The University of North Carolina at Chapel Hill
School of Social Work
Course No:
Course Title:
Instructor:
SOWO 570 (Section .001: Monday-2pm-4:50pm)
Social Work Practice with Organizations & Communities, Fall 2011
Joanne Caye, MSW
School of Social Work, Room 419
Office: 919.962.3598
jscaye@email.unc.edu
Office Hours:
Mondays 12:30–2pm, other times by appointment
COURSE DESCRIPTION: In this course, participants explore frameworks, values, and skills to
meet individual and family needs through interventions with work groups, organizations, and
communities.
COURSE OBJECTIVES:
1. Articulate and define social work roles and effective engagement, communication and
use of self skills in organizations and communities working with diverse populations by
age, race/ethnicity, nationality, gender, gender identity, sexual orientation, abilities and
immigrant/refugee status.
2. Relate social work roles in organizations and communities to the NASW Code of Ethics,
particularly concerning social justice, self-determination, cultural competence and social
and political action in working with disadvantaged populations.
3. Understand basic explanatory theories and perspectives that guide social work practice
with work groups, organizations, human service systems and communities.
4. Demonstrate how to assess a community issue(s), including the strengths and needs of
neighborhoods and various population groups - racial and ethnic minorities, older
adults, children and youth, gay, lesbian, bisexual and transgendered people, people with
disabilities, immigrants, refugees – or other groups who have experienced disadvantage.
5. Understand organizational structure, culture, climate, power and decision-making
processes in human service organizations.
6. Articulate strategies for how human service organizations can increase cultural
competency, multiculturalism and anti-oppression.
7. Articulate how to support self-advocacy efforts among consumer and population groups
that have experienced disadvantage.
8. Understand various evidence-based intervention approaches to community change
through social planning, social action, community organizing and community
development practice models.
9. Demonstrate how to plan an organizational, human service system or community
intervention aimed at measurably improving the quality of life for a group of people.
EXPANDED DESCRIPTION: This course focuses on two methods of social work practice: 1)
solving community problems and 2) improving human service organizations. Both methods are
intended to improve the quality of life for groups of people, especially people who are
disadvantaged, vulnerable and/or have experienced discrimination.
Two skills emphasized in this course are critical thinking and facilitating interventions. Critical
thinking involves using the best available evidence to a) understand the community problem
you are trying to address and b) come up with a good solution. It also means being very clear
about the outcomes you are trying to achieve, e.g. reducing homelessness or increasing access
to health care, and the activities you think will make these outcomes true. Facilitating
interventions focuses on the developing interpersonal skills you will use to engage other people
and organizations in solving community problems and improving human service organizations.
The key assumptions of this course include:
1. Communities have both problems (risk factors) and assets (protective factors) that
influence people’s behavior outside of the family or household.
2. Social and economic opportunities are not equally distributed in communities. Certain
groups of people experience disadvantage and/or discrimination that stands in their
way of getting what they need for a decent life.
3. The best efforts to help a group of people are those with a) a clear focus on outcomes
(intended quality of life improvements for a group of people); b) the involvement of
people most affected by the problems; c) clearly stated ideas about how change will
occur; and d) are well evaluated and guided by the best available evidence.
4. Human service organizations need to work together and with groups of residents,
businesses, and faith communities to improve community conditions.
5. Human service organizations are nothing more than vehicles to organize sets of
activities to improve the quality of life for people. They are imperfect and in constant
need of improvement and community support.
6. Sometimes it is better for people to help or advocate for themselves than to be helped
by human service organizations or the government. Sometimes our role as social
workers is to figure out how to support people in their efforts to do so.
REQUIRED TEXTS & READINGS:
Gibelman, M. & Furman, R. (2008). Navigating human service organizations (2nd ed.). Chicago,
IL: Lyceum Books, Inc. (referred to as “GF” in Class Schedule and Reading Assignments,
below)
Additional required readings are listed below and available either on the class Sakai site or via
URL
RESOURCES
All course lectures, syllabus, assignment information, and external links to useful web sites are
or will be available on Sakai, at https://sakai.unc.edu/portal
SOWO 570 Syllabus Fall 2011
Section 001 -Monday, Caye
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TEACHING METHODS
My goal is to make course content as practical as is possible in a classroom setting. We will use
case examples, field visits, role plays, multimedia, problem-solving exercises and discuss
students’ field placement and prior professional experiences. Students’ active participation is
critical for this class to be rich and engaging.
CLASS ASSIGNMENTS
Student performance will be evaluated based on the following assignments, which are briefly
described below (full, detailed assignment instructions and grading guides are available on
Sakai in the “Assignments” folder):
Requirement
Class participation & attendance
Community assessment exercise
Logic model & theory of change assignment
Organizational assessment
Advocacy Exercise
Assignments = 95 points w/o the Honors credit
Honors credit (optional)
Due Date*
Ongoing
October 3
October 31
November 21
11/28 or 12/5
Anytime
before 11/21
*Except for the Community Advocacy assignment, students
have the option of turning in one assignment one week later
than the due date with notification to the professor.
Points
15
20
25
20
15
Up to
10 pts
Students who receive full credit on all of the above assignments will receive a final grade of 95.
The grade of “Honors” (H) — which only a limited number of students attain – signifies that the
student has completed work in addition to the basic requirements above, and that all work is
clearly excellent in all respects. Students who wish to increase their grade may choose the
optional honor’s credit (up to 10 points). Active engagement with each assignment is important
since the final grade is cumulative. It will be more difficult to “pull up one’s grade” if the
student has done very poorly on one.
Class Participation & Attendance (15 points)
It is expected that students will be active members of the class. Therefore, participation will be
judged by attendance and the degree to which students are prepared for class and participate
in class discussions, exercises, role plays and other learning activities. Full credit will only be
awarded to students who arrive to all class sessions on time, stay for the entire duration of the
class, add to the class experience for their colleagues, and demonstrate that they have
completed assigned readings.
Community Assessment Exercise (20 points)
Students will select a social problem for which they will conduct an abbreviated community
assessment, such as the need for coordinated mental health and substance abuse services for
homeless adults with children. Students will demonstrate the ability to access and use online
SOWO 570 Syllabus Fall 2011
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secondary data (data that has already been collected) sources and conduct one key informant
interview to assess the problem. In addition, students will identify community assets relevant to
a subsequent change effort to address the community problem, describe what they would do
to collect additional primary data (new data, such as from surveys, focus groups or interviews)
and involve various stakeholders and briefly discuss the implications of their findings. Detailed
instructions and a grading guide are available on Sakai in the Assignments folder.
Logic Model & Theory of Change Assignment (25 points)
Students will create a logic model that depicts the major components of a new program or
intervention (not an existing one) that they think is needed to address the social problem
assessed in the Community Assessment Exercise. Students will also develop a theory of change
that explains the assumptions underlying the logic model, particularly why they think the
selected activities and/or services of the program or intervention will result in the desired
outcomes. The theory of change must be supported with no fewer than 5 scholarly sources to
demonstrate the ability to use the best available evidence to support ideas for a program or
intervention. Detailed instructions and a grading guide are available on Sakai in the
Assignments folder.
Organizational Assessment & Change Exercise (20 points)
Students will complete an assessment of an agency or organization that seeks to address the
social problem assessed in the Community Assessment Exercise, including organizational
characteristics, mission, desired outcomes, target populations, programs and services, degree
to which it is community-based, organizational culture, degree of diversity, decision-making
processes, power and other attributes. Students will share their findings in small groups in class
on the due date. In addition, students will identify and briefly explain one opportunity for an
organizational improvement initiative to improve outcomes for participants. Detailed
instructions and a grading guide are available on Sakai in the Assignments folder.
Group Advocacy Exercise (15 points)
In small teams, students will demonstrate advocacy skills by conducting a 15 minute
presentation or discussion in class before students who play roles as the targeted audience.
Students will form teams of three around shared interests (e.g. homelessness) and decide upon
which previous assignment that they wish to focus their findings and/or discussion. For
example, a team interested in housing issues may present Community Assessment findings
related to homelessness and affordable housing before a county Board of Commissioners from
whom they wish to secure greater funding. The targeted audience will be a group that has the
power or influence to address the social problem. Detailed instructions and a grading guide are
available on Sakai in the Assignments folder.
Honors credit (up to 10 points)
A list of books that promote deeper learning about community and organizational practice can
be found in the Assignments section of Sakai. Credit can be obtained by reading the book and
answering the questions written with the instructions.
SOWO 570 Syllabus Fall 2011
Section 001 -Monday, Caye
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EXPECTATIONS FOR WRITTEN ASSIGNMENTS
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 in the School of Social Work.
The School of Social Work faculty has adopted APA style as the preferred format for papers and
publications. APA involves the formatting of the written work, specific types of grammar
requirements, as well as in text and Reference sections for citations. All written assignments
for this course should be submitted in APA style. Exceptions to this requirement are that
students are expected to format and present their written work based on 1) assignment
instructions and 2) single spacing and any format the student desires for presenting bulleted
and numbered lists, tables, charts and other in-text objects that results in a professional and
attractive presentation expected by human service organizations.
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)
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 entirely satisfactory. The grade of Honors (“H”) - signifies that the
work is clearly excellent in all respects.
Grading Guides
Grading guides for all written work will be found on Sakai. These guides identify grading criteria
for each assignment, including the relative weight of each criterion. Therefore, students are
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advised to closely follow the guides, as they constitute the Instructor’s expectations and
evaluation methodology for these assignments.
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 2 points per day, including weekends.
Therefore, a paper that would merit a grade of 100 on Friday will start with a grade of 94 if
submitted on Monday. Similarly, a paper due at 2pm on Monday handed in at 3pm will be
considered 1 day late.
If an untoward life event occurs, it is expected that a student will request any extension prior to
the due date for the product. This is also true of the onetime late paper. [Difficulty with time
management, as real as it is, is not considered a special life circumstance]
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 that, “I have not given or received unauthorized aid in preparing this written
work.” 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
(including self-plagiarism, or submitting work that has been previously submitted in another
course) and appropriate use of assistance in preparing assignments. In keeping with the UNC
Honor Code, if reason exists to believe that academic dishonesty has occurred, a referral will be
made to the Office of the Student Attorney General for investigation and further action as
required.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
Students 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 (e.g.
changes in instructional format, examination format) directly with the instructor.
SOWO 570 Syllabus Fall 2011
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POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM
Please set your cell phones to vibrate if there are calls you must be available to receive. Texting
is prohibited during class. Use of laptops is permitted as a tool for small group activities and inclass assignments or as an approved accommodation for students with disabilities (sees above).
Sending and receiving emails during class is not acceptable. Misuse of electronic devices which
results in class disruption, distractions to student colleagues or the professor, or which hampers
class discussion may result in a request that the student no long bring the laptop to class.
Please be respectful of other’s learning.
SOWO 570 Syllabus Fall 2011
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Class Schedule & Reading Assignments
Class 1 – 8/29 Introduction
Objectives
1. Course overview, syllabus review, class norms.
2. Discussion of macro social work practice models, principles and roles.
*** NO CLASS ON MONDAY, September 5, 2011 – LABOR DAY HOLIDAY***
Class 2 – 9/12 Understanding Communities
Objectives
1. Understand key characteristics and functions of communities, including different types
of capital.
2. Describe key concepts and ideas related to how communities change.
Readings Due Today:
Homan, M.S. (2011). Promoting community change: Making it happen in the real world. (Read
Chapter 2: Theoretical frameworks for community change, pp. 34-69). (S)
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, (pp. 245-265). Lanham, MD: Lexington Books. (S)
Class 3 9/19Assessing Community Problems & Strengths
Objectives
1. Describe the purpose of and methods for conducting community needs assessments.
2. Explain ways in which assessments can include the participation of residents and other
stakeholders.
3. Describe ways to assess community assets such as civic groups and informal networks to
avoid making the “institutional assumption”.
Readings
Learning Point Associates. (n.d.). Chapter 2: Conducting a community assessment. Putting the
pieces together: Comprehensive school-linked strategies for children and families.
Retrieved July 14, 2010 from
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/css/ppt/chap2.htm
Cooperrider, D.L., & Whitney, D. (n.d.). A positive revolution in change: Appreciative inquiry.
Retrieved June 16, 2011 from http://appreciativeinquiry.case.edu/uploads/whatisai.pdf
SOWO 570 Syllabus Fall 2011
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Magaña, S. & Ybarra, M. (2010). Family and community as strengths in the Latino community. In
R. Furman & N. Negi (Eds.), Social work practice with Latinos: Key issues and emerging
themes. (pp.69-84). Chicago: Lyceum.
Manning, M.C. (2001). Culturally competent assessments of African American communities and
organizations. In R. Fong & S. Furuto (Eds.), Culturally competent practice: Skills,
interventions and evaluations. (pp. 119-131). Boston: Allyn & Bacon.
Class 4 -9/26
Assessment in the community **Class will meet in Burlington**
Objectives:
1. What factors are involved in the development of a community’s culture? Understand
how aspects of Alamance county’s history have shaped community conditions now.
2. Learn from community residents and service providers about strengths and needs in the
community
Peruse the following and other websites prior to the field visit, to develop a feel for Alamance
County.
History of Alamance County http://www.alamance-nc.com/about-alamancecounty/history.html
Department of Social Services, Alamance http://www.alamance-nc.com/d/social-services.html
Centro la Comunidad
http://www.centro-comunidad.org/
Family Justice Center
http://www.familyjusticecenter.org/
Alamance Health Department
http://www.alamance-nc.com/d/health/about-us.html
Use the Community Tool box to help you develop some organized sense of Alamance County
The Community Tool Box. (2011). Chapter 3: Assessing community needs and resources. Read
the following sections:
Section 2: Understanding and describing the community.
Section 3: Conducting public forums and listening sessions.
Section 4: Collecting information about the problem.
Section 5: Analyzing community problems.
Class 5-10/3 Solving Community Problems: Different Strategies
**Community Assessment Due
Objectives
1. Understand and compare and contrast different strategies for addressing community
problems.
2. Explain when collaborative efforts involving multiple organizations are needed rather
than the efforts of a single organization.
3. Describe the different professional roles social workers adopt in community change
efforts.
SOWO 570 Syllabus Fall 2011
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Video: Holding Ground-the story of the Dudley Street Neighborhood Initiative in Boston, MA.
Readings
Students will choose a reading to discuss with the class
Bayne-Smith, M., Mizrahi, T. & Garcia, M. (2008). Interdisciplinary community collaboration:
Perspectives of community practitioners on successful strategies. Journal of Community
Practice, 16(3), 249-269. (S)
Johnson Butterfield, A.K., Chisanga, B. (2008). Community development. In T. Mizrahi and L.E.
Davis (Eds.) Encyclopedia of Social Work (20th Edition). Washington, DC: . National
Association of Social Workers. (e-reference edition). (UL) (Click “Browse” and enter
“Community Development”)
Lopez, M.E. (2003). Transforming schools through community organizing: A research review.
Harvard Family Research Project, Harvard Graduate School of Education, Cambridge,
MA. (S)
Sherraden, M.S. (2008). Community economic development. In T. Mizrahi and L.E. Davis (Eds.)
Encyclopedia of Social Work (20th Edition). Washington, DC: . National Association of
Social Workers. (e-reference edition). (UL) (Click “Browse” and enter “Community
Economic Development”)
Belkin-Martinez, D. (2010). “Solidaridad y justicia”: Latinas, community organizing, and
empowerment. In R. Furman & N. Negi (Eds.), Social work practice with Latinos: Key
issues and emerging themes. Chicago: Lyceum. (S)
Class 6 –10/10
Solving Community Problems Part 1: Using Logic models
Objectives
1. Articulate outcome objectives – quality of life improvements for a target population –
related to a program or intervention.
2. Relate outcome objectives to evidence concerning the identified problem, including
assessment findings.
3. Draft a logic model to identify the key elements of a program or intervention to guide
planning, implementation and evaluation.
Readings
W.K. Kellogg Foundation. (2004). Logic model development guide. (Read Chapters 1-3, pp. 134). Battle Creek, MI. (S)
Class 7 –
10/17
Objectives
Solving Community Problems Part 2: Theories of Change
Mid-semester evaluation
SOWO 570 Syllabus Fall 2011
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1. Articulate a theory of change for a program or intervention – a coherent, evidencebased explanation of how program or intervention activities will result in desired
outcomes.
2. Understand how to use the best available evidence to support your theory of change.
Readings
ActKnowledge and the Aspen Institute Roundtable on Community Change. (2003). Guided
example: Project Superwomen. (S)
Bushe, G.R. (2001). Five theories of change embedded in appreciative inquiry. In D.
Cooperrider, P. Sorenson, D. Whitney, & T. Yeager (Eds.), Appreciative inquiry: An
emerging direction for organization development (pp.117-127). Champaign, IL: Stipes.
Class 8 –
Solving Community Problems: Engagement & Facilitation Skills, Part 1
10/24
Objectives
1. Describe key interpersonal skills needed to engage and work effectively with diverse
client and resident populations to solve community problems.
2. Articulate strategies and tactics for fostering collaboration with other organizations.
Readings
Homan, M.S. (2011). Promoting community change: Making it happen in the real world. (Read
Chapter 8: People – the most valuable resource, pp. 206-231). (S)
Nelson, G. (2000). Chapter 4: Designing self-governance dialogues, (pp. 63-83). In G. Nelson
(Ed.) Self-governance in communities and families. (S)
Puig, M. (2001). Organizations and community intervention skills with Hispanic Americans. In R.
Fong & S. Furuto (Eds.), Culturally competent practice: Skills, interventions and
evaluations. Boston: Allyn & Bacon. (S)
Class 9-10/31 Solving Community Problems: Group Skills, Part 2
–
***Logic Model & Theory of Change Assignment Due ***
Objectives
1. Understand how to facilitate a productive task group meeting.
2. Articulate strategies for improving participation, performance and accountability in task
groups, boards and community coalitions.
3. Explain how to engage disadvantaged groups in self-advocacy in addition to offering
direct services.
Readings
Carlson, M.S. (1998). A model for improving a group’s effectiveness. Popular Government,
63(4), 37-45. Retrieved July 24, 2009 from
http://www.sog.unc.edu/pubs/electronicversions/pg/carlson2.htm
SOWO 570 Syllabus Fall 2011
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Speer, P.W. & Zippay, A. (2005). Participatory decision-making among community coalitions: An
analysis of task group meetings. Administration in Social Work, 29(3), 61-77. (S)
Hardcastle, D. A., Powers, P. R., & Wenocur, S. (2011). Community Practice: Theories and skills for social
workers. -Chapter 9: Using work groups: committees, teams, and boards
Class 10–
Understanding Human Service Organizations
Nov 7
Objectives
1. Identify the key differences among nonprofit, for profit and public human service
organizations.
2. Understand the professional roles that social workers play in different host settings.
3. Explain what it means for an organization to be considered “community-based” and
how this affects service delivery and participant outcomes.
Readings
GF
Chapter 1: Getting to know the human service organization
Chapter 2: Distinguishing features of organizations
Chapter 7: Social work practice in host settings
Class 11 –
Organizational Culture & Performance in Human Service Organizations
Nov 14
Objectives
1. Understand how organizational culture can affect service delivery and outcomes for
client populations
2. Explain how power is exercised within organizations and how it can be shared with
clients and residents to improve service delivery
3. Explain ways in which organizations can be more responsive and accountable to the
participants and communities they serve.
Readings
GF
Chapter 4: Who has the power? Roles in human service organizations
Hemmelgarn, A.L., Glisson, C. & James, L.R. (2010). Organizational culture and climate:
Implications for services and intervention research. In Y. Hasenfeld (Ed.), Human
services as complex organizations (2nd ed.). Thousand Oaks, CA: Sage. (S)
Nelson, G., Salmon, M.P. & Howell, C. (2002). Assessing the human services culture: Open
system management volume 1. Chapel Hill: Jordan Institute for Families, UNC-Chapel Hill
School of Social Work. (S)
Nelson, G. (2002). Shifting the organization’s culture – A self-assessment guide: Open system
management volume 4. Chapel Hill: Jordan Institute for Families, UNC-Chapel Hill School
of Social Work. (S)
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Class 12 Seeking Change within Human Service Organizations
11/21
***Organizational Assessment Due***
Objectives
1. Understand how organizations can improve their performance.
2. Explain ways in which social workers can exert leadership in human service
organizations – influencing others to improve organizational performance – regardless
of their formal title.
Readings
GF
Chapter 11: Coping with change
Chapter 12: Lending a helping hand: Making your organization better
Students will choose a reading to discuss with the class
Hardcastle, D. A., Powers, P. R., & Wenocur, S. (2011). Community Practice: Theories and skills for social
workers. Chapter 12: Using the advocacy spectrum.
Messinger, L. (2004) Out in the field: Gay and lesbian social work students’ experiences in field
placement. Journal of Social Work Education, 40(2), 187-203. (UL)
James, J., Green, D., Rodriguez, C. & Fong, R. (2008). Addressing disproportionality through
undoing racism, leadership development, and community engagement. Child Welfare,
87(2), 279-296. (S)
All students should look at this website
Annie E. Casey Foundation. (n.d.). Race matters: Organizational self-assessment. Retrieved on
July 15, 2010 from
http://www.aecf.org/upload/publicationfiles/organization_self_assessment.pdf
Class 13 – 11/28 Advocacy Presentations—Part 1
No readings assigned
Class 14—12/5
Advocacy Presentations – Part 2
No readings assigned
Course evaluations should be done online at this time. Evaluations are important, please take
the time to fill one out.
SOWO 570 Syllabus Fall 2011
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