THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
SOWO 875
COURSE TITLE:
SEMESTER, YEAR:
TIME AND PLACE:
Community: Theory & Practice
FALL SEMESTER, 2015
2 – 4:50 PM, MONDAYS, ROOM 226 TTK
CREDITS:
INSTRUCTOR:
3 credit hours
MARIE WEIL
School of Social Work
Office: Tate-Turner-Kuralt Building 422
Phone: 919-962-6455
Email: moweil@email.unc.edu
OFFICE HOURS:
Monday 12 noon -1:30 pm and 5:00-6:00 pm
Tuesday 11:45 – 1:45 pm
Other times by appointment
COURSE WEBSITE:
Available to course members through sakai@unc.edu/portal
COURSE DESCRIPTION: Engages students in examining theory, methods, and strategies for
community practice within complex political and economic environments, emphasizing values
and intervention methods.
875 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 the 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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6. Knowledge of and ability to employ conceptual frameworks and practice approaches
used in the class in analyzing community strategies and decision-making processes;
7. Ability to articulate, critique and apply social work values, ethics, and professional
principles for community practice, and to use 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 both 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.
875 EXPANDED DESCRIPTION:
This course is grounded in state of the art community practice methods carried forward in
community development, organizing, planning, coalitions, advocacy, political and social action,
and social change. Throughout the course issues of social justice and human rights are
emphasized as essential aspects of the value, ethical, and action base of community practice. A
range of practice strategies, roles and skills are explored along with supporting theory. A major
focus throughout the course is engagement in the mutual learning process required of community
practitioners—to master relevant approaches for community work and to learn from community
and organization members about their issues of concern. With grounded understanding of issues
and socio/political context, the practitioner can engage with community members and
organization staff to assist them in assessing strategies, developing skills, and building
knowledge to deal effectively with issues of concern to their groups, communities and
organizations.
Community practice theory and multiple models and approaches are the central focus of the
course with an emphasis on moving from theory to action. Potential for progressive social
change is treated throughout the course especially in sections that deal with participatory
methods of practice, community organizing, community-based research, political and social
action, coalitions and policy practice. Vital issues such as promoting multicultural collaboration,
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building inter-group communication, developing organizational cultural competency, and
reviving low-resource communities and neighborhoods are prime concerns addressed through
multiple methods of practice. Current issues, such as sustainable development are emphasized.
Throughout the semester course participants will be actively involved in exercises, discussions
and skills development.
PREREQUISITES: MSW Students SOWO 570 and SOWO 517. Graduate students in other
departments: Experience in community practice or advocacy, a related graduate course, and
permission of the Instructor.
REQUIRED TEXTS/READINGS:
Gamble, D.N, & Weil, M. (2010). Community practice skills: Local to global perspectives. New
York: Columbia University Press.
McRae, M.B. and Short, E.L. (2010). Racial and cultural dynamics in group and organizational
life: Crossing boundaries. Los Angeles, CA: Sage.
Weil, M., Reisch, M., & Ohmer, M. (Eds.) (2013). Handbook of community practice,
Second Edition. Thousand Oaks, CA: Sage. (Available for purchase or online from Davis
Library)
The Community Tool Box. The Community Tool Box is a service of the Work Group for
Community Health and Development at the University of Kansas. Copyright 2013 by the
University of Kansas for all materials provided via the World Wide Web. Materials for use
throughout the course can be located through the CTB Table of Contents:
ctb.ku.edu/en/tablecontents
RECOMMENDED TEXT:
Weil, M., Gamble, D.N. & MacGuire, E. (2010) Community practice skills—Local to global
perspectives: Workbook. New York: Columbia University Press
SAKAI SITE: Other assigned readings and additional resources are available on the course’s
sakai site in folders for each class session, or on web sites discussed in class.
ADDITIONAL RESOURCES—Syllabus Supplement provides needed resources and materials.
REQUIRED USE OF RELEVANT JOURNALS:
You are expected to include selected material from at least one of the following journals in each
assignment for the course. These journals are major resources in social work for community and
macro practice. Volumes of these journals are held in Davis Library and are available on-line.
You are also encouraged to utilize other relevant journals that are held in Davis Library’s Serials
Collection and available on-line.
Select material from at least one of these Journals in preparation of all Papers and
Presentations for SOWO 875. Use of additional Journals is encouraged:
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The Journal of Community Practice: Organizing, Planning, Development & Change
Nonprofit and Voluntary Sector Quarterly
Social Development Issues
The Social Service Review
Administration in Social Work
The Journal of Progressive Social Work
The Journal of Sociology and Social Welfare
Research in Social Work
International Development
TEACHING METHODS:
This course focuses on active learning and the integration of theory, professional literature,
research, and experiential knowledge in community practice encompassing: community
development, organizing, planning and social change. The course will engage students through a
range of participatory and adult learning methods including in-class exercises and role plays,
shared presentations, small and large group discussions, brief lectures, and guest presenters.
These strategies promote responsibility for shared learning and teaching. Students are expected
to use creative, critical, and analytical skills in discussion, exercises, papers and presentations
and to support a positive learning-focused class culture modeling professional level interactions.
Students will make choices about the focus of assignments and work together in small groups on
the final project.
The course promotes application of the Competencies for Macro Practice developed and
published by the Association for Community Organization and Social Administration (ACOSA).
This organization sponsors The Journal of Community Practice: Organizing, Planning,
Development & Change. (Google “ACOSA’s Macro Practice Competencies” to review the
competencies, and a video about community work developed by the Silberman School of Social
Work in New York.) Review of the competencies will provide you with a way to continually
assess your work.
Assignments
1. Task Group Analysis & Community Practice in Field Agency
25%
Part A. Develop a brief paper documenting your observation and analysis of a task group
meeting that you select. Employing the provided Group Observation and Assessment Chart and
Assessment Questions, assess whether the process and dynamics you observe are supportive of
task accomplishment, whether the tasks for the meeting are accomplished, and whether dynamics
or issues related to multicultural, nonracist, and social justice oriented practice are dealt with
effectively or ineffectively. Follow-up discussion in class will provide an opportunity to discuss
recommendations you would make to strengthen both process and task completion.
Part B. List the Community Practice Models/Approaches (including Combined or Sequenced
Models) that your Field Agency engages in to achieve its mission and goals. State the purpose,
focus and goals of each area of community practice (organizing, planning, social action, etc.),
interventions (specific activites/services), or on-going community process (e.g. participation in a
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coalition or interagency planning group). What staff are assigned to each aspect of community
practice (note titles). What is your initial assessment of the impact/current results of work in each
area of community practice. Are specific approaches or activities employed to assess progress and
problems? Given the community (communities), service populations, or interagency
collaborations in which your agency is involved, what strategies would you recommend to
increase the effectiveness in each major area of engagement? You may use paragraph formatting
or tabular formatting (or combined) to present your ideas.
2. Multicultural & Social Justice Issues:
Problem Solving in an Organization or Community
25%
This assignment offers the opportunity to sharpen your skills in analyzing multicultural
interactions and promoting cultural competency in groups, organizations and communities:
Identify and analyze a problem of lack of cultural competence in a community organization,
agency, or coalition that impacts the community or population the organization serves. The issue
may also impact staff or be connected to lack of cultural representation among staff or at
administrative levels. The problem may relate to microaggressions, lack of sensitivity to
cultural/racial issues, or lack of support for social justice focused community and organizational
practice. Utilizing literature discuss how you would apply community,
nonracist, social justice oriented practice approaches and make recommendations to address the
issue.
If you are fortunate enough not to have observed or experienced such problems, you may focus
this assignment on either of the following alternative options:
Alternative A: Identify and analyze an example of creatively and successfully integrating aspects
of culturally competent practice, nonracist practice, and/or social justice oriented practice in a
community organization, community group or social agency you have been able to observe. Use
literature to document your assessment.
Alternative B: Identify and analyze a current community problem or issue building from a
situation reported by a reliable news outlet (e.g. newspaper, magazine, online media source, local
community website, etc.) and discuss how you would apply a community practice
approach/model to address the issue. Utilizing literature discuss how you would apply
nonracist/social justice oriented practice approaches and make recommendations to address the
issue.
3. Brief Field Exercise: Coalition or Collaborative Interview
10%
In order to increase knowledge and an understanding of skills needed in work with coalitions
or collaboratives, select and conduct an interview with a leader of a local coalition/collaborative
that works in an area of interest to you.
Use and adapt the Interview Guide provided for your interview. In the interview, explore the
purpose, functioning, and accomplishments of the coalition. Inquire about the strengths of the
coalition and the ways it benefits members and service or community populations. Inquire also
about the current challenges facing the coalition, and strategies to deal with challenges.
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4. Group Project: Community Practice Skills: Paper and Presentation
30%
In this final project, students will work in small groups (or individually) to prepare a
presentation. The group will develop training materials and slides to illustrate a skill or
skill set and make a presentation to the class to teach the skills. A final paper analyzing
the specific skill or set of skills needed for effective work employing a particular community
practice model or approach completes the project. Copies of the training materials and slides are
to be submitted with the paper. Detailed instructions for preparation of the paper and presentation
are provided in the assignment description.
5. Participation & Preparedness for Class, In-class Assignments, and Homework
10%
Participation includes being prepared and actively present and focused for each class.
Students are expected to help facilitate discussions, ask analytic question, and be active
participants in discussions, exercises, and class work. Students will be responsible for leading
seminar discussion in their selected interest area and for creating at least two discussion
questions. Active participation means that students remain engaged in the work of the class and
use electronic devices only for looking up class related material and course note taking.
COURSE EXPECTATIONS:
Attendance: Students are expected to attend all classes, to be prepared for seminar discussion of
assigned readings and current topics, and to be engaged in questions and discussion of other
students’ topics as well as their own. If you are sick, please email as soon as possible to inform
the Instructor. If you are asked to participate in a professional conference by your agency,
discuss make-up material with the instructor. Students are responsible for obtaining all
announcements, instructional information, and handouts for class sessions they miss.
Activities & Assignments: Students will lead discussions for some assigned readings and will
work in small groups for in-class exercises and on the final assignment. Since this is an advanced
level master’s course, there are high expectations for reading, analyzing, and critiquing
professional literature, and presenting your own work for discussion. 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 experience. All assignments are
expected to cite references to course literature, at least one relevant scholarly journal and other
relevant literature. For all class papers, including reflection papers, submit one hard copy and
one e-mail document. If you are away and need to initially submit a paper via e-mail, provide
the Instructor with a hard copy as soon as possible.
Papers are expected to employ APA style.` Written assignments should use correct English
grammar, punctuation, and spelling. In community practice, you will have considerable writing
to do representing your agency or developing advocacy materials and policy proposals. As a
facilitative leader with community groups, you may well be involved in writing background
materials, developing neighborhood plans, preparing press releases and public statements, and
developing proposals for funding. Your writing, therefore, may lead to greater chances of
success or can precipitate failure for the groups you work with if these tasks are not effectively
carried out. Make the class a laboratory to hone your writing skills. Assignments will be graded
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on content, quality of analysis and writing, and creativity; credit will be lowered for poor
grammar, syntax, or spelling.
APA FORMATTING:
Students are expected to correctly cite material in all class work and assignments following the
6th ed. of the APA Style Manual (available online: apa style manual pdf) or APA Style Guide
(available online: apa style guide pdf). Please use the APA Manual and/or the School’s Writing
Resources Page: ( http://ssw.unc.edu/students/writing). This link provides access to an array
of resources including the newly updated “APA Quick Reference Guide.” You may also
schedule an appointment with a member of the SSW Writing Support Team: Diane Wyant and
Susan White at (soswwritingsupport@gmail.com).
An exception to use of APA style is that students are expected to format and present their written
work based on (1) specific assignment instructions and (2) use of double spacing for all
assignments
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
P: 80-93
L: 70-79
F: 69 and lower
A grade of “P” is considered to indicate and approve entirely satisfactory graduate work. The
grade of Honors (“H”) — which only a limited number of students attain -- signifies that the
work is clearly excellent in all respects.
Grading Guides:
Grading guides for major assignments will be provided. These guides identify grading criteria for
each assignment, including the relative weight of each criterion. Therefore, students are advised
to follow the guides, as they constitute the Instructor’s expectations and evaluation methodology
for assignments.
Policy on Incompletes and Late Assignments:
Students are expected to turn in written assignments on the appointed date. If an illness
or emergency prevents timely submission, contact the Instructor to work out arrangements to
deliver the assignment as soon as possible. The University has strict policies that govern giving a
grade of Incomplete. This grade is given only in serious, extenuating circumstances. If a paper is
turned in late without prior communication and a contract with the instructor, ten points will be
subtracted from the grade for each late day. In case of an emergency, a late paper may be
accepted without penalty at the discretion of the instructor.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students who require accommodations in relation to class participation, use of electronic devices,
or assignment completion should notify the instructor on the first day of class and provide a brief
written statement in relation to needed formats.
Policy on Use of Electronic Devices:
Students are expected to cut off all cell phones and other communication devices during each
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class. (Please advise the Instructor in advance if you anticipate an urgent call.) Use of laptops or
iPads must be confined to class notes, small group activities, in-class assignments, and searches
for information relevant to class discussion. Students who use electronic devices for extraneous
purposes will be asked to leave class and to discuss the incident with the instructor before the
next class.
POLICY ON ACADEMIC DISHONESTY AND HONOR CODE EXPECTATIONS:
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.
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.
All written assignments should contain a signed pledge stating:
“I have not given or received unauthorized aid in preparing this written work; I have
not plagiarized the work of anyone else from books articles, websites or personal
communication; and I have not submitted work for this class that was developed for a
previous or concurrent course.”
Students are expected to use this version of the Honor Code for all assignments for this course.
Credit will not be awarded for unpledged work. 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 will be taken as
required.
If you are interested in developing a larger project of special interest that relates to more than one
course, you must discuss it initially with both Instructors and provide information about what
aspects of the written assignment are designed for each course and any aspects that are common
to both.
875 COURSE OVERVIEW
8/24/15
8/31/15
9/14/15
9/21/15
9/28/15
10/05/15
10/12/15
10/19/15
10/26/15
11/02/15
11/09/15
Class 1: Introduction & Overview, Models of Community Practice &
Community Theory
Class 2: Theories, Models, Roles & Skills for Community Practice:
Social Justice & Community Pactice Values
Labor Day Sept. 7: No Class
Class 3: Facilitation & Leadership—Multicultural Groups
Class 4: Sustainable Development
Class 5: Working with Task Groups in Communities & Organizations
Class 6: Community Organizing Approaches
Class 7: Practice with Multicultural Communities & Building Culturally
Competent Programs & Services
Fall Break Follows Oct. 15-18
Class 8: Coalitions, Collaboratives & Partnerships
Class 9: Programs & Inclusive Program Development & Strategic Planning
Class 10: Social Planning with Communities & Community Development
Class 11: Political & Social Action, Advocacy & Policy Practice
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11/16/15 Class 12: CBPR, Research & Evaluation
11/23/15 Class 13: Global Issues & Skills Training Presentations
11/30/15 Class 14: Skills Training Presentations
Final Papers Due on or before December 5th
COURSE OUTLINE AND READING ASSIGNMENTS
Class 1
Introduction and Overview
Models of Community Practice & Community Theory
August 24th
Objectives:
1. Introductions: Major Community Practice Interests, Field Placements and Learning Goals.
2. Understand course learning objectives, content, and assignments.
3. Discuss Models/Approaches to Community Practice.
4. Examine History of Community Practice
5. Identify and Analyze major points of readings: community theory & practice models/approaches
Handouts:
Community Practice Models & Approaches
Leadership Assessments (for Class 3)
Friedmann: Empowerment Model (for Class 3)
Power Point: History of Community Practice in U.S. Social Work, Michael Reisch
Required Readings:
Chaskin, R., Theories of community, Chapter 5 in Handbook of community practice (2nd ed.)
(HCP2)(available for purchase and on-line through UNC Library System)
Consider focus of social, spatial, and political perspectives on communities in relation to
people, institutions and networks. How does his perspective take account of cultural,
racial, ethnic aspects of community and address issues of opportunity & equity?
How does Chaskin’s discussion of community as (1) context; (2) unit of identity and
action; and (3) target of intervention inform your approach to practice?
Weil M., Gamble, D.N., & Ohmer, M. (2013). Evolution, models, and the changing context of
community practice, Chapter 7. in Handbook of community practice (2nd ed.) (HCP2)
(available for purchase and on-line through UNC Library System)
Comparison of models & approaches.Critical lensesand major community practice
purposes.
Recommended:
Gamble & Weil, (2010). Theories & Perspectives for Community Practice, Chapter 4,
Community Practice Skills: Local to Global Perspectives.
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CLASS 2
Theories, Models, Roles & Skills for Community Practice-Social Justice & Community Practice Values
August 31st
Objectives:
1.
2.
3.
4.
5.
6.
Compare and contrast models of community practice re purpose, goals, experience and interests.
Discuss racial and cultural factors in working with groups in communities and organizations.
Review and discuss community practice roles, skills, and values.
Identify and discuss major theory areas for community practice.
Compare and apply theory of change and theory of action concepts and purposes.
Compare Ethical Principles of IFSW with NASW Code of Ethics in relation to community practice.
Bring to Class:
A copy of the IFSW Statement of Ethical Principles (from website: http://ifsw.org/policies/statement-of-ethicalprinciples/ and NASW Code of Ethics: http://www.socialworkers.org/pubs/code/code.asp
Handouts:
Community practice values & social work values (HCP2)
Roles in community practice (CPS 38-45)
Types of Task Groups, Table 1.4, Toseland & Rivas
Theoretical Frameworks & Major Concepts (HCP2)
INGO’sTheory of Change and Local Program Theory of Change (HCP2)
Theory of Action: Womens Empowerment & Sustainable Livlihood Program (HCP2)
Values, Ethics & Visions for Just Practice PowerPoint
ACOSA Competencies (for Class 3)
Requied Readings:
Toseland R.W., & Rivas, R.F. (2008). An introduction to group work, Introduction, Chapter 1,
Task Groups section, pp. 29-44, Including Table 1.4 Types of Task Groups, pp. 30-32.
McRae, M.B. and Short, E.L.(2010). Understanding groups as psychodynamic systems in the
context of racial and cultural factors: Theoretical framework Chapter 1.
Reisch, M., Ife, J. & Weil, M. (2013) Community practice values & social work values
pp. 86-99, in Chapter 4. Social Justice, Human Rights, Values & Community Practice
HCP2.
Weil, M & Ohmer, M., Applying practice theories in community work, Chapter 6 in HCP2.
Review: Gamble & Weil, Primary and Related Roles Associated with the Eight Model Structure,
pp. 38-45, Community Practice Skills.
Resource for Assignments: Hardina, D. (2004). Guidelines for ethical practice in community
organization. Social Work 49, 595-604.(UNC Library on-line).
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Written Homework for Class 3
Complete Leadership Reflection; Write 2-4 bullet points about your own Leadership Style (related to
CTB Chapter 13, Section 3. Styles of Leadership); Make notes to discuss the ACOSA Competencies that
you would like to master. (Bring in a copy of your leadership points and competency points for yourself
and Instructor.)
NO CLASS SEPTEMBER 7th—LABOR DAY HOLIDAY
Class 3
Facilitation & Leadership-Multicultural Groups
September 14th
Objectives:
1. Examine functions and challenges in facilitation and leadership in community practice.
2. Analyze group facilitation and leadership in light of racial and cultural dynamics.
3. Examine and discuss Task Group Practice Methods
4. Examine and discuss responses to Leadership Reflection; Styles of Leadership CTB; and ACOSA
Competency priorities.
5. Examine and discuss functions and challenges of leadership
Discuss Leadership & Competencies:
Leadership Reflection; Styles of Leadership CTB; ACOSA Competencies; How do these three documents
shape your conceptions and direction for leadership development?
PowerPoint: Facilitation Role
Handouts:
Toseland & Rivas, Table 1.4 A Typology of Task Groups, pp. 30-32. (sakai)
Brueggemann, W. (2006). Leadership: The hallmark of macro social
work, Chapter 4. in The practice of macro social work. PowerPoint
Potential Exercise: Facilitation and Leadership--Task Group Problem Solving.
Required Readings:
Toseland & Rivas, Chapter 11. Task Groups: Foundation Methods, pp. 313-345
(sakai)
McRae, M.B. and Short, E.L.(2010). Working with differences in groups: Ethical
Considerations, Chapter 2 and Group formation: Racial and cultural dynamics of
entering and joining, Chapter 3.
Ephross, P. & Vassil, T., (2005). Leadership in working groups, Chapter 6., in Groups that work:
Structure & process. New York: Columbia University Press.
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11
CTB: Chapter 13. Section 3. Styles of Leadership; Section 6. Recognizing the Challenges of
Leadership
Select one of the following Sections to read:
CTB: Chapter 14. Core Functions of Leadership. Section 10. Overcoming Setbacks & Adversity.
For the Sections assigned, consider the material in relation to your own multiple roles in leadership: (a) Your roles
in facilitating leadership development with the community groups/organizations you serve; (b) Your responsibilities
for further development of your own leadership skills.
Review Highlights:
CTB: Chapter 16. Group Facilitation & Problem Solving: Section 2. Developing Facilitation Skills
___________________________________________________________________________
Preparation & Homework for Class 4:
We will have the opportunity to meet with staff from Resourceful Communities on September 21st. This
organization (a part of The Conservation Fund) does ground breaking work (literally and figuratively!)
and they combine the four major areas of community practice: community development; organizing,
planning; and social change. They serve as an exemplar for participatory work.
To prepare for class on Sept 21st:
Review the Resourceful Communities web-site: Google “Resourceful Communities” or go to:
http://www.conservationfund.org/our-conservation-strategy/major-programs/resourceful-communitiesprogram/ Note any questions you would like to raise with the presenters.
The assigned readings for Class 4 will prepare you for discussion with the presenters and illustrate
relevant concepts & practice issues.
Class 4
Sustainable Development
September 21st
Objectives:
1. Engage with Guest Presenters to examine goals and practice approaches for Resourceful Communities.
2. Integrate assigned readings with approaches used by Resourceful Communities.
3. Identify additional local/state sustainable development efforts.
Handout: Friedmann: Empowerment Model
Grassroots Organizing for Sustainable Development
Presentation from Resourceful Communities and Discussion of Sustainable Development
Guest Presenters: Kathleen Marks, Associate Director, Resourceful Communities and
Sarah Guidi, Training Specialist
Required Readings: Select and read 2 of the 3 chapters listed here.
Flint, R.W. (2013). Basics of sustainable development, Chapter 2. in Practice of sustainable community
development: A participatory framework for change.
(sakai)Gamble & Weil, Social, economic, and sustainable development, Chapter 7 in CPS.
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Gamble, D.N. (2013). Participatory methods in community practice, Chapter 14 in HCP2.
Recommended Chapter:
Gamble, D.N. & Hoff, M. Sustainable community development. Chapter 9 in HCP2.
Class 5
Working with Task Groups in Communities and Organizations;
September 28th
Assignment 1 Task Group Analysis & Community Practice in Field Agency Paper DUE
Objectives:
1. Identify and examine issues and examples of group dynamics in racially and culturally mixed groups.
2. Identify and discuss strategies for setting norms to overcome and curtail racist behavior and culturaly inept
group interactions.
3. Discuss and integrate assigned readings with regard to specialized task group methods and team and work
group development. Identify potential problems and strategies for problem solving.
4. Examine typical reasons for conflict in task groups and teams and identify strategies solve or deal with
conflicts.
5. Identify and demonstrate strategies to keep meetings on track
Exercise: Task Group Problem Solving in Different Types of Groups
CTB--Review:
Chapter 16. Group Facilitation & Problem Solving, Section 1. Conducting Effective Meetings
Required Readings:
Toseland & Rivas, Chapter 12. Task Groups: Specialized Methods, pp. 344-376
(sakai)
Bens, I. (2005). Conflict management strategies, Chapter 3 in AFS. (pp. quick read--79-153
(sakai)
This chapter describes typical problems and provides useful interventions to enable groups to complete their
work. Skim material and read the items of greatest interest to you. Some recommendations may not be
appropriate for community practice—see what you think.
Ephross & Vassil, (2005). Teams & team building, Chapter 10, in Groups that work:
Structure & process. pp. 127-140.
(sakai)
McRae, M.B. and Short, E.L.(2010). Group development: The impact of racial and cultural
Factors, Chapter 4. and Group dynamics in racially and culturally mixed groups,
Chapter 5.
___________________________________________________
Homework and Selection of Specialized CO Chapters to present in Class 6:
Preparation for small group presentations of specific CO chapters:
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Select one of the specialized community organization chapters to read and discuss for Class 6.
And form small groups based on chapters selected for group discussion. Read the chapter you
have selected and prepare six bullet points to illustrate central ideas. Email the bullet points to
the instructor by the Saturday morning before class. In class, small groups will discuss the
chapter they share and present salient issues and major characteristics of these community
organizing approaches to the class:
Ohmer, M. & Brooks, F. The practice of community organizing: comparing and contrasting conflict and
consensus approaches. Chapter 10 in HCP2.
Reisch, M., Radical community organizing, Chapter 16 in HCP2.
Carlton LaNey, I., Burwell, N.Y. & White, C., Rural community practice: Organizing, planning and
development, Chapter 21 in HCP2.
Sen, R., New theories for new constituencies: Contemporary organizing in communities of color, Chapter
12. in HCP2.
6th Class
Community Organizing Approaches
October 5th
Guest Presenter: Ivan Parra, Durham CAN (invited)
Objectives:
1. Gain in-depth understanding of the mission, goals and organizing strategies employed by Durham CAN.
2. Identify typical social roles in groups and community organizations and the impact of cultural and racial
issues on group interaction.
3. Identify differing strategies across diverse, specialized community organizing approaches.
4. Review and critique guiding steps for facilitators/organizers working with neighborhood and community
groups.
5. Identify and discuss Principles of Advocacy.
Exercise: CTB and Case Examples – Different Types of Organizing
Handouts:
Weil, Gamble, & Ohmer, Figure 7.1 Guiding Steps for Facilitators and Organizers Working with Neighborhood and
Community Groups. HCP2, p. 178.
Ohmer & Brooks, (2013). Table 10.1 Conflict & Consensus Approaches: Distinctions and Contemporary
Blending, p. 235 HCP2.
Ohmer & Brooks, (2013). Table 10.2 The Use of Both Conflict and Consensus Approaches: Case Examples,
p. 246, HCP2.
Reisch, Lessons Learned for Radical Organizing, pp. 374-375. Ch. 16 in HCP2.
Carlton-LaNey, Burwell & White, Grassroots Support Organizing Section pp. 472-476 in Rural Community Practice:
Organizing, Planning, and Development, Chapter 21 in HCP2.
Sen, New Theory for New Constituencies: Contempory Organizing in Communities of Color, Chapter 11 in HCP2.
Values and Ethical Principles for Community Practitioners, p. 97 in HCP2 Table 4.2 & p. 67 CPS
Required Reading:
Gamble & Weil, Neighborhood and community organizing, Chapter 5 in CPS, and Case Study:
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South African Community Work: SHARE pp. 168-172.
McRae & Short, Social roles in groups, Chapter 6.
Despard, M. (2010). Durham CAN: Multiracial, Multifaith Grassroots Political and Social
Action, Case Study in CPS, pp. 383-386.
Small Group Presentations--Specialized Community Organizing Approaches:
Be prepared to discuss the bullet point list your group constructed for the specialized chapter you read:
Ohmer, M. & Brooks, F. The practice of community organizing: Comparing and contrasting conflict and
consensus approaches. Chapter 10, in HCP2.
Reisch, M., Radical community organizing, Chapter 16 in HCP2.
Carlton LaNey, I., Burwell, N.Y. & White, C., Rural community practice: Organizing, planning and
development, Chapter 21 in HCP2.
Sen, R. New theories for new constituencies: Contemporary organizing in communities of color,
Chapter 11, in HCP2.
Recommended:
CTB Chapter 30 Principles of Advocacy, Section 1. Overview; Section 2. Survival Skills.
Homework for Class 7 to be discussed in Class 6.
Select one of the Sections from CTB Chapter 27 “Cultural Competence in a Multicultural World” and be
prepared to discuss major points. Also select, read and be prepared to discuss one of the chapters designated
for small group discussion focusing on major points and take-away messages.
Class 7
Practice with Multicultural Communities &
Building Culturally Competent Programs and Services
October 12th
Fall Break Follows Oct. 15-18
Objectives:
1. Identify and analyze strategies for building culturally competent organizations.
2. Define cultural competency in relation to diverse populations and describe strategies to equalize power
differentials.
3. Identify and analyze principles, skills, and practice strategies for promoting multicultural communication
and collaboration.
4. Identify and discuss Strategies for leadership in multicultural groups
CTB Chapter 27. Cultural Competence in a Multicultural World—Sections: 5. Learning to be an Ally for
People from Diverse Groups & Backgrounds; 7. Building Culturally Competent Organizations; &
Section 9. Transforming Conflicts in Diverse Communities.
Required Readings:
St. Onge, Cultural Competency: Organizations & Diverse Populations. Chapter 19 in HCP2.
pp. 425-444. Give particular attention to the following: Figure 1. How Culture is Like an
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Iceberg, p. 427; p. 431 Strategies to Equalize Power Differentials, Box Chart; Values &
Service Delivery, p. 435
McRae, M.B. & Short, E.L. (2010). Leadership, authority, and power in racially and culturally
mixed groups, Chapter 7 and Strategies for leadership in multicultural groups, Chapter 8.
in Racial and cultural dynamics in group and organizational life: Crossing boundaries.
Select One of These Chapters for small group and class discussion:
Present combined take-away messages and major points:
Gutierrez, L.M., Lewis, E.A., Dessel, A.B. & Spencer, M. (2012) Principles, skills, and practice strategies
for promoting multicultural communication and collaboration, Chapter 20 in HCP2, pp. 445-460.
White, E. (2014). The social injustices experienced by the Lesbian, Gay, Bisexual, and Transgender
Community, Chapter 20, In M.J. Austin, (ed.), Social justice and social work: Rediscovering
a core value of the profession. Los Angeles: Sage, pp. 245-258
(sakai)
Gamble & Weil, Organizing functional communities, Chapter 6 in CPS.
NASW Disability Statement:
http://www.socialworkers.org/da/da2008/finalvoting/documents/People%20with%20Disabilities%20%202nd%20Round%20Final%20-%20Clean.pdf
Class 8
Coalitions, Collaboratives and Partnerships
October 19th
Multicultural Papers Due
Objectives:
1. Identify and explain the distinctions among cooperation, coordination, and collaboration.
2. Describe and distinguish among multiple approaches to interorganizational social change.
3. Identify components of effective coalitions and leadership strategies in coalitions.
Handout:
Wilder Foundation Comparison: Cooperation, Coordination, Collaboration.
Brief Presentation Discussions: for any Students’ who have completed their Coalition Interviews & Report
Required Readings:
CTB, Chapter 27. Cultural Competence in a Multicultural World, Section 8. Multicultural
Collaboration.
Mizrahi, T., Rosenthal, B. & Ivery, J., Coalitions, collaborations, and partnerships:
Interorganizational approaches to social change, Chapter 17 in HCP2.
Gamble & Weil, Building Effective Coalitions, Chapter 10 in CPS
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Berkowitz, B. & Wolff, T. (2000). Coalition Leadership, Chapter 6. in The Spirit of the
Coalition. Washington D.C.: American Public Health Association. put on sakai
Recommended Readings:
CTB, Chapter 13: Sec 11. Collaborative Leadership, and 4. Building Teams.
_______________________________________
Preparation for Class 9: Select a case study from Class 9 list below. Read selected example and make
brief notes on program purpose and design for group discussion in class.
Class 9
Programs, Inclusive Program Development & Strategic Planning
October 26th
Coalition Interviews Due
Objectives:
1. Identify major components of program planning and major steps in implementation.
2. Idenity the differences between inclusive program design and more typical program design processes.
3. Identify any additions or changes you would propose in your program Plan for SOWO 570.
4. Describe the components and process of developing a strategic plan.
5. Identify the components of successful strategic planning strategies and action steps.
Exercises:
Bring in 2 copies of your Program Plan from SOWO 570 and any updates developed for 799 for
small group discussion related to connections to materials assigned for this Class Session.
Small Group Planning for Outreach and Engagement in Inclusive Program
Development—using case studies noted below.
Handout: Inclusive Program Design: From Vision to Valuation, Table 8.2 in CPS.
Case Examples: Selected from: CPS, Chapter 8. Inclusive Program Development:
Women’s Wellness Network, p. 272.
The Maori and Family Group Conferencing, p. 265.
AIDS Orphans and the Pig Intervention, p. 282.
Additional case examples can be selected from HCP2 or CPS:
Student Immigtant Movement, Ch. 26, p. 548;
A California Case Example of FGC: A Shot in the Dark, Ch. 27, p. 576;
Alliance for Children & Families: Civic Engagement Initiative, Ch. 24, p. 524;
Select a Case Example from Women & Leadership in Development, Planning,
Organizing & Social Change, Ch. 31;
Building Local Capacity for Rural Development, Ch. 33;
Promoting Maternal and Infant Health in Rural Niger, Chapter 8 in CPS Workbook. pp 68-74.
Read selected example and make brief notes on program purpose and design
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Small group discussion of case examples and consideration of possibilities of making program
planning more inclusive of people and communities served.
CTB Readings:
Toolkit 5. Developing Strategic & Action Plans
Chapter 8. Developing a Strategic Plan, Section 1. Overview of Strategic
Planning; Section 4. Developing Successful Strategies: Planning to Win, & Section 7.
Identifying Action Steps in Bringing about Community & System Change
Readings:
Gamble & Weil, (2010). Inclusive program development, Chapter 8 in CPS.
Netting, E. & O’Connor, M.K. (2013). Program planning and implementation: Designing
responses to address community needs, Chapter 34 in HCP2.
Recommended:
Lauffer, A. (2013) Fundraising and community organizing: A stakeholder model, Chapter 35 in
HCP2.
McRae & Short, Chapter 9. The Mature Work Group.
CTB Chapter 42. Getting Grants & Financial Resources.
Class 10
Social Planning with Communities & Community Development Approaches
November 2nd
Coalition Report Assignment Due
Objectives:
1. Identify and contrast major approaches to larger scale social planning.
2. Idenity and describe specific components of community-based social planning.
3. Describe the utility of GIS analysis for both community-based and larger scale planning.
4. Define the roles and responsibilities community practitioners should have in social planning?
Handouts: Planning Chapters Charts and Tables and Case Studies
(?? And case studies?)
Power Points: Social Planning; GIS
Required Readings:
Gamble & Weil, (2010), Communities and social planning, Chapter 9 in CPS.
Sager & Weil, (2013) Larger scale social planning, Chapter 13 in HCP2.
Feehan, D. Feit, M. & Becker, C. (2013). Community economic and social development,
Chapter 23 in HCP2.
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Hillier, A. & Culhane, D. (2013). GIS applications and administrative data to support community
change, Chapter 40 in HCP2.
Recommended:
Weil, M. (2013) Community-based Social Planning, Chapter 12 in HCP2.
Class 11
Political and Social Action-Advocacy and Policy Practice
November 9th
Objectives:
1. Analyze and describe the principle differences among the eight models of policy practice.
2. Describe strategies for influencing policy development methods of advocating for positive social change.
3. Distinguish among the processes and strategies for political, social, and legislative action.
4. Idenity strategies for radical organizing that also guide aspects of political and social action.
Handout: Eight Models of Policy Practice, Jansson, et.al., HCP2
CTB Readings:
Chapter 30. Principles of Advocacy, Section 1. Overview: Getting an Advocacy Campaign off the Ground
Toolkit 10. Advocating for Change—outline & examples;
Toolkit 11. Influencing Policy Development—outline & examples.
Required Readings:
Gamble & Weil, (2010). Political and Social Action, Chapter 11 in CPS.
Jansson, B., Heidemann, G., McCroskey, J., & Fertig, R.D. (2013). Eight Models of Policy Practice,
Chapter 18 in HCP2.
Mondros, J. (2013). Political, Social and Legislative Action, Chapter 15 in HCP2
Review: Reisch, M., Radical Community Organizing, Chapter 16 in HCP2.
Class 12
CBPR, Research & Evaluation
November 16th
Objectives:
1. Identify and describe the distinguishuing factors of community-based participatory research as compared to
research on communities.
2. Analyze the methods and approaches of community-based research.
3. Define the roles of community practitioners and the skills needed for effective CBPR.
4. Compare the methods and research strategies between participatory evaluation and more standard methods
of program evaluation.
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5.
Compare and distinguish between the methods for Intervention Research with Communities and methods
of Advocacy Research.
Required Readings:
Zimmerman, S. Tilly, J., Cohan, L., & Love, K. (n.d.). A manual for community-based
participatory research: Using research to improve practice and inform policy in Assisted Living.
CEAL-UNC Collaborative, Shep Center. http://www.shepscenter.unc.edu/wp-
content/uploads/2013/05/CEAL-UNC-Manual-for-Community-Based-ParticipatoryResearch-1.pdf
Ohmer, M.L., Sobek, J.L., Teixeira, S,N., Wallace, J.M. & Shapiro, V.B.
(2013). Community-based research: Rationale, methods, roles and considerations for
community practice, Chapter 38, in HCP2.
Select Two of The Following Brief CTB Sections that most closely match your Research Interests:
Write down the take away message for the two sections you read and send to Instructor by
Sunday 11/15 AM. Be prepared to discuss your take away messages in class. Discussion will be
organized by Section.
CTB: Chapter 36:
Section 6. Participatory Evaluation,
Section 2. Intervention Research with Communities: A Gateway to Tools.
Section 5. Developing and Evaluating Programs.
CTB: Chapter 31. Conducting Advocacy Research.
Section 10. Conducting Research to Influence Policy
Recommended: Ohmer, M.L. & Korr, W.S., The Effectiveness of Community Practice Interventions:
Review of the Literature, Research on Social Work Practice, 2006, 16.
_____________________________
Preparation for Skills Training Presentations-- Classes 13 and 14:
Timing: Each group will have 30-40 minutes (including time for questions) for their training
presentation depending on the number of group and individual presentations. Points will be deducted if
allotted time is exceeded. Focus the majority of the time on teaching your skill area.
____________________
Homework for Class 13:
Read the Global Agenda-For Class Discussion: Select one of the HCP2 Chapters noted for Class 13. Email bullet points of major ideas to
the Instructor by Saturday PM, Nov. 21st.
Class 13
Global Issues and Skills Training Presentations
November 23rd
Objectives:
1. Examine and critique the IFSW Global Agenda for Social Development.
2. Across small groups compare and contrast the five chapters focused on global issues.
3. Engage with Skills Training Presentations.
SKILLS TRAINING PRESENTATIONS
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Readings:
Required:
The Global Agenda for Social Work & Social Development—Commitment to Action, March 2012,
(IFSW, IASSW & ICSW)
http://cdn.ifsw.org/assets/globalagenda2012.pdf
Select One of the following HCP2 Chapters: Note 3-6 Bullet Points of the Major Ideas of the
Chapter to share in Class Discussion. Send your Bullet Points to Instructor by Saturday afternoon
before class. Class Discussion will focus on the Bullet Points for Chapters & the Global Agenda.
Estes, R.J. (2013). Global change and indicators of social development, Chapter 28 in HCP2
Reisch, M.S. (2013). Community practice challenges in the global economy, Chapter 3 in HCP2
Pawar, M., (2013) International community practice: Local to global issues and strategies, Chapter 30 in
HCP2.
Alzate, M.M., Andharia, J., Chowa, G.A.N., Weil, M. & Doernberg, A. (2013). Women’s leadership in
development, planning, organizing, and social change. Chapter 31 in HCP2
Chowa, G.A.N., Rainier, dV. M., Sherraden, M. & Weil, M. (2013). Confronting global poverty: Building
economic opportunity and social inclusion, Chapter 29 in HCP2
Class 14
Skills Training Presentations
November 30th
Objectives:
1. Consider issues related to terminating work with community and organizational groups
2. Engage with Skills Training Presentations.
Reading: McRae & Short, Chapter 10. Termination
SKILLS TRAINING PRESENTATIONS
FINAL PROJECT PAPER DUE: Dec. 5th
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