Western New Mexico University Department of Social Work
SWK 488
Social Work Practice III
Spring 2012
Instructor: Larry Morton II, M.S.W, Ph.D.
Class Location: Gallup Graduate Studies Center
Office Phone: 505-722-3389
E-mail: mortonl@wnmu.edu
Office Hours: By appointment
PREREQUISITE
SWK 487
COURSE DESCRIPTION
The third in a three-course sequence, builds on the skills presented in Practice I and II, applying
the generalist practice perspective to interventions with communities and organizations
addressing social, economic and sustainable development needs of populations-at-risk. The focus
is on program and practice evaluation, with an emphasis on social work values. Skills learned
will help prepare the student for supervisory and managerial positions within the agency arena
and are integrated with actual practice experience through field courses.
REQUIRED TEXTBOOK
Brueggemann, W.G. (2006 - 3rd ed). The practice of macro social work.Belmont, CA:
Thomson/Brooks/Cole Publishers.
SOCIAL WORK GENERALIST ORIENTATION
Most human service agencies in southwestern New Mexico are small and located in small,
sparsely populated, culturally diverse communities with supervision being distant. The generalist
practice model is the most appropriate educational framework for this department. This
department envisions a social work generalist as a person who can look at an entire situation,
analyze the interaction of persons in all the systems connected to the total situation, and
intervene in those situations as needed. The generalist is skilled at coordinating and mobilizing
the knowledge and skills of the profession for the benefit of the individual client or client system.
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Thus, departmental program objectives, expected educational outcomes, and curriculum content
are structured to produce beginning level professional social workers educated in generalist
social work practice. The curriculum, based on a liberal arts foundation and designed to enable
students to integrate the knowledge, values and skills of the social work profession into
competent entry-level practice. This course, for example, assumes some basic, working
knowledge of biology, child development, psychology and/or sociology. The biological base is
necessary to understand the physical opportunities and limitations for human development. The
two child development course gives background for understanding the child's individual
development within the family, the Introduction to Psychology course covers the many
individual facets of human behavior, while the Introduction to Sociology course gives the student
theoretical background for working with larger size systems.
In all social work courses, a learning perspective is encouraged that has at its base a belief that
clients frequently need a variety of services, some of which may be outside the particular
emphasis of a given course. Materials and perspectives from the other social work courses,
therefore, are frequently utilized in any given course in an attempt to foster in students a
generalist orientation to social work practice.
The faculty of the Department of Social Work at Western New Mexico University believes that
the generalist practitioner can be defined as follows:
The generalist practitioner operates within the NASW ethical code utilizing a broad spectrum of
knowledge and skills based on a problem-solving model that is infinitely flexible. The
assessment process of the generalist practitioner is grounded in a systems or person-inenvironment framework which suggests multiple points of intervention (individual, families,
groups, organizations, institutions and other social systems). The primary focus of the generalist
social worker is to prevent or solve difficulties as well as enhance and strengthen the inherent
capacities of diverse client systems, and is transferable among populations and client systems.
This approach encourages advocacy and incorporates an appreciation of human diversity and
strives for the acquisition of social justice.
COURSE OBJECTIVES
Upon completion of this course, students will be able to:
1. Identify micro and mezzo skills applicable to macro level change in generalist practice.
2. Identify macro generalist strategies for social work practice with groups, agencies,
organizations and communities.
3. Demonstrate knowledge of a range of organizational change strategies.
4. Compare approaches for assessing organizational and community problems.
5. Assess the impact of ethno-cultural diversity upon macro practice.
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6. Demonstrate individual and collective strategies for influencing macro level change(s) with
ethno-cultural social systems.
7. Evaluate organizing strategies and tactics as they relate to social work values and ethics.
8. Demonstrate the relationship between research and macro practice by interviewing community
leaders and political office holders.
9. Demonstrate professional skills necessary to work effectively in organizations and
communities.
10. Understand and apply sustainable service delivery practices to local, national, and
international settings.
CORE COMPETENCIES
2.1.1.b. Practice self-reflection to make changes that assure continual professional development
2.1.1.c. Attend to professional roles, responsibilities, relationships, and boundaries
2.1.1.d. Demonstrate respect for clients and colleagues through appropriate professional
behavior,appearance, and communication
2.1.1.e. Identify resources for engaging in career-long learning
2.1.1.f. Use supervision and consultation
2.1.2.a. Recognize and manage personal values in a way that allows professional values to guide
practice
2.1.2.b. Make ethical decisions by applying standards of the NASW Code of Ethics,
IFSW/IASSW ethicalprinciples, and/or other social work ethical codes
2.1.2.c. Recognize and manage ambiguity in resolving ethical conflicts
2.1.2.d. Apply strategies of ethical reasoning to arrive at principled decisions
2.1.3.a. Distinguish, appraise, and integrate multiple sources of knowledge, including researchbasedknowledge, practice wisdom, and clients' lived experience
2.1.3.b. Analyze models of assessment, prevention, intervention, and evaluation
2.1.3.c. Demonstrate effective oral and written communication in working with individuals,
families,groups, organizations, communities, and colleagues
2.1.4.a. Recognize the extent to which a culture's structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power
2.1.4.b. Gain self-awareness to minimize the influence of personal biases and values in working
withdiverse groups
2.1.4.c. Recognize and communicate their understanding of the importance of difference and
intersectionality in shaping life experiences
2.1.4.d. View themselves as learners and engage those with whom they work as resources for
information
2.1.5.a. Understand the forms and mechanisms of oppression and discrimination
2.1.6.a. Use practice experiences to inform scientific inquiry
2.1.6.b. Use research evidence to inform practice
2.1.7.a. Utilize conceptual frameworks to guide the processes of assessment, intervention, and
evaluation
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2.1.7.b. Critique and apply knowledge to understand persons and environments
2.1.9.a. Continuously discover, appraise, and attend to changing locales, populations, scientific
andtechnological developments, social movements, and emerging societal trends to provide
relevant services2.1.10.a. Engagement i. Substantively and affectively prepare for action with
individuals, families, groups,organizations, and communities
WRITING
The ability to write clearly and precisely is essential in social work. Assignments must be written
in standard, correct English. Written assignments containing incomplete sentences or other
serious errors in grammar and/or spelling will not meet assignment requirements. They will be
graded accordingly. Proofread your papers and use the spell check function, if you are using a
computer. Remember that anything signed off (with a legible signature) by someone in the
Writing Center will not be counted against your grade.
Papers, either typed or word processed, should be double-spaced. Quoted materials that are set
off from the text should be single-spaced. Margins should be one inch at the top and bottom. Left
and right margins should be one inch. Font size should be 12 points. If you use a dot matrix
printer, the quality of the print must be such that the paper can be Xeroxed and still be easily
readable. If you have difficulty with written English, you may wish to consult an Early Alert
Peer Mentor or a tutor in the Writing Center. Other social work students have found these very
helpful. APA-formatting is required for all written assignments in this class.
Suggestions for staying in control of the work in this course and completing it successfully:
A. Keep current with your readings and identify major concepts and definitions in outline form,
as well as major points made regarding social work practice for each topic. Take and keep good
notes.
B. Research the course calendar completely and look ahead in the week to come; note due dates
on your calendar and target in red when you need to complete each assignment and when you
need to begin working on the assignment.
C. Do assignments on time. Follow instructions and guidelines provided.
D. Think about your reading; ask questions regarding material on which you need clarification,
and participate actively in class.
E. Establish a study group and meet with them to study, particularly for exams.
G. Come to see me early in the term if you are having difficulty. I want to support your
learning and can arrange a meeting or phone call to help further your understanding of the
material. Avoid waiting until the last few weeks of the semester to seek help or guidance on
course material.
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Disability Services at WMNU:Services for students with disabilities are provided through the
Academic Support Center’s Disability Services Office in the Juan Chacon Building, Room 220.
Some examples of the assistance provided are: audio materials for the blind or dyslexic, note
takers, readers, campus guides, audio recorders, a quiet testing area, and undergraduate academic
tutors. In order to qualify for these services, documentation must be provided by qualified
professionals on an annual basis. Disability Services forms are available in the Academic
Support Center. The Disability Services Office, in conjunction with the Academic Support
Center, serves as Western New Mexico University’s liaison for students with disabilities. The
Academic Support Center’s Disability Services Office can be contacted by phone at
575.538.6400 or email at matter@wnmu.edu
Communication Policy Statement regarding official email :WNMU’s policy requires that all
official communication be sent via Mustang Express. As a result, all emails related to your
enrollment at WNMU and class communication – including changes in assignments and grades –
will be sent to your wnmu.edu email address. It is very important that you access your Mustang
Express e-mail periodically to check for correspondence from the University. If you receive
most of your email at a different address you can forward your messages from Mustang
Express to your other address.
WNMU Policy on Email Passwords: WNMU requires that passwords for access to all of the
protected software, programs, and applications will be robust, including complexity in the
number of characters required, the combination of characters required, and the frequency in
which passwords are required to be changed. Minimum complexity shall include:


Passwords shall contain at least six (6) characters.
Passwords shall contain at least one capital (upper case) letter, and
at least one symbol (numbers and characters such as @ # $ % & )
Passwords shall be changed at least every 90 days.
ACADEMIC DISHONESTY
University Faculty Handbook 602-1, (1996) prohibits any form of academic dishonesty(an act is
academically dishonest when it is an act attempted or performed whichmisrepresents one's
involvement in an academic task in any way, or permits anotherstudent to misrepresent the
latter's involvement in an academic task by assisting in themisrepresentation). Pursuant to
Handbook 602-1 ... "student dishonesty as related toacademic assignments such as thesis papers,
examinations, shall not be tolerated andshall result in automatic failure. The student shall have
the right to appeal to theDiscipline Committee."
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WNMU is committed to making every reasonable modification to assist any student witha
disability that is documented through the WNMU Special Needs Office to meet therequirements
expected of all students enrolled in this course. If you requiremodifications, please inform the
instructor of this course by the second week.
ACADEMIC INTEGRITY
Each student shall observe standards of honesty and integrity in academic work asdefined in the
WNMU catalog. Violations of academic integrity include “any behaviorthat misrepresents or
falsifies a student’s knowledge, skills, or ability with the goal ofunjustified or illegitimate
evaluation or gain” (WNMU Faculty Handbook, 2008).
Generally, violations of academic integrity include cheating and plagiarism. Refer to thecatalog
for definitions. Penalties for infractions are as follows:
For plagiarism:
1st infraction: Grade of “0” for assignment;
2nd infraction: dismissal from the class with a grade of “F.”
For cheating:
1st infraction: dismissal from class with grade of “F.”
Inclement Weather:Refer to the OTA Student handbook for notification procedures. In the
event that classes are closed during the scheduled final exam for this class the following
procedures will be followed. Call the HELP DESK at 575-574-HELP (4357) or the Switchboard
at 575-538-6011. To contact your professor directly, call 575-538-6324 to see when the exam
will be rescheduled.
ATTENDANCE POLICY
It is University policy than an instructor may drop a student from the class rolls when the student
accumulates unexcused absences in excess of the number of credit hours offered for the course.
Students missing more than two unexcused absences will have ten (10) deducted for each
class missed. Students will have five (5) points deducted if they arrive more than five
minutes late for class or leave five minutes before the end of class. I will follow University
policy unless there are unusual, extenuating circumstances that are beyond the control of a
student.
COURSE OUTLINE AND KEY CONCEPTS
A. Introduction and Orientation
1. Overview of the course
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2. Review of the syllabus
B. Organizations and Communities
1. Generalist Practice with Organizations and Communities
2. Using Micro and Mezzo skills in a Macro environment
3. Understanding Organizations
C. Professional Preparations for Macro Practice
1. Stress and Time Management
2. Resumes, Interviewing, Getting the Job
D. Organizational Change
1. Decision-making
2. Implementing macro interventions: Changing agency policy
3. Project Implementation and Program Development
E. Understanding Neighborhoods and Communities
F. Macro Practice in Communities
G. Evaluating Macro practice
H. Advocacy and Social Action with Populations-at-Risk
I. Ethics and Ethical Dilemmas in Macro Practice
J. Working with the Courts
K. Developing and Managing Agency Resources
L. Understand Sustainable Development & Service Delivery
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CLASS ASSIGNMENTS AND GRADING CRITERIA
Class assignments and topics covered on the schedule of classes are tentative and subject to
change.
1) Students will complete five Analysis Papers. Guidelines are at the end of the syllabus.
Analysis Papers (20 Points each times 5 papers) 100 Points Total (19% of grade)
2) Students will prepare an Ecomap. Guidelines will be given in class.
Ecomap
40 Points Total (7% of grade)
3) Students may work alone or in groups of up to 4students, and will conduct a Community
Assessment.
Each student (if working alone) or each group will write an11-16 page typed report of the
assessment. (Don’t panic…the page numbers are cumulative based on the combined
sections of the paper broken into smaller assignments.)
Each section (e.g., History Report, Economic Report, and so on) of this paper is due for
the professor’s review on the dates noted in the syllabus. If a section is not turned in on
the due date, each student involved in that project will lose TEN (10) points. FIVE (5)
points extra credit will be given to students turning in a draft of the section on the date
specified in the syllabus. NO late work is accepted.
Community Assessment
185 Points Total (35% of grade)
4) Students will take three in-class or take-home Exams (this is at the discretion of the
professor), which will consist of multiple choice, true and false, short answer, and essay
questions. Forty minutes will be allotted for each exam.
Students missing an exam will need to provide a doctor’s statement. The original exam
will not be available. If allowed, the student will be provided a make-up essay only
exam, and must be taken within 5 days of the original exam.
Exams (50 points each times 3 exams)
150 Points Total (28% of grade)
5) Students will Present individually or in groups the findings of their community
assessment on the last day of class (the community assessment will be due on that day
also).
Presentation
15 Points Total (3% of grade)
6) Students will be expected to Participate in all class activities and when called on by
the instructor. Students may receive up to 3 participation points per class. Students will
be deducted participation points for egregious cynicism and negativity, for not allowing
the participation of other students, and for unproductive or sarcastic comments that do not
contribute to an academic environment. A maximum of 45 points are allotted for
participation. Poor participation and/or disruption to the academic environment will
result in zero participation points.
Participation (Up to 3 points per class)
45 Points Total (8% of grade)
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GRADING SCALE
480-535 points =
A
428-479 points =
B
374-427 points =
C
321-373 points =
D
320 points or less =
F
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WEEKLY ACTIVITIES

Week 1- January 10th
Introduction & Orientation to course syllabus and textbook
Read: Chapter 1 – Overview of the Practice of Macro Social Work

Week 2- January 17th
Solving Social Problems & Making Social Change
Read: Chapter 2 - Social Problems: The Challenge of Macro Social Work
*Case Study= “A Hidden America: Children of the Mountains”

Week 3- January 24th
Read: Chapter 3 – Rational Problem Solving & Social Thinking
*Case Study: Read Pages 97—115 of Steinberg, T. (2000). Acts of god:
The unnatural history of natural disaster in America. New York: Oxford
University Press.
ANALYSIS PAPER DUE TODAY: “A HIDDEN AMERICA:
CHILDREN OF THE MOUNTAINS”
(EP: 2.1.1, 2.1.2, 2.1.3, 2.1.5)

Week 4- January 31st
Read: Chapter 4 – Leadership: The Hallmark of Macro Social Work
*Case Study (Continued): The River Community: St. Charles,
Missouri—Bringing in the Macro- and How the Micro-, Mezzo-, and
Macro- Go Together – Analysis of Steinberg Reading
*Case Study: “Nora Dart-Hemmelsbach and Whispering Wind”
ANALYSIS PAPER DUE TODAY: “ACTS OF GOD”
(EP: 2.1.1, 2.1.2, 2.1.3, 2.1.5)
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
Week 5- February 7th
Social Work Practice with Communities
Read: Chapter 5 – Community
NORA’S ECOMAP ASSIGNMENT DUE TODAY
EP: 2.1.1, 2.1.3, 2.1.4, 2.1.5, 2.1.7, 2.1.9, 2.1.10

Week 6- February 14th
Read: Chapter 6 - The Practice of Community Planning
EXAM 1 TODAY (Chapters 1 to 4)
EP: 2.1.1.c, 2.1.2.a, 2.1.2.b, 2.1.2.d, 2.1.3.a, 2.1.3.c, 2.1.4.a, 2.1.4.c,
2.1.5.a, 2.1.7.a, 2.1.7.b, 2.1.9.a
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Week 7- February 21st
Planning for Sustainable Services & Basic Needs Distribution
Read: Chapter 7 – The Practice of Community Development
*Case Study= “A Hidden America: Children of the Plains”
HISTORY REPORT DUE TODAY

Week 8- February 28th
Read: Chapter 8 – The Practice of Community Organization
ANALYSIS PAPER DUE TODAY: “A HIDDEN AMERICA;
CHILDREN OF THE PLAINS”
(EP: 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5)
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March 6th – Spring Recess – No Class!
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
Week 9 - March 13th– In-Class/ITV
Read: Chapter 9 – Social Organizations
*Case Study: “Unforgotten: Twenty-five Years after Willowbrook”
EXAM 2 TODAY (Chapters 5-9, may include cumulative questions)
EP: 2.1.1.c-e, 2.1.2.1, 2.1.2.b, 2.1.2.d, 2.1.3.a, 2.1.4.a-d, 2.1.5.a, 2.1.6.ab, 2.1.7.a-b, 2.1.9.a, 2.1.10.a

Week 10- March 20th
Read: Chapter 10 – The Practice of Social Work Program Development
ANALYSIS PAPER DUE TODAY: “UNFORGOTTEN”
(EP: 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5)
ECONOMIC REPORT DUE TODAY

Week 11 -March 27th
Read: Chapter 11 – The Practice of Social Work Administration

Week 12- April 3rd
Read: Chapter 12 – The Practice of Organization Development
SERVICES REPORT DUE TODAY

Week 13 -April 10th
Chapter 13 – The Practice of Social Work Advocacy
Review

Week 14- April 17th
Chapter 14 – The Practice of Social Work with Social Movements
Chapter 15 – The Practice of Social Work at the Global Level
*Case Study= “The Murder of Emmett Till”
RECOMMENDATIONS REPORT DUE TODAY
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
Week 15 -April 24th
ANALYSIS PAPER DUE TODAY: “THE MURDER OF EMMETT
TILL”
(EP: 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.7)
EXAM 3 TODAY (Chapters 10 to 15)
EP: 2.1.1.b-d, 2.1.2.a-b, 2.1.3.a, 2.1.3.c, 2.1.4.b-d, 2.1.6.a-b, 2.1.7.a-b,
2.1.9.a

Week 16 - May 1st
FINAL COMMUNITY ASSESSMENT REPORT DUE TODAY!!!
EP: 2.1.1.b-d, 2.1.2.a-d, 2.1.3.a-c, 2.1.4.a-d, 2.1.5.a, 2.1.6.a-b, 2.1.7.ab, 2.1.9.a, 2.1.10.a
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Bibliography
Austin, D. M. (2002).Human services management: Organizational leadership in social work
practice. New York: Columbia University Press.
Brueggemann, W.G. (2006 - 3rd ed). The practice of macro social work. Belmont, CA:
Thomson/Brooks/Cole Publishers.
Kirst-Ashman, K. K. & Hull, G. H. (2008).Generalist practice with organizations and
communities. Belmont, CA: Thomson/Brooks/Cole Publishers.
Lee, J. A. (2001). The empowerment approach to social work practice: Building the beloved
community. New York: Columbia University Press.
Mary, N. L. (2008). Social work in a sustainable world. Chicago: Lyceum Books.
Potocky-Tripodi, M. (2002).Best practices for social work with refugees and immigrants. New
York: Columbia University Press.
Roberts, A. R. & Yeager, K. R. (Eds.). (2006). Foundations of evidence-based social work
practice. New York: Oxford University Press.
Steinberg, T. (2000).Acts of god: The unnatural history of natural disaster in America. New
York: Oxford University Press.
Tirrito, T. & Cascio, T. (Eds.).(2003). Religious organizations in community services: A social
work perspective. New York: Springer.
Weinstein, J., Whittington, C., & Leiba, T. (Eds.). (2003). Collaboration in social work
practice. London: Jessica Kingsley.
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ANALYSIS PAPERS (20 POINTS EACH)
There are five Analysis Papers of the following case studies due for this course:





“A Hidden America: Children of the Mountains” (Due on 1/24/2012)
“Acts of God” (Due on 1/31/2012)
“A Hidden America: Children of the Plains” (Due on 2/28/2012)
“Unforgotten: Twenty-five Years after Willowbrook” (Due on 3/20/2012)
“The Murder of Emmett Till” (Due on 4/24/2012)
The following will be included in the analysis:
__ (3 points) A summary of the case study.
__ (15 points) An analysis of why the case study is important to understanding Macro social work
practice (This will include at least TWO citations from the textbook and ONE outside academic citation
(NO WEBPAGE REFERENCES WILL BE ACCEPTED), which will be cited and referenced in APA
format—See last page of syllabus).
__ (2 points) A Conclusion paragraph.
This paper will be double-spaced and 2 pages maximum.
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COMMUNITY ASSESSMENT
You (or you and your group members, if applicable) should choose a community for your assessment by
the second week of class. This paper will be 11 to 16 pages, not including reference page; doublespaced; 12-pt. font. Due Date: May 1st. The Community Assessment will include the following:
1)
2)
3)
4)
5)
History Report (50 points)
Economic Report (50 points)
Services Report (50 points)
Recommendations (25 points)
APA Citations and References—A minimum of four outside, ACADEMIC references in APA
format. (10 points)
Grading Rubric:
1) The History Report will consist of the following: (You may find this information at the Town
Hall, Tribal Governance, Economic Development Office, local Chamber of Commerce, and/or
the Census Bureau)
__ (2 to 2 ½ pages; 25 points) What is the history of this community? When was this community
established? Include historical events that have happened in this community. List and discuss any
threats to this community (e.g., crime rate, floods, other natural disasters).
__ ( ½ to 1 page; 10 points) How are you defining the community boundaries? Explain in-depth.
__ (about 1 page; 15 points) What are the population demographics (include percentage by age,
gender, ethnicity, and race breakdowns? Describe these findings.
2) The Economic Report will consist of the following:
__ (1 to 1 ½ pages; 15 points) What businesses are located in the community? Describe the
businesses. If there are no businesses, discuss why you think this is the case.
__ (2 to 2 ½ pages; 25 points) What percent of this community’s population falls below the
poverty level (may be located through the U.S. Census)? What groups appear to be the most
disenfranchised or most vulnerable economically? What is the mean income for this community?
__ ( ½ to 1 page; 10 points) Describe if the community is growing, stagnant, or decreasing and
why.
3) The Services Report will consist of the following (Locate government offices in the community
via the telephone book or Internet):
__ (2 to 2 ½ pages; 25 points) What social services provide services to the community? Describe
these social services in-depth, and which ones seem to be most important to the community? Are
these for mental health issues, child welfare, senior services?
__ (2 to 2 ½ pages; 25 points) Visit at least one of these social service agencies and provide me
with VERIFICATION from agency staff that you visited (without verification, you receive none
of the 25 points for this section). Describe the visit: Is the agency in a convenient location? Is it
assessable via public transportation? What services are offered?
4) Recommendations will include:
__ (about 2 pages; 25 points) At least four recommendations for strengthening the community.
5) __ (10 points) References. A minimum of FOUR (4) outside, academic references and in-text
citations in APA format. Not included in 11 to 16 page limit. Of course, you also need to
reference and cite the text and lectures where that is appropriate. Appropriate academic
references: journal articles on your subject matter, academic books, academic book chapters.
Webpages, including Wikipedia, WILL NOT be accepted. Newsweek, Time, Life, People, Wall
Street Journal, for example, are not academic references and WILL NOT be accepted as academic
references, though they can be used to supplement your paper.
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Examples of APA, Academic References (though not necessarily appropriate for this
paper):
Book:
Steinberg, T. (2000).Acts of god: The unnatural history of natural disaster in America. New
York: Oxford University Press.
Citing: Vicki Travis sees her mobile home park as a forgotten community: “Our children have to
walk in this water to catch the school bus” (Steinberg, p. 108, 2000).
Book Chapter (by author(s) of edited book):
Robins, L.N., Tipp, J., &Przybeck, T. (1991).Antisocial personality.In L.N. Robins & D.A.
Regier (Eds.), Psychiatric disorders in America: The Epidemiologic Catchment Area Study
(pp. 258-290). New York: The Free Press.
Citing: Antisocial personality does not correlate with imprisonment (Robins, Tipp, &Przybeck,
1991).
Article:
Williams, M.L., Atkinson, J., Klodahl, A., Ross, M.W., & Timpson, S. (2005). Spatial bridging in
a network of drug-using male sex worker. Journal of Urban Health, 82(1), 35-42.
Citing: Williams and associates (2005) have examined if sexual networks of male prostitutes
contributes to the spread of sexually transmitted infections (STIs).
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