THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL SCHOOL OF SOCIAL WORK COURSE NUMBER: COURSE TITLE: INSTRUCTORS: SOWO 799 – Chapel Hill Planning for Social Work Interventions Kim Strom-Gottfried, Ph.D. School of Social Work 548L Tate Turner Kuralt Building Phone: (919) 962-6495 (w) Email: stromgot@email.unc.edu OFFICE HOURS: Tuesdays 12-2, and by appointment SEMESTER: Spring, 2016 COURSE DESCRIPTION: Examines practice theories and models with individuals, families, groups, communities, organizations and human service systems. Identifies and builds evidence-based skills to create change in multiple levels of social work practice. EXPANDED COURSE DESCRIPTION: This section of Planning for Social Work Interventions will focus on developing new programs to meet the needs of various populations through organizational or community change. The course builds on knowledge and skills achieved in Social Work Practice with Organizations and Communities (SOWO 570). Students will research large system interventions and create a proposal in which they identify strategies for change, staffing needs, job descriptions, a budget, and funding prospects. COURSE OBJECTIVES: Upon completion of the course the student will be able to demonstrate: 1. Familiarity with the “5Ps” framework of large system interventions. 2. An understanding of the concepts that guide selection of large systems interventions. 3. The ability to use tools such as SWOT and Force Field analyses to guide large systems change 4. Knowledge of the spectrum and interconnectedness of human resource management functions, including supervision and consultation. 5. The ability to construct a full cost recovery budget. 6. The ability to research promising interventions and prospective funding sources 7. The ability to evaluate critical issues, including ethics, cultural humility and professional competence, as they apply to large systems change. REQUIRED READINGS & RESOURCES Required readings are listed below in the weekly class schedule and are available on the class Sakai site or in a handout packet to be distributed on the first day of class. Course materials, the syllabus, assignment information, and external links to useful web sites will be available on Sakai, at https://sakai.unc.edu/portal Other useful resources for you include: 2 American Psychological Association. (2009). Publication manual of the American Psychological Association, 6th Edition. Washington, D.C.: American Psychological Association. Substance Abuse and Mental Health Services Administration offer many downloadable resources on cultural awareness, evidence based practice and professional and public education. http://store.samhsa.gov/home Information for Practice: news and new scholarship from around the world, http://ifp.nyu.edu/ The North Carolina Evidence-Based Practice Center, http://www.ncebpcenter.org Mizrahi, T. & Davis, L., (Eds), (2008). Encyclopedia of Social Work, 20th edition. NY: Oxford University Press. (Available online for UNC students) TEACHING METHODS The success of this class depends on the development of a challenging yet supportive learning environment, reflecting the values of the social work profession. This is fostered by listening to the ideas and views of others, being able to understand and appreciate a point of view which is different from your own, taking risks to learn and grow, clearly articulating your point of view, and linking experience to readings and assignments. We will appreciate your contributions to making this a safe and respectful place for learning and growth. This course will use a variety of teaching and learning methods, including brief lectures, group discussion, workbook-based exercises, role plays, videos, cartoons and handouts. You are expected to actively participate, drawing from assignments, readings, your field placements, and other experience. I will be available during office hours and by phone and email to address questions that may arise between class sessions. Please seek me out! CLASS ASSIGNMENTS Final paper You will have the opportunity to choose from two projects for demonstrating skills in large systems change. In Option 1, you create a plan for change based on the “J. Daniel Scruggs” case (attached). Option 2 will build on the project you created for SOWO 570, refining and specifying the steps to advance your proposal. Whichever option you choose, the paper will be due at noon, one week after your final class session. The paper will be graded as four separate elements: the change plan, the financial plan, the HR plan and the overall proposal. The assignments are described below, and assignments, expectations and grading criteria will be discussed more thoroughly during the first class session. All written assignments should use references following APA format and be typed or word processed using correct grammar, punctuation and spelling. 3 Class participation counts for 10% of your final grade. Everyone will receive a standard score of 100 for participation, in recognition of a norm of attendance, involvement in workbook activities, contributions to small group assignments, and informed participation in class discussion. .5 points will be deducted from the base score for each class session if you miss class, are late, or are not prepared for discussions or activities. COURSE EVALUATION: Class Attendance and Participation Change plan Financial plan HR/Staffing plan Completed Proposal 10% 20% 25% 20% 25% = 100% GRADING SYSTEM The scores for each assignment will be combined and converted to the following scale for final grading: 94 and above H 80 – 93 P 70 – 79 L 69 and below F POLICY ON INCOMPLETES AND LATE ASSIGNMENTS A grade of “Incomplete” will be given in extenuating circumstances and in accordance with SSW and University policy. Assignments are due in class on the day as noted in the course outline. Late assignments, i.e., those not handed in to me in class on the day due, will be reduced 10 points for each day they are late unless we have agreed upon an extension. Please plan your work to have things completed on time and be sure to keep me informed if any problems arise. If, due to an emergency, you will miss a quiz, you must notify me prior to the class and make arrangements to make it up at the earliest possible time. Unexcused absence from an exam will result in a grade of zero for the exam. WRITING RESOURCES The School of Social Work offers a variety of helpful writing resources on its website at http://ssw.unc.edu/students/writing. The School is also one of the few professional schools at UNC that provides writing support for its graduate students. Writing support is open to all students, but it’s a limited resource. You’re welcome to make an appointment to discuss specific writing issues and written assignments. Appointments are scheduled “first come, first served,” with priority given to those referred by faculty. Contact the Team at SOSWwritingsupport@gmail.com if you need assistance. 4 POLICY ON ACADEMIC DISHONESTY Please refer to the APA Style Guide and SSW Website and writing resources for information on attribution of quotes, plagiarism and appropriate use of assistance in preparing assignments. All written assignments should contain a signed pledge from you stating that, "I have not given or received unauthorized aid in preparing this written work." If you have any questions about what compliance with this expectation entails, please don’t hesitate to speak with me. In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has occurred, a referral will be made to the Office of the Student Attorney General for investigation and further action as required. POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES Students who have disabilities that affect participation in the course should notify me if they need special accommodations in instructional format, examination format, etc., considered. COURSE OUTLINE The class format is based on the understanding that you are prepared and active learners. Reading the assigned materials prior to the date they are due is a prerequisite to getting the most out of class sessions and successfully meeting the course objectives. READINGS AND COURSE OUTLINE 1. TUESDAY, JANUARY 12 Introductions Course overview and syllabus review Review of student projects from 570 The 5 Ps of large systems change: Practice, Policy, Program, Personnel, Project EBP and planning interventions Strategies for locating change SWOT, Force Field Analysis, Boston Consulting Matrix Mission and mission drift Options for change projects Readings: 2. Martin, L.L. (2009). Program planning and management. In R.J. Patti (Ed.), The handbook of human services management (pp. 339-350). Thousand Oaks, CA: Sage. TUESDAY, JANUARY 19 The spectrum of HR decisions and the link to mission Building a diverse work force; EEO and Affirmative Action Nondiscrimination 5 Case discussions - enhancing workplace diversity Staff selection and recruitment Bring to Class: A copy of your SOWO 570 organizational assessment and organizational chart A copy of a job description from your agency Readings: The Community Tool Box. (2011). Chapter 10: Hiring and training key staff of community organizations. Watson, M. (2007). How charities can recruit diverse employees. (Opinion Piece). Chronicle of Philanthropy, 19(6). Strom-Gottfried, K.J. (2006) Managing human resources. In R.L. Edwards and J. A. Yankey (eds.) Effectively Managing Nonprofit Organizations. (pp. 141178). Washington DC: NASW. 3. TUESDAY, JANUARY 26 Purpose, types, and tasks of supervision Factors affecting supervision structure and delivery Supervision vs. management Bring to Class: A performance evaluation form from your organization Readings: Gibelman, M., & Furman, R. (2013). Navigating human service organizations (3rd Ed.). Chicago, IL: Lyceum Books, Inc. Chapter 5 – Supervision within the organization setting (pp. 93-115) Chapter 6 – The work environment (pp. 116-138) Haynes, Corey, & Moulton (2003). Clinical Supervision in the helping professions. Pacific Grove, CA: Cenga ge Chapter 6, Becoming a Multi-culturally Competent Supervisor Burkard, Al, Johnson, Al, Hess, S.A., Madson, M.B., Pruitt, N.T., ContrerasTadych, D.A., Kozlowski, J.M., and Knox, S. (2006) Supervisory cultural responsiveness and unresponsiveness in cross-cultural supervision. Journal of Counseling Psychology, 53(3). 288-301. 6 Additional Resources: Gloensky, M. (2011). Strategic leadership and management in nonprofit organizations: Theory and practice. Chicago, IL: Lyceum Books, Inc. Chapter 14 – Human Resources Management (pp. 245-265) Vaughan, S.K., & Arsneault, S. (2014). Managing nonprofit organizations in a policy world. Washington, DC: Sage. Chapter 13 – Managing Human Resources: Volunteers and Staff (pp. 297324) TUESDAY, FEBRUARY 2 Financial sustainability in human service organizations Restricted and unrestricted sources of revenue Philanthropic fund raising 4. Readings: Worth, M.J. (2012). Nonprofit management: Principles and practice (2nd Ed.). Thousand Oaks, CA: Sage. Chapter 11 – Philanthropic Fund-Raising (pp. 266-297) Chapter 12 – Earned Income Strategies (pp. 298-321) North Carolina Coalition against Domestic Violence. (n.d.). Wise women’s favorite fundraising strategies. Review the following North Carolina foundation websites to identify: Funding areas/priorities Application procedures and guidelines Types of organizations and programs that are getting funded http://www.mrbf.org/ http://www.zsr.org/ http://www.kbr.org/ http://www.fundforsouth.org/ 5. TUESDAY, FEBRUARY 9 The challenges in nonprofit and public financing Full cost budgeting/recovery principles and practices Application: a full cost budget and budget justification Grants and proposal writing basics Bring to Class: A program budget from your organization A grant application from your organization (if available) 7 Readings: Thomas, M. & Strom-Gottfried, K.J. (2011). The best of boards: Sound governance and leadership for nonprofit organizations. New York: AICPA. Chapter 5: Understanding the Financial Statements of Nonprofit Organizations Despard, M. (2008). Introduction to budgeting. Chapel Hill, NC: University of North Carolina School of Social Work. Souders, T.M. (2013). How to prepare a human service program budget Kettner, P.M., Moroney, R.M., & Martin, L.L. (2008). Designing and managing programs: An effectiveness-based approach. Los Angeles: Sage. Chapter 10 – Budgeting for control, management, and planning (pp. 207-219) Additional Resources: Gibelman, M., & Furman, R. (2013). Navigating human service organizations (3rd Ed.). Chicago, IL: Lyceum Books, Inc. Chapter 9 – The changing environment of organizations (pp. 172-190) 6. TUESDAY, FEBRUARY 16 Proposal prep and peer consultation The ethics of large systems change Ethical dilemmas in HR, supervision, intervention targeting and selection Bring to Class: The executive summary for your proposal Readings: Strom-Gottfried, K.J. (2005) Ethics in social policy: A primer. Boston: McGraw Hill. 7. TUESDAY, FEBRUARY 23 Proposal pitches Insights on large systems interventions Class evaluation and termination Bring to Class: The revised executive summary for your proposal 8 Readings: Thomas, M. & Strom-Gottfried, K.J. (2011). The Best of boards: Sound governance and leadership for nonprofit organizations. New York: AICPA. Chapter 11: Integration for Action (pp. 217-229) Large Systems Change Proposal For this paper you will be select a large systems problem, based on your project for SOWO 570 or the case of J. Daniel Scruggs (attached), and will offer a clear proposal for an intervention to address the problem. The intervention may address change in policy, personnel, agency practices, a program or a time-limited project. If you decide to use the project you created for SOWO 570, please also submit a copy of your final paper for that class, which will help me understand the nature and evolution of your proposal. Your paper should be approximately 15 pages in length, exclusive of cover page, bibliography and appendices. Use 1” margins and 12-point Times New Roman type. Do not double-double space between sections. Since these papers will be graded anonymously, put your name, signed honor code, and a unique identifier (number, word, or letters) on the cover page. Submit the cover page separately from the body of the paper. Only your unique identifier should appear on the body of the paper. Your paper should be organized in the following manner: 1. Title Page Package the finished proposal in an attractive format that is appropriate to the organizational setting) 2. Executive Summary Provide a succinct summary of the issue, importance, and the intervention recommended. 3. Issue Overview Describe the issue you are attempting to address, related elements, and why it is important that it be addressed now. Present findings from academic research that demonstrate the scope and impact of the issue. 4. Data Collection Describe your efforts to understand the problem, needs, and best practices to address it. If you had additional time or resources, what additional needs assessment strategies would your employ? Describe the role that consumers and stakeholders played or will play in needs assessment and development of change strategies. 5. Change plan Part A: Based on the research you have conducted to this point, present a theory of change and logic model for the initiative, explaining WHY you are doing what you are doing, WHAT you are doing (the expected results, short, intermediate, and long-term 9 outcomes) and identify how the initiative’s activities will contribute to achieving those outcomes. This will involve clearly linking the elements that you believe create and sustain the problem and require you to specify which change approach (of the five Ps: Policy, Program, Project, Personnel, Practices) you have decided to pursue. Part B: Conduct a force field analysis of the factors that you envision advancing your plan and restraining it (append the analysis to your paper). In a narrative, describe the key points of intervention and the tactics and strategies you will use to create change. Part C: Describe your proposed activities in detail. Cite research to support effectiveness of the intervention. Sources are not limited to academic journals and can include government and foundation reports and individual program or community intervention evaluations. If a funder were reviewing this plan, it would be very clear what the agency (and its partners, if applicable) will do to achieve intended outcomes. Part D: Identify the particular strengths and limitations of your plan. What actions may help leverage these strengths or overcome these limitations? 6. HR and Staffing plan Part A: Describe the staffing requirements for the program. Describe your rationale and cite literature or regulations to provide justification for staffing (number of staff, paid/unpaid, qualifications, responsibilities). If the proposal requires additional responsibilities for existing positions, describe those responsibilities and the competencies needed. Provide a sample job description and advertisement for one position required by the proposal. Part B: Describe your hiring plan, including the proposed processes and costs for posting positions, screening and selecting candidates, and making employment offers. How will you ensure a diverse, qualified candidate pool and fair and effective selection processes? Cite literature to support these hiring practices. Part C: Develop a plan for supervision. Include information on orientation and training that will be necessary to prepare the new hire(s) for successful integration into the agency (or to prepare existing staff to take on new responsibilities. What qualifications will be needed to provide administrative or clinical supervision to the new staff? Describe any staff development implications of your plan. 7. Financial plan Develop a budget that anticipates all costs – direct, indirect, and administrative – and makes sure that costs will be covered by potential funders. Part A: Complete a full cost recovery budget on the template provided. Clearly identify all full, expected and reasonable costs of the program in the budget. Part B: Write a budget justification narrative. This is a document that describes all costs identified in the budget and explains why they are necessary. Include citations where necessary; for example, cite resources that justify the salary range for new hires and sources that explain why other expenses are required for the program (such as travel, curricula, staff training, or specific materials for activities, etc.) Part C: Discuss how your proposal would fit with other programs in the organization, and describe the funding sources for those existing programs. Discuss how 10 (or whether) your proposal might be funded by existing sources, and identify strategies to acquire additional funds through those sources, and/or identify gaps that indicate the need for additional funding sources. Discuss options for other philanthropic fund-raising strategies. Does the organization already have an annual campaign? Do they have an annual event for donors? Do they hold fundraisers like charity auctions, a 5K, etc.? How effective are these efforts at generating the necessary revenue? Are there opportunities for new or additional events? Discuss options for earned income strategies. Does the organization already have business ventures? How effective are these ventures at generating the necessary revenue? Are there opportunities for new or additional partnerships with business? Do (or would) earned income strategies support the mission of the organization, or do/would they contribute to mission drift? Part D: Identify potential funders for your program, including foundations and grants. Create a table that lists at least three funders, their funding priorities, applicant requirements (i.e., do they fund nonprofits only, or will they fund for-profit and public agencies? Do they only fund a particular kind of service organization?), typical range of the award, application deadlines, application requirements (online application form? Require letter of interest before application?), and contact information (web address, contact person, email address, etc.). Part E: Create a table showing how all proposed efforts would cover the total cost in the budget from assignment #3. Identify the person(s) in the organization who would be most appropriate to pursue these efforts 8. Appendix This should contain clean, edited copies of your budget, logic model, force field analysis, and any other items necessary to explicate your proposal. 9. References Course materials and at least eight outside resources to support your assessment and strategy for large systems change. 11 LARGE SYSTEMS CHANGE PROPOSAL Grading Standards Unique Identifier: ___________________________ Evaluation Elements: Executive summary clearly and succinctly summarizes the paper’s contents The issue overview conveys and substantiates with research the import of the issue and why it is important that it be addressed. Clearly describes a plan for exploring the problem and identifying best practices to address it. Accurately and thoroughly identifies factors that create or sustain the problem. Change Plan The problem assessment and change approach are thoughtfully constructed and clearly articulated in narrative and in the logic model. The logic model is appended. A force field analysis thoroughly depicts forces sustaining the status quo or driving change and is appended to the document. The proposal synthesizes the assessment and outside materials to create a clear, credible plan for change The author appropriately identifies strengths and weaknesses of the change proposal Total for Change Plan HR Hiring and Staffing Plan Student clearly describes the staffing requirements for the program, and cites literature on the proposed intervention that provides justification for staffing. The hiring plan provides detailed steps for advertising the position(s) that will ensure a diverse, qualified candidate pool. Cites literature to support hiring practices. The supervision plan includes information on training and orientation necessary to prepare the new hire(s) for successful integration into the agency, completion of all tasks in the job description, and a detailed plan for clinical and/or management supervision. Inc. citations. Subsection Proposal Score Points Points 5 15 10 20 30 35 15 100 25 25 25 20 12 A job description is included that matches format and relevant content of other job descriptions in the agency, and adequately prepares the new hire with job clarity and opportunities for job enhancement and enlargement. Total for Hiring and Staffing Plan Financial Plan Full Cost Recovery Budget is well formatted, easy to read and understand. Budget clearly identifies all full, expected and reasonable costs of the program. Narrative clearly explains and justifies all major costs. Includes citations. Description of Current Funding Structure indicates understanding of the funding streams of the standing agency. Table of Grant Sources is clear, easy to read, and contains all required elements. Philanthropic Fund-Raising Strategies adequately discuss existing efforts and possibilities for new ones (or rationale for not pursuing Philanthropic FundRaising Strategies). Earned Income Strategies adequately discuss existing efforts and possibilities for new ones (or rationale for not pursuing Philanthropic Fund-Raising Strategies). Resource development strategy is justified; Table of Proposed Fundraising Efforts is clear, easy to read, and contains all required elements. Total for Financial Plan The document reflects an understanding of various dimensions of diversity as they may apply to the assessment, goals, and intervention. The document is properly formatted, well written, uses nonjudgmental language, and demonstrates basic mastery of sentence structure, with no errors in spelling, punctuation, grammar, or typing. Outside sources are properly employed and cited. Total Comments: 25 100 20 10 20 30 5 10 10 5 10 100 20 5 10 5 100 13 J. DANIEL SCRUGGS On January 2, 2002, the last day of the school winter break, twelve-year-old J, Daniel Scruggs hanged himself with a necktie in the bedroom closet of a small apartment he shared with his mother and 19 year-old sister. At the time of his death, his mother was in a nearby room. Six days earlier, the Department of Children and Families dismissed an investigation of neglect against Daniel’s mother due to a lack of evidence. Daniel lived in Meridian, Connecticut. His mother, Judith, worked approximately 70 hours per week, as a teacher’s aide at Daniel’s middle school and also as a part-time employee at Wal-Mart. According to his obituary notice, Daniel had two married sisters, a married brother, and another sister, all living in Connecticut. Judith Scruggs claimed to have suffered physical abuse from Daniel’s father and his current whereabouts are unknown. Daniel was reportedly very close to his grandparents, who died within a month of each other before Daniel’s death. Daniel was a small child for his age, weighing only 63 pounds. He was different. For example, he liked wearing a jacket and tie to class; sometimes, in response to a teacher’s question, he would stand up and act out the answer. He loved Harry Potter and magic shows. While he had an IQ of 139, his school performance was much lower, and he was placed in special education classes for an undefined learning disability. However, the school dropped him from special education classes in the 6th grade, without the required testing to determine if he could re-join a mainstream classroom. Daniel was bullied extensively in school. Other children reported that he was routinely pushed, hit, kicked, choked, and his belongings were repeatedly stolen. Daniel stopped showering and brushing his teeth, and in an apparent strategy to get sent home from school early, he would routinely urinate and defecate in his pants. Teachers routinely covered their noses around him and appeared relieved when he was absent from class. The guidance counselor tried to work with him on hygiene but made no referrals in that regard. The school nurse reported that she was embarrassed to talk with him about his hygiene and that it was beyond her scope of responsibility. In the sixth grade, Daniel was absent or tardy 79 days (over one-third of the school days). Of the 78 school days before the winter in his seventh grade year, Daniel was absent 44 days and tardy 29 days, indicating that he only spent 5 full days in school. The school made no overt attempts to stop the bullying, to keep Daniel in an appropriate classroom setting, or make referrals to medical and mental health agencies. The school also failed to report the sixth grade truancy, a violation of the law, but did report Daniel’s seventh grade truancy and a probation officer from the Department of Juvenile Justice was assigned to his case. After receiving a report of educational neglect (because of Daniel’s truancy), the Department of Children and Families closed the case for lack of evidence, despite the filthy conditions of the Scruggs’ home including the fact that the bathtub was full of clothes and toys, and that the sink could only be accessed by climbing over the items surrounding it. One year after Daniel’s death the Connecticut Office of the Child Advocate released a report indicating all the instances where agencies and adults failed J. Daniel Scruggs. On October 6, 2003, Judith Scruggs was found guilty of contributing to her son’s death because 14 she kept an unsafe and unhealthy home. Although she faced up to 10 years in prison, she received a suspended sentence of five years of probation on May 14, 2004. She was also ordered to attend counseling and perform 100 hours of community service. Her attorney vowed to appeal, and supporters suggested she had been twice victimized by an unresponsive service system and by the justice system. The Connecticut Supreme Court overturned her conviction on August 28, 2009. A state child advocate’s report, issued a year after his death, outlined numerous ways that Daniel was failed by individuals and agencies in his life. It recommended sweeping changes for the school system, Department of Children and Families, and the juvenile justice system. The school system reports that it is “satisfied” with its handling of Daniel’s case and had done “all they could”, but that his mother was noncompliant. Information on the other agencies’ responses is unavailable at this time. Large Systems Change Proposal Options: A = Setting: School, Problem: Bullying B = Setting: Community, Problem: Youth suicide C = Setting: Community, Problem: Hoarding and unsafe homes D = Setting: DCF, Problem: Poor coordination with school and juvenile justice, failure to properly assess J. Daniel’s home situation E = Setting: School, Problem: Failure to address attendance, hygiene, odd behavior Students who select the Scruggs case for their projects will receive a link to background material on the case and the allegations against the agencies involved.