DEPARTMENT OF SOCIAL WORK
SWK
250-001: FOUNDATIONS FOR PRACTICE
Spring 2003
Monday,
Wednesday, Friday - 1:00 to 1:50 p.m.
Henderson
309
_________________________________________
INSTRUCTOR: Linda
Openshaw, D.S.W., A.C.S.W.
OFFICE:
Henderson 310
OFFICE HOURS: Monday,
Wednesday, & Friday
8:00 a.m. to 10:00 p.m.;
Tuesday 9:00 a.m. to 5:00 p.m.
OFFICE PHONE: (903) 468-6095
E-MAIL: Linda_Openshaw@tamu-commerce.edu
__________________________________________
I. COURSE
DESCRIPTION:
This course provides an overview of
the generalist social work problem-solving process. Students develop relationship building, problem identification,
and data gathering skills, which are used with all levels of client
systems. Interviewing and written
documentation skills are developed through in class interviews, role-plays, and
written assignments. Special attention
is given to ethical practice and issues of diversity.
II. GOALS
AND OBJECTIVES:
A student who
successfully completes this course should be able to:
Apply critical thinking skills within the profession of social work as it relates to generalist practice.
Understand
social work’s value base and ethics as presented in NASW’s Code of Ethics.
Be aware of personal values and how they affect practice, services, and clients in generalist practice.
Promote understanding, affirmation and respect for diversity in generalist practice.
Understand factors that contribute to placing clients at risk of social and economic injustices.
Understand and interpret the history of the profession as related to current issues and structures in generalist practice.
Apply knowledge and skills of generalist social work perspective to practice with systems of all sizes.
Focus on strengths, capacities and resources of client systems in generalist practice.
Work with
micro, mezzo and macro client systems.
Know
appropriate helping relationships with client systems, including communication
skills.
Know data
gathering, assessment, and planning skills.
Identify, analyze, and learn how to implement empirically based interventions in generalist practice.
Know how to
evaluate program outcomes and practice effectiveness in generalist
practice.
III.
TEXT:
Kirst-Ashman, Karen K. and Grafton,
H. Hull, Jr. (2002). Understanding Generalist Practice (3rd
ed.). Pacific Grove, CA: Brooks/Cole
Supplemental Text:
Hepworth, D. H. & Larsen, J.A.
(1997). Direct Social Work
Practice: Theory and Skills (5th
ed.). Pacific Grove, CA:
Brooks/Cole
IV.
GRADING:
Helping
Process Paper 100
points
Assessment
& Treatment Plan 100
points
Interview
50
points
Mid
term examination 100
points
Final
Examination 100
points
Attendance
and class participation 50 points
TOTAL 500
points
A
= 450-500 points
B
= 400-449 points
C
= 350-399 points
D
= 300-349 points
F
= 299 and below
V.
CLASS ATTENDANCE AND PARTICIPATION:
Class attendance and participation are mandatory. Student class attendance is essential to achieving the course goals. Roll will be taken at the beginning of each class. It is your responsibility to notify the instructor if you arrive late; however, students who miss more than half of class will not be given credit for attendance. The University policy on attendance will be followed in this class -- students who miss more than six classes may be dropped from the course. Attendance will be taken and reflected in the grade. Excused and unexcused absences present the same problems to your success in this class. Please contact the instructor immediately following an absence to determine if a makeup assignment can be completed to cover missed course material.
Class
participation has three components: (1)
appropriate verbal and non-verbal interactions with classmates, (2)
attentiveness, and (3) active involvement in class activities. Evaluation of class participation is based
on instructor observation. Students
will be given verbal feedback if problems are evident.
VI.
POLICY ON PLAGIARISM AND CHEATING:
Students at Texas A&M University-Commerce are
expected to maintain high standards of integrity and honesty in all their
scholastic work. Faculty are expected
to uphold and support student integrity and honesty by maintaining conditions
that encourage and enforce academic honesty.
Conduct that violates generally accepted standards of academic honesty
is defined as academic dishonesty.
"Academic dishonesty" includes, but is not limited to,
cheating on exams or other course assignments, collusion (the unauthorized
collaboration with others in preparing course assignments), abuse (destruction,
defacing, or removal) of resource material, and plagiarism.
Plagiarism is the “[A]ct of appropriating the literary
composition of another, or parts of passages of his [or her] writings, or the
ideas or language of the same, and passing them off as the product of one’s own
mind.” (Black’s Law Dictionary,
Abridged Fifth Edition, 1983). When a
student gives proper credit to the source, it is not plagiarism.
Some examples of cheating include copying answers from
another’s test or assignment, using notes during an exam, giving or receiving
help on assignments, and submitting work already submitted or a previous class
for credit in another class. If a
student suspects cheating is occurring during an exam, the student must
immediately notify the instructor so that the instructor can evaluate the situation
while it is occurring.
Law, University policy, and ethical standards all require
that students refrain from plagiarism or cheating in any form. Social workers must be honest and
trustworthy; therefore, social work students must avoid any behavior that is
dishonest or impairs the trust of others.
Instances of suspected plagiarism
and/or cheating will be thoroughly evaluated.
Students found in violation of this policy will be subject to
disciplinary action by the Department and University.
VII.
OVERVIEW OF ASSIGNMENTS:
Helping Process Paper:
This assignment is designed to encourage students to think about the
helping process. Specifically students are to identify in writing, from
personal experience, the relationship factors that allow help to take place.
Treatment Plan: Conduct
an intake interview with an individual.
Write a multi-dimensional assessment prioritizing the client's problem
based on an outline provided by the instructor. Write a treatment and intervention plan that includes information
about development, community contingencies, family relationships, and other
factors that relate to the individual client.
Include a measurement plan for evaluating the effectiveness of the
intervention. Write a termination plan
and measurement of success.
Interview - during class time. The class members will comment on the use of
empathy and verbal following skills.
VIII. EXAMINATIONS:
There will be one mid-term and one final examination. Each examination will be worth 100 points.
IX. POLICY ON DUE DATES:
Assignments will
not be accepted after the due dates.
SWK
250-001: FOUNDATIONS FOR PRACTICE
COURSE OUTLINE
I. Overview
of the helping process
A. Introduction to the Generalist problem
Solving Method
B. Define the Social Work Generalist
II. Social
Work Values and Ethics
A. Commitment to the primary importance of
the individual in society
B. Commitment to social change, to meet
socially recognized needs
C. Commitment to social justice and the
economic, physical, and mental well being of all in society
D. Respect and appreciation for individual
and group differences
E. Commitment to developing client systems
abilities to help themselves
F. Willingness to transmit knowledge and
skills to others
G. Willingness to keep personal feelings
and needs separate from professional relationships
H. Respect for confidentiality
I. Willingness to persist in efforts on
behalf of the client system despite frustration
J. Commitment to a high standard of
personal and professional conduct
III. Communication process
A. Verbal
channel
B. Non-verbal
channel
C. Differences
in communication styles across cultural groups
IV. Relationship
building
A. The significance of relationship
building across voluntary, involuntary, and non-voluntary client systems and
across diverse clients groups, including ethnic groups, women, children and the
aged, gay and lesbian clients, and persons with severe and persistent mental
illness.
B. The role of environment/setting on
rapport
V. Interviewing
skills
A.
Empathy
B. Authenticity
C. Attending
D. Exploring
E. Focusing skills
VI. Cross-cultural
interviewing
A. The effects of race, class, ethnicity,
and gender on relationship building
B. The effects of race, class, ethnicity,
and gender on the application of interviewing skills
VII.
Application of Interviewing
skills
A. Individuals
B. Small groups
C. Families
D. Organizations
E. Communities
VIII. Generalist
approaches to data gathering in large systems
A. Data gathering in organizations
B. Date gathering in communities
IX. Written
communication skills
A. Report writing, APA style
B. Case recording avoiding bias and
stereotyping
X. CLASS
PROGRAM AND READINGS:
|
Week |
Date
|
Topic |
Assignment |
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|
1 |
January
2003
|
Class introduction. Review of course syllabus and
assignments. Overview of class
subject matter. Introduction of class
members. The generalist intervention model. Video: What Do Social Workers Do? |
Kirst-Ashman, Ch. 1 In-class paper on professional identity |
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|
2 |
January
2003
|
No Class Monday, January 20th –
Martin Luther King Day Micro practice skills. No class Friday, January 24th |
Kirst-Ashman, Ch. 2 |
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|
3 |
January
2003
|