TARLETON STATE UNIVERSITY SOCIAL WORK PROGRAM
@ TEXAS A&M UNIVERSITY – CENTRAL TEXAS
SWKK 307, Section110 Social Welfare in America
Semester:
Meeting
Time/Place:
Instructor:
Office Number:
Spring 2013
Tuesday and Thursday, 11:30 to 1:00 PM, Founder’s Hall Room
211
Office Phone:
E-Mail:
254-519-5718
tharrisjackson@ct.tamus.edu
Office hours:
Monday & Wednesday 3:30 PM to 6:30 PM
Tuesday & Thursday 1:30 PM to 4:30 PM
Other times available by request. It is recommended that
students schedule appointments to meet during office hours.
Students are also welcomed and encouraged to email for
advisement and course work assistance/questions.
Tameca N. Harris-Jackson, PhD, MSW, LICSW
Founder’s Hall Room 216B
Portions of this course are delivered via Blackboard Online Learning at
https://tamuct.blackboard.com/webapps/login/. You will be asked to check in online via
Blackboard to ensure access and utility.
I. COURSE DESCRIPTION
Course Description: This course provides a general introduction to human services programs
in the United States. Emphasis is on services and programs directed at the most vulnerable
populations in our society. Race, ethnicity, gender, and socioeconomic status are
considered in an effort to understand the need and eligibility for various human services and
social welfare programs.
II. NATURE OF COURSE
This course will provide students with the concepts and information to develop basic
knowledge, skills and abilities to understand and utilize social welfare programs to support
the needs of and advocate for disenfranchised populations.
Teaching Method: The primary teaching approaches in this course will be lecture and
active (applied) learning. Material in the course will be presented through interactive class
discussions on readings and discussions on assignments. To enhance learning, students will
Page 1 of 28
also work collaboratively on varied assignments, and learning will be measured through
observation and assessment of learning in assignments, quizzes, exams and presentations. As
a web-assisted course, students will also be expected to complete some assignments
through Blackboard.
III.
PROGRAM MISSION
The mission of the Tarleton State University Social Work Program (including the branch taught
on the campus of Texas A&M University-Central Texas) is to respond to the diverse needs of
multicultural communities, with an emphasis on service to the Hispanic, military, and rural
populations in north and central Texas. The program prepares competent and effective
generalist social work practitioners who are committed to enhancing the well-being of
marginalized and oppressed populations, utilizing the profession’s core values, such as
service, dignity and worth of the individual, social and economic justice, and recognizing the
importance of human relationships.
IV. COURSE OBJECTIVES AND RELATED PRACTICE BEHAVIORS
This course provides content that helps to prepare students to engage in the following
Council of Social Work Education (CSWE) competencies and related practice behaviors:








2.1.1: Identify as a professional social worker and conduct oneself accordingly
o d: Demonstrate professional demeanor in behavior, appearance, and
communication
2.1.2 Apply social work ethical principles to guide professional practice
o d: Apply strategies of ethical reasoning to arrive at principled decisions
2.1.3 Apply critical thinking to inform and communicate professional judgments
o c: Demonstrate effective oral and written communication in working with
individuals, families, groups, organizations, communities, and colleagues
2.1.4 Engage diversity and difference in practice
o a: Recognize the extent to which a culture’s structures and values may oppress,
marginalize, alienate, or create or enhance privilege and power
2.1.5 Advance human rights and social and economic justice
o a: Understand the forms and mechanisms of oppression and discrimination
2.1.6 Engage in research-informed practice and practice-informed research
o b: Use research evidence to inform practice
2.1.7 Apply knowledge of human behavior and the social environment
o b: Critique and apply knowledge to understand person and environment
2.1.8 Engage in policy practice to advance social and economic well-being and to
deliver effective social work services
a: Analyze, formulate and advocate for policies that advance social well-being
Page 2 of 28

2.1.10b: Assess individuals, families, groups, organizations and communities
o (d): Select appropriate intervention strategies
The following are the course objectives and the corresponding competencies and practice
behaviors outlined above:
1. Demonstrate an understanding of human
services that address specific human needs.
Corresponding
EPAS (2008)
Competencies &
Practice Behaviors
2.1.6b, 2.1.8a,
2.1.10b(d)
2. Recognize the impact of social problems on
human needs.
2.1.6b, 2.1.7b,
2.1.5a
3. Be familiar with social welfare programs that
provide services for at-risk populations.
2.1.4a
4. Identify barriers to services.
2.1.8a
Consistent with the Social Work Program Mission, upon
completion of the course, students should be able to:
5. Identify the value base of social work and be
2.1.1b, 2.1.2b,
able to explore personal values in relation to
2.1.1d
this value base.
6. Demonstrate an ability to analyze social
2.1.3c, 2.1.4d
welfare literature and integrate social work skills,
knowledge, and values into a coherent
perspective utilizing the APA professional writing
style.
Assessment of
Objectives
Group project,
discussion,
quizzes, exams
Group project,
discussion,
quizzes, exams
Group project,
quizzes, exams,
presentations
Group project,
quizzes, exams,
presentations
Quizzes, exams,
presentations
Group project,
presentation
VI. COURSE REQUIREMENTS
A.
REQUIRED TEXT:
 Ambrosino, R., Ambrosino, R., Heffernan, J. & Shuttlesworth, G. (2012). Social work
and social welfare: An introduction. (7th ed.). Brooks/Cole.
B.
RECCOMENDED TEXTS:
 American Psychological Association (2009). Publication manual for the American
Psychological Association (6th ed.). Washington D.C.: Author.
Page 3 of 28
C.
FINAL GRADES
A total of 1,000 points can be earned throughout the course. Students must receive
a passing grade (“C” or better) to pass the course. Point distinctions and
corresponding weights are as follows:
Course Assignment
Quizzes
Total possible points
200
Weight (Percentage)
20%
300
30%
250
150
25%
15%
100
1,000
10%
100%
(4 quizzes, 50 points ea.)
Exams
(2 exams, 150 points ea.)
Group Project
Group Presentation
Attendance & Participation
Totals
Final Points and Corresponding Grades are based on the following:
A = 90% to 100% (900 to 1,000 points)
B = 80% to 89% (800 to 899 points)
C = 70% to 79% (700 to 799 points)
D = 60% to 69% (600 to 699 points)
F = 59% or less (599 points or less)
D.
COURSE ASSIGNMENTS
The following activities will be assigned and/or assessed for student evaluation of
learning through throughout the course.
1.
Quizzes (Points: 50 points each, 200 points total): Students will be required to
complete 4 quizzes over the course of the semester. Quizzes are designed to
serve as brief and periodic assessments of comprehension up to the date
administered. In that regard, quizzes can be comprehensive in nature to assess
learning amassed to-date and inform remedial learning needs.
Assignment Requirements: Quizzes will be given and are expected to be
completed in class within the time frame allotted. Students are expected to
arrive prepared for the quiz. This includes having all required materials to
complete the quiz on the day administered. Extensions and make-ups will not be
offered without prior consultation and approval by the instructor.
Grading: Points will be obtained as indicated by passing the appropriate
components of the quiz.
2.
Exams (Points: 150 points each, 300 points total): There will be two exams given
in the semester that will cover content that has been discussed in class and
Page 4 of 28
assigned through the readings. The first exam will be given at the mid-semester
point of the course, and the second exam will be given toward the end of the
semester. Exams will be any combination of multiple choice, fill in the blank and
essay or other format designed to assess learning amassed to-date. Exams will
be comprehensive in nature up to the point administered to obtain a full
assessment of concept and skill comprehension.
Assignment Requirements: Exams will be given and are expected to be
completed in class within the time frame allotted. Students are expected to
arrive prepared for the exam. This includes having all required materials to
complete the exam on the day of the exam. Extensions and make-ups will not
be offered without prior consultation and approval by the instructor.
Grading: Points will be obtained as indicated by passing each section within the
exam.
3.
Group Project (Points: 250 points total): Students will be expected to work
collaboratively to complete a project designed to enhance knowledge about a
social welfare program in the U.S. Specifically, students will be required to select
and research a program (that will be provided in class) to obtain background
information, utilization, diversity components and its congruence with the NASW
code of ethics. Students will be provided with specific parameters by which to
complete the project during the first two weeks of class along with the assigned
group and program/service.
Assignment Requirements: Students will be expected to work in assigned groups
to complete the project that will be a typewritten, double spaced assignment
(all typed assignments require APA 6th edition format unless otherwise noted).
Students will be provided with a grading rubric (attached) that will outline
requirements of the assignment for grading. Students are expected to work
collaboratively and professionally to complete and submit the assignment by
the due date.
Grading: Points will be obtained as indicated in the grading rubric (attached).
4.
Group Presentation (Points: 150 points total): Students will be expected to
present on their completed group project at the conclusion of the course.
Guidelines for the presentation will be provided.
Assignment Requirements: Students will be expected to work in assigned groups
to complete the group presentation. Students will be provided with a grading
rubric (attached) that will outline requirements of the presentation. Students are
expected to work collaboratively and professionally to complete and present
the assignment by the due date.
Page 5 of 28
Grading: Points will be obtained as indicated in the grading rubric.
5.
VII.
Attendance & Participation (Points: 100 points total): Students are expected to
be present for every scheduled class session to enrich the learning experience.
Students receive 3.23 points for each day of attendance and a zero (0) for an
unexcused absence, tardiness, or early departure from class without prior
discussion and approval by the instructor. If you are unable to avoid missing a
class, you must notify the professor via email before the class period to explain
the absence. It is up to the discretion of the professor if the absence will be
excused (i.e., will not count against your attendance grade). Further, students
are expected to actively engage in the learning during class. This includes
engaging in discussion, activities, and actively listening to discussions and
lectures taking place in class. The instructor assumes that attendance will yield
positive and active engagement as outlined above. Failure to attend or to
actively engage in positive ways as outlined above and in accordance with the
class policies will yield a 0 for attendance/participation. Hence, it is important to
be aware that unexcused absences and failure to adhere to class policies while
in class can and will impact this portion of your grade. Please note: If your
schedule is such that you find it consistently difficult to arrive to class on time,
remain for the full class, or arrive to class at all, it is best that you find a course
that would best meet your scheduling needs.
Class Policies
The following policies apply to all students enrolled in this course:
1. Students are not permitted to enter class if they are more than ten (10) minutes
late in arriving. Once the class (lecture, discussion, videotape, etc…) has begun,
it is too late to come in; if you arrive at that point, you are asked not to enter as
this can disrupt the class. Exceptions will be made with prior discussion and
approval by the professor only. Note: assignments are considered late once
class has begun, not when you arrive.
2. Once class has begun, students are expected to remain for the duration of the
class. It is expected that all students will take care of personal affairs (i.e., get
beverages, take care of phone calls, meeting with students and other
professors, use the restroom, etc.) before class begins. Students who have a
medical/physical condition for which they need to request an exception to this
policy need to discuss this with the professor to see if an exception can be
granted. Students leaving the class outside of these parameters should not
attempt to re-enter the class and will receive a 0 for class participation and/or
attendance that day.
3. Students are expected to display professional decorum at all times. This includes,
but is not limited to, respecting classmates and the instructor. In this regard, it is
expected that students will not speak to/hold conversations with/pass notes to
Page 6 of 28
other students once class has begun without recognition by the professor to do
so. Talking during lecture, out of turn, or while other students are talking is
disruptive to the learning environment, disrespectful to peers, and unprofessional
in demeanor. Students are strongly encouraged to engage in discussion in
respectful and appropriate manners; hence, it is expected that students apply
classroom etiquette and raise a hand if there is something to share or to answer
a question. It is also expected that students will display patience in raising a
hand and recognize that the professor will eventually call on the student and/or
may attempt to vary responses from peers and not call on the student in an
effort to do so. Shouting out answers, making loud noises, and/or waving a hand
vigorously to capture attention is unprofessional and inappropriate behavior.
Consistent display of such behavior will result in consultation by the professor
and can potentially impact the attendance/participation grade. Please note:
this professor will NOT assign seats to students. If behavior accelerates to such a
need, a meeting will be requested with the student, the instructor and
potentially the department to address appropriateness to be able to continue
with the course. If it is determined that the behavior significantly impacts/impairs
learning for other students, the student may be asked to leave the class
permanently, resulting in an F for the course.
4. To support the academic learning environment, students are asked to refrain
from sharing personal information in class that will not support/add significantly
to the class discussion. Sharing of personal stories and/or issues that are not
related to the topic can distract class learning and limit knowledge sharing by
the professor and other students. In this regard, please note that the professor
reserves the right to redirect/limit such conversations in class unless students are
expressly asked to share such information by the instructor.
5. Use of personal technology or gadgets during class period is prohibited. This
includes laptop computers, cell phones, i-pads, kindles, e-readers (unless the
student has purchased the class textbook for use in this way, in which case this
needs to be discussed with the professor), or any other kind of equipment.
Exceptions to this are use of audio recording devices during lecture (with
permission) and aid of assisted technology as permitted via a disability
accommodation. Failure to adhere to this rule can result in being asked to leave
the class and receiving a 0 for class participation/attendance for the day.
6. All assignments must be turned in at the beginning of class on the day they are
due. Late work will not be accepted or graded unless this has been discussed
with and approved by the professor BEFORE class on the due date of the
assignment. Being absent from class on a day when an assignment is due does
NOT grant a student an extension to the due date; the student must still arrange
to get that assignment turned in to the professor before class starts. Allowing
students to turn in assignments late for a grade is not fair to other students who
got their work done on time, disrupts the grading process for the professors, and
sends a message that such behavior is professionally “okay”, which it is not. This,
Page 7 of 28
as well as all other policies, will be held to strict code, and failure to adhere to
this policy will result in a 0 for the assignment. This is inclusive of all assignments.
7. TAMU-CT expects all students to maintain high standards of personal and scholarly
conduct and avoid any form of academic dishonesty, for which disciplinary sanctions
exist. Academic dishonesty includes, but is not limited to, plagiarism (intentional or
unintentional), copying another person's work, turning in someone else's work as your
own, downloading material from the internet and inserting it into a paper as if it was
your own work, taking ideas from classes or readings and putting them in a paper
without citations/references, cheating on an examination or other academic work,
collusion, and the abuse of resource materials. Any idea, even paraphrased ideas,
used or borrowed must be given credit by showing the source with an appropriate
citation or reference. Any student who violates the university’s policies regarding
Academic Honesty will receive a failing grade in this course and will be reported to
the Director of Student Affairs for additional university sanctions. More information can
be found at www.ct.tamus.edu/studentconduct.
8. Class discussions, oral presentations, and written materials must adhere to
professional standards of expression and conform to the style described by the
American Psychological Association (APA, 2009). This includes avoidance of the
use of language that degrades women, people of color, gays, lesbians,
bisexuals, transgendered, and other diverse and at-risk populations. All students
are expected to display the utmost respect for all people, regardless of
differences.
9. Reading assignments: Students are expected to read the assigned materials
(both in the textbook and in the class notes from the professor) prior to the class
for which they are assigned. Students are responsible for the information in the
assigned readings (whether or not the material has been discussed in class) and
for the materials and videotapes presented in class. While in class, students are
expected to raise any questions they have about material in the reading
assignments they did not understand, and they should come to class prepared
to discuss what they have read.
The aforementioned policies are designed to create and foster a positive and
rewarding learning environment for all students. Failure to adhere to the
aforementioned class policies, as well as university policies, demonstrates a
potential inability to conduct oneself professionally in the field of study. These
policies are applicable throughout the program and, as such, students who
consistently fail to comply with this code of conduct will be considered
inappropriate candidates for the degree of Bachelor of Social Work at TAMU-CT,
as their behavior is considered inappropriate for a social work practitioner.
Students will be provided feedback regarding professional behavior through the
Professional Behavior Rubric (attached to this syllabus). This rubric will be used as
a way to objectively provide students with feedback regarding observations
Page 8 of 28
over the course of the semester. The goal is to create an open dialogue and
outline expectations regarding behaviors that support the values and ethics of
the Social Work profession.
VII. UNIVERSITY POLICIES
1. Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and
ask for the necessary paperwork. Professors cannot drop students; this is always the
responsibility of the student. The records office will give a deadline for which the form
must be completed, returned, and signed. Once you return the signed form to the
records office and wait 24 hours, you must go into DuckTrax and confirm that you are
no longer enrolled. If you are still enrolled, FOLLOW-UP with the records office
immediately. You are to attend class until the procedure is complete to avoid penalty
for absence. Should you miss the deadline or fail to follow the procedure, you will
receive an F in the course.
2. Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of
personal and scholarly conduct. Students found responsible of academic dishonesty
are subject to disciplinary action. Academic dishonesty includes, but is not limited to,
cheating on an examination or other academic work, plagiarism, collusion, and the
abuse of resource materials. The faculty member is responsible for initiating action for
each case of academic dishonesty and report the incident to the Director of Student
Affairs. More information can be found at www.ct.tamus.edu/StudentConduct.
3. Disability Services
Texas A&M University – Central Texas complies with Section 504 of the Rehabilitation
Act of 1973 and the Americans with Disabilities Act of 1990. TAMUCT promotes the use
of the Principles of Universal Design to ensure that course design and activities are
accessible to the greatest extent possible. Students who require reasonable
accommodations based on the impact of a disability should contact Gail Johnson,
Disability Support Coordinator at (254) 501-5831 in Student Affairs, Office 114E. The
Disability Support Coordinator is responsible for reviewing documentation provided by
students requesting accommodations, determining eligibility for accommodations,
helping students request and use accommodations, and coordinating
accommodations.
4. Library Services
Page 9 of 28
INFORMATION LITERACY focuses on research skills which prepare individuals to live and
work in an information-centered society. Librarians will work with students in the
development of critical reasoning, ethical use of information, and the appropriate use
of secondary research techniques. Help may include, yet is not limited to: exploration
of information resources such as library collections and services, identification of
subject databases and scholarly journals, and execution of effective search
strategies.. Library Resources are outlined and accessed at.
http://www.tarleton.edu/centraltexas/departments/library/.
5. Tutoring Services
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects
tutored include Accounting, Finance, Statistics, Mathematics, and Writing (APA). Tutors
are available at the Tutoring Center in Founder's Hall, Room 204, and also in the Library
in the North Building. Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring
Support" for tutor schedules and contact info. If you have questions or if you're
interested in becoming a tutor, contact Academic Support Programs at 254-519-5830
or by emailing gnichols@ct.tamus.edu.
Tutor.com is an online tutoring platform that enables TAMU-CT students to log-in and
receive FREE online tutoring and writing support. This tool provides tutoring in
Mathematics, Writing, Career Writing, Chemistry, Physics, Biology, Spanish, Calculus,
and Statistics. Chat live with a tutor 24/7 for any subject on your computer. To access
Tutor.com, click on www.tutor.com/tamuct.
6. Textbook Purchasing
A student of this institution is not under any obligation to purchase a textbook from a
university-affiliated bookstore. The same textbook may also be available from an
independent retailer, including an online retailer.
Page 10 of 28
VIII.
COURSE SCHEDULE*
*Please note: Lessons are often adapted based upon the learning needs/progress of the
class. Therefore, the professor reserves the right to amend the course schedule at any time. It
is advisable that students consult with professor on assignment completion before moving
too far ahead in the course schedule.
Date
Tuesday
01/15/13
Thursday
01/17/13
Tuesday
01/22/13
Thursday
Activity
Readings/Assignments Due
Introduction to Practice II Macro Interventions
 Student & Professor Introductions
 Syllabus Review/Course Plans
Introduction to Social Welfare
 Historical Influences
Class Project Review
 Group Assignments
Reading: Syllabus
In the Trenches: How Social Workers Help
Reading: Ambrosino Ch. 2
Assignment: Bring computer,
smartphone, ipad, etc to class
1/24/13
Tuesday
1/29/13
Thursday
1/31/13
Tuesday
2/5/13
Thursday
2/7/13
Tuesday
2/12/13
Thursday
2/14/13
Reading: Ambrosino Ch. 1
Assignment: Bring computer,
smartphone, ipad, etc to class
In the Trenches: How Social Workers Help
(continued)
Web Assisted: On-Line

Reading/Assignment:
Blackboard
Quiz #1
Frameworks, Theories, Perspectives and Models

Ecological/Systems Theory

Psychosocial Frameworks

Generalist Model
Applying Systems Theory/Ecological Theory

Film Review – “Home”

Discussion/Group HW
Diversity in Social Welfare




Reading/Assignment:
Blackboard
Reading: Ambrosino Ch. 4
Economic Diversity
Racial/Ethnic Diversity
Gender/Sexual Diversity
Inclusivity vs. Exclusivity & Social Norms
Web-Assisted: On-Line

Reading: Ambrosino Ch. 3
Exploring Impact of Diversity in Social
Welfare Services
Page 11 of 28
Reading/Assignment:
Blackboard
Tuesday
2/19/13
Thursday
2/21/13
Tuesday
2/26/13
Thursday
Macro View of Social Welfare

Macro implications for change through
policy

Macro implications for change through
research
Poverty and Income-Based Support

Poverty Defined

Social Response to Poverty
Reading: Ambrosino Ch. 6, pgs.
127-134
Reading: Ambrosino Ch. 7
Exploring Poverty in the U.S.

Film Review – “One”
Exploring Poverty Across the Globe
Reading: TBD
Review
Reading/Assignment:
Blackboard
2/28/13
Tuesday
3/5/13
Thursday


Quiz #2
Group Work
EXAM #1
3/7/13
Tuesday
SPRING BREAK
NO CLASS
SPRING BREAK
NO CLASS
Exploring Mental Health (MH), Substance Abuse
(SA), and Developmental Disabilities (DD) in Social
Welfare
Reading: Ambrosino Ch. 8
3/11/13
Thursday
3/14/13
Tuesday
3/19/13
Thursday
3/21/13

History

Needs/Services
Exploring Mental Health (MH), Substance Abuse
(SA), and Developmental Disabilities (DD) in Social
Welfare (continued)

Tuesday
3/26/13
Thursday
3/28/13
Film Review
Understanding Healthcare

Reading: Ambrosino Ch. 9
Medicare
Reading: TBD
Understanding Healthcare

Assignment: Group
Program/Service Paper Due
Reading: TBD
Medicare (continued)
Page 12 of 28
Tuesday
4/2/13
Thursday
4/4/13
Tuesday
4/9/13
Thursday
4/11/13
Tuesday
4/16/13
Thursday
4/18/13
Tuesday
Understanding Healthcare

Reading: Ambrosino Ch. 9
Medicaid
Reading: TBD
Understanding Healthcare

Film Review
Web Assisted: On-Line

Reading/Assignment:
Blackboard
Quiz #3
Supporting Children, Youth and Families (CYF)

Healthcare Services

Balance and Imbalance in Systems

Social Support and Intervention
Supporting Children, Youth and Families (CYF) –
continued

Healthcare Services

Balance and Imbalance in Systems

Social Support and Intervention
Older Adult Care

Programs and services for older adults in the
U.S.


Thursday
Exam 2
Group Work
**No Readings
**No assignments
Class Presentations
5/2/13
Class Presentations
5/7/13
Thursday
5/9/13
Reading: Ambrosino Ch. 12
Quiz #4
4/25/13
Thursday
Reading: Ambrosino Ch. 10 & 11
Review
4/23/13
Tuesday
Reading: Ambrosino Ch. 10 & 11
Implications for the Social Worker in Social Welfare
Services

Self-Care

Documentation

Time Management
Page 13 of 28
IX.
Bibliography and Additional Resources
The following readings can be used by students to provide further information on the topics
covered by the course:
American Psychological Association. (2009). Publication manual of the American Psychological
Association, (6th ed.). Washington D.C.: Author.
Albelda, R. & Withorn, A. (Eds.). (2002). Lost ground: Welfare reform, poverty, and beyond.
Cambridge, MA: South End Press.
Collims, J., & Mayer, V. (2010). Both hands tied: Welfare reform and the race to the bottom of the
low-wage labor market. Chicago: University of Chicago Press.
Davis, K., & Brent-Goodley, T. (Eds.). (2005). The color of social policy. Alexandria, VA: Council on
Social Work Education.
Day, P. (2008). A new history of social welfare (4th ed.). Boston: Allyn & Bacon.
Diller, J. (2006). Cultural diversity: A primer for the human services (3rd ed.). Pacific Grove, CA:
Brooks/Cole.
Fix, M. (Ed.). (2009). Immigrants and welfare: The impact of welfare reform on American’s
newcomers. New York: Russell Sage Foundation.
Mullally, S. (2011). What I keep: Photographs of the new face of homelessness and poverty.
Waco, TX: Baylor University Press.
Orren, D., Smith, R., Norlin, J. & Chess, W.A. (2008). Human behavior and the social environment:
Social systems theory (6th ed). Boston: Allyn & Bacon.
Popple, P.R., & Leighninger, L. (2008). Social work, social welfare, and American society (7 th ed.).
Boston: Allyn & Bacon.
Urban Institute. (2006). Getting on, staying on, and getting off welfare: The complexity of stateby-state policy choices. Washington, DC: Author.
Page 14 of 28
Zastrow, C., & Kirst-Ashman, K. (2009). Understanding human behavior in the social environment
(8th ed.). Florence, KY: Cengage Learning.
Page 15 of 28
Social Welfare Group Program/Service Paper Assignment
Outline/Requirements
Purpose: The purpose of the Social Welfare Group Paper is to increase your knowledge and
understanding of Social Welfare programs in the U.S. through in-depth analysis of program
formation, service distribution, and client attainability. Through a collaborative effort, you will
explore professional and personal values and ethics inherit in the program assigned to you
and use critical thinking and analysis of scholarly and other credible sources to critique the
program as well as to apply what you learn about the program to help you select
appropriate intervention strategies for potential clients.
Requirements: Through collaborative work, you will professionally articulate in writing (and
later through presentation) what you have learned about your program using the outline
provided below as your guide. Minimally, you will include in your group paper: 1) The history
of the program - to include influential characters/circumstances which lead to the
development and implementation of the program, 2) the current status of the program, 3)
who qualifies for and benefits from this program today, 4) ethical and cultural considerations,
and 5) the group planning and development process. The paper should be 10-12 pages in
length, not including the cover page, references, or appendices. The paper must be
formatted per APA 6th edition guidelines to include running head, cover page, level
headers, citations and references. The paper is due on Thursday, March 21st at the beginning
of class. The paper should follow the outline provided below:
Part I:
History and Background (Approx. 2-2 1/2 pages) Section Points: 50
A. Provide an overview and history of the selected program. Include in this section:
i.
Name of program
ii.
History of development - Tell your audience, in concise detail, how this program
came into existence. What was the issue present at the time in the U.S. (e.g.,
great depression? civil rights? bubonic plague)? What was the political
environment at the time? How was the U.S. economy? What were the pressing
issues at the time (e.g. slavery? women's rights? war on poverty? war on
drugs?)? Who were the originators of the idea to develop the program? When it
initially began, what were the components of the program? Requirements?
Think of this section as the set-up to the story. At least one (2) scholarly resources
should be included.
Part II:
[The Program] Today (Approx. 2-2 1/2 pages) Section Points: 45
A. Provide a modern picture of the program as it stands today. Include in the section:
i.
Updates/modifications to the program - Let your audience know what changes
have taken place since this program's inception. In other words, how is it
different today compared to when it first began?
Page 16 of 28
ii.
Part III:
Demographics - Let us know the demographics of people who access this
program. Give federal and/or state level data as available. Include age range,
income level, education, race/ethnicity, etc. Include local data as available as
well. – BE CERTAIN TO CITE THE SOURCES OF YOUR DATA AND ANY GRAPHICS
USED.
Accessing [The Program] (Approx. 3-5 pages) Section Points: 70
A. Provide detail about how clients can access program services. Include:
i.
Agency & Client Interview – For this part of your paper, you are to: 1) interview a
person who works with the selected agency, program or service and 2) attempt
to access the assigned program/service.
a. When interviewing your agency/program contact, you must include the
name, position, and general background information about the person
interviewed (e.g., how long the person has worked at the agency,
educational/training background). You must also include a list of
questions asked in the appendix of your paper along with contact
information for the person interviewed.
b. In addition to interviewing an agency contact, at least one member of
your group must attempt to access the program/service (e.g., if your
assigned program is TANF, someone from your group must attempt to
access TANF services – you do NOT need to actually sign up! You must,
however, go through the process of attempting to locate and apply for
the services; more detail will be provided in class).
c. Note: The person(s) interviewing the agency/program representative
CANNOT be the same person(s) who attempt to access the
program/service.
d. Once this process is complete, members are expected to share the
details of their experiences with the other members of the group and
write up those experiences as well as the interview process in the paper.
In addition, members are expected to compare/contrast in the paper
how the interview portion with regard to client services was similar to as
well as different from the process of actually accessing services. If
members wish, with permission of an agency representative, you may
also interview an actual client of the program/service; however, this
cannot substitute member access of the program/service.
Part IV:
Ethical & Cultural Considerations (Approx. 1 ½ - 2 pages) Section Points: 50
Page 17 of 28
A. Provide an overview of how the NASW code of ethics, specifically, the Core Values,
align with the program and service delivery model. Include in this section:
i.
Identified Values - Indicate which core value(s) can be primarily identified with
the overall premise of the program. For instance, given the history, identified
population, and access process listed above, which core NASW core values are
most evident (e.g., dignity and worth of the person, service, social justice)?
Why? (Note: this can be positive or negative per your group's perspective; the
key is your rationale!)
ii.
Social Work Advocacy - Given the core values identified above, describe ways
Social Workers can ensure they begin or continue to work within the parameter
of the NASW code of ethics when referring clients to or delivering services
according to the program.
Part V:
Group Planning & Development (Approx. 1 page) Section Points: 10
A. Provide information on how your group worked together to complete this paper and
plans for working together to complete the presentation. Include in this section:
i.
A description of the role of group members in the paper development,
implementation, and submission (e.g., who collected background information,
who did the writing, who contacted an agency for information, who will put
together the power point for the presentation, who will edit the paper, etc.).
ii.
An outline that describes the timeline used for completing components of the
paper and presentation. Include time for review and editing of final paper by
group members. Include the outline in your appendix.
Note: Grammar, structure, and spelling constitute 25 additional points of the paper.
Please note: This is a group assignment, ALL members are held to the ethical/professional
standards outlined in this syllabus. Excessive quotations (more than 4 direct quotes),
inappropriate citations, plagiarism, or other unprofessional or unacceptable forms of writing in
this assignment can and will impact the entire group - including but not limited to academic
penalties.
Page 18 of 28
Social Welfare Group Program/Service Paper Assignment
Student Names: ______________________________________
Date: _____________
Part I ________________/50 points
Using the Social Welfare Group Paper Assignment Outline and professor feedback as
guides, students are expected to correctly assess and provide full responses to all
items outlined in Part I of the Assignment Outline.
Part II________________/45 points
Using the Social Welfare Group Paper Assignment Outline and professor feedback as
guides, students are expected to correctly assess and provide full responses to all
items outlined in Part II of the Assignment Outline.
Part III _____________/70 points
Using the Social Welfare Group Paper Assignment Outline and professor feedback as
guides, students are expected to correctly assess and provide full responses to all
items outlined in Part III of the Assignment Outline.
Part IV _____________/50points
Using the Social Welfare Group Paper Assignment Outline and professor feedback as
guides, students are expected to correctly assess and provide full responses to all
items outlined in Part IV of the Assignment Outline.
Part V ________________/10 points
Using the Social Welfare Group Paper Assignment Outline and professor feedback as
guides, students are expected to correctly assess and provide full responses to all
items outlined in Part V of the Assignment Outline.
APA, Structure & Grammar ___________/25 points
This section covers the overall readability of the paper. Students are expected to
include a cover page with the title (name of program), students’ names, and
university name. The cover page should also include an APA style running head with
the name of the program. The paper should be formatted with 1” margins, 12 point,
Times New Roman font, and not include excessive (more than 4) direct quotations (1
point deduction for more than 4). The completed paper is expected to be 10-12
pages in length - not inclusive of the cover page, references and appendices (1 point
deduction for every page below or above the limit). Students are also expected to
Page 19 of 28
use appropriate punctuation, grammar, and spelling and correctly cite ideas and
information in text using the APA 6th edition guidelines. Students are also expected to
use APA style level headings in the body of the paper that corresponds with the
outline provided with the paper.
Receiving 25 points = 0-3 structural/grammatical/APA errors. Receiving 20 points = 4-6
structural/grammatical/APA errors. Receiving 15 points = 7-10
structural/grammatical/APA errors. Receiving 10 points = 11-15
structural/grammatical/APA errors. Receiving 5 points = 16+
structural/grammatical/APA errors. Receiving 0 points = Student did not turn in
assignment/did not submit by the due date.
Total __________________/250 points
Page 20 of 28
SOCIAL WELFARE PRESENTATION GRADING RUBRIC
Group Members/Names: ___________________________ Date: ____________ Score: ___________/150
Nonverbal
10=Exceptional
5=Acceptable
3=Needs
1=Poor
Skills
Improvement
Eye Contact
Holds attention of Consistent use of Displays minimal eye
No eye contact with
Score:
entire audience
direct eye
contact with
audience. Entire
with the use of
contact with
audience, while
report is read from
direct eye
audience, but
reading mostly from
note or slide.
contact, seldom
still returns to
notes.
looking at notes or notes.
slides.
Body
Movements seem Made
Very little movement
No movement or
Language
fluid and help the movements or
or descriptive
descriptive gestures
Score:
audience
gestures that
gestures or
or
visualize.
enhance
movements/gestures
movements/gestures
articulation.
were out of
were out of place
place/distracting.
and very distracting.
Poise
Displays relaxed,
Displays little or
Displays mild tension;
Tension and
Score:
self-confident
no tension.
has trouble
nervousness is
nature about self. Quickly recovers recovering from
obvious; has
from mistakes
mistakes.
significant trouble
professionally
recovering from
and without
mistakes.
repeated
apology.
Attire
Displays
Appearance
Appearance and
Appearance and
Score:
professional
and hygiene are hygiene are
hygiene are
appearance and acceptable.
noticeably unkempt.
significantly unkempt
hygiene. It is
and disheveled.
evident that care,
attention, and
consideration was
made for attire
that was
appropriate to
the audience and
information.
Section Total: _________/40
Verbal Skills
10=Exceptional
Enthusiasm
Score:
Speaking/Articulation
Score:
Demonstrates a
strong, positive
feeling about topic
during entire
presentation.
Uses a clear voice
and speaks at a
good pace so
5=Acceptable
1=Poor
Occasionally
shows positive
feelings about
topic.
3=Needs
Improvement
Shows some
negativity
toward topic
presented.
Presenter’s voice
is clear.
The pace is a little
Presenter’s voice
is low. The pace
is much too
Presenter
mumbles, talks
very
Page 21 of 28
Shows
absolutely no
interest in topic
presented.
audience
members can hear
presentation. Less
than 5% of
speaking is from
slides/notes.
slow or fast at
times. Most
audience
members can
hear
presentation. 10%
-15% of speaking
is from
slides/notes.
rapid/slow.
Audience
members have
difficulty hearing
presentation.
20% - 40% of
speaking is from
slides/notes.
fast, and/or
speaks too
quietly
for a majority of
students to hear
and
understand.
50% or more of
speaking is from
slides/notes.
Section Total: _________/20
Timing
5=Exceptional
3=Acceptable
Length of
Presentation
Score:
Did not exceed
more than two
minutes of
allotted time.
Was within twofour minutes of
allotted time.
1=Needs
Improvement
Was within 4-6
minutes of allotted
time.
0=Poor
Was significantly
too long (6+
minutes above
allotted time).
Section Total: _________/5
Content
15=Exceptional
10=Acceptable
Inclusion of
Required
Information
Score:
All required
information
included and
expanded upon in
a way that is
appropriate and
significantly adds to
the value of the
information
presented.
An abundance of
material clearly
related to the topic
is presented and
discussed. Points
are clearly made
and evidence is
used to support
claims.
Information is
presented in a
logical and
interesting
sequence which
Most required
information is
included and
elaborated upon in
a way that adds
general support to
the information
presented.
Knowledge
Score:
Organizatio
n
Score:
Sufficient
information with
many good points
made.
Information is
presented in
logical sequence
which
audience can
Page 22 of 28
5=Needs
Improvement
Only half of the
required
information is
included.
1=Poor
There is a great
deal of information
that is not clearly
integrated or
connected to the
topic. Information
presented is uneven
and there is little
consistency.
Audience has
difficulty following
presentation
because the
presentation
Purpose of
provided
information unclear.
There is information
included that
does not support
the topic
in any way.
Less than half of the
required
information is
included.
Audience cannot
understand
presentation
because there is
no sequence of
Creativity &
Engagemen
t
Score:
Mechanics
Score:
audience can
follow. Flows well.
follow.
Excellent visuals
and other
items/props/activiti
es that are tied into
the overall
topic/presentation.
The audience
remains attentive
and engaged.
Presentation has no
to very minimal (2)
misspellings or
grammatical
errors.
Appropriate visuals
and other
items/props/activiti
es that are tied into
the overall
topic/presentation.
The audience rarely
disengages.
Presentation has no
more than 3-4
misspellings and/or
grammatical errors.
jumps around and
lacks clear
transitions.
Visuals and other
items/props/activiti
es are used but are
inappropriate
and/or do not tie in
to the presentation.
The audience is
minimally
engaged.
Presentation has 5-7
misspellings and/or
grammatical errors.
information.
There are no visuals
or other
items/props/activiti
es used. The
audience expresses
little to no interest.
Presentation has 8+
spelling and/or
grammatical
errors.
Section Total: _________/75
Inclusion
Student Inclusion of
Relevant Topics
Score:
10=Exceptional
Student displayed
exceptional ability to
tie in material learned,
reviewed, and/or
discussed in class to the
presentation in a way
that seamlessly
supported the
presentation and
student was able to do
so in more than half of
the presentation.
5=Acceptable
Student displayed a
reasonable ability to tie
in material learned,
reviewed, and/or
discussed in class to the
presentation.
1=Poor
Student did not
references/include any
or very minimal material
learned, reviewed,
and/or discussed in
class to the
presentation.
Section Total: _________/10
Total Presentation Score: ____________/150
_____________%
Grade: _________________
Comments:
__________________________________________________________________________________________________
Page 23 of 28
TAMU-CT Dept. of Social Work
Rubric for Assessing Professional Development
Students must show ability to maintain scores of 3 or 4 in every item to be considered for a field placement as
these are the expected professional behaviors of social work interns and professional social workers.
Professional
Characteristics
1. Attendance:
Attend classes and
meetings
1
Unacceptable
I have missed 20%
or more of total
class time in one or
more class
2
Needs
Improvement
I have missed
class for reasons
that are not
related to
allowable
emergencies
but are for my
own
convenience; I
skip one class to
do work for
another class
3
Acceptable
4
Outstanding
I attend all of
my classes
except in truly
rare or unusual
circumstances
that are
considered
excusable by
the professors
I attend all my
classes
Comments:
2. Punctuality: Be
punctual and
engaged
I have been late to
class or left early
from class 3 or
more times in a
semester
I have
occasionally
been late to
class or left early
from class, but
no more than
once per
semester
I am on time
and stay until
the end for all of
my classes
except in truly
rare or unusual
circumstances
that are
considered
excusable by
the professors
I am always on
time and stay
until the end of
my classes
I don’t usually
contact the
instructor to inform
her/him of my
tardiness
to/absence from
class; I provide no
reason for my
absence
I contact my
professor to
inform her/him
of my tardiness
or absence, but I
do it after I have
already missed a
class or meeting
I contact the
professor prior to
the beginning of
class to inform
her/him of
tardiness or
absence except
in true
emergencies,
and then I
contact the
professor
immediately
I always contact
my professor
prior to the
beginning of
class to inform
her/him of
anticipated
tardiness, illness,
etc.
Comments:
3. Manage
communications
and contacts
Page 24 of 28
Score
Professional
Characteristics
1
Unacceptable
2
Needs
Improvement
3
Acceptable
4
Outstanding
thereafter
Comments:
4. Demonstrate
respect and
support in
relationships
I am frequently
disrespectful to
and nonsupportive of
classmates, staff,
faculty
I am
occasionally
disrespectful to
and nonsupportive of
classmates, staff,
faculty
I am usually
respectful to
and supportive
of classmates,
staff, faculty
I am always
respectful to
and supportive
of classmates,
staff, faculty
I rarely show selfawareness about
the impact of my
verbal and nonverbal
communications
I only
occasionally
show selfawareness
about the
impact of my
verbal and nonverbal
communications
I almost always
maintain a high
level of selfawareness
about the
impact of my
verbal and nonverbal
communications
I always
maintain a high
level of selfawareness
about the
impact of my
verbal and nonverbal
communications
My classroom
interactions rarely
reflect respect for
and appreciation
of diverse opinions,
experiences,
and/or people
I only
occasionally
reflect respect
for and
appreciation of
diverse opinions,
experiences,
and/or people
My classroom
interactions
almost always
reflect respect
for and
appreciation of
diverse opinions,
experiences,
and/or people
My classroom
interactions
always reflect
respect for and
appreciation of
diverse opinions,
experiences,
and/or people
I have not
demonstrated
collaborative skills
in my work with
others, and my
relationships with
my classmates
I am reluctant to
collaborate with
others and
struggle with
maintaining
positive
relationships
I almost always
work
collaboratively
with all team
members while
relating easily
and positively
I always work
collaboratively
with all team
members, while
relating easily
and positively
with others
Comments:
5. Demonstrate selfawareness
Comments:
6. Demonstrate
awareness and
responsiveness to
diversity
Comments:
7. Demonstrate
collegiality and
collaborative
interactions
Page 25 of 28
Score
Professional
Characteristics
1
Unacceptable
2
Needs
Improvement
have been
affected by this
3
Acceptable
4
Outstanding
with others
Comments:
8. Strive for a high
level of oral
expression
I consistently get
feedback from
instructors that my
oral expression is
unprofessional. I
never or hardly
ever participate in
class discussions
My professional
oral expression is
challenging for
others to
understand. It
may contain
grammatical
errors or
excessive slang,
or it may be
poorly
organized. I only
occasionally
participate in
class discussions
I am usually
articulate and
professional in
my oral
expression. I
usually
participate in
class discussions
in ways that
significantly add
to the quality of
the discussion
I am always
articulate and
professional in
my oral
expression. I
always
participate in
class discussions
in ways that
significantly add
to the quality of
the discussion
I consistently get
feedback from
instructors that my
written expression
is unacceptable or
unprofessional.
Grades on papers
are reduced
significantly
because of my
writing
My written work
lacks clarity and
has some errors.
When asked to
use APA
guidelines, I do
this incorrectly
on a consistent
basis. My
grades on
papers are
reduced
somewhat
because of my
writing
I almost always
express ideas or
concepts
clearly, with very
few errors; I use
APA guidelines
when required,
making very few
errors. My
grades on
papers are
reduced slightly
because of
writing
I always express
ideas or
concepts
clearly, with an
absence of
errors; I use APA
guidelines
accurately. My
grades on
papers are
reduced hardly
at all because
of my writing
I rarely take
initiative to plan
my work and
complete it in a
timely manner. I
rarely get the
reading done or
I only
occasionally
take initiative to
plan my work
and complete it
in a timely
manner,
I almost always
take initiative to
plan my work
and complete it
in a timely
manner. I
proofread my
I always take
initiative to plan
my work and
complete it in a
timely manner. I
proofread all of
my work in its
Comments:
9. Strive for a high
level of written
expression
Comments:
10. Demonstrate
self-initiative,
reliability and
dependability
Page 26 of 28
Score
Professional
Characteristics
1
Unacceptable
leave enough time
to turn in my best
work. I never
proof-read my
written
assignments and
turn them in with
major errors on
them I could have
caught if I had
proof-read first.
2
Needs
Improvement
resulting in
coming to class
without having
done the
reading or not
allowing enough
time to
complete and
proof-read
written
assignments
3
Acceptable
4
Outstanding
work thoroughly
before turning in
a written
assignment, and
I correct many
of the errors on
my assignments
before turning
them in to the
professor
entirety before
turning in a
written
assignment and
make necessary
corrections
before turning it
in to the
professor.
Comments:
11. Demonstrate
evidence of
motivation to
improve oneself.
Responses to
suggestions and
feedback are
good.
I have not
demonstrated that
I am receptive to
suggestions and
feedback from
others and,
therefore, make
no effort to adjust
my performance
accordingly
I am usually
receptive to
suggestions and
feedback, but I
don’t adjust my
performance
accordingly
I am almost
always
receptive to
suggestions or
feedback and
adjust my
performance
accordingly
I am always
receptive to
suggestions or
feedback from
others, and I
adjust my
performance
accordingly
I am not even
familiar with the
professional
conduct policy in
the Social Work
Program and Field
Manual, and I
rarely if ever
comply with it
I am aware that
a Professional
Conduct Policy
exists within the
Social Work
Program, but I
am unfamiliar
with it and do
not comply with
it
I am aware of
and do follow
the Professional
Conduct Policy
in the Social
Work Program
and in the Field
Manual
I demonstrate
exemplary
knowledge of
the Professional
Conduct Policy
in the Social
Work Program
and Field
Manual. I
always conduct
myself
accordingly
I indicate no
awareness of or
knowledge about
the Code of Ethics
My knowledge
of the NASW
Code of Ethics is
not evident in
my thinking or
my behavior
I respect the
NASW Code of
Ethics, which is
evident in both
my thinking and
my behavior
I consistently
demonstrate
leadership with
my colleagues
in discussions of
ethical issues
and
compliance
Comments:
12. Be
knowledgeable
about and
compliant with the
professional
conduct policy in
the Social Work
Program and Field
Education Manual
Comments:
13. Show respect
and use the NASW
Code of Ethics in its
entirety, including
confidentiality
Page 27 of 28
Score
Professional
Characteristics
1
Unacceptable
2
Needs
Improvement
3
Acceptable
4
Outstanding
Score
with the Code
of Ethics
Comments:
14. Use
departmental
communications
I never check my
email and/or do
not respond to
emails sent to me
by the Social Work
Program
I rarely check
my email looking
for
correspondence
from the Social
Work Program
and rarely
respond to it
I consistently
check my email
looking for
correspondence
from the Social
Work Program; I
usually respond
to it promptly
I always check
my email
looking for
correspondence
from the Social
Work program; I
always respond
to it promptly
My attire is
provocative or too
revealing, my hair
and body are not
clean or wellgroomed, and/or I
often have
offensive body
odors
I sometimes
have poor
hygiene, wear
inappropriate
clothing, or have
distracting body
odors
I demonstrate
routine attention
to my
professional
appearance
and hygiene
I demonstrate
consistent
attention to my
professional
appearance
and hygiene
Comments:
15. Have
appropriate
professional
appearance
Comments:
(Adapted from the University of Vermont Department of Social Work, created 6/17/10)
Professor’s signature: ____________________________________________ Date: ___________________________
Student’s signature: _____________________________________________
Page 28 of 28
Date: ___________________________