Final Syllabus (August 24, 2013)
THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
DAY AND TIME:
SOWO 875
Community: Theory & Practice
FALL SEMESTER 2013
MONDAYS, 2-4:50 PM (TTK 114)
CREDITS:
INSTRUCTOR:
3 credit hours
DR. GARY L. BOWEN
School of Social Work, TTK (RM 438)
Office: Tate-Turner-Kuralt Building
Office Phone: 919-962-6542
Mobile Phone: 919-448-4058
Email: glbowen@email.unc.edu
OFFICE HOURS:
Monday 12 noon-2pm and 5:00-6:00
Tuesday 2:00-4:00
Other times by appointment
COURSE DESCRIPTION: Engages students in examining theory, methods, and strategies
for community practice within complex political and economic environments,
emphasizing values and intervention methods.
COURSE OBJECTIVES:
Upon completion of the course students will be able to demonstrate:
1. Knowledge of and ability to demonstrate facilitation and leadership skills in
community development, organizing, and planning settings;
2. Ability to analyze group dynamics in a task group setting;
3. Ability to discuss and apply knowledge about cultural competence in analysis of
organizations and practice situations in multicultural communities. Ability to
apply a framework for learning about specific community cultures;
4. Ability to analyze emerging issues in political/economic environments that affect
opportunities and access for low-wealth populations and community practice
settings;
5. Knowledge of and ability to analyze and apply community and practice theories
in course discussions and assignments; Ability to theorize and compare utility of
theories in diverse practice situations in class presentations and papers;
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Final Syllabus (August 24, 2013)
6. Knowledge of and ability to employ conceptual frameworks and practice
approaches used in the class in analyzing community strategies and decisionmaking processes;
7. Ability to articulate, critique and apply social work values, ethics, and
professional principles for community practice; Use of values and ethics for
decision-making in settings where different values and interests are in
competition and where there are significant power differentials;
8. Ability to explain and appreciate the competing demands that multiple
stakeholders place on community-based organizations, and the multiple
expectations and demands placed on community practitioners;
9. Ability to integrate theory, knowledge, research findings, and skills to
demonstrate advanced practice competencies such as: building a diverse and
culturally competent community organization; coordinating the work of diverse
groups in communities; and building a shared culture in an organization or
community group that appreciates the strengths of oppressed populations;
10. Knowledge of current trends, issues, and studies that shape and influence
organizing, planning, and development processes in community-based
organizations and communities in relation to students’ special interest projects;
and
11. Ability to demonstrate and teach selected knowledge, skills and competencies for
community practice in class presentations.
EXPANDED DESCRIPTION:
This course builds on learning from the MSW foundation year, particularly from SOWO
570 “Social Work Practice with Organizations and Communities” and provides
grounding for electives offered by the Community, Management and Policy Practice
Concentration. The Concentration is designed to prepare graduates for leadership in
community, management and policy practice and provides requisite courses for the
Certificate in International Development and the Certificate in Nonprofit Management. In
addition to full time CMPP students, students completing advanced degrees in Public
Health, Public Administration, City and Regional Planning, and Education also often take
Concentration Courses.
This course focuses on theory and knowledge and on strategies needed for effective
practice in community organizing, development, and planning. It emphasizes application
of theory to practice settings and developing skills and competencies for community
work in diverse settings. The content progresses through a range of major skill areas
providing theory, case examples and experiential learning activities that relate to
developing, facilitating, and exercising leadership in communities and in interorganizational collaboratives.
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Final Syllabus (August 24, 2013)
REQUIRED READINGS:
Sakai Site: All required readings are available on the course’s Sakai Site or will be
distributed via email to the class participants by the professor.
REFERENCE TEXTS/READINGS:
Weil, M., Reisch, M., & Ohmer, M. (Eds.) (2013). The Handbook of Community
Practice, Second Edition. Thousand Oaks, CA: Sage.
Gamble D. & Weil, M. (2010). Community practice skills: Local to global perspectives.
New York: Columbia University Press.
Weil, M., Gamble, D.N., & MacGuire, E. Community practice skills workbook: Local to
global perspectives. New York: Columbia University Press.
SELECTED READINGS:
Bens, I. (2005). Advanced facilitation strategies: Tools & techniques to master difficult
situations. San Francisco: Jossey Bass.
Iglehart, A.P. & Becerra, R.M. (2010). Social services and the ethnic community: History
and Analysis, Second Edition. Long Grove, IL: Waveland Press.
RECOMMENDED TEXTS:
Brueggemann, W. (2006). The practice of macro social work, 3rd edition. Belmont CA:
Thomson—Brooks/Cole.
Freire, P. (1993). Pedagogy of the oppressed. New York: NY: Continuum.
Delgado, M. (2000). Community social work practice in an urban context: The potential of a
capacity enhancement perspective. New York: Oxford University Press.
Hardcastle, D.A. (2012). Community practice: Theories and skills for social workers. New
York, NY: Oxford.
Ohmer, M. L. & DeMasi, K. (2008). Consensus organizing: A community development
workbook. Thousand Oaks, CA: Sage.
Sen, A. (2009). The Idea of Justice. Cambridge: Harvard University Press.
Staples, L. (2004). Roots to power: a manual for grassroots organizing, 2nd edition.
Westport, CT: Praeger.
Toseland, R.W. & Rivas, R. (2008). An introduction to group work practice, sixth edition.
Upper Saddle River, NJ: Pearson-Allyn & Bacon.
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Final Syllabus (August 24, 2013)
EXPECTATIONS FOR WRITTEN ASSIGNMENTS:
All written assignments are expected to show evidence of critical and creative thinking as
well as thoughtful consideration of the literature, research, and where relevant your
practice and volunteer experience and other resources. As noted, all assignments should
contain references to course literature, specialized literature, and to relevant journals.
Students are expected to use good academic English; grades will be lowered for poor
grammar, syntax, or spelling. Those who have difficulty writing are strongly encouraged
to use online resources of the campus Writing Center (http://www.unc.edu/depts/wcweb/)
and/or seek assistance from Diane Wyant or Susan White who can provide excellent
writing support. The School of Social Work faculty has adopted APA style as the
preferred format for papers and publications. All written assignments for this course
should be submitted in APA style unless otherwise explained. Information concerning
APA style and writing resources are listed below:
American Psychological Association. (2009). Publication manual of the American
Psychological Association, 6th Edition. Washington, D.C.: American
Psychological Association.
 http://www.apastyle.org/elecref.html (APA Style for material in electronic
formats)
 http://owl.english.purdue.edu/handouts/research/r_apa.html (general information
about documentation using APA style)
 http://www.bartleby.com/141/ (electronic version of Strunk's The Elements of
Style which was originally published in 1918)
 http://www.fas.harvard.edu/~wricntr/resources.html (The Writing Center, links to
on-line reference material and many other useful sites for authors)
 http://www.unc.edu/depts/wcweb/ (The UNC writing center—on-line and tutorial
help at Phillips Annex 962-7710)
TEACHING METHODS:
This course has been designed to maximize student involvement, and it will be facilitated
using a transformative learning model. From this model, students work with the instructor
as full partners in assuming responsibility for the success of the course.
CLASS MEETINGS:
August 26, September 2 (Labor Day), September 9 (Guest Lecturer), September 16,
September 23, September 30, October 7, October 14, October 21 (Guest Lecturer),
October 28, November 4, November 11, November 18, November 25, December 2
GRADING SYSTEM:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P),
Low Pass (L), and Fail (F). The numerical values of these grades are: H= 94-100 points;
P= 80-93 points; L= 70-79 points; you will receive an F if you 69 or fewer points.
A grade of P is considered entirely satisfactory. The grade of Honors (“H”) — which
only a limited number of students attain -- signifies that the work is clearly excellent in
all respects. Students must take the final exam to qualify for an “H.”
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Final Syllabus (August 24, 2013)
POLICY ON EMAIL ACCOUNTS:
All students are required to have a valid UNC email account. A valid UNC email address
has the following extension: @email.unc.edu or @ unc.edu or @live.unc.edu.
POLICY ON REQUIRED READINGS:
To facilitate class involvement and discussion, students are expected to read all required
materials prior to class.
POLICY ON CLASS PARTICIPATION:
Students are expected to contribute meaningfully to class discussion. At the beginning of
each class session, time will be allocated to address questions about readings and
assignments.
POLICY ON CLASS ATTENDANCE:
Students are expected to attend all class sessions, and classes will begin and end on time.
If there is some reason that you cannot attend a class, please contact the instructor
(glbowen@email.unc.edu; 919-448-4058) or leave a message for the instructor at the
School of Social Work (919-962-6542). Students who miss three class sessions will be
penalized by one letter grade (special exceptions may apply). Students who miss more
than three class sessions will receive an "F" as their final grade for the class (special
exceptions may apply).
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
A paper is considered late if it is handed in any later than the start of class on the day it is
due. The grade for late papers will be reduced 10% per day, including weekends.
Therefore, a paper due at 2pm on Monday and handed in at 3pm will be considered 1 day
late. A grade of Incomplete is given only in exceptional and rare circumstances that
warrant it, e.g. family crisis, serious illness. It is the student’s responsibility to request
and explain the reasons for an Incomplete. The instructor has no responsibility to give an
Incomplete without such a request.
POLICY ON ACADEMIC DISHONESTY:
It is the responsibility of every student to obey and to support the enforcement of the
Honor Code, which prohibits lying, cheating, or stealing in actions involving the
academic processes of this class. Students will properly attribute sources used in
preparing written work and will sign a pledge on all graded coursework certifying that no
unauthorized assistance has been received or given in the completion of the work. All
written assignments should contain a signed pledge from you stating:
“I have not given or received unauthorized aid in preparing this written work. This work was
created for this course and has not been submitted previously or concurrently for another
course.”
Credit will not be awarded for unpledged work. Please refer to the APA Style Guide, The
SSW Manual, and the SSW Writing Guide for information on attribution of quotes,
plagiarism and appropriate use of assistance in preparing assignments. In keeping with
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Final Syllabus (August 24, 2013)
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 with disabilities that affect their participation in the course and who wish to
have special accommodations should contact the University’s Disabilities Services
(http://disabilityservices.unc.edu) and provide documentation of their disability.
Disabilities Services will notify the instructor that the student has a documented disability
and may require accommodations. Students should discuss the specific accommodations
they require directly with the instructor.
POLICY ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
Please set your cell phones to vibrate. Use of laptops is permitted as a tool for small
group activities and in-class assignments or as an approved accommodation for students
with disabilities.
OTHER POLICIES/GENERAL INFORMATION:
For all class papers, please submit a hard copy at the start of class when the assignment is
due. If you will be late or know you need to miss a class on the date something is due, an
email will be accepted granted it comes in on time, by the start of class.
COURSE ASSIGNMENTS:
Students will be evaluated based on the following assignments:
Assignment 1: Variations in Community Functioning
Assignment 2: March of the Penguins
Assignment 3: Review of Journal of Community Practice
Assignment 4: Community Practice Concepts
Assignment 5: Applications
Assignment 6: Skill Training Exercise
Assignment 7: Results-focused Plan
Class Participation
Final Exam
05%
05%
15%
10%
10%
10%
15%
15%
15%
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Final Syllabus (August 24, 2013)
COURSE ASSIGNMENTS
Assignment 1: Variations in Community Functioning. (Due 9/9) Communities track
many aggregate indicators of health and social functioning, which are typically reported
in the form of counts, rates, and percentages (e.g., heart disease, STDs, injuries, crime
and violence, divorce). The indicators can be examined at different levels of aggregation
(e.g., zip code, census track, city, county, state). How do you explain variation in
indicators of health and social functioning across communities that have similar
geographic, demographic and social profiles? How do you explain variation in indicators
of health and social functioning within the same community over time? (3 pages)
Assignment 2: March of the Penguins. (Due 9/16) Please watch the movie and write a
3-page paper about what you learned about community practice from the film, including
attention to the concepts of adversity, culture, context, cooperation, resilience, and
achieving desired results.
Assignment 3: Review of Journal of Community Practice (Content Analysis). (9/23)
The Journal of Community Practice is a leading journal in social work focused on the
disciplined study of community practice. Working in groups of three (6 groups), each
group will be assigned a reference year: 2007-08, 2008, 2009, 2010, 2011, and 2012 (four
issues per year). First, how many articles were published in the reference year? Do not
include book reviews. What were the major themes or areas of focus across the articles
(3-5) (e.g., planning, community organizing, particular community action frameworks,
reaching the hard to reach). Did the reference year include any special issues (if so, what
was the focus of the special issue?) What proportion of articles had an international
versus a US focus? Second, count the number of empirical articles in the journal for the
reference year—an empirical article manipulates data (quantitative or qualitative) in its
analysis. Do not include theoretical essays, or articles that pertain to a review of a
particular method (e.g., case study) or analysis procedure. What proportion of these
articles use quantitative methodologies exclusively, what proportion use qualitative
methodologies exclusively, and what proportion use a combination of both quantitative
and qualitative methodologies?
Please prepare a report of no more than 5 pages that summarizes your findings. Include
the following subheadings: Introduction (purpose), methods (your procedures for
conducting the review), results (you may include summary tables), and discussion (what
do you make of the results in the context of the field of community practice), and
conclusions. Please send me an electronic copy of your report for posting on Sakai. Be
prepared to present your report to the class on 9/23 (approximately 10 minutes).
As a group, identify what you consider to be an “exemplary article” from your review
and be prepared to discuss this example in class (approximately 5 minutes). Please email
me an electronic copy of the article for distribution to class participants.
Assignment 4: Community Practice Concepts. (Due 10/7) In consultation with the
Professor, please identify a concept related to community practice and write a 3-page
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Final Syllabus (August 24, 2013)
paper that defines the concept and its context with references (one page), reviews its
significance for community practice (one page), and discusses its relevance for you as a
community practitioner (one page). Examples include social justice, human rights, social
work values/ethics, diversity, social capital (bonding and bridging), cultural capital,
social organization, gemeinschaft versus gesellschaft (Ferdinand Toennies), mechanical
versus organic solidarity (Emile Durkheim), systems versus associations (John
McKnight), power, coalitions, empowerment, civic engagement, “Bowling Alone”
(Robert Putnam), community solidarity, social cohesion, community competence,
cultural competence, community efficacy, functional communities, communities of
interest, organizing, progressive change, and sustainable development. Please prepare a
one-page summary PowerPoint slide with the following headings: definition,
significance, and relevance for distribution to class participants (18 copies will be
needed), and be prepared to provide a short oral presentation in class (5-7 minutes) in
either Class 7 (October 7) or Class 8 (October 14).
Assignment 5: Applications. (Due 10/21) Working in groups of 3, students will be
assigned an article or chapter that applies the Social Organization Theory of Action and
Change to a particular social program or field of practice. Please prepare an 8-10 page
PowerPoint Presentation that identifies the purpose/focus of the publication, how the
theory provides a frame of reference or orientation, and at least three discussion questions
for the class. For empirical articles, please discuss the degree to which the findings align
with the theory. Be prepared to present your PowerPoint in class on 10/21 (approximately
15 minutes).
Assignment 6: Skill Training Exercise. (Due 11/4-11/18) In consultation with the
professor and working in groups of 3, students will identify a skill or set of skills related
to one of the six steps in community practice (Engage, Assess, Plan, Implement, Monitor,
and Sustain) and facilitate a 12-15 minute presentation to illustrate and teach the skill(s)
to class members. For example, a student group could present a strategy for promoting
interagency collaboration, a method for strengthening connections between community
members, or instruction on designing an Internet survey to conduct a community
assessment. Students will prepare a 5-7-page PowerPoint presentation that provides the
context for the particular skills or skill set and summarizes key learning points. The
presentations will be built into the regular class schedule between 11/04 and 11/18. An
effort will be made to schedule these presentations to accompany relevant class content.
Assignment 7: Results-focused Plan. (Due 11/25) In consultation with the professor and
working in groups of 2, students will identify a social problem faced by military service
members, veterans, or their families. Assuming the role as a community practitioner in a
lead organization or agency and using a Results-focused Planning process (you will
complete the worksheet), students will design a community practice intervention using
the Social Organization Theory of Action and Change as your guiding perspective and
the Results-focused Planning template as your organizing framework. Completion of this
work will require some literature review. In your class presentation, use the class as
planning team members, including members of the target group to assess the feasibility of
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Final Syllabus (August 24, 2013)
your plan. Be prepared to present your RFP in class on either 11/25 or 12/2
(approximately 20 minutes).
Class Participation: Students who miss no more than one class will receive 5 points. An
additional 10 points will be assigned on the basis of students’ self assessment—the
degree to which students come to class prepared, engage meaningfully in class
discussions and exercises, and demonstrate respect for the views of others. The professor
will honor students’ self-assessments unless he feels there is an obvious discrepancy. The
professor fully expects students to earn the full 15 points assigned to class participation.
Final Exam: To achieve the grade of Honors (“H”), students must take the final exam. A
combination of short answer and essay type questions, the final exam will be
administered during the exam period at the end of the semester. The exam will focus on
core community practice concepts covered in the readings and in class presentations, as
well as the application of these concepts to practice situations.
CLASS SCHEDULE AND READING ASSIGNMENTS
Class 1
08/26
Introduction
Syllabus and Class Norms
What is the Science of Community Practice?
Steps in Intervention Research
Standards of Evidence
Effectiveness of Community Practice Interventions
Assignment 1 (Due 9/9)1
Assigned Readings:
Fraser, M. W., & Galinsky, M. J. (2010). Steps in intervention research: Designing and
developing social programs. Research on Social Work Practice, 20, 459-466.
Schorr, L. B. (2012, Fall). Broader evidence for bigger impact. Stanford Social
Innovation Review.
Ohmer, M. L. & Korr, W. S. (2006). The effectiveness of community practice
interventions: A review of the literature. Research on Social Work Practice,16(2),132145.
1
Assignment 1: Variations in Community Functioning. Communities track many aggregate indicators
of health and social functioning, which are typically reported in the form of counts, rates, and percentages
(e.g., heart disease, STDs, injuries, crime and violence, divorce). The indicators can be examined at
different levels of aggregation (e.g., zip code, census track, city, county, state). How do you explain
variation in indicators of health and social functioning across communities that have similar geographic,
demographic and social profiles? How do you explain variation in indicators of health and social
functioning within the same community over time? (3 pages)
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Final Syllabus (August 24, 2013)
Leventhal, T., & Brooks-Gunn, J. (2005). Neighborhood and gender effects on family
processes: Results from the Moving to Opportunity Program. Family Relations, 54, 633643.
Recommended Readings:
Society for Prevention Research (2013). Standards of evidence: Criteria for efficacy,
effectiveness and dissemination. Falls Church, VA: Author.
Audio
Episode 18 - Dr. Bruce Thyer: Looking at Evidence-Based Practice: How Did We Get
Here? (2009, April 20). Living Proof Podcast Series. [Audio Podcast] Retrieved from
http://www.socialwork.buffalo.edu/podcast/episode.asp?ep=18
Web
http://www.socialworkpolicy.org/research/evidence-based-practice-2.html
Sample Websites:
Chandra, A., & Acota, J. (2013). Building resilient communities: An online training (TL109). Santa Monica, CA: RAND Corporation.
http://www.rand.org/pubs/tools/TL109.html
Description from the Website:
Emergency preparedness can get you through the first few days following a disaster. But how can
your community bounce back over the long term? With disasters becoming more common and
costly, and with some areas enduring multiple disasters, the importance of building community
resilience has never been greater.
This easy-to-use, self-guided online training shows organizations and communities how to
strengthen their resilience. Resilience means:
• mitigating and withstanding the stress of manmade and natural disasters
• recovering in a way that restores normal functioning
• applying lessons learned from past responses to better withstand future incidents.
This training is intended for a diverse range of organizations, including businesses; faith-based
organizations; hospitals, health clinics, and other health agencies; mental health providers;
schools and universities; civic and volunteer groups; first responders; local government
agencies; public health departments; and nonprofit agencies.
When you complete this training, you will have a real action plan to use that will help you build
resilience in your organization or across your community, bolstering your capacity to respond to
and recover from disaster.
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Final Syllabus (August 24, 2013)
RAND Justice, Infrastructure, and Environment gratefully acknowledges the support of Charles
Zwick and the Charles M. and Mary D. Grant Foundation, whose generous donations to RAND
helped make this training possible.
Class Discussion:
Activity 1: Working in groups of two, please describe your perspective toward
conceptualizing social problems to inform interventions. What particular theories,
models, or empirical findings have most influenced your perspective? The same for
people—what theorists, researchers, or practitioners have had a particular impact on your
perspective? What assumptions and concepts anchor your perspective and provide
coherence to your presentation of self and ideas in professional exchanges?
Activity 2: In recent years, my work has focused largely on U.S. military service
members and their families. I have attempted to address three questions in respect to
resilience, recovery and restoration: (a) In the context of adversity or positive challenge,
what distinguishes those members who are able to “stay on the road” from those who are
not? (b) Among those who go “off the road,” what distinguishes those who get back “on
the road” from those who do not? (c) In the context of need, what distinguishes those
who seek/get help from those who do not? Working in groups of three, students will be
assigned one of these three questions to discuss.
What are examples of community practice social work interventions that have been
demonstrated to have sufficiently high net benefits (successful), affirmed across
population subgroups and contexts, implemented with reasonable fidelity across time and
place, taken to scale, and sustained? In medicine, we might mention the polio vaccine; in
dentistry, we might mention the addition of fluoride to the water system to prevent tooth
decay.
Assignment 1: Variations in community functioning (Due: 9/9)2
Garbarino, J., & Sherman, D. (1980). High-risk neighborhoods and high-risk families:
The human ecology of child maltreatment. Child Development, 51, 188-198.
The Aspen Institute (Version 3-96). Measuring community capacity building: A
workbook-in-progress for rural communities. Author.
Assignment 2: March of the Penguins (Due: 9/16)
Class 2
09/02
2
Happy Labor Day!
Please do assignment 1 first before consulting the two references below.
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Final Syllabus (August 24, 2013)
Class 3
09/09
Guest Instructor
Professor Attending Invited Meeting at Stanford University
“Research and Community Collaboratives Summit”
Small Group Discussion of Assignments 1
Movie: March of the Penguins
Assignment 2 (Due 9/16)3
Small Group Discussion of Assignment 1 (Papers Collected)
Class 4
09/16
Introduction and Overview
Small Group Discussion of Assignments 2
Macro Social Work Practice
Theories of Community
Strategies of Community Practice Intervention
Assignment 3 (Due 9/23)4
Small Group Discussion of Assignment 2 (Papers Collected)
Assigned Readings:
Haynes, K. (1998). The one hundred-year debate: Social reform versus individual
treatment. Social Work, 43, 501-509.
Netting, F. E. (2013). Macro social work practice. Encyclopedia of Social Work.
Chaskin, R. J. (2013). Theories of Community. In M. Weil, M. Reisch, & M. Ohmer,
(Eds.), The Handbook of Community Practice, Second Edition (pp. ). Thousand Oaks,
CA: Sage.
Rothman, J. Multi modes of intervention at the macro level. Journal of Community
Practice, 15(4), 11-40.
Rohe, W.M. (2009). From local to global: One hundred years of neighborhood planning.
Journal of the American Planning Association, (75)2, 209-230.
Unger, D. G., & Sussman, M. B. (2010). A community perspective on families. Marriage
and Family Review, 15 (1), 1-18.
3
Assignment 2: March of the Penguins. Please watch the movie and write a 3-page paper about what
you learned about community practice from the film, including attention to the concepts of adversity,
culture, context, cooperation, resilience, and achieving desired results.
4 Assignment 3: Review of Journal of Community Practice (Content Analysis). (See description under
course assignments.
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Final Syllabus (August 24, 2013)
Recommended Readings:
Brueggemann, W. G. (2013). History and context for community practice in North
America. In HCP (Weil)—(CHAPTER 2)
Brueggemann, W. G. (2006). Social problems: The challenge of macro social work.
Chapter 2 in The practice of macro social work (pp. 24-55).
Gamble, D. N. (2011). Advanced concentration macro competencies for social work
practitioners: Identifying knowledge, values, judgment and skills to promote human well
being. Journal of Community Practice, 19, 369-402.
Assignment 3: Review of Journal of Community Practice (Due: 9/23)
Class 5
09/23
Social Organization Theory of Action and Change: Early Work
Discussion of Assignment 3
Presentation: Assignment 3 (Papers Collected)
Assigned Readings:
Theory
Bowen, G. L., & Martin, J. A. (1998). Community capacity: A core component of the
21st century military community. Military Family Issues: The Research Digest, 2(3), 1-4.
Bowen, G.L., Martin, J. A., Mancini, J.A., & Nelson, J.P. (2000). Community capacity:
Antecedents and consequences. Journal of Community Practice, 8, 1-21.
Bowen, G. L., Richman, J. M., & Bowen, N. K. (2000). Families in the context of
communities across time. In S. J. Price, P. C. McKenry, & M. J. Murphy (Eds.), Families
across time: A life course perspective (pp. 117-128). Los Angeles, CA: Roxbury
Publishers.
Coulton, C., Chan, T., & Mekelbank, K. (2011). Finding place in community change
initiatives: Using GIS to uncover resident perceptions of their neighborhoods. Journal of
Community Practice, 19, 10-28.
Research
Bowen, G. L., Mancini, J. A., Martin, J. A., Ware, W. B., & Nelson, J. P. (2003). An
empirical test of a community practice model for promoting family adaptation. Family
Relations, 52, 33-52.
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Final Syllabus (August 24, 2013)
Application
Orthner, D., Bowen, G., & Mancini, D. (2003, December). The community readiness unit
service guide for Air Force Space Command Family Support Centers. Colorado Springs,
CO: U.S. Air Force Space Command Family Matters.
Recommended Readings:
Bowen, G. L., Martin, J. A., & Mancini, J. A. (1999). Communities in Blue for the 21st
century. Fairfax, VA: Caliber Associates.
Nicotera, N. (2007). Measuring neighborhood: A conundrum for human services
researchers and practitioners. American Journal of Community Psychology, 40, 26-51.
Class 6
09/30
Anchors and Comparative Perspectives:
Theoretical Influences
Assignment 4: (Due 10/7)5
Assigned Readings:
Social Disorganization Theory: The Legacy of Shaw & McKay
Cantillon, D., Davidson, W. S., & Schweitzer, J. H. (2003). Measuring community social
organization: Sense of community as a mediator in social disorganization theory. Journal
of Criminal Justice, 31, 321–339.
Sampson, R. J., Raudenbush, S. W., & Earls, F. (1997). Neighborhoods and violent
crime: A multilevel study of collective efficacy. Science, 277, 1–7.
Beck, E., Ohmer, M., & Warner, B. (2012). Strategies for preventing neighborhood
violence: Toward bringing collective efficacy into social work practice. Journal of
Community Practice, 20, 225-240.
5
Assignment 4: Community Practice Concepts. In consultation with the Professor, please identify a
concept related to community practice and write a 3-page paper that defines the concept and its context
with references (one page), reviews its significance for community practice (one page), and discusses its
relevance for you as a community practitioner (one page). Examples include social justice, human rights,
diversity, social work values/ethics, social capital (bonding and bridging), cultural capital, social
organization, gemeinschaft versus gesellschaft (Ferdinand Toennies), mechanical versus organic solidarity
(Emile Durkheim), systems versus associations (John McKnight), power, coalitions, empowerment, civic
engagement, “Bowling Alone” (Robert Putnam), community solidarity, social cohesion, cultural
competence, community competence, community efficacy, functional communities, communities of
interest, organizing, progressive change, and sustainable development. Please prepare a one-page summary
PowerPoint slide with the following headings: definition, significance, and relevance for distribution to
class participants (18 copies will be needed), and be prepared to provide a short oral presentation in class
(5-7 minutes) in either Class 7 (October 7) or Class 8 (October 14).
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Final Syllabus (August 24, 2013)
Feminist Theory
Uttal, L. (2009). (Re)Visioning family ties to communities and contexts. In S. A. Lloyd,
A. L. Few, & K. R. Allen (Eds.), Handbook of Feminist Family Studies (134-). Thousand
Oaks, CA: SAGE Publications.
Community Rhythms
The Harwood Group (1999). Community rhythms: Five stages of community life.
Bethesda, MD: The Harwood Group and the Charles Stewart Mott Foundation.
Recommended Readings:
Shaw, C. R., & McKay, H. D. (1942). Juvenile delinquency and urban areas. Chicago:
University of Chicago Press. (Out of Print—Copy Available in Professor’s Office)
Sampson, R. J., & Groves, W. B. (1989). Community structure and crime: Testing socialdisorganization theory. American Journal of Sociology, 94, 774-802.
Wickrama, K. A. S., & Noh, S. (2010). The long arm of community: The influence of
childhood community contexts across the early life course. Journal of Youth and
Adolescence, 39, 894-910.
Class 7
10/07
Anchors and Comparative Perspectives:
Conceptual Influences
Community Initiatives
Discussion of Assignment 4
Assigned Readings:
Conceptual Influences:
Community Resilience
Norris, F. H. et al. (2008). Community resilience as a metaphor, theory, set of capacities,
and strategy for disaster readiness. American Journal of Community Psychology, 47, 127150.
Breton, M. (2010). Neighborhood resiliency. Journal of Community Practice, 9(1), 2136.
15
Final Syllabus (August 24, 2013)
Social Capital
Garcia, M., & McDowell, T. (2010). Mapping social capital: A critical contextual
approach for working with low-status families. Journal of Marital & Family Therapy, 36,
96-107.
Systems versus Associations
McKnight, J. L. (1997). A 21st-century map for healthy communities and families.
Families in Society, 78(2), 117-127.
Informal Networks
*London, S. (2010). Informal networks: The Power of organic community groups. A
Harwood Institute Report Prepared for the Kettering Foundation.
Fingerman, K. L., (2009). Consequential strangers and peripheral ties: The importance of
unimportant relationships. Journal of Family Theory & Review, 1, 69-86.
Rafaeli, E., & Gleason, M. E. J. (2009). Skilled support within intimate relationships.
Journal of Family Theory & Review, 1, 20-37.
Wellman, B. (2010). The place of kinfolk in personal community networks. Marriage &
Family Review, 15(1), 195-228.
Fingerman, K. L., Hay, E. L., & Birditt, K. S. (2004). The best of ties, the worse of ties:
Close, problematic, and ambivalent social relationships. Journal of Marriage and Family,
66, 792-808.
Community Initiatives
Family Service America
Sviridoff, M., & Ryan, W. (1997). Community-centered family service. Families in
Society, 78(2), 128-139.
Communities that Care
Hawkins, J. D., Catalano, R. F., & Arthur, M. W. (2002). Promoting science-based
prevention in communities. Addictive Behaviors, 27, 951-976.
Recommended Readings:
Granovetter, M.S. (1973). The strength of weak ties. American Journal of Sociology, 78,
1360–1380.
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Final Syllabus (August 24, 2013)
Litwak, E. (1985). Helping the elderly: The complementary roles of informal networks
and formal systems. New York: Guilford Press.
Wilson, W. J. (1987). The truly disadvantaged. Chicago: University of Chicago Press.
Putnam, R. D. (2000). Bowling alone. NY: Simon & Schuster.
Wuthnow, R. (2002). Loose connections: Joining together in America’s fragmented
communities. Cambridge, MA: Harvard University Press.
Class 8
10/14
The Social Organizational Theory of Action and Change: Continued
Refinement (Theory), Research, & Comparative Perspectives
Discussion of Assignment 4
Assignment 5: (Due 10/21)6
Assigned Readings:
Theory
Mancini, J. A., Bowen, G. L., & Martin, J. A. (2005). Community social organization: A
conceptual linchpin in examining families in the context of communities. Family
Relations: Interdisciplinary Journal of Applied Family Studies, 54, 570-582.
Mancini, J. A. & Bowen, G. L. (2009). Community resilience: A social organization
theory of action and change. In J. A. Mancini & K. A. Roberto (Eds.). Pathways of
human development: Explorations of change. Lanham, MD: Lexington Books.
Mancini, J. A., & Bowen, G. L. (2013). Families and communities: An analysis of
theoretical and research paradigms. In Peterson, G.W., & Bush, K. R. (Eds.), Handbook
of marriage and the family (3rd Edition, pp. 781-813). NY: Springer.
Research
Bowen, G. L., Martin, J. A., Mancini, J. A., & Swick, D. (in press). Community capacity
and the psychological well-being of married United States Air Force members. In R.
Moelker, M. Andres, G.L. Bowen, & P. Manigart (Eds.), Military families on mission:
Comparative perspectives. Abingdon Oxon: Routledge.
6
Assignment 5: Applications. Working in groups of 3, students will be assigned an article or chapter that
applies the Social Organization Theory of Action and Change to a particular social program or field of
practice. Please prepare an 8-10 page PowerPoint Presentation that identifies the purpose/focus of the
publication, how the theory provides a frame of reference or orientation, and at least 3 discussion questions
for the class. For empirical articles, please discuss the degree to which the findings align with the theory.
Be prepared to present your PowerPoint in class on 10/21 (approximately 15 minutes).
17
Final Syllabus (August 24, 2013)
Comparative Perspectives toward Community Capacity Building
Beckley, T. M. et al. (2008). Multiple capacities, multiple outcomes: Delving deeper into
the meaning of community capacity. Journal of Rural and Community Development, 3,
56-75.
Chaskin, R. J. (2001). Building community capacity: A definitional framework and case
studies from a comprehensive community initiative. Urban Affairs Review, 36, 291-323.
Assignment: Applications (Due 10/21)
Class 9
10/21
The Social Organizational Theory of Action and Change: Applications
Presentations: Assignment 5
Guest Lecturer
Assigned Readings:
Mancini, J. A., Nelson, J. P., Bowen, G. L., & Martin, J. A. (2006). Preventing intimate
partner violence: A community capacity approach. Journal of Aggression, Maltreatment,
and Trauma, 13 (3/4), 203-227.
Kiefer, J. J., Mancini, J. A., Morrow, B. H., Gladwin, H., & Stewart, T. A. (2008).
Providing access to resilience-enhancing technologies for disadvantaged communities
and vulnerable populations. Institute for Advanced Biometrics and Social Systems
Studies.
Hollingsworth, W. G. (2011). Community family therapy with military families
experiencing deployment. Contemporary Family Therapy (published online: 12 March
2011).
Huebner, A. J., Mancini, J. A., Bowen, G. L., & Orthner, D. K. (2009). Shadowed by
war: Building community capacity to support military families. Family Relations, 58,
216-228.
Mancini, J. A., Arnold, A. L., Martin, J. A., & Bowen, G. L. (in press). Community and
primary prevention. In T. P. Gullotta & M. Bloom (Eds.), Encyclopedia of primary
prevention and health promotion (2nd Ed.). New York: Springer.
Farrell, A. F., Bowen, G. L., & Goodrich, S. A. (in press). Strengthening family
resilience: A community capacity approach. In J. A. Arditti (Ed.), Family problems:
Stress, risk, and resilience. New York: Wiley/Blackwell.
Krasny, M. E., Pace, K. H., Tidball, K. G., & Helphand, K. (2010). Nature engagement to
foster resilience in military communities. In K. G. Tidball & M. E. Krasny (Eds.),
18
Final Syllabus (August 24, 2013)
Greening in the red zone: Disaster, resilience, and community greening. New York:
Springer.
Roberto, K. A., Teaster, P. B., McPherson, M. C., Mancini, J. A., & Savla, J. (2013). A
community capacity framework for enhancing a criminal justice response to elder abuse.
Journal of Crime and Justice.
Farrell, A., Bowen, G. L., & Swick, D. (in press). Network supports and resiliency among
US military spouses with children with special health care needs. Family Relations.
Class 10
10/28
The Context: Military Service Members, Veterans, and their Families
Guest Presentations
Assignment 6: (Due 11/4-11/18)7
Assigned Readings:
Rubin, A. (2012). Civilian social work with veterans returning from Iraq and
Afghanistan: A call to action. Social Work, 57, 293-296.
North Carolina Medical Journal (2001, January/February). Behavioral health needs of
military personnel and their families, 72(1), pp. 29-72.
SAMHSA (2010). Understanding the military: The institution, the culture, and the
people.
Hoshmand, L. T., & Hoshmand, A. L. (2007). Support for military families and
communities. Journal of Community Psychology, 35, 171-180.
Recommended Readings:
Martin, J. A., & Sherman, M. D. (2009). The impact of military life on individuals and
families: Resources and intervention. In S. Price & C. Price (Eds.), Families and change:
Coping with stressful events and transitions (4th ed., pp. 381-397). Thousand Oaks, CA:
Sage.
Martin, J. A., & Sherman, M. D. (2012). Understanding the effects of military life and
7
Assignment 6: Skill Training Exercise. In consultation with the professor and working in groups of 3,
students will identify a skill or set of skills related to one of the six steps in community practice (Engage,
Assess, Plan, Implement, Monitor, and Sustain) and facilitate a 12-15 minute presentation to illustrate and
teach the skill(s) to class members. For example, a student group could present a strategy for promoting
interagency collaboration, a method for strengthening connections between community members, or
instruction on designing an Internet survey to conduct a community assessment. Students will prepare a 57-page PowerPoint presentation that provides the context for the particular skills or skill set and
summarizes key learning points. The presentations will be built into the regular class schedule between
11/04 and 11/18. An effort will be made to schedule these presentations to accompany relevant class
content.
19
Final Syllabus (August 24, 2013)
deployment on couples and families. In D. K. Synder & C. M. Monson (Eds.), Couplebased interventions for military and Veteran families: Promoting individual and
relationship well-being (pp. 13-31). New York: Guilford Press.
Murphey, D. (2013). Home front alert: The Risks facing young children in military
families. Bethesda, MD: Child Trends.
Guest Presentation:
Professor Irene Zipper: 360 Family Support for Marine Corps Families in Jacksonville,
NC
and / or
Professor Dennis Orthner: Essential Life Skills for Military Families
Class 11
11/04
The DoD Community Capacity Building Training Curriculum
Steps in Community Practice
Assignment 6: Community Practice Skill Presentations
Assigned Readings: (To be announced)
UGA & UNC (2013). Community action and change (PowerPoint).
Class 11
11/04
Step 1. Engage: Becoming a CCB Organization
Assignment 6: Community Practice Skill Presentations
The Support and Resiliency Inventory8
Assignment 7: (Due 11/25)9
Assigned Readings:
UGA & UNC (2013). Becoming a CCB organization (PowerPoint).
Bowen, G. L., Ware, W. B., Rose, R. A., & Powers, J. D. (2007). Assessing the
Functioning of Schools as Learning Organizations. Children & Schools, 29, 199-208.
8
Students will be given a ticket code to take the Support & Resiliency Inventory assuming the role of a
military member. They will be asked to bring their individual profile to class on 11/11 for discussion.
9 Assignment 7: Results-focused Plan. In consultation with the professor and working in groups of 2,
students will identify a social problem faced by military service members, veterans, or their families.
Assuming the role as a community practitioner in an organization or agency and using a Results-focused
Planning process (you will complete the worksheet), students will design a community practice
intervention using the Social Organization Theory of Action and Change as your guiding perspective and
the Results-focused Planning template as your organizing framework. Completion of this work will require
some literature review. In your class presentation, use the class as planning team members,
including members of the target group to assess the feasibility of your plan. Be prepared to
present your RFP in class on either 11/25 or 12/2 (approximately 20 minutes).
20
Final Syllabus (August 24, 2013)
Chilenski, S. M., Greenberg, M. T., & Feinberg, M. E. (2007). Community readiness as a
multidimensional construct. Journal of Community Psychology, 35, 347-365.
Schroepper, T. A., Sanchez, G. V., Lee, K. J., Matloub, J., Waltz, A., & Kavanaugh, M.
(2009). Community readiness assessment: The scoring process revisited. Journal of
Community Practice, 17, 269-290.
Recommended Readings:
Brueggemann, (2006). Leadership: The Hallmark of Macro Social Work, Chapter 4. The
practice of macro social work. (Sakai)
Collins, J. (2001). Good to great. New York: HarperCollins Publishers, Inc.
Covey, S.M.R (2006). The speed of trust. New York: Free Press.
Class 12
11/11
Step 2. Assessment: Mapping the Terrain
Assignment 6: Community Practice Skill Presentations
The Support and Resiliency Inventory
Example Social Problem: Suicide in the Military
Class Presenter/Consultant: Jodi Flick
Assigned Readings:
UGA & UNC (2013). Assessment: Mapping the terrain (PowerPoint).
Flick, J. Suicide in the U.S. Military (PowerPoint).
Bowen, G. L., & Martin, J. A. (2011). The Support & Resiliency Inventory.
Knox, K. L. et al. (2010). The US Air Force suicide prevention program: Implications for
public health policy. American Journal of Public Health (published online ahead of
print).
Class 12
11/11
Step 3. Plan: Results-focused Planning
Assignment 6: Community Practice Skill Presentations
Example Social Problem: Suicide in the Military
Assigned Readings:
UGA & UNC (2013). Results-focused planning (PowerPoint).
21
Final Syllabus (August 24, 2013)
Bowen, G. L. (2013). Planning to achieve desired results: Results-focused planning.
Chapel Hill, NC: The University of North Carolina at Chapel Hill.
Bystander intervention readings.
Recommended Reading:
Bowen, G. L., Richman, J. M., & Bowen, N. K. (2002). The School Success Profile: A
Results Management approach to assessment and intervention planning. In A. R. Roberts
and G. J. Greene (Eds.), Social Workers’ Desk Reference (pp. 787-793). New York:
Oxford University Press.
Orthner, D. K., & Bowen, G. L. (2004). Strengthening practice through results
management, In A.R. Roberts, & K. Yeager (Eds.), Handbook of practice based research
(pp. 897-904). New York: Oxford University Press.
Class 13
11/18
Step 4. Implement
Strengthening Formal Systems
Engaging Informal Networks
Mobilizing Leaders in the Military
Assignment 6: Community Practice Skill Presentations
Assigned Readings:
UGA & UNC (2013) Strengthening formal systems (PowerPoint).
UGA & UNC (2013) Engaging informal networks (PowerPoint).
UGA & UNC (2013) Mobilizing leaders in the military (PowerPoint).
Class 13
11/18
Step 5. Monitor
Assignment 6: Community Practice Skill Presentations
Assigned Reading:
UGA & UNC (2013). Monitoring (PowerPoint).
Class 13
11/18
Step 6. Sustain
Assignment 6: Community Practice Skill Presentations
22
Final Syllabus (August 24, 2013)
Assigned Reading:
UGA & UNC (2013). Sustainability (PowerPoint).
Class 14
11/25
Class Presentations
Class 15
12/2
Class Presentations
Final Exam
12/6-12/13
In Class Written Exam
23