journal writing, news media, textbook and assigned readings. It is the responsibility of the instructor to create a viable environment for learning. It is the students responsibility to interact with and contribute to the learning environment in such a way that the learning experience is enhanced both individually and collectively. The process of learning is mutually interactive. Social work practice and learning include both content and process. There will be an emphasis on documentation and interviewing skills. V. Conduct and Comportment It is expected that all students in this class remain focused during the class time and desist from: chatting outside the discussion; texting; using computers (other than for note taking; using cell phones (other than emergencies) Students engaging in these activities are distracting for both the instructor and other students. Students who fail to keep their focus on classroom work (lecture, discussion, film, presentation, etc.) will be asked to leave the class and may be required to withdraw from the course. 3
VI. Required and Recommended Materials Kirst-Ashman, K. K. & Hull, G.H., Jr. Understanding Generalist Practice, 5 th edition Brooks/Cole, Pacific Grove, CA. ISBN:13-978-0-495-50713-0 Recommended: Szuchman, L.T. & Thomlison, B. Writing with Style: APA Style for Social Work, 3 rd edition Brooks/Cole, Belmont, CA ISBN: 978-0-495-09883-6 Standard Grade Videotape: to be used for your interviews in Practice 1, 2, & 3 Paper Folders to be used for Self Awareness Portfolio and for research paper Access to Blackboard VII. Accommodations If you have a disability and need an accommodation or assistance in this course, please make an appointment with Mary Kate Barbosa at Student Support Services (768-9613) or the instructor. VIII. Attendance Regular attendance and time management are the responsibility of the student. Attendance is taken at all classes. Class begins at 8:00 am. A key part of this class is the work done during the class period. No judgment or subjective value is placed on reasons for absenteeism or tardiness. Lack of presence in the classroom is absent. Tardiness is defined as coming into the class after the instructor has begun to present information. The policy is designed to allow for up to 2 absences from the class with no repercussions. Three absences from class will result in a ½ step deduction in the overall grade from the class. Four absences will result in another ½ step reduction. If a student has 5 absences from the class, an additional ½ step deduction will occur in the course overall grade. More than 5 absences will result in the student being directed to withdraw from the class. Coming late to class is both rude and disruptive. Problems created by these behaviors can be understood in the context of professional integrity. Chronic tardiness will not be tolerated. Three incidents of tardiness will result in the equivalent of one absence. Concern about this policy needs to be addressed with the instructor. Should the number of the incidents rise to the level of impacting the grade, the student may request to meet with the instructor and the BSW program director to review the concerns. 4
The College of Professional Programs the rights of instructors and students to work/study without fear of prejudice on the basis of gender, race, age, class, disabilities, sexual orientation and political or religious affiliation. IX. Course Requirements and Grading The assignments are due as listed. Please do not ask for exceptions to these dates. Late papers WILL NOT BE ACCEPTED. If an exam is missed due to an unavoidable emergency, it is the student s responsibility to arrange for a make up exam prior to the next class period. Exams not scheduled in this manner will be penalized five points per day. SELF-AWARENESS PORTFOLIO: Pass/Fail The purpose of this assignment is to assist the student in the process of selfexploration in preparation for the profession of social work. There are twelve short assignments. Each assignment will be graded on a pass/fail basis. Specifics of this assignment can be found in Assignment Packet A: Portfolio, including worksheets. All Portfolio assignments should be kept in a soft-sided paper folder with inside pockets. Label the folder on the outside with your name, Social Work 315, Practice I, spring 2009. Any written work that is not edited for typos, spelling and grammar WILL NOT be accepted resulting in a Fail grade for that assignment. Essays are to be one to two page typewritten, standard font. Each essay should have a cover sheet titled according to the assignment and listed with the corresponding portfolio number. Example: Why I want to be a Social Worker Portfolio # 1 Student Name Date Due It is recommended you keep a photocopy for yourself of each assignment. Assignment # Topic or Worksheet Title Due Date 1 Why I want to be a social worker 21 Jan 2 Self Esteem Rating Scale 28 Jan 3 Acceptance of Others 04 Feb 4 Identify your area(s) of social work Interest and why 11 Feb 5 Preparatory Self Exploration 25 Feb 6 Professional Integrity 04 Mar 7 Cultural Competence * 11 Mar (You will develop your own assessment) 5
8 POWER 18 Mar What are the dynamics of power in the context of the provision of social work services? 9 Identify your own Buttons / 30 Mar Hot Spots or unresolved issues and describe your strategy for resolution 10 DIVERSITY 08 Apr From your own perspective, describe the importance of this concept in the context of social work practice. Be specific and use examples. 11 POVERTY 15Apr Use your understanding of social work concepts, data and course knowledge to describe your understanding of this issue and its impact on marginalized voices. 12 Writing Professional Letters 22 Apr *Cultural Competence assessment instrument (#7 above) Using the assigned readings listed below, and others of your choice, you will develop an assessment instrument to evaluate YOUR own cultural competence. You must scale your assessment and use observable, measurable behaviors to make your assessment. Example: Worker can identify her/his cultural heritage: 1 2 3 (1 = not at all, 2 = adequate, 3 = exceeds expectations) Schriver, Joe M., Human Behavior and the Social Environment, pp. 24-25, 136-137. Standards for Cultural Competence in Social Work Practice, Prepared by the NASW. (Can be accessed on line or hard copy available for review in professor s office. (use Appendix A guidelines. Writing samples are available.) RECORDING DOCUMENTS DUE: 23 Feb Pass/Fail Using your social work skills, you will contact an organization or agency providing social work services (or where a social worker might be employed such as a school, hospital, military base, etc.) You should contact an agency with which you do not have an established relationship. You will obtain their printed paperwork for an intake interview or other appropriate documentation for services provided at that site. You will use this paperwork to conduct in class interviews with your interview partners. Include a brief (1/2 page typed, standard font) narrative with your 6
recording documents. Narrative comments should include a brief description of the agency that you contacted, title and role that social workers play in this agency, persons or population served by this agency and a brief description of your experience completing this assignment. You may also wish to request and include an agency brochure. THEORETICAL RESEARCH PAPER DUE: 11 May, class presentation 25% This paper should be written from the perspective of your particular field of practice interest. This is a research paper and should be presented consistent with the APA guidelines. The paper is to be presented to the class as a final project during the finals week. For this class the final period is 8:00-10am Thursday, 14 May. For detailed instructions, see Appendix B in your syllabus. Helpful resources include: your professor BSW Program Guide Mariner Tutorial http://www.umpi.maine.edu/library UMPI Writing Center Located on the first floor of South Hall. Consultations available for all levels of course work. Call 768-9615 or stop by to set up an appointment. Writing with Style, APA Style for Social Work, Lenore T. Szuchman, Barbara Thomlison, Wadsworth, Brooks/Cole, 2000. http://www.apastyle.org Writing samples are available for review in your professor s office. EXAMS: 30% of grade #1 Chapters 1,2 and 5 11 Feb #2 Chapters 16,6,7,12 and 13 30 Mar #3 Chapters 8,9,10 and 14 29 Apr Exams will consist of multiple choice, true/false, term definitions; fill in the blanks or matching terms and brief essay/vignette questions, case examples, documentation/recording. Note previous statement about late exams. INTERNATIONAL JOURNAL REVIEW DUE: 06 Apr Pass/Fail Using library database, library stacks or other online resources, students will access any international scholarly journal that relates to their practice interest. Make a copy of the article and bring it to class for discussion on 07 April. PRACTICE INTERVIEW AND CRITIQUE Due: 04 or 06 May 5% To demonstrate your understanding of the principles involved in cultural competence and engagement, students will conduct an initial interview that will be 7
videotaped. Perfection is NOT EXPECTED during your interview. This is a learning process. You will be graded on your written critique of your interview. You will create your own evaluation rubric for your interview. See detailed assignment sheet Appendix C videotape interview exercise. SUMMARY OF ASSIGNMENTS PORTFOLIO ASSIGNMENTS: Pass/Fail * 25% of final grade DOCUMENTATION/case record: Pass/Fail * 10% of final grade INT L JOURNAL REVIEW: Pass/Fail * 5% of final grade EXAMS: 3 exams 30% of final grade RESEARCH PAPER: 25% of final grade INTERVIEW/CRITIQUE: 5% of final grade * all pass/fail assignments must be completed and must meet pass standards X. MANDATORY STUDENT PROGRESS CONFERENCES Students will schedule a minimum of two individual meetings with the instructor A signup sheet will be distributed in class at least one week prior to conference time (conferences will be: weeks of Feb 08 & April 12) XI. Academic Integrity Consistent with the UMPI student handbook and the BSW program guide, plagiarism will not be tolerated. All students are accountable for this information. Writing is a crucial component of effective social work practice, and students will be expected to produce professional written products. Faculty expect that students papers will be well organized, evidence systematic analysis and respect rules of grammar, spelling and punctuation. In other words, you must pay attention to the form of your papers as well as the content. Written work must also conform to UMPI guidelines regarding use of non-sexist language and APA editorial style. Written assignments must also reflect students careful concern to give proper credit and acknowledgments for ALL words or ideas that are not original student work. Plagiarism occurs when proper credit or acknowledgment does not occur. Instructors may assign a grade of F to a plagiarized paper. Do not allow yourself to feel so intimidated by the scope or depth of an assignment that you plagiarize and risk the penalty. Help is available when you have difficulties with a particular assignment your instructors will refer you to the Writing Center if you need additional assistance. (BSW Program Guide 2008-2009, p. 110) 8
VIII. Course Outline 19 Jan 10 Orientation to syllabus, course expectations, academic integrity Jean Cashman, field placements DISCUSSION: engagement Activity: Why social work? Handouts: syllabus, portfolio assignments, READ Chapter 1 for next class 21 Jan 10 Generalist Practice, Knowledge Base, Strengths Perspective Relationship integrity, code of ethics, confidentiality, mandated reporting, duty to warn portfolio #1 (Why I want to be a social worker) due today To think about: learning goals for the class 26 Jan 10 Interview Activity: Write Learning Goals: A Micro Practice Skills: Working with individuals READ Chapter 2 28 Jan 10 Interview Activity: Write Learning Goals: B Micro Practice Skills continued portfolio #2 (self esteem rating scale) due today READ Chapter 5 Engagement/Assessment 02 Feb 10 Engagement Sign up for student conferences 04 Feb 10 Assessment portfolio #3 (Acceptance of Others) due today Prepare for exam # 1, Chapters 1, 2, 5 09 Feb 10 Exam # 1, chapters 1, 2, 5 READ Chapter 16 Recording & Documentation Bring Recording Documentation next class MANDATORY STUDENT CONFERENCES OUTSIDE OF CLASS TIME 11 Feb 10 Recording portfolio # 4 (areas of social work interest and why) due today Role play with recording documents 9
WINTER BREAK NO UMPI CLASSES 15-19 Feb 10 23 Feb 10 Documentation Narrative and recording documents due today. READ Chapter 6 planning 25 Feb 10 Planning portfolio #5 (Self exploration) due today Activity: Write interview script Handout: study guide chapter 6 02 Mar 10 Planning continued Discuss portfolio # 7 Cultural Competency READ Chapter 7 Implementation 04 Mar 10 Implementation portfolio #6 (professional integrity) due today Handouts: study guide chapter 7 READ Chapter 13 Gender-Sensitive Social Work Practice 09 Mar 10 Gender-Sensitive Social Work Practice Handouts: study guide chapter 13 READ Chapter 12 Culturally Competent Social Work Practice 11 Mar 10 Cultural Competence Portfolio # 7 Cultural competency due today Handouts: study guide for chapter 12 16 Mar 10 Senior Class Visit: Field Placements 18Mar 10 Senior Class Visit: Field Placements Prepare for Exam #2, Chapters 16, 6, 7, and 12 portfolio # 8 (essay on power) due today MANDATORY MOCK INTERVIEWS FRIDAY 19 March NON-NEGOTIABLE from 8:30 am to noon Location TBA. Bring VHS tape. SPRING BREAK UMPI NO CLASSES 22-26 Mar 10 30 Mar 10 Exam # 2 Chapters 16, 6, 7, 12 READ Chapter 8 evaluation, termination, follow up 10
01 Apr 10 Evaluation portfolio #9 (Hot spots and strategy for resolution) due today Handouts: study guide for Chapter 8 06 Apr 10 Termination and Follow up Sign up for student conferences International Journal presentation 08 Apr 10 Guest Speaker Maine State NASW Conference MANDATORY STUDENT CONFERENCES OUTSIDE THIS WEEK 13 Apr 10 Families portfolio #10 (Diversity essay) due today READ Chapters 9/10 Families UNIVERSITY DAY ATTENDANCE IS MANDATORY WEDNESDAY, 14 APRIL 15 Apr 10 Families Interview Activity: role play blended family 20 Apr 10 Families portfolio #11 (Poverty essay) due today READ Chapter 14, Advocacy Handouts: study guides chapters 9 & 10 22 Apr 10 Advocacy Handouts: study guide chapter 14 27Apr 10 Portfolio #12 (Writing a professional letter) due today Prepare for Exam #3, Chapters 8, 9, 10, and 14 29Apr 10 EXAM # 3, Chapters 8, 9, 10, 14 READ Chapter 11, Values and Ethics 04 May 10 Interview and Critique 06 May 10 Interview and Critique 11 May 10 Final: Presentation of Researched paper and practice implications. 11
SNOW DAY POLICY: STORM POLICY AND CLASS CANCELLATIONS The University of Maine at Presque Isle campus generally does not close due to adverse weather conditions, therefore, school is presumed to be in session unless an announcement is made to the contrary. However, in the case of unusually severe weather conditions, the announcement to cancel classes will be made on the following radio and television stations by or before 6:30 a.m.: WAGM TV Channel 8 or 4; WUPI 92.1 FM; WQHR 96.1 FM; WBPW 96.9 FM; WCXU 97.7 FM; WHOU 101.1 FM & 1340 AM; OLDIES 101.9 FM; WCXX 102.3 FM; and W276AY (WCXX translator in Fort Kent) 103.1 FM. Cancellation of evening classes - The decision to cancel evening classes due to extreme weather conditions will normally be made by 2:30 p.m. The above listed radio stations will be notified to announce that all University of Maine at Presque Isle classes will be cancelled that evening with the exception of WAGM TV as they do not announce evening cancellations. The campus faculty and staff will be notified by voice mail/electronic mail of the announcement. For class cancellations, please dial (207) 768-9400. The automated voice mail will direct you to press the number 3 to give you any class cancellations. 12