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BSW Program
School of Social Work
University of North Carolina -Wilmington
Social Work 497, Spring 2016
Instructor:
Office:
Jessica Strong, MSW, PhD
Room #25, UNCW Onslow Extension Site, Coastal Carolina Community
College, James Leroy Henderson Administration Building, 444 Western
Boulevard, Jacksonville, NC 28546
Phone:
(910) 355-2311
Fax:
(910) 455-2281
*Email:
strongj@uncw.edu [preferred communication]
Class Meeting: Thursdays, 10 am-12 pm
Office Hours: Thursdays 12-2 pm, or by appointment.
Office Hours:
If you know in advance that you would like to talk with me, it would be helpful if we
could set up a convenient time for us both to meet. I am happy to speak with you
regarding the course as well as other issues related to social work practice.
SWK 496: SEMINAR FOR SOCIAL WORK PRACTICUM II
Course Catalog Description:
Prerequisites: SWK 496, SWK 396, SWK 321, SWK 341, SWK 355; co-requisites: SWK
407, SWK 443, permission of instructor and 2.4 overall GPA. Development and
application of skills used in social work practice. Supervision of student field experience
in a community social service setting. Analysis and discussion of field experiences in a
series of field seminars to be arranged by the field liaison.
Course Description:
This seminar is the second in a two-semester sequence which is completed in
conjunction with field practice. The integrated seminar is intended to provide a forum for
students to recognize and explore alternative techniques of practice and management,
identify professional boundaries essential for effective practice, discuss ethical dilemmas
encountered in the practice setting, integrate social work theory with practice, and
concerns, and share new insights. By listening respectfully and reflecting on the
information or experiences shared, the students will utilize the group for mutual aid.
Through this process, students will learn about alternatives that enhance practice while
gaining experience in collaborating with peers. Given the range of student field
placement settings, the seminar will also provide an opportunity for students to examine
diverse organizational structures and supervisory styles as experienced by the student
participants.
The field seminar meets weekly for two hours. Attendance is expected in order to
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effectively utilize the seminar and develop a safe environment for sharing and discussion.
Effective field performance is dependent on successful completion of all seminar
assignments as well as a positive evaluation of the student's learning in the
practicum experience. This evaluation of student field performance is conducted
through the use of a collaborative model that recognizes the importance of the strengths
perspective, involving the student, the agency based field instructor, and the UNCW
faculty liaison. The evaluation tool for the field practicum is the revised learning
contract and performance evaluation form, with the evaluation conducted in a
collaborative manner involving the student, the field instructor and the faculty liaison,
similar to the fall semester evaluation.
Prerequisites: SWK 235 Introduction to the Social Welfare System
SWK 240 Basic Working Relationship Skills
SWK 240L Lab for Basic Relationship Skills
SWK 320 & 321 Human Behavior and the Social Environment
SWK 335 Social Welfare Policies
SWK 341 Generalist Social Work Practice with Individuals and Families
SWK 355 Issues in Diversity for Generalist Practice
SWK 396 Pre-field Seminar
SWK 406 Research Methods I for Social Work Practice
SWK 442 Generalist Social Work Practice with Groups
SWK 496 Field Practicum I
Co-requisites: SWK 407: Research Methods II for Social Work Practice
SWK 443 Social Work Practice with Communities and Organizations
Course Objectives:
Upon completion of two semesters of Field Education (including both the practicum and
the seminar), the student is expected to exhibit knowledge, skills, and values that are
consistent with beginning undergraduate generalist practice which includes:
1.
Articulate the fundamentals of generalist social work intervention that
include working with individuals, families, groups and communities (BSW
Program Objectives: 1, 2, 4, 6.) (EPAS: 2,9,10/ Related assignments:
Learning Contract, Field Seminar discussion, Journal, Case/Project
Presentation.)
2.
Implement alternative techniques for data gathering, assessment, and
documentation (BSW Program Objectives: 1, 2, 7.) (EPAS: 2, 3, 6, 10 /
Related Assignments: Learning Contract, Documentation sample.)
3.
Discuss the interplay of biological, psychological, sociological, spiritual,
political, and economic influences that impact the lives of persons seeking
social work assistance (BSW Program Objectives: 1, 2, 3, 4.) ( EPAS: 3, 4,
7, 9 / Related Assignments: Learning Contract, Field Seminar discussion.)
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4.
Articulate issues of oppression and racism as they impact lives of those with
whom the student is working, both clients and co-workers, and advocate for
change (BSW Program Objectives: 1, 2, 3, 6.) (EPAS: 1, 2, 4, 5, 7, 9 /
Related Assignments: Learning Contract, Field Seminar discussion, Ethical
Dilemma Paper.)
5.
Recognize personal values and beliefs and the cultural, socioeconomic, and
political views that contribute to the development of social problems,
utilizing a social systems perspective (BSW Program Objectives: 1, 2, 3, 5.)
(EPAS: 1, 2, 4, 5, 7, 9, / Related Assignments: Learning Contract, Field
Seminar discussion, Journal, Final Reflection Paper.)
6.
Recognize the multifaceted aspects of social, socioeconomic and political
influences on the structure and policies of social agencies and institutions
and their implication for practice implementation (BSW Program
Objectives: 2, 3, 4, 7.) (EPAS: 2, 3, 4, 5, 7, 8, 9, / Related Assignments:
Learning Contract, Field Seminar Discussion, Journal, Ethical Dilemma
Paper.)
7.
Assume personal responsibility for successfully enhancing the learning
process.
(Program Objectives: 1, 2, 5.) (EPAS: 1, 2, 3, 9 / Related Assignments:
Learning Contract, Field Seminar discussion, Journal, Adherence to
assignment protocols.)
8.
Use basic relationship skills to develop empowering working relationships,
engaging collaboratively with diverse clients and colleagues (both at the
agency and in the classroom). (BSW Program Objectives: 1, 2, 6.) (EPAS:
1, 3, 4, 10 / Related Assignments: Learning Contract, Field Seminar
discussion, Journal.)
9.
Work with clients with increasing independence under the supervision and
collaboration of the field instructor (BSW Program Objectives: 1, 2, 3, 4,
5.) (EPAS: 1, 2, 3, 9 / Related Assignments: Learning Contract, Field
Seminar discussion, Journal.)
10.
Identify the strengths and concerns of clients, using the generalist
perspective in assessment, planning, and goal setting, interventions, and
evaluation; (BSW Program Objectives: 1, 2, 3, 4, 7.) (EPAS: 2, 3, 4, 7, 10 /
Related Assignments: Learning Contract, Field Seminar discussion,
Journal.)
11.
Participate in the creation of a safe environment that fosters honest, yet
respectful, expression of perspectives, concerns, and questions. (BSW
Program Objectives: 1, 2, 3, 4, 5.) (EPAS: 1, 2, 3, 5, 10 / Related
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Assignments: Learning Contract, Field Seminar discussion, Journal,
Case/Project Presentation.)
12.
Address the complexity of social problems through a variety of planned
interventions, advocating for change. (BSW Program Objectives: 1, 2, 3, 4,
5.) (EPAS: 1, 2, 3, 5, 7, 10 / Related Assignments: Learning Contract, Field
Seminar discussion, Journal, Ethical Dilemma Paper.)
13.
Demonstrate skills to evaluate practice, program, and policy effectiveness.
(BSW Program Objectives: 1, 2, 7.) (EPAS: 1, 2, 3, 5, 6, 9, 10 / Related
Assignments: Learning Contract, Field Seminar discussion, Journal, Ethical
Dilemma Paper, Case / Project Presentation.)
14.
Recognize one’s own biases and values that impact practice effectiveness,
including assessment of one’s own practice effectiveness. (BSW Program
Objectives: 2, 5, 7.) (EPAS: 1, 2, 3, 6, 9, 10 / Related Assignments:
Learning Contract, Field Seminar discussion, Journal, Ethical Dilemma
Paper.)
15.
Gain self-confidence in presenting and discussing case material and planned
interventions in a confidential manner in order to facilitate professional
consultation. (BSW Program Objectives: 1, 2, 3, 5.) (EPAS: 1, 2, 3, 7, 10 /
Learning Contract, Field Seminar discussion, Journal, Case / Project
Presentation.)
16.
Write measurable criteria to facilitate learning and evaluate the development
of practice skills. (BSW Program Objectives: 1, 2, 5.) (EPAS: 3, 6 /
Related Assignments: Learning Contract.)
17.
Adhere to professional standards of competent, ethical behaviors, as set
forth in the NASW Code of Ethics. (BSW Program Objectives: 2, 5.)
(EPAS: 1, 2, 5, 10 / Related Assignments: Learning Contract, Field Seminar
discussion, Journal, Ethical Dilemma Paper.)
18.
Recognize the diversity of ethnic, racial, gender, and cultural perspectives
impacting practice. (BSW Program Objectives: 2, 3, 5.) (EPAS: 2, 4, 7, 9, /
Related Assignments: Learning Contract, Field Seminar discussion, Journal,
Ethical Dilemma Paper.)
19.
Respond professionally and personally with sensitivity to client and
colleague views and concerns. (BSW Program Objectives: 1, 2, 4, 6.)
(EPAS: 1, 2, 3, 4, 10 / Related Assignments: Learning Contract, Field
Seminar discussion, Journal, Ethical Dilemma Paper.)
20.
Recognize the importance of contributing to the knowledge base that guides
practice and contributes to the general welfare of society. (BSW Program
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Objectives: 1, 2, 5, 7.) (EPAS: 5, 6, 9 / Related Assignments: Learning
Contract, Field Seminar discussion, Case / Project Presentation.)
21.
Recognize the importance of collaboration and consultation as mechanisms
to endorse the basic principles of respectful generalist social work practice.
(BSW Program Objectives: 1, 2, 5.) (EPAS: 1, 9 / Related Assignments:
Learning Contract, Field Seminar discussion, Field Instructor Supervision.)
22.
Demonstrate sensitivity for cultural diversity within the seminar and the
agency, demonstrating an appreciation for diverse viewpoints and concerns.
(BSW Program Objectives: 2, 3, 5.) (EPAS: 1, 2, 4, 5, 7 / Related
Assignments: Learning Contract, Field Seminar discussion, Ethical
Dilemma Paper, Final Reflection Paper.)
STUDENT PROFICIENCY IN MEETING THESE OBJECTIVES WILL BE
REFLECTED IN THE STUDENTS’ REVISED LEARNING CONTRACT AND
PERFORMANCE EVALUATION.
Required Texts, Materials, and Websites:
Berg-Weger, M. & Birkenmaier, J. (2011) The practicum companion for social work:
Integrating class and field work. Needham Heights, MA: Allyn & Bacon.
Coelho, Paulo. (1993) The Alchemist. New York: Harper Perennial. (any edition will
be acceptable)
Denny, J. (2013) BSW Social Work Field Education Manual. Unpublished manuscript.
School of Social Work, University of North Carolina at Wilmington.
Required readings may also available on Blackboard. It is assumed that students will
review assigned readings prior to class, coming to seminar prepared to discuss the
materials.
Recommended Resources:
Grobman, L. (2011) The field placement survival guide. Harrisburg, PA: White Hat
Communications. (text from pre-field)
NASW Code of Ethics (1996 Revision) www.naswdc.org
NASW North Carolina Website: www.naswnc.org
NASW (national) www.socialworkers.org
Encyclopedia of Social Work: www.oxford-naswsocialwork.com.uncclc.coastuncwil.edu
APA formatting and documentation: www.owl.english.purdue.edu/owl/resource/560/01
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Academic Integrity: All members of UNCW's community are expected to follow the
academic Honor Code. Please read the UNCW Honor Code carefully (as covered in the
UNCW Student Handbook). Academic dishonesty in any form will NOT be tolerated.
Please be especially familiar with UNCW's position on plagiarism as outlined in the
UNCW Student Handbook. Plagiarism is a form of academic dishonesty in which you
take someone else's ideas and represent them as your own. Some examples of plagiarism
include:
• You write about someone else's work in your paper and do not give credit for it; it
must be referenced!
• You give a presentation and use someone else's ideas and do not state the source
of these ideas.
• You use facts from your text or another reference material and do not reference
the material.
Professional Writing Style
As a professional, it is imperative that you use a writing style that clearly, concisely, and
professionally conveys your intended message. A poor writing style clouds your message
and makes it difficult to judge the content of your writing. Students have access to and
will be encouraged to utilize the UNCW Writing Center to ensure their writing is
professional quality. In each assignment, points are assigned for writing quality, and your
writing style may significantly help or hurt your grade. Below are the services accessible
to UNCW students.
 The Writing Center (DE1003) provides one-on-one writing consultations
led by faculty recommended peer writing tutors who are trained to help
students identify areas to improve and develop specific revision plans.
Visit our website to schedule an appointment:
http://www.uncw.edu/ulc/writing/center.html .
 Students can also receive electronic response to their developing papers
through our Online Writing & Learning (OWL) program. Visit our
website for a variety of writing resources: handouts, guides, useful links,
and the Online Consultation link:
http://www.uncw.edu/ulc/writing/owl.html
 Students can drop-in at our Writing Lab (DE 1003) for help with quick
questions about their developing papers. The Writing Lab is staffed with a
writing tutor, and has a few computers and other writing resources for
students. Check out the Writing Lab schedule here:
http://www.uncw.edu/ulc/writing/lab.html
Accommodations for Students with Disabilities: Students who have a disability and
need accommodations should notify the instructor. In order to obtain such
accommodations, the student must officially register with the Office of Disabilities
Services located in DePaolo Hall (962-3746) and provide a letter of accommodation
which specifies the student’s learning needs. Accommodations will be made based on
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the recommendations of Disabilities Services and collaboration with the student to best
address the student’s learning experience.
UNCW Student Gender-Based/Sexual Misconduct Policy
UNCW takes all forms of interpersonal violence very seriously. When students disclose,
first or third-hand, to faculty or staff about sexual misconduct, domestic violence,
dating violence and/or stalking, this information must be reported to the
administration in order to ensure that student’s rights are protected, appropriate
resources are offered, and the need for further investigation is explored to maintain
campus safety.
There are three confidential resources who do not need to report interpersonal
violence: UNCW CARE, the Student Health Center, and the Counseling Center. If you
want to speak to someone in confidence, these resources are available, including CARE’s
24-hour crisis line (910-512-4821). For more information, please visit
www.uncw.edu/sexualmisconduct or www.uncw.edu/care.
Learning Assistance: Any student wishing to have accommodations to enhance learning
is encouraged to work through the University Office of Disability Services. Please
contact that office to gain access to special resources and services. In addition, the
Learning Center is available to assist all students with writing skills, including APA
formatting. In addition, the Randall Library has numerous resources, including a
librarian designated to work with the School of Social Work, John Osinski. Please
contact him with questions and concerns about accessing library resources.
Use of Personal Electronics: Because the course is seminar based, discussion within the
class is paramount. Personal electronics frequently distract from students’ ability to focus
on the discussion at hand, and therefore, students will be asked to set aside personal
electronics during class time, or placed on vibrate and out of sight. If an emergent
situation arises, please step out of the classroom to take any critical phone calls or if
possible, wait for a break. In addition, while students typically communicate through
social media within the cohort, it is imperative to recognize the confidentiality of seminar
content.
Campus Respect Compact: The UNCW community is committed to a civil
environment, characterized by respect. Individuals wanting more information about the
Respect Compact can contact the Office of Institutional Diversity and Inclusion.
Violence and Harassment: The UNCW community has a zero tolerance for any kind of
violent or harassing behavior. Should a student experience an emergency of this type,
contact the police at 911. To secure less urgent services, students can call Campus Police
at 962-2222 or UNCW CARE at 962-2273 to access on-going support services.
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Methods to Successfully Achieve Objectives
The primary learning format is the engagement in interactive learning which includes
discussion of the assigned readings and classroom activities. Seminar sessions are based
on the understanding that all readings assigned for that seminar topic have been
completed prior to seminar. In addition, each student has personal experiences and points
of reference that will enhance seminar discussion. The seminar is built upon a
philosophy of shared leadership which requires all students to contribute to the discussion
with the inclusion of all seminar participants. Therefore, students are expected to attend
seminar to facilitate learning and the acquisition of skills in professional communication.
Assignment Submission:
Papers should be submitted in electronic form via our course Blackboard site. Papers are
due at the beginning of class on the date specified. This means that you will need to
submit your assignment on Blackboard BEFORE coming to class!
Late papers will be penalized 10% of grade PER DAY (24 hour period) LATE.
Writing is an essential part of the social work profession, and thus papers should be
presented in professional fashion: typed, double-spaced, grammar and spell-checked,
properly formatted and written in American Psychological Association (APA) style.
Professional writing style will account for 10% of the grade for EACH written
assignment.
Attendance:
Because this is a seminar-based class, and is focused on peer discussion, regular class
attendance is required, and full participation is expected. Attendance will be taken
beginning the class meeting after the drop-add period is over and will be taken every
class for the remainder of the semester. Students are allowed three absences and three
tardies and/or leaving class early for ANY reason – whether for personal reasons or
to participate in activities at the field agency. It is expected that adult students may
make their own decisions regarding their schedules, so it is not necessary to have an
absence “excused” by the instructor. However, EACH absence/tardy/late arrival over
three will result in a deduction of three points from your final course grade. “Tardy” is
defined as entering the room after roll has been taken at the beginning of class. “Leaving
class early” is defined as leaving the room before the instructor dismisses the class.
Academic Honor Code: As beginning professionals in social work, with a commitment to
social work values and ethics, it is assumed that you will comply with the University’s
Academic Honor Code. Failure to do so can result in a report to the Dean of Students and
could result in academic dismissal from UNCW. Obviously plagiarism has no place in
professional studies and is not compatible with professional practice and the NASW Code
of Ethics.
Course Assignments: All assignments, whether graded or not, must be completed to
receive credit for this professional seminar. Each student will be expected to complete
the following assignments with due dates indicated in the schedule of assignments.
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Seminar Assignments:
Student Journal:
Each student is expected to maintain a journal for both semesters. A journal entry should
be submitted for each week in placement that summarizes your work at your agency.
Entries should include a brief summary of events and activities, your reflections (with
professional candor) about these events and activities, new insights, concerns, questions,
and feelings about practice and placement procedures. Be sure to identify significant
learning experiences, patterns and newly acquired awareness. The intent is not to write
about everything that happens at your placement; rather you are expected to select
specific illustrations that illustrate significant learning opportunities. Be sure to include
examples of micro, mezzo and macro practice in which you participate. A copy of your
timesheet must be included with each submission of your journal.
Journal submissions should include:
• Brief summary of significant events
• Thoughts, feelings, concerns, questions about those events
• Plans for coming week (addressing learning contract objectives and/or
any concerns or issues presented)
• Identification of micro, mezzo, and macro levels of practice accomplished
or observed
• Time sheet
All information included in your journal will be read by your faculty liaison and kept
confidential. S/he will review your journal and make comments to assist you in your
learning process. Comments might include: issues that need to be discussed with your
field instructor, additional resources that might be helpful, affirmations of insight,
validation of practice techniques, etc. This assignment is intended to heighten
self-awareness and foster dialogue between you and your faculty liaison. This
information may be shared with the field instructor at the agency if you wish to share it;
your faculty liaison will not share your journal with your field instructor or other faculty
members. Your journal entries are due every four weeks. Your final entries are due the
last day of field seminar. (See the schedule of seminars and assignments for the specific
due dates.) Course Objectives: 1, 2, 3, 4, 5, 9, 10, 11, 14, 15, 17, 18, 19, 21, 22.
*Each journal submission will be graded, and the grades will be averaged at the end of
the course to determine the final grade for this assignment.
Learning Contract:
There will be NO grade assigned specifically to the Learning Contract BUT will be
included in your overall Practicum grade!
As discussed during the first semester of field education, the quality of your field
experience depends upon the clarity of your focus and effective use of time management
as you engage in the learning process. Consequently, you are required to revise your
learning contract to reflect the additions and/or revisions of the learning tasks and
evaluation criteria that you hope to accomplish during the second semester of field
practice. BE SURE TO INCLUDE YOUR PROJECTS AND ASSIGNMENTS
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FROM YOUR SPRING SEMESTER COURSES…SWK 497, SWK 407, AND SWK
443.
When you submit your revised learning contract, you must clearly mark the changes and
additions with highlighter, change in font color, or using Track Changes function in
Microsoft Word, so that your faculty liaison can easily identify your revisions. If the
changes are not specifically marked the Learning Contract will be returned to you
for correction. Be sure your contract reflects what you need to know, as well as what
you want to learn, from your practice experience. If you changed placements or work
assignments, your learning contract for this semester will need to be more extensive in
order to address the learning opportunities in the new placement. The format of the
learning contract is the same as that used first semester. SWK 497 Course objectives: 1,
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22.
Alchemist Discussion & Reflection Paper: The Alchemist is an allegory that describes
the shepherd’s journey and suggests many parallels for the field journey; it is also an
enjoyable read! This assignment requires you to reflect critically on this allegory and
consider the parallels with your own learning journal in a 5-7 page paper. Describe the
sections that were most meaningful to you and discuss their importance to you. Identify
the teachers (this does not mean your faculty specifically, rather anyone who has taught
you important lessons, including clients and co-workers, etc.) that you have encountered
along your journey; identify the thieves and beggars as well. Be sure to include
challenges and new learning that you have encountered in your field journey. What new
adventures do you anticipate as you continue your professional journey? If you wish to
design a collage or other creative presentation in lieu of writing a formal paper, be sure to
attach a brief (1-2 pages) written description of your collage, and be prepared to present
your collage and/or paper to your classmates on the assigned due date. Course
Objectives: 3, 4, 7, 8, 11, 14, 18, 22.
Presentation: Each student will do a senior presentation in seminar. The presentation is
designed to be a case presentation, as you might present in your agency, and so will be a
culmination of your learning in the social work program. If your placement does not
utilize case presentations or you cannot design a case presentation from your client
contact, you may also present on a group or community project or program within the
agency. All topics must be approved by the faculty liaison before proceeding with
the assignment. Each presentation must include:
• A PowerPoint overview of the case, project, or theory;
• examples or illustrations of techniques found to be effective in working with
particular clients or groups
• you must connect your case/project with at least one social work theory
• you must connect your case to the current research in the field with at least 4
recent (less than 5 years old) scholarly journal articles
• a handout of case or theory highlights with a bibliography (which must
include your references and resources for further research, such as
professional web sites or databases), are also required. Please make enough
copies to distribute to your classmates as well as the instructor.
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This assignment will be discussed further in seminar with a sign-up sheet provided to
schedule presentations.
Course Objectives: 1, 2, 3, 4, 5, 6, 7, 10, 15, 17, 19.
**Examples of Professional Documentation: Each student is expected to submit
samples of professional writing which include a client intake or assessment, progress
notes, a treatment or discharge summary, or a professional letter or memo. Your
documentation should be connected to your case presentation; it could be a case note, a
memo, a grant or group proposal that has been submitted in the agency. Specific due
dates will be designated in the dates of assignments. These samples are not to be written
specifically for class; rather they are to be representative samples of your professional
work already completed at your agency. Confidentiality must be strictly observed;
no credit will be given to forms/documentation that includes identifying client
information. While these documents will not be graded, they must be submitted to
complete seminar credit and will facilitate seminar discussion about various styles
and content. Course Objectives: 2, 3, 7, 11, 13, 15, 17.
Ethical Dilemma: Each student is expected to identify an ethical dilemma that she has
encountered in the field setting and analyze it in a paper (5-6 pages). This paper is NOT
intended to be a critique of the agency. Rather, there are daily occurrences where social
workers are faced with conflicting expectations and mandates for practice. Therefore you
are asked to write about an ethical dilemma you encountered in field practice. The
following elements should be included in your analysis:
• What is/was the ethical dilemma? Be sure to distinguish between personal,
professional, agency, legal, and client values and/or mandates.
• What individuals or groups are impacted by the dilemma? Clients? Staff? Others?
• What diverse perspectives need to be considered and how this information was
acquired to facilitate your assessment and assist you in developing a plan of action?
Be sure to attach copies of documentation cited to support your discussion--i.e.,
copy of law, agency policy, etc.
• What groups or resources would/did you consult to assist in clarifying the dilemma
and deciding on a course of action? Within the agency? Outside the agency?
• What standards of the NASW Code of Ethics apply to your discussion?
• What action would you pursue or recommend? Support your answer.
Check your assignment sheet for the specific due date. APA FORMAT IS EXPECTED!
Course Objectives: 1, 5, 6, 7, 8, 11, 12, 13, 14, 17, 18.
**Computer Proficiency: UNCW has a computer competency requirement for all
undergraduate students which require demonstration of beginning skills in computer
competency to include: word processing (which includes grammar and spelling check),
email, searching the web, an electronic search for library resources, and power point.
These skills will be demonstrated by completing required seminar assignments and will
be factored into the field seminar grade. Each assignment that includes the use of the
word processing skills will also be examined for use of grammar and spell check. Such
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criteria should also be included in the revisions of the learning contract, the ethical
dilemma paper and the student presentation (power point). Course Objectives: 2, 7.
Reading Assignments: Each student will be responsible for the assigned course readings
found under the specific units of study as identified on the schedule of assignments.
Readings may vary as the course progresses, and if so, students will be advised of
changes in time to prepare for class discussion. Assigned readings are included in your
SWK 496/497 text or will be placed on electronic reserve in the UNCW library or in
Blackboard. Each student is expected to identify 2-3 significant points and identify why
these made an impression and prepare 2-3 questions stimulated by the reading for
engagement in discussion in seminar for the following 4 discussion topics:
Steinberg, D. (1997) The role of conflict in a mutual-aid system.
Rothman. Elements of ethical decision-making.
Berg-Weger & Berkenmaier. Termination
Bramhall & Ezell. Burn-out & Self Care.
These reading reflections will be submitted on Blackboard before the start of the seminar
for the date specified on the reading/topic. Course Objectives: 2, 7, 9, 11, 14, 15, 17, 19,
20.
Class Participation and Attendance:
Each student is expected to contribute to class discussion and participate in class
activities. The seminar format provides a practice arena where the student can begin to
demonstrate the skills necessary for professional interaction. Through participation you
will gain confidence in articulating your position on specific issues, learn to critically
examine practice techniques, and explore appropriate alternatives for practice. In order to
effectively participate, attendance is essential and indicative of your commitment to the
professional learning process. Special emphasis will be placed on the importance of
confidentiality and each student will be required to sign a confidentiality statement.
Students seeking more information about the importance of professional ethics and
respect in the classroom are invited to review the NSAW Code of Ethics and review the
UNCW Respect Compact by contacting the Office of Institutional Diversity and
Inclusion.
Course Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 21, 22.
Time Sheets:
You will be required to record your work hours for each week and maintain a cumulative
record of your field hours. Ask your field instructor to sign off weekly on your time sheet
to minimize any confusion, between you and your field instructor, as to the exact number
of hours worked for the semester. Hours completed by attending the weekly field seminar
are not included in the total of 225 hours for the semester. In addition, specific
opportunities to attend UNCW lectures and cultural events will be recommended
throughout the semester and these may be included on your timesheet for field credit.
Your time sheet is due at the last seminar session for the semester. Any exceptions must
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be negotiated with your faculty liaison prior to the last day of seminar. Course
Objectives: 16, 17.
Grades:
The grade for the practicum is a combination of the student's work in the field practicum
and participation in the seminar and is determined through collaboration and discussion
involving the student, the field instructor, and the faculty liaison. All seminar
assignments are evaluated for quality and timeliness and must be completed for course
credit. The seminar performance is evaluated by the faculty liaison. Both you and your
agency field instructor will collaboratively evaluate your field practice performance,
utilizing the evaluation criteria established on your learning contract. Upon completion of
the practice evaluation, each student will meet with the field instructor and the faculty
liaison to participate in an evaluative conference. This discussion will evaluate
strengths in your current field performance and identify areas for growth for spring
semester. Hence, each student is expected to evaluate her/his practicum performance
along with the field instructor, in order to enhance self-awareness and encourage clear
assertive communication surrounding the evaluative process. These two components are
combined to develop a comprehensive grade for field performance.
•
•
practicum =50% (based on evaluation criteria on the Learning Contract &
Evaluation Form)
seminar = 50%
journals and timesheets =20%
ethical dilemma paper = 10%
case presentation = 10%
Alchemist reflection paper/collage/project = 10%
*Completion of the documentation sample and the computer proficiency requirement is
required for SWK 497 credit, but is not a separately graded assignment.
*****************
Schedule of Assignments
Spring 2016
******Extra Credit Opportunity-up to 3 extra credit points to overall
grade!
You may chose to attend the Free Grant Writing Course offered
through Coastal Carolina Community College (Small Business Center)
on Tuesday January 12, 2016 from 4:00-8:00pm in S104 A/B. Please
contact 910-938-6322 to register.
14
1/14
Overview & Re-engagement
• Welcome back
• Case presentation date sign up
• Placement updates
• Re-engaging with clients
• Comments on Revised Learning Contract
1/21
Mutual Aid, Assertiveness, & Conflict Resolution
• Learning advocacy skills
• Addressing conflict constructively
• Revisiting the seminar guidelines
Required Reading:
Steinberg, D. (1997) The role of conflict in a mutual-aid system. The
mutual aid approach to working with groups. Northvale, NJ: Jason
Aronson, Inc.
*Please prepare discussion questions/points.
TED Talk
1/22
Onslow County Safety Panel, BT 101, 9:30AM-11:30
1/26
Networking Panel – Students can attend the job
search/networking panel in Ms. Jackson’s class.
1/28
Values and Ethics and Ethical Dilemmas
• personal, social, professional, and agency
• identification of a dilemma
• exploring options to create plan
• Ethical Dilemma paper discussion
Required Readings:
NASW Code of Ethics
Rothman, J. Elements of ethical decision-making. From the front lines,
student cases in social work ethics. Ed. Rothman. (1998) Boston: Allyn
& Bacon, 1-24.
*Please prepare discussion questions/points.
DUE: Revised Learning Contracts
15
2/4
Solution Focused Brief Therapy Review
• students need to be prepared to discuss how they are using SFBT
in their practicum
• SFBT Role Plays for Groups
DUE: Journal 1 and Timesheet via Blackboard
DUE: Ethical Dilemma Proposal (one paragraph on the ethical
dilemma you plan to discuss) via Blackboard
2/11
Adult Protective Services (APS)
• Definition of abuse
• When to report
• Guardianship
Required Reading:
Atkinson, V. & Nelson, G. (1995) Adult protective services. Adult
services social work practice and administration. Washington, D.C.:
NASW Press, 215-230.
Atkinson, V. & Nelson, G. (1995) Guardianship. Adult services social
work practice and administration. Washington, D.C.: NASW Press, 231246.
*Please have discussion questions prepared.
DUE: Case Presentation Topic via Blackboard
2/18
Secondary trauma and self-care
• prevention of burn-out & compassion fatigue
• agency factors to address
Required Reading:
Bramhall, M & Ezell, S “How Burned Out are You?” Public Welfare.
39(1): 23-27
*Please prepare discussion questions.
2/24
Boundaries with Clients and Co-workers
• how to explain what a boundary is
• conflicts of interest
DUE: Journal #2 and Timesheet
Midsemester Evaluations
3/3
Documentation
• case records
• professional correspondences
• agency statistics
• case documentation examples
16
• Bring samples of documentation to class to share with colleague
DUE: Ethical Dilemma Paper
3/10
Spring Break-No class
3/17
Instructor out – No seated class
Student Case Presentations online
Discussion and Check-in on Blackboard
3/24
State Holiday – No class
DUE: Journal #3 and Timesheet
3/29
STUDENTS ARE ENCOURAGED TO ATTEND THE NC
SOCIAL WORK ETHICS CONFERENCE IN RALEIGH.
3/31
Coastal Closed – No seated class
Student Case Presentations Online
Discussion and Check-In on Blackboard
4/7
Job searching/Networking Panel
4/14
SITE VISITS BEGIN
Allegory Discussion and Project or Collage Presentations
• identify your treasure
• share our stories/collages
Required Reading:
Coelho, P. The Alchemist
DUE: Allegorical Reflection Paper/Collage
4/21
Endings & Transitions
• discussion with clients
• closure with staff
• validation of strengths & growth
Required Readings:
Berkenmaier, J. & Berg-Weger, M. (2007) Termination. The practicum
companion for social work: Integrating class and field work. 251-284.
4/28
Wrap-up – Last day of class
• Evaluation of Field Experience
• Scaling
DUE: Journal #4 & timesheet