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:
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
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.
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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.
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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
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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.
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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)
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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
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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
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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
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(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.
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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
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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
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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.