Pupil Personnel Services Credential
with Specializations in
School Social Work
and
Child Welfare and Attendance
PROGRAM ASSESSMENT
Submitted to
California Commission on Teacher Credentialing
Committee on Accreditation
September, 2011
California State University, Fresno
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Program Assessment Submission Checklist
Use a separate checklist for each program submission
(i.e. School Counseling, Professional Administrative Services, Multiple Subject, etc.)
Institution
California State University, Fresno
Contact Person
Contact Email
Dean Name
Assoc. Dean Name
Andrea Carlin
andreac@csufresno.edu
Paul Beare
James Marshall
Program (specify delivery
Models i.e. intern)
Contact Phone
Dean Email
Assoc. Dean
Email
(559)278-3039
pbeare@csufresno.edu
jamesm@csufresno.edu
PPS-School Social Work & Child Welfare and Attendance
 Read Me file or other description of the materials submitted
(this can be in the body of an email)
 Program Narrative
 Course syllabi for two most recent years, or other documentation of the content of the
program
 Assessment tools reported on in the Biennial Report
 Program Summary
Submission Options:
•1 CD/flash drive and this completed check list (printed or saved on CD/flash) mailed to:
Commission on Teacher Credentialing
1900 Capitol Avenue
Sacramento, CA 95811
ATTN: PSD Program Assessment
•Post on a web site with access for on-line review
•Email submissions to programassessment@ctc.ca.gov (attachments larger than 10MB
must be broken into multiple emails, and zipped files cannot be accepted through the
CTC mail server).
Formatting Suggestions:
•MS Word or PDF document
•12 pt. Times New Roman or Arial font
•Hyperlinks from narrative to attachments (syllabi, assessments) and back to the specified
point in the narrative
•Bookmarks (available in PDFs only) are very useful to readers
California State University, Fresno
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Table of Contents
Table of Contents ........................................................................................................................................... 3
Directions for Readers .................................................................................................................................... 6
Part I: Program Standards
A. GENERIC STANDARDS
GENERIC STANDARD 1. Program Design, Rationale and Coordination................................................. 10
GENERIC STANDARD 2. Growth and Development ............................................................................... 18
GENERIC STANDARD 3. Socio-Cultural Influences ................................................................................ 22
GENERIC STANDARD 4. Assessment ...................................................................................................... 27
GENERIC STANDARD 5. Comprehensive Prevention and Early Intervention for Achievement ............ 30
GENERIC STANDARD 6. Professional Ethics and Legal Mandates ......................................................... 34
GENERIC STANDARD 7. Family-School Collaboration .......................................................................... 36
GENERIC STANDARD 8. Self-Esteem and Personal and Social Responsibility ...................................... 38
GENERIC STANDARD 9. School Safety and Violence Prevention .......................................................... 41
GENERIC STANDARD 10. Consultation .................................................................................................. 44
GENERIC STANDARD 11. Learning Theory and Educational Psychology ............................................. 47
GENERIC STANDARD 12. Professional Leadership Development .......................................................... 49
GENERIC STANDARD 13. Collaboration and Coordination of Pupil Support Systems .......................... 51
GENERIC STANDARD 14. Human Relations ........................................................................................... 54
GENERIC STANDARD 15. Technological Literacy .................................................................................. 57
GENERIC STANDARD 16. Supervision and Mentoring ........................................................................... 60
B. School Social Work Specialization Standards
B.1.
Core Knowledge Base and Foundation ...................................................................................... 63
B.2.
Professional Skills and Training ................................................................................................ 63
B.3.
Field Experience ........................................................................................................................ 63
STANDARD 17. Social Work Foundations ................................................................................................ 64
STANDARD 18. Professional Ethics .......................................................................................................... 69
STANDARD 19. Wellness and Resiliency Promotion ................................................................................ 72
STANDARD 20. Direct Learning Support Services.................................................................................... 76
STANDARD 21. System Learning Support Services .................................................................................. 82
STANDARD 22. Pupil, Family, Faculty and Community Linkages and Partnerships ............................... 86
California State University, Fresno
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STANDARD 23. Research........................................................................................................................... 89
STANDARD 24. Field Experience .............................................................................................................. 92
STANDARD 25. Determination of Candidate Competence........................................................................ 94
C. Child Welfare & Attendance Specialization Standards
C.1: Core Knowledge Base and Foundation ................................................................................................ 98
STANDARD 1. Professional Role of Child Welfare and Attendance Provider .......................................... 98
STANDARD 2. Laws Pertaining to Child Welfare and Attendance ......................................................... 101
C.2: Professional Skills and Training ......................................................................................................... 104
STANDARD 3. Program Leadership and Management ............................................................................ 104
STANDARD 4. Collaboration and Partnerships ........................................................................................ 107
STANDARD 5. School Culture and Related Systems ............................................................................... 110
STANDARD 6. Assessment and Evaluation of Barriers for Underachieving Learners ........................... 113
C.3. Field Experience ................................................................................................................................. 117
STANDARD 7. Field Experience of Child Welfare and Attendance Supervisors .................................... 117
STANDARD 8. Determination of Candidate Competence........................................................................ 120
Part II: Expanded Program Syllabi
Social Work 200 Social Welfare Policy I .................................................................................................. 123
Social Work 203 Social Welfare Policy II (3) ........................................................................................... 134
Social Work 212 Human Behavior in the Social Environment: A Multi Systems Approach.................... 144
Social Work 213 Human Behavior in the Social Environment: Cultural Diversity and Oppression ........ 159
Social Work 220 Seminar in Foundations for Social Work Practice I ....................................................... 170
Social Work 221 Seminar in Foundations for Social Work Practice II ..................................................... 184
Social Work 224 Seminar in Advanced Social Work Practice with Individuals ....................................... 199
Social Work 225 Advanced Social Work Practice with Task and Treatment Groups ............................... 212
Social Work 227 Seminar in Advanced Social Work Practice with Couples and Families ...................... 241
Social Work 227 Advanced Social Work Practice with Couples and Families ......................................... 249
Social Work 246 Seminar in Social Work Practice with Formal Organizations (3 units) ....................... 255
Social Work 247 Seminar in Social Work Practice with Communities ..................................................... 268
Social Work 260 Quantitative Social Work Research ............................................................................... 282
Social Work 261 Qualitative Social Work Research ................................................................................. 296
Social Work 274 Advanced Social Work Practice in Schools ................................................................... 307
Social Work 275 Advanced Social Work Practice in Schools II ............................................................... 323
California State University, Fresno
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Social Work 280 Field Instructed Practice ................................................................................................. 339
Social Work 281 Field Instructed Practice II ............................................................................................. 353
Social Work 282 Advanced Field Instructed Practice I ............................................................................. 366
Social Work 283 Advanced Field Instructed Practice II ............................................................................ 384
Social Work 292 Project/Thesis Seminar ................................................................................................... 398
Social Work 298/299Thesis/Project ........................................................................................................... 413
Part III: Assessment.................................................................................................................................... 423
Part IV: Program Summary ........................................................................................................................ 433
Appendix .................................................................................................................................................... 438
California State University, Fresno
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Directions for Readers
This report is presented in four sections:
Section One is the program’s response to the Program Standards. The Program Standards are
presented in shaded text boxes at the beginning of each standard. Each standard is divided into
smaller content sections and enclosed in a text box with the program response narrated directly below
it.
Section Two contains the expanded syllabi for each course in the program. The expanded syllabi
detail the course objectives, readings, topics and activities for each lesson. Full descriptions of each
course assignment are also provided.
The expanded syllabi from Section Two are hyperlinked to the Program Standards of Section One.
Content to address program standards is infused throughout the 60 unit program. Thus, representative
examples of course content, readings, and assignment are hyperlinked for illustrative purposes. Section
one reports where and how the program meets each standard. Section Two and the Appendices
provide the supporting evidence of how each standard is met.
This document is in PDF format. Please note that the back arrow in the tool bar will enable the reader
to easily go back and forth between the Program Standards and the supporting evidence.
Section Three is the description of the assessment tools the program uses for candidate and program
assessment based on the Program’s 2010 Biennial Report. The assessment tools from the Appendix are
hyperlinked in this section of the report.
Section Four is the Program Summary.
Note:
Program Assessment Feedback was delivered in a report dated May 23, 2011 and received by this
author on August 13, 2011. The additional information requested in the report has been added to this
document. To facilitate the review process, all additional information is presented in a dark red font.
California State University, Fresno
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Part I: Program Standards
California State University, Fresno
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A. GENERIC STANDARDS
DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX
Generic Standards for the PPS Credential
STANDARDS
Policy
HBSE
200, 203
212, 213
200, 203
203
Practice
School
Social
Work
CWA
274, 275
274, 275
Field
Research
220, 221
224, 225
227, 246
247
280, 281
282, 283
260, 261
292, 298/299
212,213
220,221
224, 227
280, 281
282, 283
274, 275
274, 275
212, 213
220, 221
224, 225
227, 246
247
280, 281
282, 283
274, 275
274, 275
4. Assessment
212, 213
220, 221
224,
246, 247
280, 281
282, 283
274, 275
274, 275
5. Comprehensive Prevention
and Early Intervention for
Achievement
212, 213
224, 225
227, 246
247
280, 281
282, 283
274, 275
274, 275
220, 221
280, 281
282, 283
274,275
274,275
282,283
274,275
274,275
School
Social
Work
CWA
1. Program Design,
Rationale &
Coordination
2. Growth & Development
3. Socio-Cultural Competence
6. Professional Ethics and Legal
Mandates
200, 203
212,213
7. Family-School
Collaboration
220, 221
224, 225,
227, 246,
247
260, 261,
298/299
STANDARDS
Policy
HBSE
California State University, Fresno
Practice
Field
Research
Program Assessment: PPS in School Social Work and CWA |
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200, 203
212, 213
220, 221
224, 225
227, 246,
247
280, 281
282, 283
8. Self-esteem and Personal and
Social Responsibility
212, 213
220,
221,224
9. School Safety and Violence
Prevention
212, 213
10. Consultation
274, 275
274, 275
280, 281
282, 283
275
275
220,221
224, 225
227, 246
247
282, 283
274, 275
274, 275
212, 213
224
246,247
280, 281
282, 283
274, 275
274, 275
11. Learning Theory and
Educational Psychology
212, 213
224, 246,
227
280, 281
282, 283
274, 275
274, 275
12. Professional Leadership
Development
212
246
280, 281
282, 283
274, 275
274, 275
13. Collaboration and
Coordination of Pupil
Support Services
212
220, 221
246, 247
280, 281
282, 283
274, 275
274, 275
212, 213
220,221
224, 246
280, 281
282, 283
274, 275
274, 275
14. Human Relations
15. Technological Literacy
200
16. Supervision and
Mentoring
California State University, Fresno
280, 281
282, 283
212
260, 261
292, 298/299
260, 261
292, 298/299
246
280, 281
282, 283
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GENERIC STANDARD 1. Program Design, Rationale and Coordination
The program is coordinated effectively in accordance with a cohesive design that has a cogent
rationale. Foundation and theoretical courses precede and are designed to be taken prior to more
specialized and advanced courses.
Program Design and Rationale
History: The Social Work Education Program at California State University, Fresno has a proud tradition
covering more than 70 years of service to the Central San Joaquin Valley. Undergraduate instruction in
social work began in 1941 and the first students were graduated with a concentration in social welfare in
1954. The graduate social work program began operating in 1964 as the only professional social work
program serving the San Joaquin Valley.
The Department of Social Work Education continues today as the primary source of professionally
educated social workers for the human service agencies, including schools, in the four counties of Fresno,
Kings, Madera, and Tulare as well as those of the Central Coast.
Mission: “The Department of Social Work Education, in subscribing to the aforementioned purposes of
the University and the school, is specifically committed to the education of social workers at the master’s
level who will provide social welfare services and leadership within the San Joaquin Valley. Graduates
intervene with individuals, families, groups and other small systems as well as with human service
agencies, voluntary organizations, neighborhoods and communities. The department is committed to
enhancing both the quality of life in the region and the capacity of citizens to identify and address their
own social welfare and social justice concerns and needs.
To fulfill its mission in the region, the department prepares social workers for agency and communitybased practice and for informed, active participation as social workers and citizens who are compassionate
and proactive in response to human needs. Three important goals of the program include the development
of:
1. A commitment to social justice,
2. Diversity/cultural awareness, and
3. An empowerment perspective.
These three goals of the Department Social Work Education are equally important to practice at all levels
of intervention.
Vision: The public schools in America have always been a reflection of the positive and negative aspects
of our society at any given time. Today’s schools are no exception. Complex personal, family, economic,
cultural and social issues create barriers to learning, which must be addressed in order for today’s youth to
become productive citizens. The profession of social work and the Department of Social Work Education
at CSUF are dedicated to meeting the diverse social service needs of special populations of individuals,
families, groups, organizations and communities. Because we are a practice oriented profession, the
graduates of our program will be leaders in dealing with social concerns among diverse communities that
range from societal oppression to people’s emotional, behavioral, and academic problems. The social
work practitioner who is educated in our program is taught to help at-risk and disadvantaged populations.
California State University, Fresno
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In focusing on such groups, students are trained to use a range of traditional and nontraditional methods to
promote well-being, personal growth, educational success, and social justice.
The knowledge base for the vision of the PPS credential program centers on a multidimensional
perspective which is designed to foster the professional capacity for reflection and collaboration in the
provision of social work services in a diverse and increasingly technological society. PPS credential
candidates are assisted in developing the knowledge, skills and attitudes necessary for successful
functioning in a complex and changing world.
Overall Design
The Master of Social Work Degree is a 60-unit program. As part of the M.S.W. program, students may
elect to specialize in school social work practice and child welfare and attendance. The PPS credential
program that provides this specialization incorporates the educational goals of the MSW program in its
mission to prepare social workers to “perform services to children, parents, school personnel and
community agencies to promote a school environment responsive to the needs of children and to plan
educational programs which will prepare children to function in a culturally diversified society” (CA Ed
Code 44046). The program is designed to maximize the integration of theory and classroom knowledge
with field instructed practice in the schools. This curriculum model insures that students experience the
breadth and depth necessary to be prepared for social work practice in the public schools. Table 1.1
depicts the coursework required for the M.S.W. degree.
California State University, Fresno
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TABLE 1.1
Coursework for the Master of Social Work Degree Program
FOUNDATION: 1ST YEAR
Fall
Units
SWRK 200
Social Welfare Policy I
(3)
SWRK 212
Human Behavior in the Social Environment:
A Multisystems
Approach
(3)
SWRK 220
Social Work Practice I
(4)
SWRK 260
Quantitative Research
(3)
SWRK 280
Field Instructed Practice I
(2)
15 Units
Fall
SWRK 224
Advanced Practice with
Individuals
SWRK 225
Advanced Practice
with Groups
SWRK 246
Advanced Practice with
Formal Organizations
SWRK 282
Advanced Field Instructed
Practice I
SWrk
Elective
SWRK 292 Project/Thesis
Seminar
Spring
SWRK 203
Social Welfare Policy II
SWRK 213
Human Behavior in the Social
Environment: Cultural Diversity
and Oppression
SWRK 221
Social Work Practice II
SWRK 261
Qualitative Research
SWRK 281
Field Instructed Practice II
ADVANCED: 2ND YEAR
Units
Spring
SWRK 227
Advanced Social Work Practice
(3)
with Couples and Families
Units
(3)
(3)
(4)
(3)
(2)
15 Units
Units
(3)
(3)
(2)
(3)
(3)
(2)
16 Units
California State University, Fresno
SWRK 247
Advanced Practice
with Communities
SWRK 283
Advanced Field Instructed
Practice II
SWrk
Elective
SWRK 298
Project/SWRK 299 Thesis
(3)
(3)
(3)
(2)
14 Units
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Program Goals:
The program goals of the Department of Social Work at California State University, Fresno are:
1. To educate advanced autonomous (MSW) social work practitioners to serve the surrounding
region of the university focusing primarily on the Central San Joaquin Valley.
2. To educate generalists and advanced autonomous social work practitioners to practice within a
commitment to social justice. A commitment to social justice involves
a. the ability to critically analyze social problems or conditions and existing or proposed
policy responses;
b. the ability to recognize individual and institutionalized forms of oppression; and
c. the ability to participate in social action to correct injustices, fight oppression, and promote
social welfare for all.
3. To educate generalists and advanced autonomous social work practitioners to practice within
diversity/cultural awareness and exhibit diversity/cultural awareness and competence.
Diversity/cultural awareness and cultural competence refer to
a. the ability of a practitioner to identify, understand, and celebrate differences that exist
among individuals with respect to race, ethnicity, religion/spirituality, sexual orientation,
physical or mental disability, age, gender, socioeconomic background, and other key
features of human experiences; and
b. the ability to intervene with sensitivity to and respect for these differences, utilizing
cardinal social work values and specific diversity cultural knowledge and skills.
4. Practice within an empowerment perspective. The empowerment perspective implies active
collaboration with the client system in an atmosphere of equality and mutuality. The goals of the
intervention include maximizing social support, a balance between self-sufficiency and
interdependency, which are premised on a strengths-based approach (Hardina, 2002).
In addition to the MSW program goals outlined above, the PPS credential program with specializations in
school social work and child welfare and attendance has the following goals:
1. To acquire a comprehensive knowledge base of the school system as a context for social work
practice, including the roles and responsibilities of the school social worker.
2. To develop advanced knowledge and skills in addressing the influence and social justice
implications of biological, psychological, social, cultural and legal factors on the educational
process and school social work services.
3. To acquire knowledge of the legal and policy parameters of public education as it relates to the
practice of social work and child welfare and attendance in schools.
4. To develop advanced knowledge and skills in the delivery of school social work and child welfare
and attendance services at multiple systems levels that demonstrates commitment to social justice,
diversity/cultural competency and empowerment.
5. To develop knowledge and skills in the development, coordination and evaluation of social work
and child welfare and attendance services in schools, including the evaluation of one’s own
practice.
California State University, Fresno
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Organizational Structure
The Department of Social Work Education is staffed by 21 full time faculty, a pool of part-time
instructors, and three clerical support staff. The department operates in accordance with the policies and
procedures outlined in the Department of Social Work Education Governance and Consultative
Procedures. The faculty serves as a consultative body to the department under the direction and
responsibility of the Department Chair.
The Department Chair is nominated and elected by the faculty and approved by the College Dean and the
University's Provost/Vice President for Academic Affairs. E. Jane Middleton has served as Chair since
August 2000. She has autonomy and enjoys excellent communication with the faculty, Dean and other
levels of university administration as well as the community.
Under the direction of the Chair, departmental business is conducted in regular meetings of the following
standing committees: Personnel and Promotions; Academic Standards; Outcomes ; Field Review and
Certification; Admissions and Recruitment; Graduate and Undergraduate Curriculum; and the PPS
Credential Committee. The PPS committee includes student representation. Faculty are appointed by the
chair to serve on the various standing committees at the beginning of each academic year. There are two
exceptions to this procedure and they apply to the Personnel and Promotions committee and the Graduate
and Undergraduate Curriculum committees. In the former, members are elected by faculty for three year
terms from among those faculty who are eligible according to university policy. In the latter, the chairs of
each of the teaching sequences and standing committees and the program coordinators comprise the
Curriculum committee along with student representation through the department's four student
organizations.
The Curriculum committees are responsible for overseeing the planning, implementation, and evaluation
of the academic and practicum programs delivered to graduate and undergraduate students in the light of
the Mission Statements of the University, College of Health and Human Services, and the Department of
Social Work Education. Typically, curriculum changes emerge from the sequence (teaching area)
committees for discussion and action by the Curriculum Committee. Substantial changes are taken to the
faculty as a whole for discussion and action. Should curriculum modifications result in catalog alterations,
departmental recommendations are forwarded first to the College Curriculum Committee and then to the
Undergraduate Curriculum Committee of the University Academic Senate for undergraduate matters and
the Graduate Committee of the University Academic Senate for graduate matters for final discussion and
approval.
The three major administrative units relating to the Department include the College of Health and Human
Services, the Division of Graduate Studies, and the Kremen School of Education and Human
Development. The Department of Social Work Education is one of eight degree granting departments or
programs in the College of Health and Human Services. Matters such as curriculum change, personnel
and budget are initially addressed within the scope of the Department and College structures.
As a master's level program, the Department of Social Work Education also falls within the province of
the Division of Graduate Studies. This administrative unit is responsible for matters such as
recommending and verifying graduate admissions, approving the Program of study for all students,
approving Master's theses, and generally helping to maintain quality graduate education at CSUF. The
Department works closely with the Division of Graduate Studies since all PPS credential candidates must
be enrolled in the graduate program.
California State University, Fresno
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The Kremen School of Education and Human Development is involved with the Department through their
office of Admissions, Credentials and Records. Because of the various materials and documentation
needed for a credential, students begin working with the Admissions and Records office in their second
semester upon declaration of an interest in the school social work specialization. Once a student has
successfully completed all requirements for the M.S.W. degree and PPS credential, the Department of
Social Work Education notifies the Credential Analyst via a program completion form recommending the
candidate for a PPS credential.
The PPS credential program, as part of the M.S.W. degree, is sequenced in a prescribed manner which
provides foundation content in the first year of full-time study. The program progresses through the
second year to provide content in the advanced curriculum and the advanced multi-system social work
practice concentration. Based on program outcome data and feedback from students, field instructors,
alumni and employers, the faculty voted in 2004 to extend the foundation curriculum from one semester to
two semesters. The faculty was actively engaged in defining a stronger foundation and reconfiguring both
the foundation and advanced concentration of the curriculum. The curricular revisions to support these
changes were implemented beginning in 2007-08.
A sample, full-time PPS credential program candidate flow chart can be found in Table 1.2. The
instruction, coordination, admission, advisement, assessment, evaluation procedures, and curriculum
matters for the PPS credential programs are integrated within the M.S.W. degree program. Both the
graduate and undergraduate social work programs are accredited by the Council on Social Work
Education.
California State University, Fresno
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Table 1.2
Sample Full-Time PPS Credential Program
FOUNDATION: 1ST YEAR
Fall
Units
Spring
SWRK 200
SWRK 203
Social Welfare Policy I
(3)
Social Welfare Policy II
SWRK 212
SWRK 213
Human Behavior in the Social Environment: A
Human Behavior in the Social
Multisystems
Environment: Cultural Diversity
Approach
(3)
and Oppression
SWRK 220
SWRK 221
Social Work Practice I
(4)
Social Work Practice II
SWRK 260
SWRK 261
Quantitative Research
(3)
Qualitative Research
SWRK 280
SWRK 281
Field Instructed Practice I
(2)
Field Instructed Practice II
15 Units
ADVANCED: 2ND YEAR
Fall
Units
Spring
SWRK 224
SWRK 227
Advanced Practice with
Advanced Social Work Practice
Individuals
(3)
with Couples and Families
SWRK 225
Advanced Practice
with Groups
(3)
SWRK 246
SWRK 247
Advanced Practice with
Advanced Practice
Formal Organizations
(2)
with Communities
SWRK 282
SWRK 283
Advanced Field Instructed
Advanced Field Instructed
Practice I
(3)
Practice II
SWrk 274
SWrk 275
Advanced Social Work Practice in Schools I
Advanced Social Work Practice
(3)
in Schools II
SWRK 292 Project/Thesis
SWRK 298
Seminar
(2)
Project/SWRK 299 Thesis
16 Units
California State University, Fresno
Units
(3)
(3)
(4)
(3)
(2)
15 Units
Units
(3)
(3)
(3)
(3)
(2)
14 Units
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Effective Coordination
The coordination of the PPS program is currently assigned to the Assistant Field Coordinator of the
Department of Social Work Education, Andrea Carlin. Her office is located at the administrative level of
the department. Under the general direction of the Department Chair, the Assistant Field Coordinator and
PPS Coordinator has responsibility for sharing in the coordination of the graduate and undergraduate field
sequences in the Department of Social Work Education. She is expected to operate within the policies and
goals established and approved by the faculty of the Department of Social Work Education in all matters
related to the delivery of the curriculum.
Effective coordination with other academic departments on campus is achieved through a wide variety of
department, school/college and university level mechanisms such as department and school/college
committees, academic assemblies, retreats, Dean’s Cabinet and the Academic Senate. The MSW and PPS
program is one of several credential programs outside of the Kremen School of Education and Human
Development. In order to coordinate effectively, the KSOEHD convenes regular meetings of all
credential program coordinators. These meetings address important topics such as state and national
accreditation standards and requirements, vision and mission statements, curriculum, administrative and
policy matters, and collaboration among programs. It meets periodically to review any program changes
or issues for any of the advanced credential programs. The PPS Coordinator is a member of both the
KSOEHD Graduate and the NCATE/CCTC Coordinator’s committees.
There is also regular coordination between the Department of Social Work Education and local districts
and schools where candidates complete field experiences. This coordination formally begins when a
school district indicates an interest in having PPS candidates placed in their agency for field experience.
The PPS coordinator or other field faculty conducts a site visit to assess the setting and discuss the
proposed learning opportunities available. There is extensive discussion of department and PPS
curriculum requirements to ascertain the fit between the proposed placement and the program
requirements. The PPS coordinator works closely with both candidates and school districts in assigning
students for field placement and all have the opportunity for input about the acceptability of the
placement. Once candidates are placed in a school setting, a faculty member with a PPS credential is
assigned as a liaison to oversee the learning experience and provide support to the field instructor and
student. The liaison role requires a minimum of four site visits per academic year as well as assistance in
the development of a learning agreement and evaluation of practice. This level of contact provides for
regular exchange of information between the department and the school districts and facilitates effective
coordination.
Finally, coordination with local districts and schools occurs through annual regional meetings with all PPS
field instructors and the PPS Credential Committee. Meetings with PPS field instructors occur both on
campus and at regional school sites to inform them of program changes, gather outcome data about the
PPS program, and provide a forum for support and exchange of information. The PPS Credential
Committee is comprised of faculty, PPS field instructors, school administrators and PPS candidates. It
meets 2 times per year and also provides an opportunity for coordination regarding program delivery and
outcomes.
California State University, Fresno
Program Assessment: PPS in School Social Work and CWA |
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GENERIC STANDARD 2. Growth and Development
The program provides candidates with opportunities and experiences to acquire an understanding
of typical and atypical growth and development, Understand school, community and family
environmental factors and their influence on pupil learning including relevant theories, research,
and other information related to pupils’ strengths and weaknesses that affect learning in school,
community and family environments. The program provides candidates with an understanding of
the effects of (a) health and developmental factors, (b) language, (c) cultural variables, (d)
diversity, (e) socioeconomic status, and (f) factors of resiliency on pupil development.
Introduction
Candidates for the PPS credential with specializations in school social work and child welfare and
attendance demonstrate knowledge of typical and atypical growth and development, including relevant
research and theories, and other information related to pupil strengths and weaknesses that affect learning.
Candidates also demonstrate knowledge of the possible influence of health and developmental factors,
cultural variables, diversity, socioeconomic status and language on pupil development. Demonstration
that each content area has been satisfactorily learned and applied is evidenced by a passing grade in all
courses, an overall grade point average of 3.0 or higher, and a grade of “Credit” for the field practicum.
The courses that address each of the specific content areas are discussed below. Complete course syllabi
for all M.S.W. and PPS program classes can be found in Part II of the Program Assessment document.
Knowledge of relevant research and theories of typical and atypical human growth and
development, as they relate to pupil progress
Students are introduced to major theories of typical human development in the foundation course, Human
Behavior in the Social Environment: A Multi Systems Approach (S Wrk 212). S Wrk 212 underscores a
multi systems perspective in understanding individual development and behavior over the life span and
includes consideration of factors that can negatively affect a child’s development and school performance.
Traditional and alternative biological and social science theories are examined in light of the research
evidence. For example, see S Wrk 212, Week 6-8.
The foundation practice courses, S Wrk 220 and S Wrk 221, build upon this knowledge base by
developing skills for psychosocial assessment and multi systems intervention that carefully consider
developmental factors. In the second year, students address specific issues of human growth and
development related to a child’s functioning and progress in the school setting in Advanced Field
Instructed Practice I and II (S Wrk 282 and S Wrk 283). For example, see competency 6,
biopsychosocial assessments in the PPS learning agreement addendum. Social work knowledge and skills
are applied in practice within a school setting and discussed in the companion practice courses, Advanced
Social Work Practice in Schools I and II (S Wrk 274 and 275).
Understand school, community and family environmental factors and their influence on pupil
learning
Social Welfare Policy I (S Wrk 200) introduces students to the philosophical and historical foundations of
the social work profession and promotes knowledge and understanding of the policies, programs, services
and processes within social welfare. For example, see week 5, Defining Poverty. Social Welfare Policy II
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(S Wrk 203) emphasizes the analysis of major social welfare policies and programs with attention to
social, political, economic, cultural, and ideological factors. As an example, see week 13 on Program
Eligibility:Who gets what?
Together, these courses address societal responses to problems and needs of defined populations,
including persons with low-incomes, racial and ethnic minorities, children, and vulnerable and oppressed
groups. There are two courses in the Human Behavior in the Social Environment sequence that address a
wide range of social and cultural influences that may affect the developing child and his or her functioning
in the school setting. Human Behavior in the Social Environment: A Multi Systems Approach (S Wrk
212) focuses on the impact of social and cultural influences on individuals, families, groups, organizations
and communities, such as in Week 4 and 5:
Human Behavior in the Social Environment: Cultural Diversity and Oppression (S Wrk 213) then
considers conceptual frameworks and specific issues related to cultural diversity and disempowerment that
may affect human behavior, including pupils in a school setting ( see the outline of Course Content.)
The influence of social and cultural factors in the analysis and application of the theories, principles and
techniques of social work practice are addressed in the Seminar in Foundations for Social Work Practice I
and II (S Wrk 220 and S Wrk 221), and the first-year practicum, Field Instructed Practice I and II (S Wrk
280 and S Wrk 281). For example, see the following exercise in S Wrk 221: Skill Practice: Using a
narrative approach with an individual client.
In the second year of the field placement, Advanced Field Instructed Practice I and II (S Wrk 282 and S
Wrk 283) and Advanced Social Work Practice in Schools I and II (S Wrk 274 and S Wrk 275), students
examine the influence of these factors in their practice in qualified school settings and in their discussions
in the companion practice course. One example of this content can be found in weeks 15 and 16 of the
course schedule for S Wrk 274 Striving for Equal Educational Opportunity
Knowledge of factors that impede or limit pupil development including stereotyping,
socioeconomic status, inadequate language development, negative school climate, and
discrimination
Social Welfare Policy I (S Wrk 200) introduces students to the philosophical and historical foundations of
the social work profession and promotes knowledge and understanding of the policies, programs, services
and processes within social welfare. Social Welfare Policy II (S Wrk 203) emphasizes the analysis of
major social welfare policies and programs with attention to social, political, economic, cultural, and
ideological factors. For example, see the following topic for week 8 in S Wrk 230: Globalization,
immigration, and the welfare state. Together, these courses address potential developmental effects of
societal responses to problems and needs of defined populations, including persons with low-incomes,
racial and ethnic minorities, children, and vulnerable and oppressed groups. The Human Behavior in the
Social Environment courses address issues of stereotyping, family influences and socioeconomic status
that may affect the developing child and his or her functioning in all contexts, including the school setting.
Human Behavior in the Social Environment: A Multi Systems Approach (S Wrk 212) examines the
impact of stereotyping, inadequate language development and socioeconomic status on individuals and
their families as well as at the broader level of social groups, organizations such as schools, and
communities; Human Behavior in the Social Environment: Cultural Diversity and Oppression (S Wrk
213) considers conceptual frameworks and specific issues related to stereotyping, discrimination and
socioeconomic status that may affect human development and behavior, including pupils in a school
setting. Ethnicity-Identity/Oppression is a representative assignment from S Wrk 213 that demonstrates
alignment with this standard. The influence of all of these factors is also addressed in the analysis and
application of the theories, principles and techniques of social work practice in the Seminar in
Foundations for Social Work Practice I and II (S Wrk 220 and S Wrk 221), and the first-year practicum,
Field Instructed Practice I and II (S Wrk 280 and S Wrk 281). Students specifically address the factors
impeding pupil development in their second year field placements in qualified school settings (Advanced
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Field Instructed Practice I and II, S Wrk 282 and S Wrk 283) and in their discussions in the companion
practice courses, Advanced Social Work Practice in Schools I and II (S Wrk 274 and S Wrk 275). One
topic area from S Wrk 274 that demonstrates this standard is School Climate: Classroom Management.
Knowledge of principles and methods to (a) help pupils overcome barriers to learning and (b)
learn effective strategies to plan, organize, monitor and take responsibility for their own learning
In the first year, students are introduced to social work practice principles and methods in the practice
courses, Seminar in Foundations for Social Work Practice I and II(S Wrk 220 and S Wrk 221). These two
practice courses, along with the first year field practicum, provide students with a foundation for practice
with small systems, such as individuals and families, and set the stage for the student’s focused practice in
the school setting in the second year. In the second year of the program, students enroll in the Seminar in
Social Work Practice with Individuals (S Wrk 224). This advanced practice course further develops their
knowledge of the principles, methods and skills used to help pupils engage their strengths in order to
develop effective ways to plan and take responsibility for their own learning. One example from S Wrk
224 can be found in the course session that addresses Disorders of Childhood and Adolescence.
Practice skills are applied, under supervision, in a qualified PPS school setting in Advanced Field
Instructed Practice I and II (S Wrk 282 and S Wrk 283). For example, the PPS learning agreement
addendum, competency #6, includes assignments in the identification of school and community factors
that inhibit learning progress and use this information to develop programs and activities to promote pupil
success.
Specific practice issues and methods are examined in the companion practice courses, Advanced Social
Work Practice in Schools I and II (S Wrk 274 and S Wrk 275). S Wrk 282/283 and S Wrk 274/275
contribute to the student’s learning in a complementary fashion in that practice experiences gained in S
Wrk 282 and S Wrk 283 inform the discussions in S Wrk 274 and S Wrk 275 and the knowledge
developed in S Wrk 274 and 275 is applied in practice in S Wrk 282 and 283.
Knowledge of risk factors and protective assets that inhibit or facilitate pupils’ positive
development
The Human Behavior in the Social Environment courses provide the foundation knowledge of risk factors
and protective assets that influence human development. This content includes influences at multiple
systems levels (S Wrk 212) and from a cultural diversity perspective (S Wrk 213). Both of the school
social work/CWA classes (S Wrk 274 and S Wrk 275) provide specific content on the school environment
and school-age pupils. For example, the Group Presentation assignment in S Wrk 275 includes content on
the factors that place different pupil groups at educational risk - Risk Factors. All of this content is
reinforced through both years of field instructed practice (S Wrk 280/281 and S Wrk 282/283) where
students have the opportunity to assess for risk and protective factors and provide direct intervention in
response to the assessment.
Knowledge of models that can be used to inform school staff and parents about developmental
trajectories that are associated with pupils becoming involved in antisocial or aggressive
behavior
The Human Behavior in the Social Environment sequence provides the foundation knowledge of
developmental factors at the individual, family, group, organizational and community levels that are
associated with antisocial or aggressive behavior (S Wrk 212 and S Wrk 213). For example, S Wrk 212
explores social learning theory in Week 8.
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Specific models of practice to inform school staff and parents of such developmental trajectories are
provided in S Wrk 224, Advanced Practice with Individuals, (see class session on Personality Disorders)
S Wrk 274 and 275, Advanced School Work Practice in Schools I and II. Further opportunity to learn
about practice models and to apply them with school staff and parents is provided in the PPS field
placement, S Wrk 282 and S Wrk 283.
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GENERIC STANDARD 3. Socio-Cultural Influences
The program provides candidates with opportunities and experiences to display an understanding
of ways in which ethnic, cultural, socioeconomic, and environmental factors influence pupil learning
and achievement. Candidates will learn skills to work effectively with pupils and their families from
diverse backgrounds. The program provides candidates with an understanding and appreciation
for diversity.
An understanding of the importance of developing cultural competence is provided to candidates in
order to effectively serve diverse and changing communities. The program provides candidates
with an understanding of the ways in which educational policies, programs and practices can be
developed, adapted, and modified to be culturally congruent with the needs of pupils and their
families.
Introduction
Candidates develop an understanding and appreciation for diversity and the influence of diversity factors
on learning and achievement. They also learn skills to work effectively with diverse populations.
Demonstration that each content area has been satisfactorily learned and applied is evidenced by a passing
grade in related courses, an overall grade point average of 3.0 or higher, and a grade of “credit” for the
field practicum. The courses that address each of the specific content areas are listed and discussed below.
Candidates develop an understanding and appreciation for diversity.
The constellation of courses in the MSW program includes unique curriculum that provides both
foundation knowledge of socio-cultural issues as well as specialized perspectives and practice skills for
working with diverse groups. Human Behavior in the Social Environment: Cultural Diversity and
Oppression, (S Wrk 213), lays a foundation for cross cultural competency that emphasizes: 1) the
importance of understanding the role of oppression and social power in the lives of diverse groups, 2) the
best practice methodologies for learning about diverse others, and 3) attention to the relevance of practice
methods and approaches for diverse populations. For more information, see the S Wrk 213 Course
Calendar.
The phenomena of acculturation and assimilation are examined through readings, class discussions, and
assignments. The framework for multi-systems social work practice in S Wrk 220 and
S Wrk 221, Seminar in Foundations for Social Work Practice I and II, explores the practice implications
of working with diverse populations. It includes readings on diverse populations based on ethnicity and
gender.
The Seminar in Advanced Social Work Practice with Individuals (S Wrk 224) provides an examination of
value assumptions underlying theoretical perspectives and practice approaches. Students then engage in
further examination of the relevance of conceptual frameworks for understanding diverse groups and
providing services. The course also highlights the importance of a strengths based perspective by
recognizing the healing and supportive resources of diverse groups. The Seminar in Couples and Families
(S Wrk 227) provides knowledge in relation to how various cultures affect family organization and the
possible consequences of diversity in mixed marriages. Field instructed practice (S Wrk 280/281 and
282/283) provides the experience for learning about diverse cultures in the context of the provision of
services. PPS candidates work with a minimum of ten clients ethnically different from themselves for a
minimum of 100 hours as part of the required field work experience in the schools. The Advanced Social
Work Practice in Schools courses, S Wrk 274 and S Wrk 275, are infused with content on diversity to
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further develop an understanding and appreciation for its influence on the educational experience of
students, families and schools. For example, the final two course sessions in S Wrk 274 are dedicated to
matters of Striving for Equal Educational Opportunity.
Learn skills to work effectively with diverse populations.
Influence of Values: Human Behavior in the Social Environment: Cultural Diversity and Oppression (S
Wrk 213) provides an assignment for students to self-administer a self-awareness interview schedule
(Audio-Taping/Analysis Project)
This interview is taped, submitted to the professor in the beginning of the semester, and returned at the
end of the semester. Students then listen to the interview and write a paper on their observations. The
interview schedule includes questions that deal with student perceptions of diverse others and racism. The
Seminar in Foundations for Social Work Practice I and II (S Wrk 220 and S Wrk 221) include lectures and
discussion on the significance of self-awareness in effective service delivery. The Seminar in Advanced
Social Work Practice with Individuals (S Wrk 224) focuses students on the value assumptions that they
may bring to assessment of diverse populations in relation to mental disorders. The Seminar in Advanced
Social Work Practice with Couples and Families (S Wrk 227) highlights the important role of family
history in understanding individual behavior. From this perspective, students delve into messages and
conflicts derived from their family history and their implications for work with diverse others. For
example, see course content for Week 3: Field Instructed Practice (S Wrk 280/281 and S Wrk 282/283)
provides an opportunity to explore one's responses to diversity in the context of supervision and
evaluation of practice.
Influence on communication: In Human Behavior in the Social Environment: Cultural Diversity and
Oppression (S Wrk 213) students are familiarized with the significance of being aware of and working
with diverse communication styles in practice settings. Several theory of practice courses develop these
themes in the context of basic generalist skills (Seminar in Foundations for Social Work Practice I and II,
S Wrk 220 and S Wrk 221, i.e. Skill Exercise), formative developmental influences of culture on
communication styles (Human Behavior in the Social Environment: A Multi Systems Approach, S Wrk
212), and implications of diverse communication styles for assessment and intervention processes
(Seminar in Advanced Social Work Practice with Individuals, S Wrk 224). Field Instructed Practice (S
Wrk 280/281 and S Wrk 282/283) provides practice experiences, supervision and evaluation of practice as
means of recognizing and processing various communication differences.
Involving parents and families: Human Behavior in the Social Environment: Cultural Diversity and
Oppression (S Wrk 213) provides a conceptual framework based on social power that identifies dynamics
that may bear on parent involvement in school settings. Utilizing a multi-systems perspective, the theory
of practice courses focus on issues that may arise in engaging parents in educational efforts such as family
perception of school activities and school support for parent involvement. The Human Behavior in the
Social Environment: A Multi Systems Approach (S Wrk 212) course explores life span experiences that
may influence a family’s management of family development points. The Seminar in Advanced Social
Work Practice with Couples and Families (S Wrk 227) examines life course stressors from the point of
view of how families respond. Knowledge about what parent/family systems have experienced and how
they have coped provides some insight into how they respond to school efforts to engage them in
educational efforts. For example, see Week 7. From a multi-systems perspective, the theory of practice
courses examine specific case material and focus on familial and school related factors that promote or
inhibit parent/family involvement in educational efforts. The Seminar in Foundations for Social Work
Practice I and II (S Wrk 220 and S Wrk 221) focuses students on building working relationship with
families that will facilitate parent/family involvement in school efforts. In the Seminar in Advanced
Social Work Practice with Individuals (S Wrk 224) students analyze examples from their practice. The
purpose of this analysis is to assess factors that contribute to problems, such as family lack of involvement
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in school settings, as well as to identify strengths, such as school outreach programs, and providing
families with transportation. The Seminar in Social Work Practice with Groups (S Wrk 225) provides
knowledge in developing group activities (possibly in a school setting) that may promote and/or sustain
family involvement in educational efforts. The Seminar in Social Work Practice with Communities (S
Wrk 247) familiarizes students with the necessity of working towards the social and economic
development of communities that support parent/family involvement in educational efforts. Field
Instructed Practice (S Wrk 280/281 and S Wrk 282/283) provides the internship experience for students to
engage with families and support their efforts in school involvement. The Advanced Social Work Practice
in Schools I and II seminars (S Wrk 274 and S Wrk 275) identify the responsibilities of social workers in
school settings relevant to cultural sensitivity and parent involvement as well as skill in identification of
interventions for problems that can interfere with parent/family involvement with schools. For example,
see the content for week 9 in S Wrk 275 on Parent Involvement.
Intervention and Professional Leadership: An overriding framework that addresses value assumptions
underlying treatment and intervention approaches is presented in Human Behavior in the Social
Environment: Cultural Diversity and Oppression (S Wrk 213). Also, several practice courses examine the
necessity of applying counseling techniques (i.e., process skills that build rapport and respond to client
feelings) that are relevant to the client based on diversity issues such as socioeconomic class, gender,
ethnicity and other factors. Basic generalist skills presented in the Seminar in Foundations for Social
Work Practice I and II (S Wrk 220 and S Wrk 221) focus on awareness of utilizing techniques to engage
the client that are relevant to the client’s cultural background. For example, students practice
ethnographic interviewing in S Wrk 220 in the following Skill Exercise. The Seminar in Advanced Social
Work Practice with Individuals (S Wrk 224) focuses students on diversity concerns as they apply
counseling techniques to building rapport in the assessment process. Also, students identify critical
incidents in their practice that require particular attention to diversity relevant counseling techniques. The
Seminar in Advanced Social Work Practice with Groups (S Wrk 225) provides students with group
counseling skills that can be formulated and/or modified to address specific diversity populations. Field
Instructed Practice (S Wrk 280/281 and S Wrk 282/283) provides the practice setting for students to
develop competency in utilizing culturally relevant counseling techniques; it also provides the supervisory
support for students to examine the relevance of their counseling techniques in relation to client diversity
issues. In learning to work effectively with diverse populations, candidates are continuously exposed to
their professional and ethical responsibility to advocate for educational equity, social justice, and harmony
among diverse constituencies in the educational setting. This responsibility is directly stated in the MSW
and PPS program mission and content is infused throughout all courses to support the development and
demonstration of this professional responsibility. Specific content related to the education setting is
presented in S Wrk 274 and S Wrk 275, Advanced Social Work Practice in Schools I and II.
Influence of diversity factors on learning and achievement.
Influence on pupil learning: The two Social Welfare Policy courses provide basic foundation and
application of policy knowledge relevant to understanding underlying value assumptions of policies that
shape programs and service delivery for diverse children. These courses, in particular, identify social
forces and dynamics that enhance or inhibit sensitivity to diversity concerns in providing services to
children in school settings. Social Welfare Policy I (S Wrk 200) focuses on the philosophical and
historical foundation of policy formation and implementation. Social Welfare Policy II (S Wrk 203)
expands this knowledge to the a) examination of the linkage of social, economic, cultural, political,
legislative and legal dimensions of policy, and b) exploration of methodologies that guide the task of
developing, implementing, analyzing and evaluating the effectiveness of services. Human Behavior in the
Social Environment: A Multi Systems Approach (S Wrk 212) provides a developmental framework for
understanding pupil behavior from the perspective of cultural and social context. Pupil behavior that is a
function of groups that pupils identify with or groups of which they may be members is also addressed.
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Diversity issues arising from ethnic social identity that may affect behavior in school settings are explored
in Human Behavior in the Social Environment: Cultural Diversity and Oppression (S Wrk 213). Practice
issues arising from a multi-systems perspective on assessment, intervention planning and service delivery
that may be relevant to children in school settings are explored in the Seminar in Foundations for Social
Work Practice I and II (S Wrk 220 and S Wrk 221). Advanced Field Instructed Practice (S Wrk 282/283)
provides an opportunity to learn the particular policy and legislative factors that govern the context of
services to children in school settings. For example, see the content on special education from S Wrk 274
beginning with Week 11. All facets of a social worker's role and purpose, skills, and perspective in
working with different systems such as administrators, teachers, parents, and other health professionals in
schools settings are addressed in the two School Social Work courses (S Wrk 274 and S Wrk 275).
Influence on delivery of pupil services: Social Welfare Policy I and II (S Wrk 200, S Wrk 203) provide
students with the philosophical and historical influences that have shaped the current status of policies that
determine programs and service delivery for children in school settings. For example, see the S Wrk 200
content outlined for a class presentation on III/Education.
These two courses also familiarize students with the methods for analyzing programs/services and
implementing culturally relevant services that address diversity concerns of children. Human Behavior in
the Social Environment: A Multi Systems Approach (S Wrk 212) provides students with knowledge of
the organizational structures that are developmentally relevant to children, particularly in relation to
diversity concerns. This course also identifies the types of supports inherent in children's diverse cultural
groups and also those group supports that the school environment can provide to assure their academic
success. In Human Behavior in the Social Environment: Cultural Diversity and Oppression (S Wrk 213)
students learn about the powerful influence of stereotypes and oppression in the formulation of programs
that can result in a poor match between student needs and services in school settings. The Seminar in
Foundation for Social Work Practice I and II (S Wrk 220 and S Wrk 221) orients students to identifying
supports and obstacles for pupil academic success from a multi-systems perspective that takes into
account a wide variety of factors in the social and physical environment (e.g., school, community,
society). The Seminar in Social Work Practice with Formal Organizations (S Wrk 246) addresses
important administrative factors that impact social service agencies and the delivery of services. These
factors include personnel management, leadership and conflict management, program and organizational
planning, evaluation and supervision. PPS candidates have the opportunity to apply knowledge of social
and cultural influences in the school environment during the second year of field instructed practice (S
Wrk 282/283). Specialized knowledge and skills related to the school environment, such as classroom
management (Week 5), are taught in the Advanced Social Work Practice in Schools courses (S Wrk 274
and 275).
Creating effective learning environments: Candidates develop understanding of the demographic shifts
which impact all practice contexts through content in policy, practice, human behavior and field courses.
Social Welfare Policy I (S Wrk 200) and Social Welfare Policy II (S Wrk 203) present current information
about the demographics of California and describe the corresponding policy issues and changes that result
from demographic shifts. Cultural Diversity and Oppression, S Wrk 213, specifically addresses
demographic shifts and the impact of these changes at the individual, family and community level. The
school social work/CWA courses, S Wrk 274 and S Wrk 275, provide content on how these demographic
changes impact the learning environment and pupil learning.
In Human Behavior in the Social Environment: Cultural Diversity and Oppression (S Wrk 213) students
learn about the role of the sociopolitical context of racism, sexism and other “isms” for shaping
interactions between individuals of diverse groups in order to create effective learning environments. For
example, see course content beginning with week 2 on Race/Ethnicity: . The course also addresses social
identity issues relevant to both the pupil and teacher that may bear on the interaction between them.
The Human Behavior in the Social Environment: A Multi Systems Approach course (S Wrk 212) presents
unique developmental and life span factors and diversity issues that may influence teacher/pupil and
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pupil/pupil interactions. Theory of practice courses focus on skill development for utilizing relevant cross
cultural interactions that influence the learning environment. The Seminar in Foundations for Social
Work Practice I and II (S Wrk 220 and S Wrk 221) prepares students for the importance of utilizing cross
culturally relevant interventions in building rapport with diverse others. The Seminar in Advanced Social
Work Practice with Individuals (S Wrk 224) and the Seminar in Advanced Social Work Practice with
Couples and Families (S Wrk 227) and Groups (S Wrk 225) prepares students to apply cross culturally
relevant skills in their assessment and interventions with individuals and families, as well as with groups.
For example, see one assignment from S Wrk 225 that addresses Diversity issues. These skills provide a
foundation for practice with teachers coping with teacher/pupil and pupil/pupil interactions that reflect
cultural differences and facilitate the creation of effective learning environment. Field Instructed Practice
(S Wrk 282/283) provides students with the experience of applying their understanding of cross cultural
principles to interactions between individuals of diverse backgrounds. The Advanced Social Work
Practice in Schools seminars (S Wrk 274 and S Wrk 275), focus on identifying cross cultural issues that
may arise in the teaching environment.
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GENERIC STANDARD 4. Assessment
The program provides candidates with the knowledge of current theories and methods of using
assessment data to support data-based decision making for the purpose of understanding,
evaluating and promoting positive pupil performance, program outcomes, and school climate.
Candidates develop an understanding of the influence of multiple factors on pupil achievement.
The program requires candidates to analyze assessment information in a manner that produces
valid inferences when evaluating the needs of individual pupils and assessing the effectiveness of
educational programs.
Introduction
Candidates for the PPS credential with specializations in school social work and child welfare and
attendance demonstrate knowledge of current theories and methods for conducting assessment and
utilizing assessment data for planning and evaluation. Candidates develop understanding of the influence
of multiple factors on pupil achievement and use assessment data to positively influence pupil
performance. Demonstration that each content area has been satisfactorily learned and applied is
evidenced by a passing grade in related courses, an overall grade point average of 3.0 or higher, and a
grade of "Credit" for the field practicum. The specific content areas are listed and discussed below with
the corresponding social work courses which address the area.
Theories and methods of using assessment data to support data-based decision making
The Seminar in Foundations for Social Work Practice I and II (S Wrk 220 and S Wrk 221) introduce
students to generalist social work practice featuring a problem solving approach and emphasizing a
commitment to social justice and cross-cultural competency from an empowerment perspective. Students
develop foundation knowledge of theories, principles and methods for gathering and utilizing assessment
data. For example, see S Wrk 221 course content on Assessment models. Central to these courses is the
teaching of both knowledge and skill to conduct multidimensional assessment utilizing an ecological
systems framework.
Candidates demonstrate the ability to interpret and communicate assessment data to parents, school staff,
and the community as part of the requirements of the PPS internship in the schools, S Wrk 282/283. All
candidates are required to develop a learning agreement and PPS learning agreement addendum which
outline the planned learning assignments for the internship. Among the requirements are the completion
of multidimensional assessments (See PPS competency #6: demonstrates skills in conducting appropriate
biopsychosocial assessments), consultation and collaboration with school personnel, participation in
multidisciplinary education teams, outreach and on-going work with parents and families to facilitate
understanding of pupil progress and achievement. In carrying out these various assignments, candidates
promote positive pupil performance and support program outcomes. They also develop skills under the
supervision of an MSW, PPS field instructor to utilize assessment data to support data-based decision
making.
The two macro oriented practice courses provide content that can be applied to the assessment of school
climate. S Wrk 246, Social Work Practice with Formal Organizations, includes information on
organizational environments, personnel and staffing, and communication within organizations. S Wrk
247, Social Work Practice with Communities, addresses the assessment of community needs, social
planning and strategies for intervention. This practice content, in combination with specific content on
school climate presented in S Wrk 274, Advanced Social Work Practice in Schools I, prepares candidates
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to assess school climate and intervene to improve the learning environment. For example, see course
content on School Climate. Candidates have the opportunity to demonstrate application of acquired
knowledge and skills in assessment of school climate through the field placement in schools, S Wrk
282/283.
Understands the influence of multiple factors on pupil achievement
In conducting appropriate multidimensional assessments, PPS candidates demonstrate knowledge and
understanding of the influence of non-cognitive factors on assessment outcomes. The Seminar in
Foundations for Social Work Practice I and II (S Wrk 220 and S Wrk 221), provide the theoretical and
practice foundation for conducting multi-dimensional assessments from an ecological systems framework.
This framework necessitates examination of factors such as language, ethnicity, poor nutrition, physical
and emotional abuse, poverty and other social variables. The Seminar in Advanced Social Work Practice
with Individuals (S Wrk 224) provides more detailed practice methodologies for conducting
multidimensional assessment. See course content from S Wrk 224 on Defining Assessment and
Diagnosis.
Class assignments include case presentations and written papers demonstrating thorough assessment of
various systems level factors impacting functioning. Assessment of pupils in the school setting occurs as
part of Advanced Field Instructed Practice, S Wrk 282/283. Such multi-dimensional assessment includes
evaluation of factors such as poverty, abuse, medical disorders, pharmacological interventions, and socioeconomic status.
Human Behavior in the Social Environment: A Multi Systems Approach (S Wrk 212) provides foundation
knowledge of the effects of emotional, intellectual, physical and social characteristics on functioning
within major life activities such as learning performance for school-age clients. Human Behavior in the
Social Environment: Cultural Diversity and Oppression (S Wrk 213) explores diversity issues arising
from ethnic social identity, language and cultural differences that may affect assessment and learning
performance of pupils. Both the Foundations for Social Work Practice (S Wrk 220 and S Wrk 221) and
the Advanced Social Work Practice with Individuals (S Wrk 224) courses address the understanding and
assessment of a wide range of characteristics that influence functioning, including learning performance in
school. Field Instructed Practice, (S Wrk 280/281 and 282/283), provides candidates with the opportunity
to apply knowledge and skill in identifying emotional, intellectual, physical and social characteristics and
their effects on assessment and the learning performance of diverse pupils. Such opportunities occur in
individual and family assessment as well as in consultation with teachers and participation in educational
team process such as Student Study Teams and IEP meetings. The School Social Work/CWA courses, S
Wrk 274 and S Wrk 275, provide specific content assessment (see S Wrk 274, Week 2) as well as factors
that affect learning performance such as gender, native language, learning disability, and attention deficit
hyperactivity disorder.
Conducts assessment for planning and evaluation
Analyzes assessment information for planning and evaluation
The Seminar in Foundations for Social Work Practice I and II (S Wrk 220 and S Wrk 221) introduce
students to generalist social work practice featuring a problem solving approach and emphasizing a
commitment to social justice and cross-cultural competency from an empowerment perspective. Students
develop foundation knowledge of theories, processes and principles which serve as a basis for sound
social work practice. Central to these courses is the teaching of both knowledge and skill to conduct
multi-dimensional assessment utilizing an ecological systems framework. For example, see course
content from S Wrk 221 beginning with week 5.
Understanding the significance of cross-cultural sensitivity with a concomitant awareness of the need to
adapt assessment methods to the specific backgrounds of pupils is emphasized. The Seminar in Advanced
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Social Work Practice with Individuals (S Wrk 224) builds upon this foundation. Students gain more indepth knowledge and skill for multidimensional assessment of the individual pupil within his/her social
context which reflects individual developmental growth and the impinging environmental factors.
Students are also introduced to the Diagnostic and Statistical Manual of Mental Disorders, DSM-IV, TR
as a professional frame of reference for diagnosis. The School Social Work/CWA courses, SWrk 274 and
SWrk 275, also have specific content on assessment in the school setting. For example, see S Wrk 275
content on Assessment. Legal and ethical guidelines for the use of tests and other types of assessment are
provided in the classroom as well as the concurrent field placement, S Wrk 280/281 and S Wrk 282/283.
Both years of internship provide the practice content for PPS candidates to apply their knowledge and
skills in assessment theory and methods. All PPS candidates are required to complete multidimensional
assessments of pupils. This assessment information is used to evaluate the needs of individual pupils and
to plan effective interventions to maximize personal, social and educational success.
All of the practice courses in the MSW and PPS program have content on evaluation of practice.
Candidates are oriented to their professional responsibility to evaluate the effectiveness of practice to
ensure results-based accountability. The practice classes and concurrent internships have specific
assignments to demonstrate knowledge and application of evaluative skills. The foundation research
courses, S Wrk 260 and S Wrk 261, present specific content on the application of technology for data
collection and analysis for the purposes of both daily practice evaluation as well as more formal research.
For example, see course content on evaluation from S Wrk 260 beginning with WEEK 6.
This content is applied throughout the program in evaluation of practice as well as in the completion of the
culminating experience of a Master’s project or thesis, S Wrk 298 or 299. PPS candidates apply this
knowledge and skill base to their work with pupils, families and staff as well as to the evaluation of
program effectiveness.
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GENERIC STANDARD 5. Comprehensive Prevention and Early Intervention for
Achievement
The program provides candidates with opportunities and experiences to display an understanding
of the factors that contribute to successful learning. In order to help pupils attain high learning
goals, the program provides candidates with the knowledge to identify problems in their earliest
stages and to implement prevention and early intervention strategies for addressing these problems.
The program requires candidates to demonstrate knowledge of classroom, school, family, and
community factors that support pupil learning and to develop skills to assist pupils who experience
learning difficulties.
Introduction
Candidates demonstrate understanding of the factors that contribute to successful learning, including
knowledge of classroom, school, family and community factors that support pupil learning. Candidates
also demonstrate knowledge and skills for early intervention to assist pupils who experience learning
difficulties. Demonstration that each content area has been satisfactorily learned and applied is evidenced
by a passing grade in the relevant course, an overall grade point average of 3.0 or higher, and a grade of
“Credit” for the field practicum. The specific content areas are listed and discussed below with the
corresponding social work courses which address the area.
Understanding of factors that contribute to successful learning
Factors that promote academic success: Numerous courses in the MSW and PPS program focus on the
range of programmatic structures and the various levels of interventive roles and methodologies that can
be employed to prevent failure and promote success of the pupil and the host school and/or supra
educational system. These courses represent a comprehensive approach designed to understand the
multiple contextual levels that surround each interventive practice situation. Students are prepared
through their practice courses to intervene at multiple levels using diverse methodologies as required by
the client/pupil, family, group, organization and community, i.e., Advanced Social Work Practice with
Individuals (S Wrk 224), Advanced Social Work Practice With Groups (S Wrk 225), Advanced Social
Work Practice with Couples and Families (S Wrk 227), Social Work Practice with Formal Organizations
(S Wrk 246), Seminar in Social Work Practice With Communities (S Wrk 247), and Advanced Social
Work Practice in Schools I and II (S Wrk 274 & 275). For example, see S Wrk 274 course content on
Classroom Management. Thus, the system context can serve as both the arena for intervention and the
medium/instrument for change in the service of the needs of the client/pupil. Because candidates are
taught to think and work systematically with the full spectrum of need, they are not limited to narrow
forms of tertiary intervention (remediation/ rehabilitation) but also consider and develop strategies of
secondary prevention (early identification and assessment of problematic/need situations) and primary
intervention (prevention programs to educate pupils, families, special interest/populations at risk groups,
neighborhoods, organizations). The area within which the integration of knowledge and skill of this
content takes place is Advanced Field Instructed Practice I and II (S Wrk 282/283), the practicum
experience that requires students to work at multiple levels of intervention in the service of primary,
secondary and tertiary prevention. Internship assignments are mandated by departmental mission and
field instructional objectives to operationalize the full range of diverse interventive strategies at the
various levels of system size on behalf of the client/pupil.
Methods to support pupil learning: Practice courses in the MSW and PPS programs offer content on the
range of interventive methods that can be utilized to promote pupil success. Micro practice courses focus
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on practice with individuals (S Wrk 224), families (S Wrk 227) and groups (S Wrk 225). Candidates learn
how to conduct an assessment from a strength based perspective of the individual in their context and how
to implement a specific intervention strategy relevant to client need. The learner acquires knowledge that
enables him/her to identify the rationale for knowing when and how to intervene with individuals and/or
groups at different points in the helping process. Included in this content is the development of familiarity
with a range of interventive methods including but not limited to specific problem-solving methods,
cognitive restructuring, stress reduction and environmental interventions. For example, see S Wrk 224
course content on Evidence-based treatment and evaluation.
Central to all practice courses is a focus on measures to evaluate the effectiveness of one’s own practice.
S Wrk 220 and S Wrk 221, Foundations for Social Work Practice I and II, and S Wrk 246, Social Work
Practice with Formal Organizations, provide content on larger system intervention such as consultation,
collaboration and advocacy. Both of the School Social Work/CWA courses, S Wrk 274 and 275, present
specific methodology for delivery of micro and macro practice services in the school setting. Consultation
with teachers, pupil advocacy, parent outreach and peer support are examples of methods that are taught in
support of pupil learning. For example, see S Wrk 274 content on Consultation with School Personnel
The opportunity to operationalize this knowledge and develop the application of techniques takes place in
the placement setting where the PPS candidate works within an individual and group format (Advanced
Field Instructed Practice I and II, S Wrk 282/283). The learner is closely monitored and evaluated by the
practicum instructor on their competency in methods/techniques in accordance with individual and group
performance guidelines as established in the MSW2 Graduate Field Manual.
Knowledge of classroom, school, family and community factors that support pupil learning.
Small System Factors: Candidates develop knowledge of individual and family factors that support pupil
learning through foundation content on human behavior and the social environment. S Wrk 212 includes
content on lifespan development with a careful examination of expectable behaviors of infants, toddlers,
early school age, middle school age, early adolescence and late adolescence. The family context is also
covered in this course as well as S Wrk 227, Social Work Practice with Couples and Families. The
necessary components of family support to facilitate healthy development, including academic success,
are examined. The Advanced Social Work Practice in Schools I and II, S Wrk 274 and S Wrk 275, also
provide information on individual and family factors that support pupil learning. For example, S Wrk 275
addresses resiliency and parenting factors in session 2 on Advanced Social Work Practice with Youth.
Large System Factors: Four courses in our curriculum focus on descriptive and explanatory theories of
large organizational systems. They also examine the effects of these systems upon their various members,
which includes pupils and groups that surround those pupils, i.e., families, faculty, staff, administration,
and community. Course content examines the specific features and dynamics of complex organizations,
such as school systems, from a social systems perspective and seeks to achieve an understanding of the
components of client/pupil success and to address the development of an environment more responsive to
client/pupil needs.
These courses include; Human Behavior in the Social Environment: A Multi Systems Approach (S Wrk
212), Social Work Practice with Formal Organizations (S Wrk 246), and School Social Work/CWA (S
Wrk 274/275). Complementing this emphasis on understanding and intervention on the mezzo-macro
scale on behalf of pupil client groups, is the practicum experience in the school setting, Advanced Field
Instructed Practice I and II (S Wrk 282/283). PPS candidates are required to focus their learning efforts
on developing means to understand the effects of the formal organization on pupils and to begin the
process of creating strategies to address pupil need from a large system perspective. For example, the PPS
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learning agreement addendum includes assignments focused on the importance of school organizational
and educational policies and procedures.
Conflict Resolution: Courses in the MSW and PPS program curriculum offer the opportunity for
candidates to acquire knowledge about the nature of conflict and the strategies that can be used to
effectively resolve conflict between pupils and/or between groups of pupils. Content provided in Cultural
Diversity and Oppression (S Wrk 213) serves as foundational knowledge for understanding the many
dimensions of differences and those among people that tend to separate and polarize.
Specific methods/techniques to resolve conflict are taught within the context of individuals, families and
groups. Knowledge of strategies to reduce external environmental stressors, dilute conflict, and expand
pupil’s capacity to contain differences and/or utilize differences in the service of growth are offered in the
micro practice courses, i.e., Advanced Social Work Practice with Individuals, (S Wrk 224), Advanced
Social Work Practice With Couples and Families (S Wrk 227), Advanced Social Work Practice with
Groups (S Wrk 225), School Social Work/CWA (S Wrk 274 and 275). One example of this content can
be found in a S Wrk 225 class presentation assignment on Conflict Resolution Tactics in Task &
Treatment Groups. The context for unifying knowledge and skill about conflict resolution is the
practicum experience, Advanced Field Instructed Practice I and II (S Wrk 282/283). It is within the
school placement setting that the PPS candidate, under guided supervision, applies those strategies to
effect conflict resolution.
Knowledge and skills for early intervention
Knowledge of characteristics of at-risk pupils: There are numerous courses in our program that focus on
the bio-psycho-social context that creates those conditions which place pupils at risk. These courses
represent the department’s established history of placing a strong curricular emphasis on identifying and
understanding environmental factors that place people at risk. Explicit throughout all of these courses is a
focus on the strengths of clients/pupils and their needs. Central to the PPS candidate achieving an
understanding of both the characteristics of pupils at risk, and the concomitant risk conditions, is the
consistent emphasis throughout all of these courses on 1) styles of adaptation and coping, 2) social
functioning in association with oppression, inequities of power within ethnic, gender, and persons with
disabilities populations, 3) the primacy of human relatedness and interdependency from traditional/nontraditional perspectives, 4) the development of effective self direction, self identity, and social identity, 5)
forms of resiliency and the subjectivity of stress responses, and 6) the disruption of
cognitive/physical/emotional health toward effective growth and development.
Several courses in the curriculum offer content that provides knowledge of the characteristics of pupils at
risk of failing school. Human Behavior and the Social Environment: A Multi Systems Approach (S Wrk
212) includes content on the lifespan/life course with a detailed examination of expectable behaviors of
infants, toddlers, early school age, middle school age, early adolescence and late adolescence. An
accompanying focus on characteristics and behaviors of these specific age cohorts identifies those who are
at risk in their academic, social and familial environments. Subsequent courses build on this foundation
content and establish as a primary goal the identification of marginalized populations/ populations at risk,
including children who are risk of failing in their primary social context, the school environment.
Complementing this course content are subsequent seminars, Advanced Social Work Practice with
Individuals (S Wrk 224), and Advanced Social Work Practice in Schools I and II (S Wrk 274 and S Wrk
275), which provide additional content to deepen learner awareness of at risk populations including pupils
at risk. For example, see the Class Presentation assignment for S Wrk 275 that addresses common groups
of at-risk pupils and includes methods for intervention. Advanced Field Instructed Practice I and II (S
Wrk 282/283) is the practicum experience which offers the opportunity to integrate theoretical/
demographic constructs of pupils at risk with the actual identification of pupils at risk. Some at-risk
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pupils will be candidates for grade retention or may have been retained in the past. This exposure
provides the learner with the opportunity to apply knowledge of the effects of such retention on
achievement and development.
Knowledge of assessment procedures: The acquisition of knowledge of conditions that place students at
risk, is highlighted by the content of those courses devoted in part to the identification of the full range of
stressors that are part and parcel of these adverse contexts i.e., Human Behavior & the Social
Environment: A Multi Systems Approach (S Wrk 212), Human Behavior & the Social Environment:
Cultural Diversity & Oppression (S Wrk 213), School Social Work/CWA (S Wrk 274/275). For example,
see S Wrk 212 content on Theories of Lifespan Development.
This content serves as a primary foundational component in the assessment framework and interventive
strategies used in those direct practice courses designed to interrupt and prevent further problem
development, i.e., Advanced Social Work Practice with Individuals (S Wrk 224), School Social
Work/CWA (S Wrk 274/275). Candidates learn to utilize a wide range of information sources to assess
the psychosocial context of learning problems: tests; academic, medical, and other relevant records,
observations in a variety of contexts and interviews with relevant constituencies such as teachers and
parents. The second year internship in the schools, S Wrk 282/283, provides the arena to integrate and
apply this knowledge and skill.
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GENERIC STANDARD 6. Professional Ethics and Legal Mandates
The program provides candidates with opportunities and experiences to display an understanding
of professional codes of ethics and current legal mandates, as well as an awareness of the range of
legal issues, such as, statutory, regulatory, and case law affecting the delivery of pupil services. The
program requires candidates to demonstrate the ability to access information about legal and
ethical matters.
Introduction
Candidates demonstrate understanding of professional codes of ethics and current legal mandates affecting
the delivery of pupil services. Demonstration that content areas have been satisfactorily learned and
applied is evidenced by a passing grade in related courses, an overall grade point average of 3.0 or higher,
and a grade of “Credit” for the field practicum. The courses that address the specific content areas are
listed and discussed below.
Understanding of professional codes of ethics
The National Association of Social Workers (NASW) Code of Ethics is introduced to students in the first
semester in S Wrk 220, Foundations for Social Work Practice I( see Week 1).
In this class, students identify the core values and ethical principles of the social work profession and
examine their influence on social work practice. This foundation is built upon throughout the remaining
foundation practice course, S Wrk 221, and the advanced multi-systems practice concentration. Each
advanced practice class focuses on social work service at a particular systems level using the Code of
Ethics and the cardinal values of social work as its core. In the Advanced Social Work Practice in Schools
I class (S Wrk 274), students are introduced to the NASW Standards for School Social Work Services as
an adjunct to the Code of Ethics. These standards provide additional guidelines for social work practice
specific to the school setting. Exploration of differences in professional ethics and practice perspectives
among and within professional groups occurs throughout the practice sequence. Specific examination of
the differences in professional ethics between social work and education occurs in the School Social
Work/CWA classes (S Wrk 274 and S Wrk275). Class readings, discussion and small group exercises
address important ethical areas such as standard of care, procedural standard of care, confidentiality and
student rights. For example, see the content from week 4 on Social Work Practice in Schools: Ethical
Issues in S Wrk 274.
The ability to recognize and effectively respond to potential ethical conflicts is discussed in the practice
classes. The opportunity to demonstrate application of this knowledge occurs in the field practicum in the
schools (S Wrk 282/283). All PPS candidates have a learning agreement and PPS Learning agreement
addendum to guide the internship experience as well as weekly supervision with an MSW who possesses a
PPS credential. One required area for learning assignments is in the application of the code of ethics and
procedural standards of care to all practice situations as well as demonstrated ability to effectively resolve
ethical dilemmas
Understanding of current legal mandates affecting the delivery of pupil services
Laws and regulations pertaining to children and families: Both of the foundation courses in social
welfare policy, S Wrk 200 and S Wrk 203 discuss specific laws pertaining to children and their families.
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In S Wrk 203, techniques are presented that impact the formation of policy at the local, state, and federal
levels. For example, see S Wrk 203 Written Assignments. PPS candidates can also elect to enroll in
SWrk 204, Social Welfare Policy Advocacy I. This course involves traveling to Sacramento to participate
in NASW Lobby Days. Candidates gain direct experience with the legislative process and policy
advocacy.
Specific educational laws are explored in the Advanced Social Work Practice in Schools I course (S Wrk
274). See the S Wrk 274 course syllabus, Part Two: The Legal and Policy Parameters of School Social
Work and Child Welfare and Attendance Services and Implications for Practice
These laws encompass the areas of attendance, pupil rights, special education, bilingual education,
desegregation and gender equity. Those candidates that also participate in the Title IV-E Child Welfare
Training program take an additional elective in child welfare practice. The child welfare course (S Wrk
278) details the history, development, and consequences of major child welfare legislation that impact
children within the educational and family environments. Within the field practicum in the schools (S Wrk
282/283), candidates utilize their knowledge of these various laws to ensure the rights of students and
families within the educational system.
Knowledge and skills for advocacy: Foundation skills for advocacy are initially presented in S Wrk 220
and S Wrk 221, Foundations for Social Work Practice I and II. For example, see the course session from
S Wrk 220 on Advocacy for Social Justice: Working with Special Populations.
These skills are strengthened throughout the advanced concentration as each system level (individual,
family, groups, organizations and communities) is examined in depth and a repertoire of practice skills,
including advocacy, are developed from an empowerment perspective. Specific applications to the school
setting are presented in the School Social Work/CWAS courses (S Wrk 274/275) and the concurrent field
practicum in the schools (S Wrk 282/283). Information is provided regarding various legal requirements
such as attendance, truancy, special education, work permits, and child abuse reporting. Candidates also
learn about pupil and parent rights and the appropriate application of due process procedures. For
example, see course content for week 10 in S Wrk 274, Student Rights and Issues. PPS candidates can
also elect to enroll in SWrk 204, Social Welfare Policy Advocacy I. This course involves traveling to
Sacramento to participate in NASW Lobby Days. Candidates gain direct experience with the legislative
process and policy advocacy.
Keep informed of changes in laws and regulations
The Advanced Social Work Practice in Schools I class (S Wrk 274) includes content on where to find key
categories of legislation that pertain to practice in an educational setting. Candidates are also oriented to
the importance of life-long learning, including keeping apprised of changes in legislation and the resulting
change in law and regulations involving children within the public education environment. Candidates
receive information such as the web sites for the California Department of Education and the California
Education Code in order to facilitate their access to the most current information on laws and regulations.
Candidates are also encouraged to attend professional conferences and in service training and to become
members of professional organizations such as the National Association of Social Workers (NASW), the
School Social Work Association of America (SSWAA) and the California Association of School Social
Workers (CASSW). They are also encouraged to read professional publications and to be active in local
and state efforts addressing social work practice in schools. Finally, candidates apply this knowledge
within their field practicum in an educational environment (S Wrk 282/283).
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GENERIC STANDARD 7. Family-School Collaboration
The program provides candidates with opportunities and experiences to display an understanding
of the ways in which pupil development, well being, and learning are enhanced by family-school
collaboration. The program requires candidates to work with parents to foster respectful and
productive family-school collaboration.
Introduction
PPS candidates are provided with the knowledge and experience to understand
and appreciate the importance of family-school relationships to pupil
development and learning. Candidates also develop knowledge and skills to
overcome barriers to family development and apply family-centered approaches
to collaboration. Demonstration that each content area has been satisfactorily
learned and applied is evidenced by a passing grade in the relevant courses, an overall grade point average
of 3.0 or higher, and a grade of "Credit" for the field practicum. The courses that address each of the
content areas are listed and discussed below.
Importance of family-school relationships
Candidates acquire foundation knowledge of the importance of the family and
school contexts to pupil development in S Wrk 212; Human Behavior in the Social Environment: A Multi
Systems Approach. There is careful examination of the various developmental phases of school-age
children and the necessary environmental supports to allow for healthy development and achievement of
academic potential. For example, see course content on Theoretical Perspectives for Understanding
Families.
S Wrk 227, Social Work Practice with Couples and Families, provides an in-depth exposure to the
structure and functioning of families and effective methods of intervention in family systems. For families
with school-age children, effective intervention includes the development and maintenance of positive
family-school relationships. Both School Social Work/CWA courses, S Wrk 274 and S Wrk 275, provide
practice content specific to the school setting. The central role of the school social worker as the link
between home and school is emphasized. For example, see sourse content in S Wrk 275, Topic: Parent
Involvement.
The field practicum in the schools, S Wrk 282/283, provides the opportunity for candidates to apply
classroom learning to practice in the schools. Candidates regularly participate in field placement learning
assignments which facilitate positive family-school relationships, such as home visits, IEP meetings, and
parent-teacher meetings.
Overcoming barriers to family involvement
S Wrk 213, Human Behavior in the Social Environment: Diversity and Oppression, provides foundation
content for cross cultural competency that emphasizes: 1) the importance of understanding the role of
oppression and social power in the lives of diverse groups, 2) the best practice methodologies for learning
about diverse others, and 3) attention to the relevance of practice methods and approaches for diverse
populations.
S Wrk 212, Human Behavior in the Social Environment: A Multi Systems Approach presents foundation
content to understand the organizational factors that can interfere with parental involvement, ranging from
physical structures, staff attitudes, and methods of communication. Using a multi-systems perspective, the
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advanced concentration practice courses (S Wrk 224, 225, 227, 246, 247) provide content on issues that
may arise in engaging parents in educational efforts such as family perception of school activities and
school support for parent involvement. They also learn practice strategies for facilitating family
involvement, including building working relationships with families through outreach, support and
cultural sensitivity. For example, see S Wrk 227 content on The Family as a Focus of Intervention. The
School Social Work/CWA courses, S Wrk 274 and S Wrk 275, provide information on the public schools
as a social work practice context which facilitates candidate understanding of barriers to family
involvement. The concurrent field practicum in the schools, S Wrk 282/283, allows for the application and
integration of classroom content in working to overcome barriers to family involvement. All PPS
candidates are required to complete both organizational and family practice assignments.
Family-centered approaches to collaboration
A family-centered approach to collaboration is a natural "fit" with the values of the social work
profession. PPS candidates gain foundation knowledge about methods of collaboration in S Wrk 220 and
S Wrk 221, Foundations for Social Work Practice I and II, and S Wrk 212: Human Behavior in the Social
Environment: A Multi Systems Approach. Social Work Practice with Couples and Families, S Wrk 227,
provides methods for effective intervention at the family systems level, including approaches such as
family centered collaboration. The Advanced Social Work Practice in Schools courses, S Wrk 274 and S
Wrk 275, present practice strategies specific to the school setting in work with pupils, families and school
personnel. Theory and practice information is provided regarding collaboration with parents, families,
school personnel and other relevant constituencies in support of pupil learning. For example, see course
content from S Wrk 274 on Collaboration with School Personnel, Families and Community
The field practicum in the schools, S Wrk 282/283, allows candidates to apply knowledge and practice
strategies in family centered collaboration. For example, see the following learning assignment in the S
Wrk 283 learning agreement: Provide advanced social work services to a minimum of 2 couples/families
utilizing a family-centered approach to practice.
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GENERIC STANDARD 8. Self-Esteem and Personal and Social Responsibility
The program provides candidates with opportunities and experiences to assess their own self-esteem
and to demonstrate an understanding of principles associated with the building of (a) self-esteem,
(b) personal and social responsibility, and (c) their relationship to the life-long learning process.
Introduction
The MSW and PPS program provides candidates with knowledge of the principles associated with selfesteem and personal and social responsibility. Coursework and field practicum provide the opportunity to
demonstrate skill in assessment and methods of intervention around issues of self-esteem and personal and
social responsibility. Demonstration that each content area has been satisfactorily learned and applied is
evidenced by a passing grade in the relevant courses, an overall grade point average of 3.0 or higher, and a
grade of "Credit" for the field practicum. The courses that address each of the content areas are listed and
discussed below.
Understanding of principles associated with building self-esteem
Candidates acquire foundation knowledge of individual development and the bio psychosocial and
spiritual context for this development as it occurs through the life span in S Wrk 212: Human Behavior in
the Social Environment: A Multi Systems Approach. This course examines the tandem development of the
individual and family, including the interpersonal, familial, and environmental factors that contribute to
the development and maintenance of positive self-esteem. For example, see course content on Theories of
Lifespan Development.
Candidates develop an appreciation for the importance of self-esteem in all aspects of individual
functioning, including positive interpersonal relationships and the ability to effectively engage in the
learning process. There is also examination of the development of effective self direction, forms of
resiliency, and the factors which can disrupt healthy growth and development. S Wrk 213, Human
Behavior in the Social Environment: Diversity and Oppression, focuses on ethnic and cultural diversity
and facilitates understanding of the critical influence of culture and oppression in the development of
identity, self-esteem, and coping abilities. S Wrk 275, Advanced Social Work Practice in Schools II,
reviews some of this foundation content and provides specific information relevant to practice in a school
setting. This content includes defining self esteem and participating in a class exercise on self esteem.
Candidates complete a Self-Esteem Assessment Chart (Gibbs, 1987) that entails evaluating the opinion of
self and others on ten dimensions of the self such as intelligence, appearance, personality and abilities.
This exercise provides all candidates with the opportunity and experience to assess their own self esteem.
Candidates then participate in class discussion and reflection on the insight gained from this exercise and
its relevance to their own practice. In addition, they are provided with other self esteem assessment tools
such as a Roles Questionnaire (Morganett, 1990) and the Self-Concept Assessment (Hailey, Hair &
Moore, 2008) for use with pupils in their field internship. Course content also includes exploring risk and
resilience factors, the role of peers, the impact of self-esteem on the learning process, and exposure to
curriculum that addresses principles of self-esteem, personal and social responsibility. This course content
is found in week 2, Advanced Social Work Practice with Youth.
In addition to the individual and family contexts for the development of self- esteem, PPS candidates also
gain knowledge of larger system level factors that influence self-esteem. In S Wrk 212, Human Behavior
in the Social Environment HBSE: A Multi Systems Approach, candidates acquire foundation knowledge
of group dynamics, organizational functioning, and the features and dynamics of community behavior that
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influence human behavior. For example, see one of the assignments for S Wrk 212: Paper III: Working
with Organizations and/or Communities.
This theoretical understanding is expanded upon in both of the school social work courses, S Wrk 274 and
S Wrk 275. Specific content is presented regarding the social organization of schools, education policies,
classroom management and school climate. These larger system factors are examined in light of the
reciprocal influence with the individual pupil, his/her sense of self-esteem, and the resulting impact on
behavior and learning. The critical influence of these larger system factors is emphasized to prepare
candidates to practice effectively in consultation, collaboration, advocacy and program planning with
parents, school personnel and community members.
Understanding principles associated with building personal and social responsibility and life-long
learning
The Seminar in Foundations for Social Work Practice I and II (S Wrk 220 and S Wrk 221) focuses
candidates on interventions from a strength based and empowerment perspective. As such, students learn
engagement practices to build rapport and support client self-determination in relation to the client’s goals.
For example, see the following lab exercise from S Wrk 220: Skill Exercise. From a person-environment
interaction perspective, students learn to differentiate contributions that the individual/pupil can bring
toward meeting their goals, and the supports that the pupil needs in order to achieve his/her learning goals.
The Seminar in Advanced Social Work Practice with Individuals, S Wrk 224, focuses students on
assessment of multi systems factors, such as individual, social support, and environmental, that present
problems in pupils taking responsibility for their own learning. In S Wrk 274 and S Wrk 275 candidates
learn about specific approaches that facilitate enhancing pupil motivation and responsibility taking in
service of their learning needs.
The opportunity to apply these principles to practice occurs in Advanced Field Instructed Practice I and II.
S Wrk 282 and S Wrk 283 provide experiences in applying interventions to facilitate pupils taking
responsibility for their behavior and their learning. The PPS learning agreement includes assignments
under competency 2 that specifically address the development of personal and social responsibility and
self-esteem. Intervention also takes place with families and school personnel to facilitate understanding of
the relationship of self esteem and responsibility to the process of life-long learning.
Demonstrate skill in assessment and intervention
The coursework described above provides the theoretical foundation for understanding the principles
associated with self-esteem and personal and social responsibility. Candidates progress from the
foundation to the advanced concentration and acquire knowledge and skill for assessment and
intervention. S Wrk 220 and S Wrk 221, Foundations for Social Work Practice I and II, and S Wrk 224:
Advanced Social Work Practice with Individuals, provide the curricular components for multi dimensional
assessment, planning and intervention with individuals. Candidates learn specific methods for establishing
rapport and conducting a thorough, multidimensional, assessment from a strength based perspective. For
example, see the assessment assignment for S Wrk 224, the Midterm Paper: . Integral to any individual
assessment is evaluation of self-esteem and its influence on functioning.
Candidates also learn a range of methods for intervening to improve individual functioning, including
collaborative work with families and school personnel, advocacy and linkage to community resources.
Throughout the MSW program, candidates are concurrently enrolled in field practicum (S Wrk 280/281
and S Wrk 282/283). The field practicum provides the opportunity to apply classroom learning to actual
practice. Students gain experience in psychosocial assessment during the first year practicum. This
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experience is strengthened in the second year placement in the schools. Candidates learn to utilize
multiple measures to formulate a multi dimensional assessment of pupils, including self-esteem. For
example, see the S Wrk 282 advanced learning agreement assignment on conducting multi-dimensional,
multi-systemic assessments. They also have the opportunity to provide interventions to improve selfesteem and increase personal and social responsibility. These interventions include supportive counseling,
social skills training, peer mediation, and teacher and parent consultation.
An important component of effective social work practice which is incorporated into all MSW and PPS
coursework is evaluation of practice. Candidates are informed of the ethical responsibility to continuously
evaluate their practice and make adjustments as necessary to increase their efficacy. Formal mechanisms
for evaluation occur through MSW/PPS supervision, performance evaluations, and evaluation of practice
assignments. These mechanisms allow candidates to deepen self awareness regarding their own selfesteem and its influence on their practice and effectiveness.
References:
Gibbs, J. (1997). Tribes: A process for social and cooperative learning. Santa Rosa, CA: Center Source
Publications.
Hailey, H.A., Hair, E.C. & Moore, K.A. (2008). Assessing what kids think about themselves: A guide to
adolescent self-concept for our out-of-school time programs. Child Trends, Publication # 2008-32.
Morganett, R.S. (1990). Skills for living: Group counseling activities for young adolescents. Illinois:
Research Press.
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GENERIC STANDARD 9. School Safety and Violence Prevention
The program provides candidates with opportunities and experiences to understand ways in which
school environments can enhance the safety and well being of all pupils. The program provides
candidates with the knowledge and models of systematic school safety planning that include
comprehensive school climate and crisis response plans addressing elements of prevention,
intervention, and treatment. The program provides candidates with opportunities and experiences
to demonstrate knowledge and skills to assist in the development and implementation of a
comprehensive program to reduce the incidence of school site violence. The program provides
candidates with knowledge and skills that address the needs of witnesses, victims and perpetrators
of violence as they relate to improved behavior and enhanced teaching and learning.
Introduction
Candidates demonstrate knowledge and are familiar with models of systematic school safety planning.
They also demonstrate understanding of ways in which the school environment influences safety and wellbeing for all pupils. Knowledge and skills are demonstrated in program planning to reduce school
violence and intervention with those involved with incidences of school violence. Demonstration that
each content area has been satisfactorily learned and applied is evidence by a passing grade in the relevant
courses, an overall grade point average of 3.0 or higher, and a grade of “Credit” for the field practicum.
The courses that address each of the specific content areas are listed and discussed below.
Understand ways in which school environments influence safety and well-being of all pupils
PPS candidates develop foundation knowledge of the influence of larger organizational contexts on human
behavior through three courses: S Wrk 212: Human Behavior in the Social Environment: A Multi
Systems Approach; S Wrk 220 and S Wrk 221, Foundations for Social Work Practice I and II. For
example, see S Wrk 220 content on large systems during Week 7.
Examination of organizational factors such as the size and diversity of the population, leadership style and
community support provides a background for understanding the influence of the school environment and
its climate. S Wrk 274, Advanced Social Work Practice in Schools I, provides specific content on the
schools as a context for social work practice. School climate and school violence are explicitly addressed
in assigned readings, lecture and class discussion. See course content on School Climate: Violence in
Schools. Candidates develop a solid understanding of the school environment through content in areas
such as the social organization of schools, assessing school dynamics, classroom management, peer
mediation and the legal parameters of public education such as pupil rights. This knowledge is applied
through concurrent enrollment in the field practicum in the schools, S Wrk 282/283. PPS candidates
complete 600 hours of supervised social work practice which includes assignments that demonstrate
understanding of the influence of the school environment and interventions which can enhance both safety
and well being for all pupils.
Knowledge and models of systematic school safety planning
Candidates utilize the knowledge base described above regarding the school environment to inform the
process of systematic school safety planning. S Wrk 246, Social Work Practice with Formal
Organizations, provides advanced practice content on the provision of social work services at the
organizational level. Content applied to school safety planning includes decision-making, personnel and
staffing, planning, communication, evaluation and assessment. For example, see the course assignment on
developing an Organizational Plan. In the second year of the MSW and PPS program, candidates
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concurrently enroll in the School Social Work/CWA courses (S Wrk 274 and S Wrk 275) and the field
practicum in the schools (S Wrk 282/283). S Wrk 274 includes content on models of systematic school
safety planning. Candidates are also exposed to safety planning during the PPS internship in the schools.
For example, see the PPS learning agreement addendum, competency #9, which includes assignments
addressing pupil safety and violence and the ability to participate in planning. Opportunities for
discussion of different school safety models and implementation processes occur in seminar discussions in
S Wrk 274 and S Wrk 275. Candidates demonstrate understanding of the influence of the school
environment, community context and substance use on school safety and apply this understanding in
discussions regarding the development of systematic school safety plans.
Knowledge and skills in program planning to reduce school violence
PPS candidates develop a broad foundation of knowledge regarding violence and aggression which
prepares them to effectively plan and implement programs to reduce school violence. S Wrk 212, Human
Behavior in the Social Environment: A Multi Systems Approach, provides the theoretical foundation for
individual development across the lifespan. Factors such as exposure to violence and theories of violence
and aggression are addressed in terms of the reciprocal influence on pupil development and the family,
school, community and social contexts in which exposure to violence occurs. S Wrk 213, Diversity and
Oppression, adds further to this understanding by examining the ethnic and cultural factors that influence
individual development as well as the experience and impact of violence. For example, see the course
outline and content on Prejudice, Discrimination and Violence.
Both courses present exposure to violence as a significant risk factor in the development of children and
adolescents and consider possible implications of such exposure: poor academic performance; depression,
bullying behavior, gang activity, etc.
S Wrk 274, Advanced Social Work Practice in Schools I, provides more in-depth knowledge regarding
school violence. Candidates are assigned numerous readings which present the most current research on
school violence, victimization and perpetration. See assigned readings for S Wrk 274, Week 6: These
readings are discussed in the seminar with specific practice examples from the field practicum in schools
to facilitate integration of theory and practice. Policy areas which have implications for school safety and
school violence are also thoroughly reviewed in S Wrk 274. These policy areas include suspension and
expulsion, pupil rights, special education and sexual harassment.
This in-depth knowledge of school violence, in combination with advanced practice courses with content
on assessment, prepares PPS candidates to identify those pupils at risk of violence, victimization or
perpetration. S Wrk 224, Advanced Social Work Practice with Individuals, provides a comprehensive
review of multi dimensional assessment. Thus, candidates develop a broad range of knowledge about
factors that contribute to school violence which can be applied to program planning to reduce violence.
The field practicum in the schools, S Wrk 282/283, provides the opportunity for candidates to demonstrate
knowledge and skill in program planning. For example, see the PPS learning agreement addendum,
competency #9, which includes assignments addressing pupil safety and violence and the ability to
participate in planning. All PPS candidates complete a wide variety of small and large system level
learning assignments ranging from individual counseling to staff development to community organization.
At the small system level, candidates demonstrate the ability to effectively assess individual pupils who
are at risk of violence and to develop and implement intervention plans to address problems such as low
self-esteem, suicidal ideation, substance abuse and gang involvement. At the mezzo level, there are ample
opportunities to apply knowledge of issues such as bullying, sexual harassment and gang activity to
classroom and school level interventions to promote a safe school environment. For example, a PPS
candidate may be involved in weekly class presentations to a class that has demonstrated significant
problems with bullying and inter-group conflict. The presentations are a means of group intervention to
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resolve differences and promote positive relationships. Similarly, a candidate may be involved in the
implementation of a school-wide peer mediation program. At the larger system level, the candidate may
provide training to staff, parents, and administrators on pupil rights or may organize a community forum
on violence in the neighborhood. All field practicum learning assignments are carried out with
supervision from the MSW/PPS field instructor and oversight from the faculty liaison to ensure
application and integration of course context.
Knowledge and skills for intervention with witnesses, victims and perpetrators of violence
The advanced concentration in multi-systems practice provides all PPS candidates with a broad repertoire
of intervention skills for application with individuals, families, groups, organizations and communities.
The knowledge and skills for crisis intervention and management, while applicable at all levels, are
primarily presented in S Wrk 224; Advanced Clinical Social Work Practice with Individuals. Students
learn the basic components of assessment and disposition in crisis situations, including the legal and
ethical issues involved in such intervention. S Wrk 274 addresses school violence and includes
intervention with witnesses, victims and perpetrators in Week 6:. S Wrk 275, Advanced Social Work
Practice in Schools II, provides specific content on crisis intervention in the schools. Current research and
practice approaches for effective response to school crises are presented with seminar discussion of the
application to field practicum in the schools (S Wrk 282/283). Central to the discussion is the need to
conduct multi dimensional assessments, prioritize needs, provide support, linkage to resources, and
follow-up at all systems levels.
Practice skills for intervention with pupils, families and school staff in the aftermath of school violence are
drawn from S Wrk 224, S Wrk 227, and S Wrk 225. For example, see the S Wrk 224 syllabus which
includes addressing crisis intervention through a class exercise, Practice Skill. Individual, family and
group level support can be provided to address trauma, grief and loss issues that result from acts of
violence. While most PPS candidates will not experience major traumatic events during their school
internship, all will deal with school violence, crisis intervention and grief and loss issues.
Finally, candidates also develop skills for effectively managing conflict which can be both a precursor and
an outcome of violence. All of the advanced concentration practice courses, S Wrk 224, 225, 227, 246
and 247, address the use of negotiation and mediation skills at their respective system level. One
example can be found in the following reading assignment from S Wrk 225, Advanced Practice with
Groups: Toseland & Rivas (2009) Ch. 9 Conflict Resolution
S Wrk 274 and 275, Advanced Social Work Practice in Schools I and II, provide specific content on
teacher consultation, parent involvement, and collaboration as they pertain to the school setting. Models
of conflict resolution and examples of school-wide programs for conflict management are presented. The
field practicum in the schools, S Wrk 282/283, provides the opportunity for candidates to apply this
knowledge to practice. All candidates work with pupils, teachers, parents and other school staff and have
opportunities to help school staff communicate effectively with angry parents, pupils and other staff.
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GENERIC STANDARD 10. Consultation
The program provides candidates with opportunities and experiences to demonstrate knowledge
and application of theories, models, and processes of consultation. The program provides
candidates with opportunities and experiences to display the ability to use communication,
interpersonal, and problem-solving skills in consultation with teachers, administrators, other school
personnel, family members, community groups, and agencies. Candidates demonstrate skills in
using a decision-making process when consulting and collaborating with others to (a) identify
problem areas, (b) collect and analyze information to understand problems, (c) make decisions
about service delivery, and (d) evaluate the implementation and outcome of the service delivery
plan.
Introduction
Candidates demonstrate knowledge of theories, models and processes of consultation with teachers,
administrators and other school personnel, family members, community groups, agencies, and pupils as
deemed appropriate. Demonstration that each content area has been satisfactorily learned and applied is
evidenced by a passing grade in the relevant courses, an overall grade point average of 3.0 or higher, and a
grade of “Credit” for the field practicum. The courses that address each of the specific content areas are
listed and discussed below.
Knowledge and application of theories, models and processes of individual and organizational
consultation
The foundation human behavior course, S Wrk 212, introduces candidates to theories and models of
consultation at small and large system levels. For example, see course content on Organizational
Theories/Models.
The foundation practice courses, S Wrk 220 and S Wrk 221, provide practice content and experiential
exercises to apply these models to practice. The foundation field practicum, S Wrk 280/281 also provides
students with supervised experience in consultation in a variety of human service settings. During the
advanced year of the program, students gain more in-depth knowledge of consultation. In the Seminar in
Advanced Social Work Practice with Individuals (S Wrk 224), students learn to identify how agency
policies and procedures impact practice. In the Seminar in Social Work Practice with Formal
Organizations (S Wrk 246), students develop familiarity with the concept of participatory leadership and
decision making, and become committed to a style and structure of administrative practice which includes
all levels of agency personnel in appropriate phases of policy and program development. For example,
see course content on Administrative Leadership. Through the Advanced Field Instructed Practice (S Wrk
282/283), students learn to promote the development of practice skills with organizations, administration,
and related social systems in order to provide appropriate strategies for multi system intervention and
problem solving. This macro level of practice includes the provision of individual and team consultation.
PPS candidates are required to gain experience in consultation with school personnel and parents as part
of the PPS internship experience.
During study in S Wrk 274 and S Wrk 275, Advanced Social Work Practice in Schools I and II, the
student gains knowledge of methods of initiating, developing and terminating individual and team
consultative relationships with and between teachers, other staff and parents. For example, see course
content from week 7 on Consultation with School Personnel. The students also learn skills in securing the
participation of parents as partners in education and facilitating the resolution of differences between the
school, family, and the community with respect to the school’s programs
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Use communication, interpersonal, and problem-solving skills in consultation
In S Wrk 212, Human Behavior in the Social Environment: A Multi Systems Approach, students gain
foundation knowledge to support effective practice skills in consultation. Specifically, they identify the
features of the small group to understand group dynamics and various theoretical approaches to the
analysis of human behavior in the small group. In Human Behavior in the Social Environment: Cultural
Diversity and Oppression (S Wrk 213) students learn to understand the concepts of culture, ethnicity, race,
language and gender from a variety of theoretical perspectives, including knowledge of barriers and
inhibitors to the development of effective interrelationships among teachers, staff, families and others.
This theoretical foundation informs the appropriate use of communication and problem-solving skills.
Students first apply this knowledge to practice in the foundation practice courses, S Wrk 220 and S Wrk
221 (see class exercise in Skill practice) and in the foundation field practicum, S Wrk 280/281.
In the second year of the program, practice skills are further developed. In Social Work Practice with
Formal Organizations (S Wrk 246), students apply knowledge of social work administration to varied
roles in the context of conflict manager. For example, see course content on Staff Motivation and TeamBuilding. In Social Work Practice with Communities (S Wrk 247) students develop an understanding of
competing theories of justice, power and conflict, particularly in reference to multiple forms of power
disparities which can be utilized to promote effective relationships. In Advanced Field Instructed Practice
(S Wrk 282/283), students learn to participate appropriately in interdisciplinary collaboration to further
client goals and objectives. Students also learn to communicate knowledge of clients, problems and
interventions as part of the problem-solving process. During study in S Wrk 274 and S Wrk 275, School
Social Work/CWA, students develop knowledge and skills for intervention to facilitate individual growth
and development and to make the environment more responsive to the pupil’s needs. Specific knowledge
and practice skills are taught regarding the school social worker in a host setting, including effective use
of communication and problem-solving skills in consultation and collaboration.
Candidates demonstrate skills in using a decision-making process when consulting and
collaborating with others
The foundation practice courses, S Wrk 220 and S Wrk 221, introduce students to the generalist problem
solving model. Students develop a core skill set to deliver cross-culturally competent and empowermentbased social work practice within a problem- solving framework across system levels to: discern and
define problems or needs; conduct assessments; collect information and data; plan and contract for
intervention; select and implement intervention; monitor impact of intervention; evaluate practice; plan for
and terminate intervention; and, address ethical and legal issues arising in practice. For example, see S
Wrk 220 course content on The Generalist Problem-Solving Model.
This decision-making process is applied in practice during the first year field practicum, S Wrk 280/281
and includes both consultation and collaboration.
During the second year of the program, students complete the advanced practice concentration. S Wrk
246, Social Work Practice with Formal Organizations, provides an understanding of the philosophy,
mission and purpose of social agency settings, including schools. S Wrk 274 provides more specific
content on schools as a context for social work practice. For example, see week 3 on The School as an
Educational, Political & Social System. Candidates develop understanding of critical factors such as
teaching and learning styles, school climate and classroom management and their influence on pupil
learning. This understanding provides the basis for effective consultation.
In S Wrk 274, Advanced Social Work Practice in Schools I, all PPS candidates complete assigned
readings on effective consultation with school staff. They also participate in a small group exercise using
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vignettes of typical consultation issues such as teacher-pupil conflict, difficulty learning and discipline
issues. Candidates role-play the consultation and apply decision-making processes. The entire class
participates in discussion of appropriate decision-making processes and effective consultation approaches.
The field practicum in the schools, S Wrk 282/283, provides candidates with the opportunity to further
apply their knowledge of consultation to practice. All candidates participate in a range of consultation
assignments under the supervision of the MSW/PPS field instructor. See the PPS learning agreement
addendum for assignments in collaborative and team building skills, and consultation skills. Typical
assignments include regular consultation with teachers on issues of classroom management, learning and
achievement, consultation with administrators about school discipline, attendance and teacher-pupil
relationships, consultation with multidisciplinary staff regarding test results, learning difficulties and
attendance.
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GENERIC STANDARD 11. Learning Theory and Educational Psychology
The program provides candidates with opportunities and experiences to display an understanding
of learning theories and factors influencing learning and teaching such as cognition, memory,
attention skills, perceptual-sensory processes, emotional state, motivation, organizational skills,
gender, cultural differences and linguistic differences. Candidates know how to evaluate the
congruence between instructional strategies and pupil learning assets and deficits.
Introduction
Candidates demonstrate knowledge about theories of learning and factors that influence learning,
including the role of cognition, memory, attention skills, perceptual-sensory processes, emotional state,
motivation, organizational skills, gender, cultural differences and linguistic differences, and the “fit” of the
learning environment with the pupil. Demonstration that each content area has been satisfactorily learned
and applied is evidenced by a passing grade in the relevant courses, an overall grade point average of 3.0
or higher, and a grade of “Credit” for the field practicum. The specific content areas are listed and
discussed below with the corresponding social work courses which address the area.
Understanding of theories of learning and factors influencing learning and teaching
S Wrk 212, Human Behavior in the Social Environment: A Multi Systems Approach, identifies
developmental considerations that organize learning needs, abilities and preferences. Major theories of
learning such as classical and operant conditioning, social learning and cognitive behaviorism are
addressed in Week 8.
Foundation knowledge of factors influencing learning is presented in both human behavior courses: S Wrk
212, and S Wrk 213. S Wrk 212 examines individual and family factors that can influence learning,
including medical problems, attention and organization skills, learning disabilities, perceptual-sensory
processes, memory, motivation and family dysfunction. S Wrk 212 also identifies group and
organizational factors that impact teaching and learning such as school climate or inter-group conflict. S
Wrk 213 addresses issues of culture and diversity and their impact on human behavior, including the
learning process. Field instructed practice, S Wrk 280/281 and 282/283, provides candidates with the
experience of applying theoretical models of learning in their work with clients, in the service of changing
behavior and enhancing personal, social and occupational functioning. Both of the School Social
Work/CWA courses, S Wrk 274 and S Wrk 275, present specific content on the identification of factors
that influence teaching and academic success, such as a poor match between a student’s learning abilities
and the classroom environment, attention deficit hyperactivity disorder, poor nutrition, and language
differences. For example, major learning theories are revisited in S Wrk 274 as the basis for Classroom
Management.
Evaluate the congruence between instructional strategies and pupil learning assets and deficits
Evaluation of the congruency between instructional strategies and pupil learning assets and deficits is
primarily a function of assessment. The theoretical underpinnings of assessment are learned in the
foundation human behavior courses, S Wrk 212 and S Wrk 213. S Wrk 212 provides knowledge of the
effects of emotional, intellectual, physical and social characteristics on functioning within major life
activities such as learning performance for school-age clients. It also provides a framework for
recognizing the significance of group activities in the lives of pupils, and the role of group activity in
validating cultural factors for children. S Wrk 213, Diversity and Oppression, presents a framework based
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on social power that provides insight into understanding the experience of diverse pupils in dominant
cultural settings. This course also identifies the importance of experiencing culturally validating
environments.
The Seminar in Foundations for Social Work Practice I and II (S Wrk 220 and S Wrk 221), provide the
theoretical and practice foundation for conducting multi dimensional assessments from an ecological
systems framework. This framework necessitates examination of factors such as language, ethnicity, poor
nutrition, physical and emotional abuse, poverty and other social variables. As an example, see the S Wrk
221 Take-Home Assignment #4: The Seminar in Advanced Social Work Practice with Individuals (S Wrk
224) provides more detailed practice methodologies for conducting multi dimensional assessment. Class
assignments include case presentations and written papers demonstrating thorough assessment of various
systems level factors impacting functioning. The Seminar in Social Work Practice with Formal
Organizations (S Wrk 246) presents a perspective for examining cultural sensitivity in organizational
settings and methods for creating more culturally sensitive organizational settings. The School Social
Work/CWA courses, S Wrk 274 and S Wrk 275, examine the school setting and provide knowledge and
skill in the identification of factors within that environment that facilitate pupil’s growth and development
as well as problems that interfere with pupil’s academic success. This examination includes consideration
of cultural factors in the promotion of a positive, supportive learning environment.
Assessment of pupils in the school setting occurs as part of Advanced Field Instructed Practice, S Wrk
282/283. The PPS learning agreement addendum requires assignments in which Candidate demonstrates
knowledge of learning theories and factors influencing learning. Such multi dimensional assessment
includes examining the congruence of teaching strategies and student learning style, including learning
assets as well as learning deficits such as poverty, attention deficits, and learning disabilities.
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GENERIC STANDARD 12. Professional Leadership Development
The program provides candidates with opportunities and experiences to display an understanding
of the development, improvement and evaluation of programs that support effective pupil learning.
The program also provides candidates with an understanding of the importance of leadership by the
pupil personnel services provider in operating as a systems change agent.
Introduction
Candidates acquire an understanding of the development, improvement and evaluation of programs that
support effective pupil learning. They also demonstrate understanding of the importance of leadership
from the PPS provider as a systems change agent. Demonstration that each content area has been
satisfactorily learned and applied is evidenced by a passing grade in the relevant courses, an overall grade
point average of 3.0, and a grade of “Credit” for the field practicum. The specific content areas are listed
and discussed below.
Understanding of the development, improvement and evaluation of programs that support
effective pupil learning
PPS candidates gain foundation knowledge of human behavior in formal organizations and communities
in S Wrk 212. Theoretical approaches to the organization of human services and communities are
addressed, including theories of bureaucracy, decision-making, and social change. This content can be
found in the S Wrk 212 syllabus beginning with week 11, Organizational Theories/Models
The foundation practice courses, S Wrk 220 and S Wrk 221, introduce knowledge and skills for practice at
the organizational level. This foundation prepares candidates for advanced practice in the second year of
the program. S Wrk 246, Social Work Practice with Formal Organizations, presents the knowledge and
skills for effective program development, implementation and evaluation. For example, see the course
content that begins with Program Design. It includes steps in program planning, budgeting, supervision,
and formative and summative evaluation. S Wrk 274 and S Wrk 275 include specific content on program
planning, implementation and evaluation to support effective pupil learning. This content is found
throughout both courses in assigned readings as well as in seminar discussion on resources, funding, and
innovative practices among the various internship sites. Current trends in school reform are also
examined in light of their impact on current pupil services as well as planning for future programs.
The second year practicum, S Wrk 282/283, provides the opportunity for students to implement program
planning, implementation and evaluation in the schools. For example, the PPS learning agreement
addendum includes learning assignments under competency 6 to develop programs and activities to
promote pupil success.
Candidates gain knowledge about the various programs and resources available at the school and district
levels to facilitate effective program planning. This knowledge is gained through consultation and
collaboration with school staff, networking with personnel in school-based programs, and supervision
with the MSW/PPS field instructor. They also learn about the various sources of funding for programs at
the local, state and federal levels. PPS interns have had the opportunity to participate in grant writing and
delivering services that are part of grant-funded programs.
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Leadership as a systems change agent
PPS candidates are socialized throughout the MSW and PPS program to the leadership role inherent to
being a school social worker. In keeping with the mission of the program, candidates acquire an
understanding of a commitment to social justice, cultural diversity and practice informed by an
empowerment perspective. Thus, the role of systems change agent and the skills to support this role, such
as collaboration, persuasive communication and advocacy, are a core component of social work.
S Wrk 246, Social Work Practice with Formal Organizations, addresses the knowledge and skills for
effective leadership as a systems change agent. For example, see course calendar for week 3 on Ethical
Practice: Using Social Work Values and Advocating for Change. Course content includes key practice
areas such as effective communication, formal and informal communication processes, decision-making
and leadership. S Wrk 274 and S Wrk 275, Advanced Social Work Practice in Schools I and II, provide
the specialized knowledge of the schools as a context for social work practice. Candidates develop a clear
understanding of their “guest” status within the educational setting and methods to build bridges to
become effective team members. Once their credibility has been established, methods for advocacy at the
organizational level are presented through various course assignments. One example from S Wrk 274 is
the class session devoted to Special Education: Discipline and Policy Practice. The concurrent
enrollment in a school field placement, S Wrk 282/283, provides the opportunity to apply classroom
knowledge to practice. Candidates have multiple opportunities to participate in advocacy for systems
change. These opportunities include participation in multidisciplinary team meetings, advocacy for policy
changes with school staff and administrators, and empowering parents to organize in support of the best
interests of their children.
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GENERIC STANDARD 13. Collaboration and Coordination of Pupil Support Systems
The program provides candidates with opportunities and experiences to collaborate effectively with
community-based organizations, agencies, and other professionals. Candidates demonstrate
knowledge of programs and services within a comprehensive model of support at the school site
level designed to promote high expectations and increase pupil learning and achievement.
Introduction
Candidates are provided with opportunities for effective collaboration with community based
organizations, agencies, and other professionals. They also develop knowledge of programs and services
at the school site that support pupil learning and achievement. Demonstration that each content area has
been satisfactorily learned and applied is evidenced by a passing grade in the relevant courses, an overall
grade point average of 3.0 or higher, and a grade of “Credit” for the field practicum. The specific content
areas are listed and discussed below.
Opportunities for effective collaboration
PPS candidates have a variety of opportunities to participate in collaboration in their role as school social
workers. These opportunities include being a member of the multidisciplinary education team, interfacing
with public and private agencies, and developing and maintaining viable school-community partnerships.
The foundation human behavior class addresses the multidisciplinary team approach to service delivery,
including services to pupils within the school system. Human Behavior in the Social Environment: A
Multi Systems Approach (S Wrk 212) includes the theoretical framework of multidisciplinary team
approaches (Organizational Theories/Models)
Candidates explore the advantages and disadvantages of a multidisciplinary team to service provision.
Students also examine issues of leadership and roles within a multidisciplinary team approach.
Both with the foundation practice classes (S Wrk 220 and S Wrk 221) and the advanced macro practice
class (S Wrk 246), a multidisciplinary team approach to service delivery presents interactive modalities
for social workers in an education environment. This approach centers on techniques of team intervention
as well as designing teams for specific task goals. For example, see the class session from S Wrk 221
which addresses Inter-organizational collaboration. Students also learn about the importance of
collaboration with community-based organizations and other professionals in support of client and agency
needs.
The Advanced Social Work Practice in Schools courses, S Wrk 274 and S Wrk 275, focus specifically on
the educational environment and the utilization of collaboration and a multidisciplinary team approach in
providing services for students. For example, see the content from S Wrk 274 on Collaboration with
School Personnel, Families and Community. The core components of effective collaboration are
addressed, as well as common barriers to collaboration. The specific characteristics of team intervention
within an educational framework are also examined. Finally, in field instructed practice in the schools (S
Wrk 282/283), PPS candidates routinely participate in multidisciplinary teams such as the Student Study
team and the IEP team and also collaborate with outside agencies and other professionals.
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The growth of the school-linked services movement has increased the opportunities for school social
workers to interface with public and private community-based organizations, agencies and other
professionals. The theoretical foundation for effective collaboration is presented in S Wrk 212, Human
Behavior in the Social Environment: A Multi Systems Approach. The knowledge base for practice skills
to implement this collaboration is acquired in S Wrk 246: Social Work Practice with Formal
Organizations. These skills include administrative practice, effective communication, and interagency
networking. S Wrk 274 and S Wrk 275, School Social Work/CWA, provide specific content on
collaboration in the school setting, including community-school collaboration, community practice and
school-linked services. For example, see the course content in S Wrk 275 on Community Practice and
School Linked Services. Candidates are familiarized with the importance of effective interagency
collaboration to minimize fragmentation and improve the coordination and effectiveness of pupil support
services. They are also oriented to the logistics of interagency collaboration, including the need of formal
memoranda of understanding between schools and agencies to clarify roles and implementation of policy
and procedure.
S Wrk 247, Social Work Practice with Communities, provides additional content on the importance of
organizational partnerships with communities. Specific practice strategies for developing and maintaining
these partnerships are examined. For example, see the Role Play on citizen participation and consensusbuilding.
The concurrent field practicum in the schools, S Wrk 282/283, provides candidates with the opportunity to
apply principles and skills for effective collaboration into practice. These assignments include
participation in grant programs, establishing partnerships with community agencies for delivery of schoolbased services, and collaborating with various professionals at the school in the delivery of effective
services for pupils and families.
Knowledge of programs and services
Traditionally, a primary component of social work has been linking people with needs to community
resources and services. The practice component of this specialized skill is the center of the practice
foundation courses, S Wrk 220 and S Wrk 221. It is also part of the advanced practice skills learned in the
community practice course, S Wrk 247. Candidates learn the intricacies of case management. Candidates
explore techniques of developing relationships with community-based organizations in order to enhance
services to clients. This knowledge and experience is brought to fruition in the field experience
specifically within the educational environment (S Wrk 282/283). PPS candidates gain direct experience
in identifying, linking and evaluating resources between pupils, families, the school and the community.
For example, the CWA specialization requires completion of field internship hours in interdisciplinary
experiences in a setting outside the field of education . These experiences are completed as part of the
PPS learning agreement addendum. They provide a unique opportunity to gain knowledge of programs
and services for future collaboration.
Participation in the field practicum in schools, (S Wrk 282/283), allows candidates to develop direct
knowledge of school-based and school linked services as resources available on site. During the
orientation phase of the internship, students devote considerable time to establishing professional
relationships with school staff, analyzing the organizational structure and functioning of the school, and
becoming familiar with the myriad of programs and services available at the school. This familiarization
involves interviews with school staff and other professionals, reading program literature, visiting
programs, and collaborating with others in the linkage of pupils and families to needed resources. As a
result, candidates become very familiar with resources available to support pupil learning and
achievement both in the community and at the school.
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In addition to developing the knowledge and skills for effective brokering, PPS candidates also develop
the ability to document the need for pupil services. This documentation provides accountability for the
continuation of services as well as the rationale for the development of new services and programs. S Wrk
246, Social Work Practice with Formal Organizations, presents content on evaluation and assessment of
agency programs. See the course session on Program Design, Part II. Mechanisms for evaluating
program goals, demonstrating accountability, and evaluating the effectiveness of one’s own professional
practice are examined. S Wrk 274 and S Wrk 275, Advanced Social Work Practice in Schools I and II,
provide information on evaluation of school social work practice. Specific strategies for documenting the
outcomes of services as well as the needs of pupils are explored through assigned readings, assignments,
and class discussions. One example is an assignment from S Wrk 275, the End-of-Year Report . The
concurrent field placement in the schools, (S Wrk 282/283), provides the opportunity for candidates to
participate in evaluation processes to document the need for pupil support services.
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GENERIC STANDARD 14. Human Relations
The program provides candidates with opportunities and experiences to demonstrate selfawareness, sensitivity to others, and skillfulness in relating to individuals and groups. The program
provides candidates with opportunities and experiences to understand the importance of sociopsychological concepts of group formation, reference groups, inter-group and intra-group relations
and conflict. The program provides candidates with opportunities and experiences to demonstrate
an ability to facilitate group process and mediate conflict.
Introduction
PPS candidates have opportunities and experiences to demonstrate interpersonal relationship and
communication skills. They also develop awareness of group dynamics and skills to facilitate group
process and mediate conflict. Demonstration that each content area has been satisfactorily learned and
applied is evidenced by a passing grade in the relevant courses, an overall grade point average of 3.0 or
higher, and a grade of “Credit” for the field practicum. The specific content areas are listed and discussed
below.
Experiences to demonstrate interpersonal relationship and communication skills
Experiences to demonstrate interpersonal relationship and communication skills are available in the
classroom and in supervised internships. PPS candidates develop foundation knowledge of theories and
conceptual models of interpersonal relationship and communication in S Wrk 212, Human Behavior in the
Social Environment: A Multi Systems Approach. For example, see the S Wrk 212 course calendar on
Theoretical Perspectives on Human Behavior.
Small group and organizational contexts for human behavior are examined with a focus on critical
concepts such as communication and interaction patterns, group culture, leadership and power. In S Wrk
246, Social Work Practice with Formal Organizations, students build on this foundation and learn the
skills necessary for promoting and instituting effective human relations in organizational settings. Course
content includes information on personnel and staffing, communication, supervision and leadership.
An appreciation of ethnic and cultural diversity is a core component of interpersonal relationships in any
practice environment. In Cultural Diversity and Oppression (S Wrk 213) students learn about the role of
the sociopolitical context of racism, sexism and other “isms” for shaping interactions between individuals
of diverse groups such as teachers and pupils. The course also addresses social identity issues relevant to
the candidate, the pupil and the teacher that may bear on the interaction between them. The course
includes a number of assignments that require critical thinking on matters of human relations, such as this
essay. S Wrk 212 presents unique developmental and life span factors and diversity issues that may
influence teacher/pupil and pupil/pupil interactions.
Practice courses focus on skill development for relating effectively with diverse individuals and groups.
The Seminar in Foundations for Social Work Practice I and II (S Wrk 220 and S Wrk 221) prepare
students for the importance of utilizing cross culturally relevant helping skills in building rapport,
engagement, and following. One example from S Wrk 220 is found in week one under Skill Exercises.
Self-awareness and sensitivity to others are fostered in the development of these skills.
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The Seminar in Advanced Social Work Practice with Individuals (S Wrk 224) and the Seminar in
Advanced Social Work Practice with Couples and Families (S Wrk 227) and Groups (S Wrk 225) prepare
students to apply cross culturally relevant skills in their assessment and interventions with individuals and
families, as well as with groups. These skills provide a foundation for practice with teachers and other
school staff coping with conflict as it occurs on school sites. For example, see the content from S Wrk
227 on Change Process Skills. The Advanced Social Work Practice in Schools courses, S Wrk 274 and S
Wrk 275, provide content on identifying issues that may arise in teacher/pupil and pupil/pupil interaction.
This content facilitates developing perspectives that assist in understanding the interaction and responding
in ways to enhance communication in these situations.
Field Instructed Practice (S Wrk 280/281 and 282/283) provides the practice experience to demonstrate
interpersonal relationship and communication skills, including self-awareness, sensitivity to others, and
skillfulness in relating to individuals and groups. Students complete a range of supervised learning
assignments as part of the learning agreement for each of the four semesters of internship. These
assignments vary each semester and increase in complexity as students’ progress through the program.
One example if from the S Wrk 281 learning agreement which requires students to Complete 2 process
recordings to evaluate progression of foundation helping skills and ability to manage barriers to
intervention. There is consistent opportunity to develop and demonstrate key interpersonal and
communication skills.
Understands importance of group dynamics and skills to mediate conflict
Human Behavior in the Social Environment: A Multi Systems Approach (S Wrk 212) familiarizes
students with the theoretical foundations of group processes, organizational dynamics and community
supports that enhance social interaction and promote supportive environments for teacher-pupil and pupilpupil interaction. This content is taught as part of Social Group Theories.
In S Wrk 213, Human Behavior in the Social Environment: Cultural Diversity and Oppression, concepts
related to social identity and experience as a diverse pupil in a dominant culture setting provide some
insight into possible stressors that can interfere with successful interpersonal relationships for pupils with
their teacher or with other students. Also, the Seminar in Social Work Practice with Formal Organizations
(S Wrk 246) provides knowledge about the skills needed for the administration of organizations that can
enhance promotion of social interaction/human relations and mediate conflict. For example, see the
content on Staff Motivation and Team-Building. In the Advanced Social Work Practice in Schools I and
II (S Wrk 274 and S Wrk 275), students learn about the various groups in public schools and the common
sources of conflict that arise among and between groups.
Foundation content regarding group formation and group dynamics is also presented in
S Wrk 220 and S Wrk 221, Seminar in Foundations for Social Work Practice I and II. Course readings
and discussion highlight important principles of group practice. For example, S Wrk 220 has a unit
devoted to Applying the Generalist Model to a Mezzo System I (Groups). This content is reinforced in the
foundation field practicum, S Wrk 280/281 in which students demonstrate understanding of group
formation and group dynamics by completing required group practice assignments such as observing the
dynamics of a group meeting in the agency and facilitating a task oriented group.
During the advanced year of the program, students complete S Wrk 225, Advanced Social Work Practice
with Task and Treatment Groups. This course provides in-depth content on group formation, group norms
and dynamics, and the skills necessary for effective facilitation (see the COURSE SCHEDULE).
Specific methods/techniques to resolve conflict are taught within the context of individuals, families and
groups. Knowledge of strategies to reduce external environmental stressors, dilute conflict, and expand
pupil’s capacity to contain differences and/or utilize differences in the service of growth are offered in the
micro practice courses, i.e., Advanced Social Work Practice with Individuals, (S Wrk 224), Advanced
Social Work Practice with Couples and Families (S Wrk 227), and Advanced Social Work Practice with
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Groups (S Wrk 225). S Wrk 274 and S Wrk 275 include specific content on school violence, bullying,
and social skills. Specific programs and practice strategies for conflict resolution and peer mediation are
included in course readings and class discussions.
Opportunities and experiences to demonstrate an ability to facilitate group process and mediate
conflict
Students have opportunities and experiences with group facilitation and conflict mediation in practice
classes as well as during both years of supervised field internship. The foundation practice courses, S Wrk
220 and S Wrk 221, include weekly experiential exercises to facilitate skill development. One example
from S Wrk 221 can be found here - Skill practice. Thus, students gain some classroom experience with
group process and group facilitation. This content is reinforced in the foundation field practicum, S Wrk
280/281 when students complete required group practice assignments such as observing the dynamics of a
group meeting in the agency and facilitating a task oriented group.
The second year of the program provides coursework in the advanced, multi systems practice
concentration. Courses include role playing and small group exercises to enhance student learning of
complex practice skills. In S Wrk 225, Advanced Social Work Practice with Groups, students participate
in an on-going group experience as a parallel process to the practice content presented in the course.
Students are also concurrently enrolled in the advanced year of field internship, S Wrk 282/283 and are
required to complete assignments in assessing, forming and facilitating both a task and treatment group as
part of their internship. See assignments 3, 6 and 7 in the S Wrk 282 learning agreement under Multi
Systems Social Work Practice. Similarly, the context for unifying knowledge and skill about conflict
resolution is the practicum experience, Advanced Field Instructed Practice (S Wrk 282/283). It is within
the school placement setting that the PPS candidate, under guided supervision, applies those strategies to
effect conflict resolution.
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GENERIC STANDARD 15. Technological Literacy
The program provides candidates with opportunities to understand and demonstrate skills in
current technology for communication and collecting, organizing, distributing and analyzing data
and resources in order to facilitate effective and appropriate outcomes in program management and
individual student achievement.
Introduction
PPS candidates have knowledge and skills in current technology. They are provided with a variety of
opportunities throughout the MSW and PPS programs to demonstrate application of computer-based
technology. Demonstration that each content area has been satisfactorily learned and applied is evidenced
in a passing grade in the relevant courses, an overall grade point average of 3.0 or higher, and a grade of
“Credit” for the field practicum. The specific content areas are listed and discussed below.
Knowledge and skills in current technology
California State University, Fresno has a computer requirement for all students which is published in both
the General Catalog and the Schedule of Courses each semester. It states:
At California State University, Fresno, computers and communications links to remote resources
are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software…In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the
necessary communication links to the university’s information resources. The university maintains
a limited number of workstations in various labs to facilitate this access. It provides the means to
allow students access from their home environment to university computing and network resources
and to the Internet.
PPS candidates also have access to a wide range of technology resources and services at the university
level through Information Technology Services (ITS). ITS provides a free electronic mail account and
internet access to students. The Henry Madden Library also provides a wide range of technology
resources to all students including public computer workstations, ALIS terminals and CD-ROM
workstations. The Department of Computer Science offers a variety of courses available to students to
improve their technology knowledge base.
In addition to these university resources, PPS candidates have access to a computer lab in the McLane
building that is assigned exclusively to the College of Health and Human Services. It is utilized for
classroom instruction, statistical analysis of research data using SPSS, and for use by students in the
college. PPS candidates also have access to a computer lab that is for social work students only in the
Professional Human Services building which hosts the department and faculty offices and most social
work classes.
The Department of Social Work has its own web-site with extensive information posted about the MSW
and PPS programs, including faculty, courses and admissions information
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(www.csufresno.edu/socwork). Department information is also posted regularly on university Black
Board.
Technological literacy is required of all candidates beginning with the university admission process to
program completion and graduation. Both the computer requirement and the access to various university
technology resources provide PPS candidates with the opportunity to develop knowledge of current
technology. Course assignments that require satisfactory use of these resources ensure that all candidates
have the opportunity to understand and demonstrate skills in the use of current technology. For example,
S Wrk 200, Social Work Policy I, is designated as the graduate writing course for the MSW and PPS
programs. As such, all students are oriented to the requirements of graduate level scholarship, including
the need to utilize current technology. Completion of course assignments often includes the use of
electronic databases, so students participate in a university library orientation which familiarizes them
with the process of conducting ethical computer-based library searches. They also learn guidelines for
APA format, computer presentation applications and the use of pertinent hardware and software for
completing MSW/PPS program course requirements. Most courses are web-enhanced and integrate the
use of technology in both instruction and assignments. For example, see the S Wrk 203 syllabus in regard
to researching policies via Web-Sites Frequently Used.
Candidate knowledge of current technology continues to develop throughout the program.
S Wrk 260 and S Wrk 261, Quantitative and Qualitative Social Work Research, provide foundation
content on all aspects of the research process. This content includes Computer Applications in Social
Work Research.
Lab skill exercises are used throughout the semester to allow for application of this course content. There
is also careful examination of the legal and ethical issues raised in planning and conducting research,
including those related to computer-based technology. Some of the topics addressed are plagiarism,
confidentiality, privacy, and informed consent. Legal and ethical issues are infused throughout the MSW
and PPS programs and candidates are expected to understand and adhere to the ethical guidelines of the
social work profession.
Application of computer-based technology
PPS candidates demonstrate the ability to apply computer-based technology in the completion of a broad
range of assignments throughout the MSW and PPS programs. Most of the courses use web-based
methods for delivery of some course content, including Black Board, discussion groups, and blogs. For
example, see the S Wrk 203 syllabus in regard to Web-based Instruction/Blackboard.
Students complete papers which require professional references. Thus, students regularly access computer
data bases through ALIS terminals, CD-Rom workstations and the internet to conduct research and review
of the professional literature. Other course assignments require application of specific technologies, such
as the use of an EXCEL spreadsheet to prepare a program budget or preparation of a PowerPoint
presentation for class. The Thesis/Project Seminar, S Wrk 292, and the culminating experience, S Wrk
298/299, require students to plan and carry out an independent research project. In doing so, candidates
demonstrate application of various computer technologies from literature review to data analysis using
SPSS. The program ensures that all candidates demonstrate skills in current technology through the
satisfactory completion of course assignments and the culminating experience.
In addition to academic courses, candidates also demonstrate application of technology during both years
of field placement, S Wrk 280/281 and S Wrk 282/283. For example, see one assignment area from the S
Wrk 280 learning agreement to Complete at least one report writing assignment from each of the
following categories: e mail; meeting minutes; case notes/narratives. In order to perform effectively in
any human service setting, students need to learn to use information management systems. All students
who intern in public child welfare are required to use the CMS/CWS computer data-base for all client
documentation. Interns complete a CMS/CWS training module and are certified to use this computer
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data-base in their field placement. Other placements utilize computer programs to assist clients with job
searches, location of resources and other sources of information. As public schools become increasingly
involved with the use of computer-based technology, PPS candidates are afforded the opportunity to
utilize technology to support teaching and learning. These opportunities occur in field work assignments
such as academic advising in which student databases are accessed for the purposes of scheduling,
evaluating transcripts, computing credits, etc. Students also utilize computer-based technology in
assignments related to attendance, college and career planning, financial aid, community resources and
general research. Information is then utilized in the assessment, planning, intervention and termination
phases of service in support of pupil’s academic success.
Finally, candidates have ample opportunities to demonstrate computer-based technology skills in areas
such as accessing the internet, downloading files, and using e-mail for communication. These skills are
demonstrated in the completion of both academic and field placement assignments. The program ensures
that candidates demonstrate skills in the use of this technology during weekly supervision in the field
internship and in the evaluation of student performance in field placement. Candidates are rated on a scale
of 1-5 on their performance in all required learning areas and must perform at a minimum of 80% to
receive credit for field internship (see Appendix L: PPS Evaluation of Student Performance).
.
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GENERIC STANDARD 16. Supervision and Mentoring
The program provides candidates with opportunities and experiences to demonstrate knowledge of
models of supervision used to mentor pre-professionals in practice and field experience placements.
Candidates recognize the important role that field-site supervisors play in pre-professional training
of future pupil personnel service providers.
Introduction
Candidates demonstrate knowledge of models of supervision and mentoring and develop understanding of
the importance of the field-site supervisor role in training and socialization to the profession.
Demonstration that each content area has been satisfactorily learned and applied is evidenced in a passing
grade in the relevant courses, an overall grade point average of 3.0 or higher, and a grade of “Credit” for
the field practicum. The specific content areas are listed and discussed below.
Knowledge of models of supervision and mentoring
PPS candidates acquire foundation knowledge of human behavior within formal organizations in S Wrk
212, Human Behavior in the Social Environment: A Multi Systems Approach. Theoretical approaches to
human service organizations are presented, including Weber and the theory of bureaucracy, human
relations, decision-making and contingency theories. S Wrk 246, Social Work Practice with Formal
Organizations, builds on this theoretical foundation by adding the knowledge and skills for practice at the
organizational level. For example, see the unit on Personnel Management . One of the required content
areas for this unit is supervision. Candidates examine a variety of supervision and mentoring models,
including tutorial, case consultation, peer and tandem supervision. They also develop knowledge of the
basic principles of supervision and characteristics of effective supervisors. Mentoring and consultation
among professional colleagues is also addressed.
1. In addition to the macro level theory and practice skills outlined above, PPS candidates develop
knowledge of the professional guidelines and standards for supervision through the NASW Code of
Ethics. The NASW Code of Ethics specifically addresses the standards of practice for Supervision and
Consultation (3.01) and Education and Training (3.02). These standards include possessing the requisite
knowledge and skills, setting clear and appropriate boundaries, not engaging in dual relationships, and
evaluating interns in a fair and respectful manner. The newly revised NASW Standards for Social Work
Practice in Schools also refer to the professional responsibility of school social workers to “contribute to
the development of the profession by educating and supervising school social work interns” (p.8). The
Standards can be accessed at http://www.socialworkers.org/practice/standards/NASWSSWS.pdf
The opportunity to apply knowledge and skills to practice occurs in both years of field practicum, S Wrk
280/281 and S Wrk 282/283. Candidates participate in a minimum of one hour of supervision per week
and gain direct experience with the supervisor-intern relationship. This experience is structured as
indicated on the learning agreement under Field Supervision:
In some cases, interns may also supervise undergraduate interns, paraprofessionals or volunteers as part of
their planned learning experiences. The MSW2 Graduate Field Manual provides candidates with
foundation knowledge of the field instructor role and current literature and training in supervising field
experience training. Candidates also complete required learning assignments in consultation with
administrators, teachers, parents and staff.
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The Department of Social Work Education is currently offering on-line field instructor training for field
instructors as well as ongoing annual training to strengthen their teaching role. These seminars have
included an in-depth orientation for new field instructors, as well as relevant topics for experienced field
instructors. Recent topics for the latter group have included Effective Supervision Techniques, Team
Supervision, and Cross Cultural Competency for Field Instructors.
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School Social Work Specialized Standards
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B. School Social Work Specialization Standards
B.1.
Core Knowledge Base and Foundation
Standard
Standard
B.2.
B.3.
17
18
Social Work Foundations
Professional Ethics
Professional Skills and Training
Standard
Standard
Standard
Standard
19
20
21
22
Standard
23
Wellness and Resiliency Promotion
Direct Learning Support Services
System Level Learning Support Services
Pupil, Family, Faculty and Community Linkages and
Partnerships
Research
Field Experience
Standard
Standard
24
25
Field Experience
Determination of Candidate Competence
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B.1:
Core Knowledge Base and Foundation
STANDARD 17. Social Work Foundations
In addition to the generic standards required of all members of the Pupil Personnel Services (PPS)
team, the preparation program provides candidates with a strong foundation in the knowledge base
of social work. There is a special emphasis on school social work, in order to support the full
development of pupils, their schools, the resources of their families and the linkage of community
service resources, working in partnerships toward the shared goal of pupils’ success.
Introduction
Candidates for the PPS credential in school social work are provided with a strong foundation in the
knowledge base of social work. During the second year of the program, there is a special emphasis on
school social work through coursework and the field practicum in the schools. Matrix 17-1 illustrates the
specific content and MSW courses which provide it.
Foundation knowledge base in social work
The Master of Social Work degree is a 60 unit program that is fully accredited by the Council on Social
Work Education. It is designed to educate advanced social work practitioners who can meet complex
client needs within a diversity of public and private human service settings and who can provide services
to multiple client systems using a variety of social work practice approaches. As part of the M.S.W.
program, students may elect to specialize in school social work practice and child welfare and attendance.
All students acquire a strong foundation knowledge base prior to specializing in school social work and
child welfare and attendance.
The MSW and PPS program is organized around five curriculum sequences: policy, human behavior in
the social environment, research, practice and field. All sequences have foundation courses, which
provide the knowledge base for courses in the advanced concentration. In 2004, the faculty voted to
expand the foundation curriculum from one to two semesters. Two years were devoted to the expansion
and strengthening of the foundation and the reconfiguration of the advanced concentration. These
curricular revisions were implemented in 2007-08. The foundation curriculum is now delivered in the
first two semesters of the program. It provides students with a generalist, problem-solving approach to
social work practice. Content on ethics, diversity, social and economic justice and populations at risk is
introduced in the foundation courses and expanded throughout the advanced concentration.
There are currently two core courses in the policy sequence. Both are designed to familiarize students with
generalist foundation policy regarding: 1) history, mission and philosophy of the social work profession,
2) awareness of the contexts and patterns of policy development, implementation, evaluation and change,
and 3) theoretical, conceptual and practical dimensions of social welfare policy analysis. S Wrk 200
(Schedule of Classes) is designed as the initial socialization course to the social work profession from a
policy perspective and also meets the University’s graduate writing requirement. S Wrk 203 (COURSE
SCHEDULE) focuses on analysis of social welfare policies and program operations. It addresses the
linkage of social, economic, cultural, political, legislative, administrative and legal dimensions of social
work practice. This course also reviews comparison of various policy analysis frameworks and introduces
students to the legislative process.
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There are two foundation courses in the human behavior in the social environment sequence: S Wrk 212
and 213. S Wrk 212 (COURSE SCHEDULE) introduces core theories that inform multi systems practice.
Knowledge, values, and skills that support the understanding of the behaviors of people as individuals and
as members of collectives in families, groups, organizations and communities are presented. This content
includes understanding individual and small group behavior from a developmental, life course, and small
system perspective as well as theories of small groups, organizational, and community behavior from a
social systems perspective. S Wrk 213 embodies the Department of Social Work Education’s
commitment to addressing diversity and social justice by focusing on oppression within an empowerment
perspective. This course prepares students to understand and appreciate cultural and social diversity as
part of the value base of social work (see the Course Calendar).
‘It also examines the consequences of institutionalized oppression on the populations that social workers
serve, provides knowledge on practice with ethnic cultures, people of color, and women, as well as
populations affected by social, economic and legal bias or oppression such as persons who are LGBTQQ,
people with disabilities, and elders.
S Wrk 213 is relevant to the Department of Social Work Education’s commitment to social justice and
diversity awareness in that it addresses the need for both theoretical and analytical content about groups
that are disenfranchised. The intent of the course is to enable students to practice empowerment focused
interventions. The knowledge base in this course has direct application to the other foundation courses, as
well as to the advanced concentration courses.
There are two foundation research courses, S Wrk 260 and S Wrk 261. The first course introduces
students to issues and methods in quantitative approaches to research and practice evaluation (see
COURSE SCHEDULE).
It addresses the nature of quantitative inquiry, the scientific method, ethics, values and issues of diversity
in social work research and evaluation, research designs, sampling strategies, data analysis and
presentation. The second research course is addresses the same content areas with a focus on qualitative
method and approaches to research (see COURSE SCHEDULE).
This content provides a base for students to evaluate the relevance of the empirical base of knowledge and
theory development in all sequence courses, and provides a base for the development of their own
research.
There are two foundation courses in the practice sequence. S Wrk 220 introduces students to a problemsolving, person-in-environment interaction approach to practice across all systems levels (see COURSE
SCHEDULE).
It is a generalist perspective, strength-based approach to practice. The focus is the development of social
work practice skills with an emphasis on interventions with individuals, families, groups, organizations
and communities. It is a four unit course that includes a skills lab. It bridges the five core content
sequences: social welfare policy, research, human behavior and the social environment, and field
practicum. As the first practice foundation course, this seminar introduces students to the basic problemsolving skills and intervention philosophy of the social work profession. S Wrk 221 is the second
foundation practice course.
It is also a four unit course with a skills lab (see COURSE SCHEDULE). It builds upon the practice
knowledge and skills from S Wrk 220 in its analysis and application of the theories, principles and
techniques of social work practice with individuals, families, groups, organizations and communities.
Students are introduced to a multidimensional problem-solving framework. There is a focus on the person
in environment with the dual purpose of both enhancing the well being of people and amelioration of the
environmental conditions that adversely affect them.
The intent of this course is to prepare students to begin the journey to becoming creative, ethical problemsolvers who are culturally aware and are committed to social justice within an empowerment perspective.
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Finally, the first year field practicum, Social Work 280
(fall) and Social Work 281
(spring), is designated as foundation. It provides students with agency-based experiences that assist
students in understanding the generalist, problem solving approach and its specific application to practice
with different client systems and across fields of practice. Each semester of the first year practicum is
guided by a learning agreement that prescribes minimal practice assignments for all students in
professional development, multi systems practice, and evaluation of practice. The practice assignments are
aligned with the foundation practice courses, S Wrk 220 and S Wrk 221, and provide first-hand
experience in: 1) assessment, intervention with different size client systems, including individuals and
organizations, 2) short and long term interventions that focus on interpersonal individual change, as well
as crisis intervention, 3) development of the ability for assuming increasingly autonomous assignments,
and 4) skills for practice across various size client systems in settings such as child welfare, mental health
and medical settings. This course supports the foundation for practice by heightening student socialization
into the profession, introducing them to agency functioning, observation of practice interventions, and
practice at developing process skills such as active listening and empathy. It also provides opportunities
to integrate the problem solving knowledge and skills taught in the classroom.
Emphasis on school social work
The foundation knowledge base in social work is acquired in the first year of the M.S.W. program.
Students may elect to specialize in school social work and child welfare and attendance during the second
year of the program. The emphasis on school social work occurs in the second year and is provided
through coursework and the second year field practicum in the schools.
In addition to the standard second year coursework for all MSW students, PPS candidates are required to
complete 600 hours of supervised internship in the schools (S Wrk 282 and S Wrk 283) concurrently with
two courses in school social work practice (S Wrk 274 and S Wrk 275). S Wrk 274, Advanced Social
Work Practice in Schools I, presents specific content on the role and function of the school social worker.
The educational setting as a context for social work practice is thoroughly reviewed. Important content
areas such as current trends in education, history of school social work, professional survival and
legal/policy parameters for public education are all presented. For more information, see the S Wrk 274
Schedule of Classes and Assignments.
Practice from an ecological perspective is emphasized with a strong focus on understanding the guest
status and unique contribution of social workers in educational settings. S Wrk 275, Advanced Social
Work Practice in Schools II, builds on this knowledge with more focus on target groups of pupils and
advanced intervention strategies. For more information see the S Wrk 275 Schedule of Classes and
Assignments.
Both courses include knowledge and skills for linking clients with resources and developing partnerships
with community organizations to effectively serve the needs of pupils and families.
The second year, advanced practicum in the schools, S Wrk 282/283, provides PPS candidates with the
opportunity to apply specialized knowledge of school social work practice. All candidates complete 600
hours of supervised field internship in accordance with CCTC guidelines. An advanced learning
agreement is utilized to guide the practicum experience and prescribes advanced level assignments in
professional development, multi systems practice, and evaluation of practice. The advanced practice
assignments are aligned with the concurrent practice courses each semester. This curricular design is
intended to maximize the integration of classroom learning with supervised internship experience. In the
fall, S Wrk 282 students focus on practice with individuals (S Wrk 224), groups (S Wrk 225) and
organizations (S Wrk 246). In the spring, S Wrk 283 students focus on practice with families (S Wrk 227)
and communities (S Wrk 247).
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In addition to these standardized requirements for all MSW students, the PPS candidates also develop and
utilize a PPS Learning Agreement Addendum.
The addendum outlines the requirements and competencies of the PPS program and lists the assignments
that will be completed to demonstrate accomplishment of each required learning area. Candidates gain
first-hand experience of the role and function of the school social worker. They are required to fulfill a
multiplicity of roles and functions in order to learn to be effective school social workers. Thus, the
emphasis on school social work occurs for PPS candidates through the advanced practice courses as well
as the internship and the two required school social work courses.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 17-1
STANDARD #17
The program provides
candidates with a strong
foundation in the
knowledge base of social
work
Policy
HBSE
Practice
Field
Research
200, 203
212, 213
220, 221
224, 225
227, 246
247
280, 281
282, 283
260, 261
292
298/299
200, 203
212, 213
220, 221
280, 281
260, 261
School
Social
Work
CWA
274
275
274
275
274
275
274
275
Factors to consider:
Foundation knowledge
base in social work
Emphasis in school social
work
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282, 283
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STANDARD 18. Professional Ethics
Candidates demonstrate the ability to practice according to ethical standards including the National
Association of Social Workers (NASW) Code of Ethics and the NASW Standards for School Social
Work Services. Candidates demonstrate the ability to analyze and resolve ethical dilemmas that
emerge in the practice of school social work.
Introduction
PPS candidates demonstrate knowledge of professional ethics as outlined in the NASW Code of Ethics
and the NASW Standards for School Social Work Services. They also demonstrate application and
integration of professional ethics in all aspects of social work practice. Matrix 18-1 illustrates the social
work classes which offer specific content on professional ethics. It should be noted that content on ethics,
like systems theory and cultural awareness/competency, is infused throughout the entire MSW/PPS
program.
Knowledge of professional ethics
The National Association of Social Workers (NASW) Code of Ethics is introduced to students in the first
semester in S Wrk 220, Foundations for Social Work Practice I. See week one, NASW Code of Ethics .
In this class, students identify the core values and ethical principles of the social work profession and
examine their influence on social work practice. This foundation is built upon throughout the foundation
year and the advanced multi-systems practice concentration. Each advanced practice class focuses on
social work service at a particular systems level using the Code of Ethics and the cardinal values of social
work as its common theme. In S Wrk 274, Advanced Social Work Practice in Schools I, students are
introduced to the NASW Standards for School Social Work Services as an adjunct to the Code of Ethics.
These standards provide additional guidelines for social work practice specific to the school setting. See
week two of the course calendar and the assigned reading of the NASW Standards for School Social Work
Services . All candidates are required to read the NASW Standards for School Social Work Services and
discuss them in S Wrk 274. Important concepts such as professional preparation, accountability,
supervision, continuing education and recommended school social worker-student population ratios are
discussed.
PPS candidates are also oriented to the roles of other human service providers in the school system in
order to enhance the effectiveness of the educational team. This orientation includes exploration of
differences in professional ethics and practice perspectives among and within professional groups. This
content is provided throughout the practice sequence as well as in the specific school social work courses
(S Wrk 274 and S Wrk 275) and the field practicum in the schools (S Wrk 282/283).
Ability to practice according to ethical standards
PPS candidates demonstrate the ability to practice according to ethical standard during both years of the
field practicum (S Wrk 280/281 and S Wrk 282/283). Students complete specific assignments as part of
their learning agreements that directly address ethics and ethical practice. For example, first year students
are required to Conduct an ethics audit of the field placement agency based on Reamer’s model. Second
year students Identify ongoing ethical dilemmas in your agency practice and apply an ethical decisionmaking model to develop a plan for resolution. The following learning objectives on ethical practice from
the field practicum syllabi outline the expected outcomes for students:
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Foundation Year (S Wrk 280/281):
1.
To apply core social work values, ethics and practice principles as outlined in the NASW Code of
Ethics in working with various client systems and colleagues.
2.
To differentiate the value orientation, roles and activities of social work from other professions,
particularly in relation to populations-at-risk, diversity, disparities, empowerment and social justice.
Advanced Year (S Wrk 282/283)
1.
To apply and integrate core social work values and ethics, including the central practice principles of
diversity awareness, social justice and empowerment, in working with various client systems and
colleagues.
2.
To develop and demonstrate the ability to professionally process ethical dilemmas.
3.
To demonstrate identification with the value orientation, roles and activities of social workers as
different from other professionals.
4.
To demonstrate the ability to professionally process complex ethical dilemmas.
Application of professional ethics in the school setting occurs in the second year field placement (S Wrk
282/283). At this time, students expand on the foundation from the first year and learn the specialized
aspects of social work practice in schools. Through a variety of field assignments, students demonstrate
knowledge and skill in applying ethics to the school setting as well as learning to resolve conflict that
arises due to ethical differences. PPS candidates are formally evaluated on their performance in the field
practicum at the end of each semester. Evaluation includes assessment of the candidate’s ability to apply
professional ethics into practice.
Ability to analyze and resolve ethical dilemmas
As described above, students in the MSW and PPS program develop a knowledge base of social work
professional ethics and have opportunities during both years of the field internship to analyze and resolve
ethical dilemmas. In S Wrk 274, Advanced Social Work Practice in Schools I, candidates complete
assigned readings on ethical dilemmas in school social work. They also participate in small group
exercises which require the identification of an ethical dilemma such as confidentiality and a plan for
resolving the conflict. See week 4 of the course outline on Social Work Practice in Schools: Ethical
Issues. These assignments facilitate the integration of knowledge with practice and help to prepare
candidates to effectively handle the inevitable ethical issues that will arise through practice in the schools.
S Wrk 275, Advanced Social Work Practice in Schools II, provides additional advanced practice content
on youth and specific target groups of pupils in schools. Candidates continue to apply and integrate
professional ethics into these advanced practice areas through assignments, class discussions, and
concurrent field practicum experiences.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 18 -1
STANDARD #18
Ability to practice
according to ethical
standards; ability to
analyze and resolve ethical
dilemmas
Factors to consider:
School
Social
Work
CWA
274
275
274
275
Policy
HBSE
Practice
Field
Research
200, 203
212, 213
220, 221
224, 225
227,246,
247
280/281
282/283
260, 261
292
298/299
220, 221
224, 225
227, 246
247
280/281
282/283
274
282/283
274
275
282/283
274
275
Knowledge of professional
ethics
Application of ethics in
School Social Work
practice
Ability to analyze and
resolve ethical dilemmas
California State University, Fresno
220, 221
224, 225
227, 246
247
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B.2:
Professional Skills and Training
STANDARD 19. Wellness and Resiliency Promotion
Candidates demonstrate the ability to promote healthy emotional development and resiliency of
pupils by designing, implementing and evaluating services and programs at the individual, group,
and institutional level. These programs and services are designed for pupils, staff, families, and
communities to maximize educational, social and emotional outcomes.
Introduction
PPS candidates demonstrate the ability to promote healthy emotional development and resiliency of pupils
through effective program planning, intervention, and evaluation. They also demonstrate the ability to
assess strengths and to design, implement and evaluate services at multiple systems levels to support
positive academic, social and emotional outcomes. Matrix 19-1 illustrates the specific content and MSW
courses which provide this content.
Ability to promote healthy emotional development and resiliency
The Human Behavior in the Social Environment courses include content on child and youth development
and the small and large system factors which influence development. S Wrk 212 addresses developmental
factors at the individual and family level. Major theories of child and youth development, including
Piaget, Freud and Erickson, are reviewed beginning in Week 6
There is a careful examination of expectable behaviors of infants, toddlers, early school age, middle
school age, early adolescence and late adolescence. The family context is a focus in this course as well as
S Wrk 227, Social Work Practice with Couples and Families. The necessary components of family
support to facilitate healthy development, including academic success, are examined. The importance of
understanding child development is emphasized as a foundation for effective social work practice with
youth. The concept of resiliency is explored and the role of individual and family factors in fostering
resiliency is addressed.
S Wrk 212 also provides content about factors at the larger systems levels, such as the school setting,
which influence pupil development and academic success. Course content examines the specific features
and dynamics of complex organizations, such as school systems, from a social systems perspective and
seeks to achieve an understanding of those factors that promote healthy emotional development and pupil
success. Both school social work classes, S Wrk 274 and S Wrk 275, add specific information on the
school setting as a formal organization. Topics such as school climate, classroom management, violence
prevention, and teacher consultation are explored in-depth to facilitate candidate understanding of
organizational factors that promote wellness and resiliency. For example, see course content on School
Climate.
Assessment of strengths
S Wrk 213, Cultural Diversity and Oppression, enhances this foundation knowledge of the developmental
influence of small and large system factors by emphasizing the cultural context for these influences. Both
years of field internship, S Wrk 280/281 and S Wrk 282/283, provide candidates with the opportunity to
conduct assessments, design and implement interventions, and evaluate their practice at the individual,
group and institutional level. The second year of internship, S Wrk 282/283, provides the advanced field
practicum in the schools. Candidates complete 600 hours of supervised, school-based practice and engage
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consistently in practice experiences that promote healthy emotional development and resiliency to support
pupil success.
S Wrk 220 and S Wrk 221, Foundations for Social Work Practice I and II, introduce candidates to social
work practice at multiple system levels: individual; family; group; organization; and community. The
basic components of assessment are presented and further developed throughout the advanced practice
concentration. Candidates are explicitly taught about strengths and assets at all systems levels. For
example, see the class content from S Wrk 220 on Conducting Strength-based Interventions. Each
advanced practice course focuses on one of the five systems levels and provides in-depth content on
assessment at each respective level. Thus, S Wrk 224, Advanced Social Work Practice with Individuals,
examines multi dimensional assessment of the individual. Candidates learn specific practice strategies for
conducting assessment, including gathering relevant information in areas such as school performance,
peer relationships, and family history. Evaluation of information includes identification of individual
strengths and assets. Similarly, S Wrk 246 and S Wrk 247 provide content on assessment of the formal
organization and community, respectively. Candidates learn to conduct assessment at the larger systems
levels, identify strengths as well as barriers, and understand the reciprocal influence of all impinging
systems. For example, see the following course assignment from S Wrk 247, a Needs Assessment Paper.
Central to the assessment process is the ability to recognize precursors of dysfunctional behaviors. In
order to promote wellness and resiliency, school social workers need to be able to recognize early
indicators of problems with social, emotional or academic functioning and provide early intervention
services. S Wrk 212, HBSE: A Multi Systems Approach, provides the theoretical foundation for
normative development as well as indicators of developmental problems. S Wrk 224, Advanced Social
Work Practice with Individuals, adds specific practice content in the assessment of individuals, including
early indicators of difficulties such as poor attendance, change in grades, or problems with peer
relationships. For example, see the class session on Disorders of Childhood and Adolescence.
Both of the school social work classes, S Wrk 274 and S Wrk 275, provide specific practice content on
precursors of dysfunctional behaviors with school-age youth. Candidates demonstrate this knowledge
through both years of field internship, S Wrk 280/281 and S Wrk 282/283. Students complete a minimum
of six individual, multidimensional assessments each year of the practicum, as well as assessment with
families, groups, organizations and communities.
Service planning, implementation and evaluation
PPS candidates acquire skills through the classroom and the field internships to conceptualize and plan
prevention, direct intervention, and crisis intervention services in the school, home and community. The
advanced, multi-systems concentration of the MSW/PPS program prepares students for autonomous
practice at all of these systems levels. Thus, candidates utilize knowledge of human development to
conduct multi dimensional assessments and plan services in response to client/constituent needs.
Each advanced practice course presents knowledge and skills for intervention at its respective level:
individual, family, group, organization, and community. The importance of adapting service delivery to a
variety of practice contexts is emphasized as a necessity in today’s practice environment. Thus,
candidates learn to provide social work services in homes, schools, and organizations such as schools and
juvenile hall, as well as communities. Both of the school social work classes, S Wrk 274 and S Wrk 275,
provide specific knowledge and skills for service delivery in the schools and related systems such as the
home and community.
Both years of field practicum, S Wrk 280/281 and S Wrk 282/283, provide candidates with the
opportunity to demonstrate skills in service planning, implementation and evaluation at multiple systems
levels. The learning agreement that guides the internship experience for each semester of field practicum
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includes specific practice assignments in service planning, implementation, and evaluation at the
individual, family, group, organization, and community levels. One example is found in the S Wrk 282
learning agreement assignment to Participate in the mutual development of goals and service planning at
the individual, group and organizational level.
Specific examples of PPS intern assignments that demonstrate these skills include participation in team
processes such as Student Study and IEP meetings as well as consultation with teachers and collaboration
with families.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 19-1
STANDARD #19
Wellness and Resiliency
Promotion
School
Social
Work
CWA
274
275
274
275
Policy
HBSE
Practice
Field
Research
200, 203
212, 213
220, 221
224,225,
227, 246
247
280/ 281
282/283
260, 261
292
298/299
212,213
227
280/281
274
275
212
220,221
224,225,
227, 246
247
280/281
282/283
274
275
220,221
224,225,
227, 246
247
280/281
282/283
274
275
Factors to consider:
Ability to promote healthy
emotional development and
resiliency
Assessment of strengths
Service planning,
implementation and
evaluation
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STANDARD 20. Direct Learning Support Services
Candidates demonstrate the ability to perform culturally competent, biopsychosocial assessments of
pupils, their families, and their social and school environments. Candidates demonstrate the ability
to deliver a continuum of prevention and intervention opportunities, services, and supports to
maximize positive academic, social, and emotional outcomes to pupils, their families, and to enhance
the school community for all its members. Candidates understand and use the basic methods of
social work intervention, which may include counseling, crisis intervention, casework, group work,
community organizing, consultation, case management, family therapy, and effective educational
strategies.
Introduction
Candidates for the PPS credential in school social work are required to demonstrate the knowledge and
skills necessary to perform culturally competent, bio psychosocial assessments of pupils, their families
and their social and school environments. There are four major content areas that provide candidates with
this baseline of knowledge and skills: developmental theory; systems theory; impact of psychosocial
stressors; and, application of knowledge to practice. Candidates are also required to demonstrate the
knowledge and skills of appropriate methods of social work intervention with individuals, families,
groups, organizations and communities to address problems of pupils in the school setting. The advanced
multi systems practice concentration of the MSW program provides both the knowledge and practice
instruction necessary for credential candidates to provide effective direct learning support services.
Matrix 20-1 illustrates the specific content and MSW courses which provide it.
Perform culturally competent, bio psycho social assessments
Effective social work intervention is predicated on the ability to conduct accurate bio psychosocial
assessments from which relevant service delivery plans can be made. To this end, PPS credential
candidates are provided with the foundation and advanced practice knowledge and skills for effective
assessment: developmental theory; systems theory; impact of psychosocial stressors; and, application of
knowledge to practice.
Developmental Theory
PPS credential candidates learn about the developmental life cycle in Human Behavior in the Social
Environment: A Multi Systems Approach (S Wrk 212). This theoretical content is covered beginning in
Week 6.
Course content on stage models of development includes the theories of Freud, Erikson, Piaget, and
Kohlberg. It also provides detailed examination of the appropriate developmental tasks of infants,
toddlers, early school age, middle school age, early adolescence and late adolescence. There is also
exploration of abnormal development as well as the variations in development that occur as a result of
culture, class, ethnicity and disability. S Wrk 213, Cultural Diversity and Oppression, provides additional
foundation knowledge of the impact of cultural factors on human behavior and development at all systems
levels. This knowledge base provides the foundation for appropriate bio psychosocial assessment of
pupils.
S Wrk 212 also addresses the developmental life cycle of the family. The reciprocal transformations of
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individuals and the family through the life course are addressed. This foundation is further developed in S
Wrk 227, Seminar in Advanced Social Work Practice with Couples and Families. There is close
examination of intervening variables such as poverty, language, school-age parenting, single parent
families, child abuse, domestic violence, discrimination and oppression. For example, see course content
beginning with The Family as a Focus of Intervention. Candidates are provided with the knowledge and
skill to consider complex family characteristics such as family roles, parenting styles, and cultural context
in their bio psychosocial assessment. Strategies for intergenerational and interfamilial assessment,
including the completion of genograms, are taught in this seminar.
Systems Theory
Systems theory as a framework for social work practice is infused throughout the MSW curriculum.
Foundation content in systems theory is explicitly and extensively covered in the foundation Human
Behavior in the Social Environment: A Multi Systems Approach (S Wrk 212). In S Wrk 212, the use of a
social systems model is presented as a major conceptual umbrella to identify the transactional components
of the person’s bio-psycho-social context. By employing a social systems framework and its
complementary ecological perspective, the intention is to identify the context of and relationship between
biological, psychological, social, cultural, spiritual, and environmental systems as they affect and are
affected by human behavior. As an example, systems theory is the focus for one option in Paper I:
Working with Individuals. S Wrk 212 also explores the application of systems theory beyond the
individual and family on small groups, organizations and communities. This content provides candidates
with understanding of the influence of larger system contexts on pupil behavior, including the classroom,
school, neighborhood and community.
The application of this foundation content to practice begins in the second year. S Wrk 224, Seminar in
Advanced Social Work Practice with Individuals, provides specific content to facilitate the ability to apply
knowledge of individual dynamics as well as impinging environmental and social influences in the
formulation of a multi dimensional assessment. The School Social Work courses, S Wrk 274 and S Wrk
275, add to this knowledge base more specific content on the public school system and its influence on
learning. This framework for practice is introduced in S Wrk 274 under The School as an Educational,
Political & Social System. Knowledge and skills are presented through an ecological framework for
practice, which necessitates consideration of the interaction of involved social systems: pupil; family;
school; and, community. A tool for multi dimensional assessment and development of a family service
plan is provided to PPS candidates for use in the field practicum. It is also utilized to complete an
Attendance Assessment for S Wrk 274. The macro practice classes (S Wrk 246 and SWrk 247) provide
knowledge of assessment at the organizational and community level.
Impact of Psychosocial Stressors
Understanding of the wide variety of bio psychosocial factors which influence human behavior over the
life cycle and in various systems is facilitated in the foundation human behavior in the social environment
classes (S Wrk 212 and S Wrk 213). Specific examination of these factors as part of assessment is carried
out in the foundation practice courses, S Wrk 220 and S Wrk 221 as well as in S Wrk 224, Seminar in
Advanced Social Work Practice with Individuals. For example, see course content from S Wrk 220 on
Multi-systems, Generalist Assessment.
Students learn the concept of multi dimensional assessment and therefore consider micro issues such as
separation and loss as well as macro issues such as discrimination and oppression. Specific information
about public schools and the impact of life-changing events and conditions on learning as well as on the
larger educational system is covered in the School Social Work courses, S Wrk 274 and S Wrk 275.
Candidates are taught to view presenting problems such as poor attendance as symptoms of underlying,
unresolved issues/stressors such as separation and loss or undiagnosed learning disabilities.
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Ability to deliver a continuum of prevention and intervention services
The concurrent model of field and classroom learning allows students to put theory into practice. In the
second year practicum (S Wrk 282/283), PPS credential candidates are placed in school settings. Learning
experiences are guided by the course learning agreement which prescribes minimum practice assignments
for each semester of the advanced year of internship. Students are required to demonstrate skill in
conducting bio psychosocial assessments of pupils as the basis for developing an intervention plan. In
keeping with the ecological model, this assessment and action plan extends beyond the individual pupil to
include the family, the classroom, school personnel, and the general community. The PPS Learning
Agreement Addendum further specifies learning assignments that will be completed to demonstrate
specific PPS Competencies of the PPS program. These assignments include a range of prevention and
intervention services to support pupil success. PPS competency 7 requires candidates to demonstrate skill
in implementing effective prevention and intervention strategies, developing programs, and utilizing
community resources. Sample field experiences to meet this competency area include participation in
planning prevention activities for Red Ribbon week, providing crisis intervention, and providing referrals
to community resources as needed. PPS candidate performance in Field Instructed Practice (S Wrk
282/283) is evaluated at the end of each semester. Skill in conducting multi dimensional assessments,
developing appropriate service plans, and providing a range of prevention and intervention services which
involve all relevant constituencies is evaluated.
Understand and use basic methods of social work intervention
The knowledge and skills for effective, culturally competent bio psychosocial assessments provides the
context for appropriate social work service planning and delivery. The foundation knowledge base for
social work intervention with individuals, families, groups, organizations and communities is presented in
the practice and human behavior in the social environment sequences. Specifically, HBSE: A Multi
systems Approach (S Wrk 212) facilitates students’ understanding of both individual and family
development over the life cycle from a systems perspective. The diversity of family structures and
functions and their influence on individual and family development are examined. Students are also
provided with a theoretical and conceptual understanding of human behavior in small groups,
organizations and communities. For example, see the assignment for S Wrk 212, Paper III: Working with
Organizations and/or Communities.
The Foundations for Social Work Practice I and II classes, (S Wrk 220 and S Wrk 221), present a
framework for problem solving interventions that can be used at any systems level. For example, see the
course material from S Wrk 220 on Developing a Multi-systems Generalist Intervention Plan.
Knowledge and skills for the development of an effective professional relationship, including
communication, interviewing, and problem analysis, are provided. Strategies for practice from an
empowerment perspective are presented as a means to actively involve pupils, family, and school
personnel in the problem solving process.
Specific content on the structure of the public schools is provided in S Wrk 274, Advanced Social Work
Practiced in Schools I. This content includes information on school climate, the social and political
organization of schools, traditional roles of school personnel, and formal and informal decision-making
processes. PPS candidates complete a written assignment for this course, the School Practice Paper,
which demonstrates understanding and application of the school social work role within the structure of
the school.
Foundation content on intervention with various systems is expanded and strengthened in the advanced
multi systems social work practice concentration which consists of the following classes: Seminar in
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Advanced Social Work Practice with Individuals (S Wrk 224); Seminar in Advanced Social Work
Practice with Groups (S Wrk 225); Seminar in Social Work Practice with Couples and Families (S Wrk
227); Seminar in Social Work Practice with Formal Organizations (S Wrk 246); Seminar in Social Work
Practice with Communities (S Wrk 247); and, Advanced Social Work Practice in Schools I and II (S Wrk
274 and S Wrk 275).
In S Wrk 224, students learn specific knowledge and techniques for working with individuals including
interviewing, assessment, planning, intervention and termination. For example, see week 2 in the course
calendar on Defining Assessment and Diagnosis.
In S Wrk 227, instruction in couple and family centered social work practice occurs. Examination of
family structure, including dynamics, roles, traditions, communication patterns and resources occurs in
order to establish a sound knowledge base for family intervention. Major problems/characteristics of
selected family systems (i.e. poverty, abuse, cultural considerations) are discussed and their significance
for intervention is examined. Specific knowledge and techniques for working collaboratively with parents
and families around educational issues to facilitate their understanding and involvement is presented in the
School Social Work courses (S Wrk 274 and S Wrk 275).
In S Wrk 246, students gain specific knowledge and skill for understanding and intervening with formal
organizations such as the public schools. In S Wrk 247, students develop a comprehensive knowledge
base about contemporary methods and strategies of community analysis, intervention and social change
practice. The influence of key aspects of the community such as neighborhoods, sources of conflict and
support, resources and community leaders are all addressed in order to provide a foundation for effective
community practice. As an example, see Techniques for Culturally Competent Practice and Empowerment.
In S Wrk 225, students gain knowledge and understanding of group theory as it applies to clinical,
treatment groups and more broadly to task, self-help, and social control groups. Core components of the
group process such as group structure, dynamics, membership, roles, norms and leadership are addressed.
This advanced multi-systems concentration provides an excellent fit with the practice demands of school
social work. PPS candidates acquire the knowledge and skills for effective, culturally competent direct
practice, including bio psychosocial assessment, service planning, implementation and evaluation. The
broad range of roles and practice methods utilized necessitate understanding the principles of effective
case management. These principles are presented in the foundation and advanced practice classes and
applied during the concurrent field practicum in the schools.
The application of social work practice knowledge and skills in the school setting occurs in the second
year practicum, S Wrk 282/283. This class, taken concurrently with the School Social Work courses,
allows PPS credential candidates to develop competency in utilizing the MSW foundation and advanced
practice curriculum along with the more specialized content for practice in the schools. Students are
required to work with a diversity of clients and client problems in a multi systems fashion in order to
demonstrate a minimum level of competency in social work interventions in a school setting.
Specifically, PPS candidates are required to complete minimum practice assignments using all of the
basic methods of social work intervention as outlined in the learning agreements (i.e. Social Work 282 )
and the PPS Learning Agreement Addendum.
They are also required to work with a minimum of ten students ethnically different from themselves for a
minimum of one hundred hours to insure breadth of experience with intervention in addressing cultural
diversity. Candidate performance in the provision of intervention at all systems levels includes
conducting culturally competent bio psychosocial assessments, developing appropriate service plans,
providing multi systems social work intervention, and evaluating the effectiveness of intervention which
includes appropriate follow-up procedures. Candidates are supervised by an experienced MSW/PPS
school social worker in the provision of all services.
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This supervision provides the direction and support necessary to learn the complex case management
practice inherent to school social work. Candidate performance in all required areas is formally evaluated
at the end of each semester of field practicum. Candidates must demonstrate satisfactory performance in
80 percent of the required areas in order to receive credit for the practicum.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 20-1
STANDARD #20
Direct Learning Support
Services
Policy
HBSE
Practice
Field
Research
200, 203
212, 213
220, 221
224, 225
227, 246
247
280/ 281
282/283
260, 261
292
298/299
School
Social
Work
CWA
274
275
274
275
Factors to consider:
Perform culturally
competent biopsychosocial
assessments
212,213
220, 221
224, 225
227, 246
247
Ability to deliver a
continuum of prevention
and intervention services
Understand and use basic
methods of social work
intervention
280/ 281
282/283
274
275
280/ 281
282/283
212
California State University, Fresno
220, 221
224, 225
227, 246
247
282/283
274
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STANDARD 21. System Learning Support Services
Candidates demonstrate the ability to assess, design, advocate for, and deliver direct and indirect
services to affect culturally sensitive educational outcomes at the systemic level. These activities are
based on knowledge of the mission and function of the school, school district and community, and
how these systemic factors contribute to learning outcomes in both positive and negative ways.
Introduction
PPS credential candidates must demonstrate knowledge of large system factors and their impact on
learning outcomes. They also acquire the ability to design and deliver system level learning support
services, including skill to engage other professionals and family members in addressing the needs of
pupils. Classroom and field internship experiences provide knowledge about the school setting as a
context for social work practice as well as the roles and effect that key people in social systems have on
the performance of pupils in schools. Specific classes which provide this knowledge and practice are
depicted in Matrix 21-1.
Knowledge of large system factors and their impact on learning outcomes
The MSW curriculum is grounded in social systems theory and its complementary ecological approach as
a framework for social work practice. Thus, students gain a thorough understanding of groups and
organizations as social systems as well as the ways in which systems influence and impact upon each
other. Policy and foundation classes which address these areas of knowledge include Social Welfare
Policy I (S Wrk 200); Social Welfare Policy II (S Wrk 203), HBSE: A Multi Systems Approach (S Wrk
212); and, HBSE: Cultural Diversity and Oppression (S Wrk 213). One example of this foundation
content is illustrated in the following assignment from S Wrk 200, Policy Area Presentations.
The advanced practice courses concerned with large systems utilize this foundation in social systems
theory and present knowledge and practice skills for intervention.
S Wrk 246, Social Work Practice with Formal Organizations, provides specific content on the structure
and functioning of large organizations. Topics which are addressed include decision-making, personnel
and staffing, planning, communication, supervision and leadership. S Wrk 274, Advanced Social Work
Practice in Schools, complements this content with information that is specific to public schools.
Organizational information such as governance structures, funding, regulatory policies and procedures,
programs, eligibility for special education and the rights and obligations of schools, parents and pupils are
all covered in this course. Candidates review systems theory and apply it to practice in a school setting.
They also learn to analyze the school setting as an organization and demonstrate this ability in a written
assignment for the course. This assignment, the School Practice Paper, requires the candidate to
demonstrate understanding of school structure, school climate, formal and informal leadership, decisionmaking roles of school personnel, rules and regulations, school support services and other relevant aspects
of organizational functioning.
S Wrk 247, Social Work Practice with Communities, provides the knowledge and practice skills for
understanding and working with the community in which schools are located. Topics include assessment
of community needs, entry into the community, identification of community leaders, analysis of sources of
power and power differentials, and knowledge of available resources in the community. For example, see
the course content on the Assessment of Community Needs, Part 1.
This knowledge base prepares candidates for intervention at the community level through social planning
and community organizing. They also develop knowledge about community organizations that serve the
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school population and the resources available to address needs such as housing, health and mental health
services, income maintenance, family planning, juvenile justice and child welfare. This knowledge
facilitates appropriate utilization of community resources as well as appreciation of the impact of these
organizations on learning outcomes for pupils. PPS candidates are required to complete community
practice assignments as part of the field practicum in schools, S Wrk 283. They also interface regularly
with community organizations through consultation, collaboration, advocacy and program planning.
Ability to design and deliver system level learning support services
PPS candidates acquire the knowledge and skills to design and deliver social work practice at the larger
system level in support of pupil learning. A major focus of the social worker in schools is to engage the
various and sometimes conflicting social systems of the school on behalf of pupil needs. There is both a
knowledge base and field practice component to the development of this important skill. The knowledge
base begins with a thorough understanding of systems theory and its application to the school setting as
described above. Built upon this foundation is specific knowledge and theory needed to perform various
social work roles: advocate; mediator; broker; consultant; counselor; program planner. Curriculum which
provides the practice knowledge and theory for these traditional social work roles is found in the
following classes: Seminar in Foundations for Social Work Practice I and II (S Wrk 220 and S Wrk 221);
Seminar in Advanced Social Work Practice with Individuals (S Wrk 224); Seminar in Advanced Social
Work Practice with Groups (S Wrk 225); Seminar in Social Work Practice with Couples and Families (S
Wrk 227); Seminar in Social Work Practice with Formal Organizations (S Wrk 246); and, Seminar in
Social Work Practice with Communities (S Wrk 247). For example, S Wrk 220 is the first foundation
practice course in the program. At the beginning of the course, students are introduced to The Generalist
Problem-Solving Model.
Based on the assessment of both small and large system factors influencing learning outcomes, PPS
candidates design programs and develop service plans to address identified problems. Because most
presenting problems are the result of the interaction of various systems level factors, the candidate must
learn to intervene at multiple levels to effect change. Thus, the pupil who is referred for problems with
attendance is assessed to determine the reasons for missing school. The service plan may involve
intervention at the small system level, including individual counseling, family intervention and
consultation with the teacher. However, the candidate also learns to address the larger systems level
factors, which may affect attendance. These factors include classroom management, school climate,
school safety and implementation of policy and procedure. Therefore, the service plan may also include
development of a school task force to address improving school climate, training school staff on
appropriate implementation of attendance policies, or organizing a community group to report truant
students in the school neighborhood.
The School Social Work courses, S Wrk 274 and S Wrk 275, provide extensive knowledge about the
school setting, education policy and practice strategies for school social work. Specific policies related to
education are reviewed, such as attendance, pupil rights and special education. Organizational issues such
as school climate and school violence are examined. Target groups of at-risk pupils are addressed and
practice strategies for addressing the myriad of system level factors influencing pupil learning are
addressed in the S Wrk 275 assignment, Class Presentation . At the beginning of S Wrk 274, candidates
are oriented to the school setting as a practice context. Specific strategies for establishing positive
working relationships with all relevant constituencies are presented. The importance of joining, gaining
trust and establishing the viable role of the school social worker are emphasized.
Classroom knowledge of these large system factors is strengthened by concurrent enrollment in the school
field practicum, S Wrk 282/283. The learning experience for both semesters of the advanced field
practicum is guided by the learning agreement and the PPS learning agreement addendum. The learning
agreement for each semester prescribes learning assignments that are aligned with the concurrent
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advanced practice courses. In the fall, PPS candidates complete field assignments in organizational
assessment, program planning and observation of an administrative meeting. See the S Wrk 282 learning
agreement assignments under Multi Systems Social Work Practice. In the spring, field experiences are
completed in community needs assessment and application of a community practice model to address an
identified need. The PPS learning agreement addendum is structured around 11 competency areas, most
of which have implications for system level support services. Specific field internship assignments are
outlined for each competency area to ensure that candidates have ample experience to gain proficiency in
each competency area.
The assignments described above provide PPS credential candidates with the opportunity to gain
important knowledge and experience in engaging parents, pupils and families in need, and developing new
programs and services to meet the needs of school, pupil, family and community. In carrying out these
various social work interventive roles and services, candidates gain a broad range of knowledge of the
community services and resources available to pupils, families and schools. These resources include
mental health, medical services, housing, juvenile justice, social services, child welfare, employment
development, recreation and services for persons with disabilities. Special attention to the needs of
ethnically and culturally diverse groups is addressed extensively in both the classroom and the field
practicum to enhance cultural competency in service design and delivery. Formal evaluation of candidate
performance in the provision of system level learning support services occurs at the end of each semester.
Candidates must demonstrate satisfactory performance in 80 percent of the required areas in order to
receive credit for the field practicum.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 21-1
School
Social
Work
CWA
274
275
274
275
STANDARD #21
Policy
HBSE
Practice
Field
Research
System Level Learning
Support Services
200, 203
212, 213
220, 221
224, 225
227, 246
247
280/ 281
282/283
260, 261
292
298/299
200, 203
212, 213
246, 247
282/283
274
220, 221
224, 225
227, 246
247
282/283
274
275
Factors to consider:
Knowledge of large
system factors and their
impact on learning
Ability to design and
deliver system level
learning support services
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STANDARD 22. Pupil, Family, Faculty and Community Linkages and Partnerships
Candidates demonstrate the skills to create and maintain linkages and partnerships with pupils,
families, faculty and staff and the community. Candidates demonstrate the ability to advocate for
and partner with a wide range of service integration efforts and providers to enhance pupils’ ability
to define, work toward and reach their full academic and personal potential.
Introduction
School Social Work practice increasingly involves interfacing with innovative service delivery models to
meet the needs of pupils and their families. To this end, PPS candidates must develop skills to create and
maintain linkages and partnerships among all constituencies: pupils; families; faculty; staff; and, the
community. Candidates also must acquire the ability to advocate for and partner with various services.
Matrix 22-1 illustrates the classes which provide content in support of these learning requirements.
Skills to create and maintain linkages and partnerships
The advanced, multi-systems practice concentration of the MSW and PPS programs provides candidates
with both the knowledge and skills to develop and maintain linkages and partnerships at all systems levels.
S Wrk 212, HBSE: A Multi Systems Approach provides the foundation knowledge base for understanding
how organizations function and interface with one another. Systems theory is examined in-depth to
facilitate an understanding of the reciprocal influence of various systems upon one another. This
understanding provides the foundation for developing effective practice skills for the school social worker.
S Wrk 220 and S Wrk 221, Foundations for Social Work Practice I and II, introduce candidates to a
generalist, problem-solving approach. Basic practice skills such as engagement, communication,
interviewing, facilitation, consultation and collaboration are introduced at five systems levels: individual,
family, groups, organization and community. For example, see course content from S Wrk 221 on Interorganizational collaboration. The advanced practice course for each of these systems builds upon this
foundation by addressing more specific and more advanced knowledge and skills for practice at each
respective level.
S Wrk 246, Social Work Practice with Formal Organizations, provides much of the advanced practice
content relevant to creating and maintaining linkages and partnerships. Course content includes
information on the structure and function of human service agencies, staffing, communication, supervision
and leadership. Candidates gain both knowledge and practice skills to become effective team members
within complex organizations. The course specifically addresses skills to create and maintain linkages and
partnerships in the unit on External Relations. Skills in consultation, collaboration, facilitation and team
building are developed through class assignments and exercises.
S Wrk 247, Social Work Practice with Communities, addresses the knowledge and skills needed for
effective intervention at the community level. Candidates acquire skill in assessing a community and its
needs, gaining entry and trust within the community, identifying formal and informal leadership, and
learning to mobilize and organize communities to address their needs. These skills are all essential to
creating and maintaining linkages and partnerships within and outside of the school setting.
The School Social Work courses, S Wrk 274 and S Wrk 275, add the specific content related to practice in
the school setting. S Wrk 274 provides a thorough knowledge base regarding public schools as
organizations as well as the policies that govern public education. Specific practice strategies for creating
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and maintaining linkages and partnerships are presented, including consultation with teachers and school
staff, participation in multi-disciplinary teams, collaboration with families, school staff, program and
service providers and the community. The current status of increased school-linked programs and
partnerships is examined. For example, see content from S Wrk 275 on Community Practice and School
Linked Services. The importance of school social workers being prepared to function effectively in
school and community partnerships is emphasized through assigned readings, lecture, and class
discussions.
PPS candidates participate in the field practicum (S Wrk 282/283) concurrently with the practice classes in
order to facilitate integration of theory and practice. Field internship includes assignments to gain
advanced practice skills in collaboration and brokering. They gain first- hand knowledge of team
processes, consultation and collaboration with various constituencies, outreach efforts to involve families,
and school-community partnerships with various service providers. Some candidates are placed directly
with school-linked programs or interface regularly with such programs. As a result, they gain a realistic
perspective of the importance and complexity of school-community partnerships.
Ability to advocate for and partner with various services
The ability to advocate for and partner with various services and programs is integral to a system of
service delivery that is accessible and meets the needs of pupils, families, schools and communities.
There has been progress in developing creative, more user-friendly programs and methods of service
delivery for schools and their constituents. However, the innovations have often been hindered by the
resistance to change, which is so characteristic of large bureaucracies such as public schools. As a result,
PPS candidates need to embrace innovation and change that has the potential to better serve the needs of
the community while simultaneously respecting the organizational structure of the schools and learning to
be effective advocates for necessary change.
S Wrk 246, Social Work Practice with Formal Organizations, provides candidates with the knowledge and
practice skills for understanding and addressing problems at the organizational level. Assessing
organizational barriers to accessing services is addressed as well as strategies for overcoming barriers such
as agency collaborations and task force groups. For example, see course content on Using Social Work
Values and Advocating for Change. S Wrk 247, Social Work Practice with Communities, provides
candidates with skills to assess community needs and develop strategies to address those needs.
The field practicum in the schools, S Wrk 282/283, provides candidates with direct experience in the
process of partnering with various service integration efforts and providers. Both the advanced learning
agreements and the PPS learning agreement addendum outline assignments to develop these skills. For
example, one competency area in the PPS addendum is Candidate demonstrates skill in implementing
effective prevention and intervention strategies, developing programs, and utilizing community resources.
Candidates become very familiar with resources available in the community as part of the orientation
phase of the internship. They gain experience with linking schools, agencies and communities in order to
meet the needs of pupils and families. In doing so, they quickly learn about gaps in resources and work
with the MSW/PPS field instructor and other staff and service providers to address these gaps.
Candidates often participate in community meetings and task force groups to gain experience in
partnering, collaboration and advocacy. Through observation, participation, and supervision, they develop
the advanced practice skills necessary to establish and nurture complex school-community partnerships.
These skills include effective communication, facilitation, mediation, and advocacy as well as a
professional posture which embraces collaboration.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 22-1
STANDARD #22
Pupil, Family, Faculty and
Community Linkages and
Partnerships
Policy
HBSE
Practice
Field
Research
200, 203
212, 213
220, 221
224, 225
227, 246
247
280/ 281
282/283
260, 261
292
298/299
212
220, 221
246, 247
282/283
246, 247
282/ 283
School
Social
Work
CWA
274
275
Factors to consider:
Skills to create and
maintain linkages and
partnerships
Ability to advocate for and
partner with various
services
California State University, Fresno
274
275
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STANDARD 23. Research
Candidates demonstrate knowledge of and skills in completing the essential steps and processes of
research, with particular attention to: problem formulation based on theory and previous research,
issues related to assessment and measurement, the logic of research design, data collection and
analysis, and the appropriate interpretation of the results upon which the conclusions are based.
Candidates demonstrate the ability to access and critically analyze research related to schools and
communities.
Introduction
Candidates for the PPS credential in school social work demonstrate knowledge and skills in completing
the primary steps and processes of research. These steps include problem formulation, assessment and
measurement, research design, data collection and analysis, and interpretation of results. Students gain
knowledge and experience in research via a number of learning mechanisms: classroom lectures and
discussion; class assignments; field practicum; evaluation of practice; and the completion of a master’s
thesis or project. They also demonstrate the ability to access and critically analyze school and community
research. The classes which provide specific content on research and its application to the school setting
are depicted in Matrix 23-1.
Demonstrate knowledge of and skills in completing research
Increasingly, social workers are being called upon to be accountable for their professional endeavors.
This requires the utilization of social research findings in developing programs and the application of such
findings to service delivery. It also includes the ability to empirically evaluate practice outcomes.
Additionally, social workers need to be able to use systematic processes in contributing to the
development of professional knowledge. This is especially true in the public schools where funding for
support services is often low and public scrutiny for effectiveness is high.
PPS candidates gain a solid knowledge base for social research in two foundation practice courses, S Wrk
260, Quantitative Social Work Research, and S Wrk 261, Qualitative Social Work Research. These
courses prepare students to carry out the following steps in social work research: problem formulation and
conceptualization; measurement; design; sampling; data collection; statistical analysis; and, interpretation
of results. For example, see the following assignment from S Wrk 261, Data collection exercises.
Research design is presented with careful attention to the relationship of research purpose to design and
the appropriate application of various design strategies such as single subject and experimental studies.
Quantitative and qualitative methods are examined in the respective course and differentiated to maximize
appropriate selection of research design to the purpose of the research. Limitations, which occur as a
result of design and sampling methods, are addressed.
S Wrk 260 and S Wrk 261 also present content on assessment and measurement in social research. Levels
of measurement are examined as well as issues of reliability and validity of these measures. For example,
see the S Wrk 260 unit on Measurement.
Methods for assessing reliability and validity are also taught in this course. MSW and PPS students are
required to complete coursework on statistics as a prerequisite to the program. Application of this
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knowledge occurs in S Wrk 292, Seminar in Project/Thesis and in the completion of the master’s project
or thesis; S Wrk 298/299.
There are several mechanisms through which students have the opportunity to put into practice the
knowledge base for social research learned in the research classes. First, students enroll in S Wrk 292,
Project/Thesis Seminar, to apply their research knowledge to the development of a formal proposal for the
project or thesis. In the final semester, students complete a master’s project (S Wrk 298) or a master’s
thesis (S Wrk 299). A project or thesis must evidence originality and independent thinking, appropriate
form and organization, and a rationale. It must be described in written form and summarized in an
abstract that highlights the significance, objectives, methodology and conclusions or recommendations of
the research. Although it is not required, students are encouraged and may conduct their research in their
field study setting. Thus, PPS credential candidates have the opportunity to conduct formal research in the
school setting.
Another means by which candidates practice research is in the field practicum, S Wrk 280/281 and S Wrk
282/283. Students participate in various components of agency-based research such as needs assessment,
grant writing, program development and evaluation of practice. All students are required to complete
assignments for evaluation of their social work practice as outlined in the learning agreement for each of
the four semesters of field practicum. See the S Wrk 282 learning agreement section on Evaluation of
Practice. PPS candidates have the opportunity to gain specific research practice experience in the school
setting. Concurrent enrollment in S Wrk 274 and S Wrk 275, Advanced School Social Work Practice in
Schools I and II, provides specialized curriculum content on research in the schools and relevant research
findings that pertain to effective and culturally competent social work practice in the schools. In S Wrk
274, candidates develop a School Social Work Service Plan that includes practice objectives and measures
to evaluate accomplishment of the objectives. In S Wrk 275, the final assignment is an End-of-Year
Report in which the outcomes of the plan are reported, analyzed and interpreted.
Ability to access and critically analyze school and community research
All courses in the MSW and PPS program require candidates to read professional social research and
analyze the findings for application to practice. Each course syllabi lists assigned readings and has
additional recommended readings in an attached bibliography. These readings include research articles
from various professional sources. Candidates also complete research papers for most graduate courses,
which require a review of the literature, selection of relevant research articles, analysis of the research
results and application of the findings to the written assignment.
Both of the school social work courses, S Wrk 274 and S Wrk 275, expose candidates to a wealth of
research on social work practice in schools. Students have weekly reading assignments, which include
research articles from professional journals concerned with social work practice with children, schools and
the community. For example, see the course content for week 15 in S Wrk 274 on Striving for Equal
Educational Opportunity. Class lectures, discussions, and assignments provide a forum for analyzing
school and community research and applying it to practice. In keeping with the mission of the program
and the value orientation of the professional, assigned research reflects the diverse needs of pupils and
families. There is special emphasis on developing knowledge of those who experience school differently
than others as a result of cultural diversity. Course topics, readings and discussions reflect this emphasis
and include important areas such as gender, disability, poverty, sexual orientation and ethnicity.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 23-1
STANDARD #23
Research
School
Social
Work
CWA
260, 261
292
298/299
274
275
274
275
280,281
282, 283
260, 261
292
298/299
274
275
280,281
282, 283
260, 261
292
298/299
274
275
Policy
HBSE
Practice
Field
Research
200, 203
212, 213
220, 221
224, 225
227, 246
247
280/ 281
282/283
Factors to consider:
Demonstrate knowledge
and skills in completing
research
Ability to access and
critically analyze school
and community research
200, 203
212, 213
California State University, Fresno
220, 221
224, 225
227, 246
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B.3:
Field Experience
STANDARD 24. Field Experience
Candidates demonstrate competency in school social work practice by successfully completing 1000
clock hours of field experience. At least 450 clock hours are school-based practice supervised by a
credentialed practitioner, of which a minimum 100 hours are with at least ten (10) pupils of an
ethnic background different from that of the candidate. The school assignment is provided in at
least two age groups (preschool, elementary, middle, high school) with a minimum of 100 clock
hours at each setting, not to exclude district services and programs or alternative school settings.
If candidates are working toward the acquisition of the Child Welfare and Attendance Credential,
150 additional clock hours of field experience are required as part of the total field experience
requirement. Ninety (90) of these hours must be completed in a school setting in direct contact with
pupils and a minimum of 30 up to a maximum of 60 must be acquired in a setting that is outside the
field of education. See Standard 7 of Child Welfare and Attendance standards for reference.
Introduction
PPS credential candidates in school social work must demonstrate competency in school social work
practice. The PPS credential program in the Department of Social Work Education at CSUF offers the
PPS school field practicum in the second year
(S Wrk 282/283). Credential candidates are placed in a
school setting which has been approved by the Department as one which provides the quality and variety
of assignments necessary to develop advanced level social work skills in a school setting.
Field experience
PPS credential candidates complete two separate field internship placements. The foundation field
internship, S Wrk 280/281, occurs in the first year of the MSW program. S Wrk 280 and S Wrk 281 each
require completion of 200 hours of supervised social work practice for a total of 400 hours of foundation
field internship. The advanced field internship, S Wrk 282/283, takes place in the second year of the
program. Each semester of the advanced field practicum requires completion of 300 hours for a total of
600 hours. Thus, the MSW/PPS candidates complete a minimum of 1000 hours of supervised social work
field internship.
The PPS program with specializations in school social work and child welfare and attendance requires
completion of 450 clock hours of school social work internship and 150 clock hours of child welfare and
attendance internship. Therefore, the MSW program requirement of 600 hours of second year internship
matches exactly with the credential requirement of 600 hours of internship for both the school social work
and CWA specializations.
The second year practicum in the schools requires successful completion of field placement hours over
two semesters under the supervision of an M.S.W. who also has a PPS credential. Students are required to
meet with their field instructors a minimum of one hour per week for supervision.
Learning requirements and assignments are outlined in the S Wrk 282 and S Wrk 283 learning
agreements as well as the PPS Learning Agreement Addendum.
The PPS addendum includes the requirement for placement in at least two of three settings (preschool,
elementary, middle, high school) for no less than 100 clock hours at each level. Assignment of clients
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must include a minimum of ten pupils who are ethnically and culturally different from the PPS credential
candidate. No less than 100 clock hours shall be with pupils and clients who are ethnically and culturally
different from the candidate.
In the first few weeks of the field placement, the faculty field liaison who is an MSW with a PPS
credential visits the school and meets with the student and the field instructor. The focus of this liaison
visit is to ensure that the placement is off to a good start and to assist in the development of the learning
agreement. The required assignments for the PPS credential are reviewed and learning assignments are
discussed.
In addition to the standard delivery of the faculty liaison role described above, students also participate in
a bi-weekly field integration seminar as part of the requirements for S Wrk 282/283. The seminars are
organized around practice topics that align with the students concurrent practice classes and are designed
to facilitate integration of practice course content and PPS program content with field placement
experiences. For example see the Field Integration Seminar Calendar
Social Work 282. Regular communication with the PPS field instructors is also maintained by the PPS
Coordinator via weekly electronic mail to keep them abreast of concurrent course content and
requirements in the PPS classes and to encourage supervisory attention to knowledge and practice areas
that need strengthening. Regular faculty liaison site visits occur throughout the year. A final site visit is
conducted with each student and field instructor at the end of the year to review learning progress and plan
for termination.
By the end of the fourth week of placement, the candidate must submit a learning agreement, which is
signed by the student, the field instructor, the faculty liaison, and the Field Coordinator. The learning
agreement describes the learning activities/assignments for each semester. Candidates are required to
complete foundation (S Wrk 280/281) or advanced (S Wrk 282/283) learning assignments addressing
professional development, multi systems social work practice and evaluation of practice. Examples of the
four learning agreement templates that are utilized in the MSW and PPS program are located at the end of
the field syllabi, Social Work 280 ,
Social Work 281 , Social Work 282 , Social Work 283.
In addition to the second year MSW learning agreements, S Wrk 282 and S Wrk 283, PPS candidates also
complete a learning agreement addendum. The addendum is organized according to the requirements and
competencies of the PPS program. Students indicate the assignments that are planned to meet all of the
PPS program requirements and list the range of activities to fulfill each of the eleven PPS competency
areas. A sample PPS learning agreement addendum is located at the end of the S Wrk 282 syllabus in
Section II of this document.
The learning agreements are not signed by the liaison or Field Coordinator and PPS Coordinator until they
meet all of the requirements of the program. Monitoring of the learning progress of the candidate occurs
during weekly supervision with the MSW/PPS field instructor as well as during regularly scheduled
faculty liaison visits. The learning agreement is reviewed and progress toward accomplishing set goals
and objectives is discussed. PPS candidates are formally evaluated in the performance of all required
field assignments twice each semester: at the mid-point and again at the end of the semester. They are
required to perform satisfactorily in a minimum of 80 percent of required areas in order to receive credit
for the field practicum.
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STANDARD 25. Determination of Candidate Competence
Prior to recommending candidates for a School Social Work Credential, one of more persons who
are responsible for the program determine that candidates have satisfied each professional
standard. This determination is based on thorough documentation and written verification by at
least one district supervisor and one institutional supervisor.
Introduction
The PPS Coordinator in the Department of Social Work Education is responsible for recommending
candidates for the PPS credential with the specialization in school social work. This recommendation is
based on a thorough review of all program coursework and performance in the field practicum as reported
by the school site supervisor. Evidence that all requirements have been satisfactorily met is documented
in assigned grades and written evaluations of field practicum performance.
Determination that candidates have satisfied each professional standard
In the Department of Social Work Education, the determination of candidate competence is the
responsibility of the PPS Coordinator, Andrea Carlin, in consultation with other faculty and the PPS field
instructors. The candidate’s satisfactory acquisition of classroom knowledge is measured through exams,
papers, class discussion and class projects. It is the faculty member of record who determines mastery and
competency of the subject areas taught and conveys this by assigning a grade to the student. At California
State University, Fresno, graduate students must maintain an overall minimum grade point average of 3.0
to be in good standing academically. In addition, no course in which a grade of less than “C” is earned
may be used toward a graduate degree. The Division of Graduate Studies monitors student adherence to
the academic regulations for graduate study and notifies each department of students that have failed to
meet graduate study requirements. The MSW Coordinator also reviews student grades each semester to
ensure that students have demonstrated satisfactory knowledge and understanding in the required
curriculum areas. The PPS Coordinator is informed of any PPS candidates that may be in academic
jeopardy.
Evaluation of field internship experience is the most individualized part of the program. It is intended to
be an ongoing process of discussion, feedback and assessment between the student, field instructor and the
faculty liaison. The evaluative process occurs within the framework of the Department of Social Work’s
curricular goals, its mission, and the learning opportunities provided by the PPS credential field placement
setting. The agency based field instructor is responsible for the ongoing teaching and evaluation of the
PPS candidate and field placement. The field instructors have an M.S.W. and a PPS credential and are
certified by the Department Field Review and Certification committee as capable of fulfilling the
important role of field instructor. PPS candidates receive a minimum of one hour per week of supervision
from the field instructor. Benchmarks used in the weekly supervision include the MSW learning
agreement, the PPS learning agreement addendum, the goals and objectives of S Wrk 282/283 (Advanced
Field Instructed Practice I and II), the PPS Candidate Handbook and specific learning assignments.
The field instructor, in cooperation with the faculty liaison and the Department of Social Work Education,
ensures that the breadth and depth of learning tasks assigned to the students cover all the required
competencies for the MSW and PPS program. Evaluation of the achievement of these competencies
occurs on an on-going basis in supervision through written assignments, discussions, role-plays,
participant observation, and direct observation of the candidate.
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The faculty liaison provides support to the field instructor and student throughout the field placement.
The liaison role in social work is similar to that of the Master Teacher in education. This faculty member
provides consultation and advisement to both the student and field instructor regarding expectations,
learning assignments, and evaluation through regularly scheduled liaison visits. A minimum of two visits
per semester at the school placement sites are conducted by the faculty liaison. These visits may also
include observation of the candidate.
At the mid-point and end of each semester, this ongoing evaluative process is formalized in the writing of
an evaluation of student performance using the standard department evaluation form for the respective
field practicum course in which the student is enrolled. Both the student and the field instructor
participate in writing the evaluations. Learning progress is evaluated on a variety of MSW and PPS
competencies and goals for the next semester are set. PPS candidates are also evaluated on their
demonstration of professional dispositions each semester (PPS Dispositions Evaluation). Finally, at the
end of the second year internship, candidates are also evaluated on demonstration of the competencies of
the PPS program (PPS Evaluation of Student Performance). The field instructor recommends a grade of
Credit or No Credit and forwards the evaluations to the faculty liaison. The faculty liaison reads and signs
the evaluations and discusses them with the Field Coordinator if necessary. The Field Coordinator is
responsible for the final grade. Candidates are required to perform at a satisfactory level in at least 80
percent of the required learning assignments/competencies in order to receive credit for the field
practicum.
At the conclusion of the field practicum in the schools and the MSW program, PPS candidates submit a
PPS Portfolio which is a compilation of assignments and evaluations that demonstrate mastery of the PPS
program requirements. The PPS Coordinator reviews the portfolio to make a final determination
regarding competency for practice in the schools. See the Evaluation of PPS Portfolio Rubric. Evaluation
occurs in four content areas: professional development; multi systems practice; PPS competencies; and,
evaluations. Points earned for all areas are calculated and a final, overall percentage for performance is
tabulated. PPS candidates must achieve an overall performance rating of 80 percent or higher in order to
be recommended for the credential. Students who have earned the Master of Social Work degree and who
are determined to be competent for school social work practice are recommended to the Credential
Analyst for authorization of a PPS credential in school social work. Candidates are responsible for
completing all administrative requirements in applying for the credential.
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Child Welfare and Attendance
Specialization Standards
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C. Child Welfare & Attendance Specialization Standards
Child Welfare and Attendance Specialization is a supplemental authorization which requires that a
credential candidate either holds one of the three PPS credentials or is concurrently enrolled in one
of the three PPS credential programs.
C.1: Core Knowledge Base and Foundation
Standard
1
Professional Role of Child Welfare and Attendance
Supervisors
Standard
2
Laws Pertaining to Child Welfare and Attendance
C.2: Professional Skills and Training
Standard
3
Program Leadership and Management
Standard
4
Collaboration and Partnerships
Standard
5
School Culture and Related Systems
Standard
6
Assessment and Evaluation of Barriers to Student Learning
C.3: Field Experience
Standard
7
Field Experience and Supervision of Child Welfare and
Attendance Supervisors
Standard
8
Determination of Candidate Competence
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C.1: Core Knowledge Base and Foundation
STANDARD 1. Professional Role of Child Welfare and Attendance Provider
The program provides candidates with knowledge and understanding of the history, philosophy and
trends in Child Welfare and Attendance (CWA) Programs, particularly as they relate to the
professional role of the CWA Supervisor as a student advocate.
Introduction
The PPS credential program with specializations in school social work and child welfare and attendance
provides candidates with an understanding of the professional role of the CWA provider. This
understanding includes knowledge of the history, philosophy and trends in child welfare and attendance as
well as knowledge and skills for advocacy. The MSW and PPS courses which include this content are
depicted in Matrix 1-1.
Knowledge of Child Welfare and Attendance and the Role of the CWA provider
PPS candidates are provided with knowledge and gain understanding of the history, philosophy and
trends in Child Welfare and Attendance in the PPS courses, S Wrk 274 and S Wrk 275. S Wrk 274,
Advanced Social Work Practice in the Schools I, provides the foundation for understanding the role of the
CWA provider through knowledge of the history, philosophy and trends of child welfare and attendance
services. It is presented along with the history of school social work at the beginning of the course
because all credential candidates in this program pursue both the school social work and CWA
specializations. For example, see course content from S Wrk 274 in week 2 on the Overview of School
Social Work. Topics which are examined include the philosophy and value of public education for all
citizens, the history of compulsory attendance and the many legal, religious and philosophical challenges
to the laws surrounding compulsory attendance. Trends in school social work and CWA intervention are
also explored to facilitate understanding of the current status of these professional roles and
responsibilities. Additional content on pupil rights, special education, and equal educational opportunity is
also presented. This content begins in week 9 and continues through week 16 as noted in the syllabus
under Part II, The Legal and Policy Parameters of School Social Work and Child Welfare and Attendance
Services and Implications for Practice. These policy areas are aligned with both the historical and
philosophical trends of the CWA specialization. In S Wrk 275, Advanced Social Work Practice in
Schools II, candidates learn advanced practice strategies used in CWA programs for addressing the myriad
of barriers that interfere with attendance and academic success.
PPS candidates acquire knowledge about the professional role of the CWA provider in tandem with their
professional development as social workers. The knowledge and skills for both specializations are
presented throughout the PPS program in an integrated fashion. There is an excellent “fit” between the
role of the school social worker and the CWA provider. This integrated curricular design is intended to
facilitate this “fit” and prepare candidates for the varied and complex responsibilities of both
specializations.
Orientation to the professional role of a social worker occurs primarily in S Wrk 220 and S Wrk 221,
Foundations for Social Work Practice I and II. PPS candidates enroll in these courses during the
foundation year of the MSW program. They are introduced to Social Work as a helping profession and
explore the values and purpose of social work as well as the change process. They also explore the
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multiple roles of a social worker, many of which are applicable to the CWA provider. The roles are
introduced early in the course as part of The Generalist Problem-Solving Model.
For example, both social workers and CWA providers function as consultants, advocates and brokers for
linking students and families to needed resources. S Wrk 220 and S Wrk 221 also provide foundation
knowledge to prepare candidates to deliver effective services by addressing the helping relationship,
engagement skills, and skills for communication, problem solving and intervention. These skills are
further developed throughout the advanced practice concentration for application at each respective
systems level: individual; family; group; formal organization; and, community.
CWA Supervisor as a student advocate
Knowledge and skills for advocacy are taught in all of the practice courses, S Wrk 220, S Wrk 221, S Wrk
224, S Wrk 225, S Wrk 227, S Wrk 246 and S Wrk 247. In keeping with the program mission, candidates
learn to provide advanced, multi systems intervention that demonstrates a commitment to social justice,
diversity/cultural competence, and empowerment. Both of the school social work/CWA courses, S Wrk
274 and S Wrk 275, provide specific content on the role of the school social worker and CWA provider.
Among the many roles assumed in school social work and CWA is that of an advocate. Strategies for
advocacy in the school setting and with community organizations on behalf of at-risk and under-achieving
youth are examined.
This knowledge and its accompanying skills are put into practice during the advanced field practicum in
the schools, S Wrk 282 and S Wrk 283. Candidates participate in a range of learning assignments to
prepare them for the role of a CWA provider. These assignments are outlined in the S Wrk 282 and S
Wrk 283 learning agreements as well as in the PPS learning agreement addendum. For example, PPS
competency # 2 includes assignments in pupil advocacy. Required assignments include assessment,
intervention, consultation, collaboration, brokering and evaluation of attendance related problems with
students. Advocacy is central to effectively carrying out these assignments and occurs at all systems
levels.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 1-1
STANDARD #1
Policy
HBSE
Practice
Field
Research
Professional Role of the
Child Welfare and
Attendance Provider
200, 203
212, 213
220, 221
224, 225
227,246,
247
280,281
282, 283
260, 261
292
298/299
School
Social
Work
CWA
274
275
274
275
Factors to consider:
History, philosophy and
trends in CWA programs
Knowledge and skills for
advocacy
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274
220, 221
224, 225
227,246,
247
282, 283
274
275
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274
275
100
STANDARD 2. Laws Pertaining to Child Welfare and Attendance
Candidates demonstrate knowledge and application of laws related to child welfare and attendance
as found in the California Education Code, California Code of Regulations, Title 5, Welfare &
Institutions Code, Penal Code, local and civil ordinances and relevant federal and state laws relating
to pupil records, confidentiality, the custody, registration, attendance and education of minors,
including suspension, expulsion and due process.
Introduction
PPS credential candidates seeking the additional specialization in Child Welfare and Attendance must
demonstrate knowledge and application of the laws governing child welfare and attendance. All of the
specialized knowledge and skills to meet this requirement are provided through course work in the MSW
and PPS program. Matrix 2-1 illustrates the specific content and the MSW courses which provide it.
Knowledge of laws related to child welfare and attendance
The foundation knowledge base regarding social and educational policies, including compulsory
attendance and the rights of minors, is provided in the policy sequence of the MSW and PPS program.
Social Welfare Policy I (S Wrk 200) introduces students to the philosophical and historical foundations of
the social work profession and promotes knowledge and understanding of the policies, programs, services
and processes within social welfare, including public education. Social Welfare Policy II (S Wrk 203)
emphasizes the analysis of major social welfare policies and programs with attention to social, political,
economic, cultural and ideological factors. For example, see course content on Policy Analysis.
The specialized knowledge base for practice in the schools regarding attendance laws, child welfare, and
the rights of minors, is provided in S Wrk 274, Advanced Social Work Practice in Schools I. There is a
thorough examination of the laws that govern compulsory school attendance (see week 9 on Attendance).
Candidates develop understanding of enrollment policies and the management of situations such as foster
care, child custody and institutional placements (i.e. hospitals, group homes). State education codes for
compulsory attendance are presented with attention to the range of alternatives which are available:
exemptions; exclusions; tutoring; private school; suspension and expulsion. Legal parameters which
impact attendance are also addressed. These include state and federal laws pertaining to student discipline
proceedings, the right to due process, child labor, child abuse reporting and protection, child custody and
pupil records, including confidentiality, access to and transfer of those records.
Another aspect of the knowledge base for Child Welfare and Attendance services is an understanding of
the state requirements for promotion and retention as well as high school graduation requirements. In S
Wrk 274, candidates are provided with handouts of the California Education Code for each of these topics
as well as the website for further research of state education policy. Promotion, retention and high school
graduation requirements are all addressed in class lectures and discussion. There is a focus on recent
policy changes in these areas, such as the high school exit exam, and the practice implications of these
changes.
Similarly, the laws which govern due process and discipline are also addressed in S Wrk 274 as part of the
unit on Student Rights and Issues.
A pupil’s right to due process as established in Goss v. Lopez is presented in readings and class
discussion. State education codes for suspension and expulsion are also presented and discussed,
including special circumstances such as students who are categorized as 504 and/or special education.
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The laws pertaining to child welfare and attendance are extensive and complex. They are thoroughly
reviewed in S Wrk 274 with various opportunities for candidates to demonstrate their understanding and
ability to apply the laws. In S Wrk 274, students complete an Attendance Assessment paper based on a
pupil from their internship. This assignment requires an understanding of attendance policies in order to
accurately identify the problems to be addressed in the provision of CWA services. Students also take a S
Wrk 274 Final Exam which demonstrates their understanding of CWA laws. Candidates are also oriented
to their responsibility to maintain currency with the law through membership in professional associations
and continuing education. S Wrk 203, Advanced Social Welfare Policy II, provides content on the
legislative process and involves candidates in policy analysis, lobbying and advocacy. PPS candidates can
also enroll in SWrk 204, Social Welfare Policy Advocacy I. This one unit elective course involves active
participation in NASW Lobby Days in Sacramento and provides further educational opportunity to
practice legislative advocacy. S Wrk 274 also provides information on staying current with CWA policy
and understanding the impact of policy changes and the process of implementation. The professional
responsibility of monitoring school site and district level compliance with CWA policy is also presented
as part of the role of the CWA provider.
Application of laws related to child welfare and attendance
Application of the laws related to child welfare and attendance occurs in the classroom and in the field
internship in the schools. Both S Wrk 274 and S Wrk 275 include assignments that demonstrate the
application of CWA laws to practice. In S Wrk 274, the Attendance Assessment paper and the final exam
require the application of a variety of CWA laws to practice as described above. In S Wrk 275, candidates
complete an Integration of PPS Competencies paper which requires the application of CWA law to
practice. Students also complete class presentations on at-risk pupil groups and learn about the range of
CWA policies and laws that pertain to effective CWA practice with these groups.
The field practicum in the schools, S Wrk 282/283, provides candidates with the opportunity to both learn
and to apply knowledge and understanding of the laws governing child welfare and attendance.
Candidates complete a learning agreement and a PPS learning agreement addendum each semester. Both
outline the minimum assignments to be completed to meet the requirements of the MSW and PPS
program. Child Welfare and Attendance requirements are included in the learning agreement addendum
and candidates specify the assignments that will be completed to gain proficiency with these requirements.
For example, see PPS competency 3, Candidate demonstrates skill in the interpretation and application of
laws and pupil/parent rights which influence education and attendance, including attendance, child labor,
child custody, and child abuse reporting.
The practicum experience is supervised by the MSW/PPS field instructor at the school and monitored by
the faculty liaison. Typical assignments involve assessment of attendance problems, intervention with
pupils, consultation and collaboration regarding attendance problems, participation in multidisciplinary
teams such as student study, IEP, 504, and SARB, and advocacy regarding student discipline proceedings.
The provision of all of these interventions requires understanding and application of relevant Child
Welfare and Attendance laws. Many PPS candidates complete part of their field practicum hours at
alternative educational settings such as continuation or community day schools. Thus, they gain first-hand
experience with the appropriate use of alternatives to regular school attendance. Candidates are evaluated
at the end of each semester of the fieldwork experience on their knowledge and application of policy to
practice.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 2-1
STANDARD #2
Knowledge of the laws
pertaining to California
Child Welfare and
Attendance
Policy
HBSE
Practice
Field
Research
200, 203
204
212, 213
220, 221
224, 225
227,246
247
280,281
282, 283
260, 261
292
298/299
School
Social
Work
CWA
274
275
274
275
Factors to consider:
Knowledge of Child Welfare
Attendance laws
Application of laws related
to Child Welfare and
Attendance
200, 203
282, 283
274
204
282, 283
274
275
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C.2:
Professional Skills and Training
STANDARD 3. Program Leadership and Management
Candidates demonstrate skills applicable to leadership and management of child welfare and
attendance programs, including the knowledge and understanding of the development of program
goals and management objectives, establishment of communication systems, identification of
funding resources, case management procedures and measurement of outcomes.
Introduction
PPS candidates in Child Welfare and Attendance develop knowledge and skills for CWA program
management and leadership. These skills include policy and program development, program
accountability and evaluation, collaboration and coordination, and supervision. The specific courses
which provide this content are depicted in Matrix 3-1.
Knowledge and skills for CWA program management
Candidates acquire the foundation knowledge for CWA program management in three courses: S Wrk
212, S Wrk 220 and S Wrk 221. S Wrk 212, HBSE: A Multi Systems Approach provides a solid
theoretical base in systems theory. It also explores various theoretical approaches to human service
organizations, including the theory of bureaucracy, human relations, decision-making and contingency
theory. For example, see course content on Organizational Theories/Models.
The structure and power dynamics of complex organizations are also examined. S Wrk 220 and S Wrk
221, Foundations for Social Work Practice I and II, introduce candidates to multi systems practice which
includes leadership and management roles.
Candidates develop more in-depth program management knowledge and skills in the advanced
concentration course, S Wrk 246, Social Work Practice with Formal Organizations. Course content
includes program planning, supervision, leadership and evaluation. Funding resources for program
planning and budgeting are explored as well as methods for evaluating program outcomes. One
assignment in S Wrk 246 that demonstrates application of knowledge and skills for program management
is the Organizational Plan.
S Wrk 274 and S Wrk 275, Advanced Social Work Practice in Schools I and II, provide specific content
on program management as it applies to practice in the schools. Sources of funding for both school social
work and CWA programs are explored in S Wrk 274. Strategies for evaluating program outcomes and
effectiveness are addressed in S Wrk 275, Advanced Social Work Practice in Schools II. For example, see
course content on Evaluation and Termination of School Social Work and Child Welfare and Attendance
Services.
The knowledge base for program management of issues related to school safety is addressed in both
courses. SWrk 274 examines school climate, including school safety, violence prevention, and personnel,
programmatic and community factors influencing school climate. S Wrk 275 presents content on
implementing various interventions, including crisis intervention.
The field practicum in the schools, S Wrk 282/283, provides candidates with the opportunity to develop
additional knowledge of child welfare and attendance and to apply this knowledge to practice. Candidates
gain direct experience with the use of technology and information systems related to CWA, including
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attendance accounting systems. They also learn about funding sources for CWA programs in their
placements and participate in coordination, collaboration, program planning and evaluation. Learning
agreement assignments specific to CWA are outlined in the PPS learning agreement addendum and are
carried out under the supervision of an MSW/PPS field instructor who provides on-going direction and
mentoring regarding program management.
Knowledge and skills for CWA program leadership
In addition to the program management responsibilities described above, the CWA provider also fulfills a
leadership role as an educational leader and change agent. The school social worker and CWA provider
function in a variety of venues that require leadership in program development and oversight. These
venues include multidisciplinary teams such as Student Study Teams, IEP’s, 504 Teams, School
Attendance Review Boards and Student Attendance Review Teams. Foundation knowledge for such
multidisciplinary teamwork is provided in S Wrk 212, HBSE: A Multi Systems Approach.
More in-depth practice content on leadership and its application in team processes is found in S Wrk 246,
Social Work Practice with Formal Organizations. For example, see the unit on Administrative
Leadership. S Wrk 274 and S Wrk 275, Advanced Social Work Practice in Schools I and II, provide
additional content on multidisciplinary team processes in the school setting. Class reading, lectures,
discussions and exercises address the leadership role of the school social worker and CWA provider and
strategies for effective participation.
In addition to multidisciplinary teamwork, PPS candidates also learn skills in collaborating and
coordinating services with various agencies and community members in support of student attendance.
The leadership, management and supervision skills involved in this work are provided in S Wrk 246,
Social Work Practice with Formal Organizations. S Wrk 274 and S Wrk 275 provide a knowledge base
regarding school climate, consultation and collaboration as well as advanced practice strategies for
coordinating programs and services. For example, see course content from S Wrk 274 on Collaboration
with School Personnel, Families and Community.
PPS candidates apply their knowledge of CWA program leadership during the field practicum in the
schools, S Wrk 282/283. They observe and participate in leadership roles in a variety of educational
teams such as SST, IEP, 504 and SARB. They also participate in program development and evaluation of
attendance interventions and work with multiple programs and services to meet the needs of pupils and
families. This experience and the supervision of the MSW/PPS field instructor strengthen and expand the
candidate’s understanding of program leadership as it relates to child welfare and attendance.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 3-1
STANDARD
#3
Program Leadership and
Management
School
Social
Work
CWA
274
275
274
275
Policy
HBSE
Practice
Field
Research
200, 203
213, 213
220, 221
224, 225
227, 246
247
280,281
282, 283
260, 261
292
298/299
212
220, 221
246
282, 283
274
275
246
282, 283
274
275
Factors to consider:
Knowledge and Skills for
CWA program management
Knowledge and Skills for
CWA program leadership
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STANDARD 4. Collaboration and Partnerships
Candidates demonstrate knowledge and skills related to developing, utilizing and maintaining interand intra-agency collaboration and partnerships with education organizations, juvenile justice,
courts, law enforcement, general and mental health agencies, probation and children and family
services.
Introduction
PPS candidates with specializations in both school social work and child welfare and attendance develop
knowledge and skills for collaboration and partnering with key programs and organizations both inside
and outside the school system. They acquire an understanding of the methods and skills to develop and
sustain learning and support systems. They also learn to effectively connect pupils and families to needed
services. The courses which provide content in these learning areas are illustrated in Matrix 4-1.
Knowledge to develop, utilize and maintain inter- and intra-agency collaboration and
partnerships
PPS candidates develop the knowledge and skills for effective collaboration and partnerships to establish
and maintain learning and support systems for pupils and families. One mechanism for developing these
abilities is participation in multidisciplinary teams. S Wrk 212, HBSE: A Multi Systems Approach
addresses the theoretical framework of multidisciplinary team processes. Candidates explore the
advantages and disadvantages of a multidisciplinary team to service provision. They also examine issues
of leadership, team building, facilitation and consensus as well as roles within a multidisciplinary team
approach.
Both the foundation practice classes (S Wrk 220 and S Wrk 221) and Social Work Practice with Formal
Organizations (S Wrk 246) present a team approach to service delivery as one modality for intervention in
the education environment. For example, see course content and skill exercises from S Wrk 221 on
Working with Client Environments. Techniques of team intervention are explored as well as designing
teams for specific task goals. Both of the Advanced Social Work Practice in Schools courses, S Wrk 274
and S Wrk 275, provide specific content on the utilization of a multidisciplinary team approach in
providing services for students. Strategies for effective team building in an educational setting are
discussed.
Candidates also develop skills in collaboration and partnerships by interfacing with public and private
community-based organizations, agencies and professionals. The theoretical foundation for effective
collaboration is presented in S Wrk 212, HBSE: A Multi Systems Approach. The knowledge base for
practice skills to implement this collaboration and form effective partnerships is acquired in S Wrk 246:
Social Work Practice with Formal Organizations. These skills include administrative practice, effective
communication, consensus building and working with diverse groups. For more specific information, see
the outline of course content on External Relations.
S Wrk 274 and S Wrk 275, provide specific content on collaboration in the school setting, including
community-school collaboration and school-linked services. The advantages of a collaborative approach,
as well as common barriers to collaboration, are explored. For example, see S Wrk 274 content on
Collaboration with School Personnel, Families and Community. The implications of this information for
inter- and intra-agency collaboration and partnerships are addressed in course readings and class
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discussions. Candidates develop an understanding of the importance of effective inter- and intra-agency
collaboration to minimize fragmentation and improve the coordination and effectiveness of pupil support
services. They are also oriented to the logistics of such collaboration, including the writing of Memoranda
of Understanding and Contracts. S Wrk 247, Social Work Practice with Communities, provides additional
content on the importance of organizational partnerships with communities. Specific practice strategies
for developing and maintaining these partnerships are examined.
Skills to develop, utilize and maintain inter- and intra-agency collaboration and partnerships
The concurrent field practicum in the schools, S Wrk 282/283, provides candidates with the opportunity to
apply principles and skills for effective collaboration. Both the S Wrk 282 and S Wrk 283 learning
agreements and the PPS learning agreement addendum include a range of assignments to develop these
important skills. PPS candidates routinely collaborate with school personnel and outside professionals in
the delivery of social work and CWA services. For example, see the PPS learning agreement addendum,
items 4 and 5 PPS Competencies. They also participate in multidisciplinary teams such as the Student
Study Team and the School Attendance Review Board. They also interface with family resource centers,
school-linked parent centers, tutoring and mentoring programs, school-linked or neighborhood health
centers, mental health, law enforcement, children and family services and other programs that serve pupils
and families. All PPS candidates complete a minimum of 30 hours outside of education engaged in
interdisciplinary practice with community agencies. The PPS program at CSU, Fresno specifies minimum
hours in four practice areas to ensure the candidates for the CWA specialization have had adequate
exposure to those disciplines most relevant to the specialization. The specification of hours is as follows:
8 hours in child welfare; 8 hours in juvenile justice; 6 hours in medical; and, 8 hours in other CWA related
practice.
Utilizing partnerships to connecting youth and families to services
A primary component of social work practice is linking people with needs to community resources and
services. The practice component of this specialized skill is presented in S Wrk 220 and S Wrk 221,
Foundations for Social Work Practice I and II. PPS candidates learn the various aspects of case
management, including linkage and brokering. They explore techniques for developing relationships with
community-based organizations in order to enhance services to consumers. They are also introduced to
health and human services resource mapping to organize their knowledge of the variety of services
available.
The field practicum in the schools, S Wrk 282/283, provides candidates with direct experience in
identifying, linking and evaluating resources between pupils, families, the school and the community. For
example, PPS competency #8 includes brokering and linkage: Candidate demonstrates skill in interpreting
pupil’s development, educational status and potential to families with the specific purpose of enhancing
families’ understanding and utilization of available school and community resources.
During the orientation phase of the internship, students devote considerable time to establishing
professional relationships with school staff, analyzing the organizational structure and functioning of the
school, and becoming familiar with the wide range of programs and services available at the school and in
the community. This foundation of knowledge regarding resources is expanded throughout the practicum
with increased exposure to programs and services and increased experience with connecting youth and
families to services. PPS candidates in school social work and CWA have an orientation to empowerment
in the delivery of all services, including brokering. They clearly understand that youth and families who
are empowered will make the best use of resources available. This understanding is cultivated throughout
the MSW/PPS program and reinforced through weekly supervision with the MSW/PPS field instructor.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 4-1
STANDARD #4
Collaboration and
Partnerships
Policy
HBSE
Practice
Field
Research
200, 203
212, 213
220, 221
224, 225
227, 246
247
280, 281
282, 283
260, 261
292
298/299
212
220, 221
246, 247
282/283
212
220, 221
246, 247
School
Social
Work
CWA
274
275
274
275
Factors to consider:
Knowledge to develop,
utilize and maintain interand intra agency
collaboration and
partnerships
Skills to develop, utilize
and maintain inter- and
intra agency collaboration
and partnerships
Connecting youth and
families to services
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220, 221
274, 275
274, 275
282, 283
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STANDARD 5. School Culture and Related Systems
Candidates understand the organizational culture and politics of public school and related systems
particularly as they relate to the role of student advocate and the professional role of the child
welfare and attendance supervisor.
Introduction
PPS candidates in school social work and child welfare and attendance develop comprehensive knowledge
of the organizational culture and politics of the public school and related systems. Through coursework
and the field practicum, they acquire a working knowledge of the school system as an organization. They
also develop and apply an understanding of the student advocate role of the school social worker and
CWA supervisor. The coursework which provides this knowledge base is depicted in
Matrix 5-1.
Understanding of the organizational culture and politics of public school and related systems
The MSW curriculum is grounded in social systems theory and its complementary ecological approach as
a framework for social work and CWA practice. Thus, students gain a thorough understanding of groups
and organizations as social systems as well as ways in which systems influence and impact upon each
other. Policy and foundation classes which address these areas of knowledge include Social Welfare
Policy I (S Wrk 200); Social Welfare Policy II (S Wrk 203), HBSE: A Multi Systems Approach (S Wrk
212) and HBSE: Cultural Diversity and Oppression (S Wrk 213). For example, see the S Wrk 212 unit
which addresses systems theory in Week 3.
The advanced practice courses concerned with large systems utilize this foundation in social systems
theory and present knowledge and practice skills for intervention.
S Wrk 246, Social Work Practice with Formal Organizations, provides specific content on the structure
and functioning of large organizations such as school systems. Topics which are addressed include
decision-making, personnel and staffing, planning, communication, supervision and leadership. S Wrk
274, Advanced Social Work Practice in Schools, complements this content with information that is
specific to public schools. For example, see the course content on The School as an Educational, Political
& Social System. The central role of practice in a host setting is infused throughout the course and there
is regular discussion of the politics inherent to this role. Organizational information such as governance
structures, funding, regulatory policies and procedures, programs, eligibility for special education and the
rights and obligations of schools, parents and pupils are all covered in this course. Candidates review
systems theory and apply it to practice in a school setting as a CWA provider. They also learn to analyze
the school setting as an organization and demonstrate this ability in a School Practice Paper for the
course. This assignment requires the candidate to demonstrate understanding of school culture and
politics as they are influenced by school structure (formal and informal), school climate, formal and
informal leadership, decision-making roles of school personnel, rules and regulations, school support
services and other relevant aspects of organizational functioning.
S Wrk 247, Social Work Practice with Communities, provides the knowledge and practice skills for
understanding and working with the community in which schools are located. Topics include assessment
of community needs, entry into the community, identification of community leaders, analysis of sources of
power and power differentials, and knowledge of available resources in the community. One sample
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assignment of this content from S Wrk 247 is the community Needs Assessment Paper:. This knowledge
base prepares candidates for intervention at the community level through social planning and community
organizing.
The field practicum in the schools, S Wrk 282/283, provides candidates with the opportunity to further
develop their understanding of the school system as an organization through direct practice as a school
social worker and CWA provider. This hands-on experience facilitates the integration of course content
with practice. It also allows candidates to experience their role as a school social worker and CWA
provider within the structure and mission of the school setting. As members of the pupil support team,
candidates develop understanding of their “guest” status in the educational environment and strategies to
facilitate joining and professional survival. They are oriented to the importance of national, state and local
professional organizations as sources of professional support as well as life-long learning through
continuing education.
Understanding of the role of student advocate
The foundation knowledge base for understanding the advocate role and developing practice strategies for
advocacy is presented in S Wrk 220 and S Wrk 221, Foundations for Social Work Practice I and II.
Candidates are introduced to Social Work as a helping profession and examine the values and purpose of
social work as well as the professional change process. They also learn about the multiple roles of a social
worker, many of which are applicable to the CWA provider. The role of advocacy is central to both
professional positions. For example, see the S Wrk 221 exercise on advocacy in this Skill Practice. S
Wrk 220 and S Wrk 221 provide foundation knowledge to prepare candidates to deliver effective services
by addressing the helping relationship, engagement skills and skills for communication, problem solving
and intervention at all systems levels. These skills are further developed throughout the advanced practice
concentration for application at each respective systems level: individual; family; group; formal
organization; and, community.
Knowledge and skills for advocacy are taught in all of the practice courses. In keeping with the program
mission, candidates learn to provide advanced, multi system intervention that demonstrates a commitment
to social justice, diversity/cultural competence, and empowerment. These intervention strategies include
advocacy at all systems levels, including pupils, families, school staff, the school and other related
organizations and the community. Both of the School Social Work/CWA courses, S Wrk 274 and S Wrk
275, provide specific content on strategies for advocacy in the school setting and with community
organizations on behalf of pupils and families with attendance and child welfare issues. This knowledge
and its accompanying skills are put into practice during the field practicum in the schools, S Wrk 282/283.
The S Wrk 282 and S Wrk 283 learning agreements both include assignments that support the student
advocate role such as mutuality in service planning, complex case management, and advocacy/brokering.
The PPS learning agreement addendum also includes specific assignments in the role of pupil advocacy
such as participation in educational teams such as Student Study, 504, and manifestation determination as
well as advocacy concerning appropriate discipline and alternatives to suspension or expulsion.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 5-1
STANDARD #5
School Culture and
Related Systems
School
Social
Work
CWA
274
275
274
275
Policy
HBSE
Practice
Field
Research
200, 203
212, 213
220, 221
224, 225
227,246
247
280,281
282, 283
260, 261
292
298/299
200, 203
212, 213
246, 247
282, 283
274
220, 221
224, 225
227,246
247
282, 283
274
275
Factors to consider:
Understanding of the
organizational culture and
politics of public school
and related systems
Understanding of the
student advocate role
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STANDARD 6. Assessment and Evaluation of Barriers for Underachieving Learners
Candidates demonstrate knowledge and skills pertaining to the assessment and amelioration of
barriers to learning such as emotional, familial, educational, institutional, and community related
factors, that facilitate an environment for underachievement or school failure. Candidates also
demonstrate understanding and ability to apply alternative education pathways that may be
appropriate for pupils experiencing difficulties in the regular school setting. Among the various
alternatives might include the GED, California High School Proficiency Examination, adult
education, employment preparation, continuation schools, opportunity classes, community day
centers, County Alternative Education Programs, independent study programs, special education
programs, pregnant minor programs, parenting programs, Regional Occupational Programs and
Centers, charter schools, summer school and community college.
Introduction
PPS credential candidates seeking the additional specialization in Child Welfare and Attendance
demonstrate the ability to conduct assessment of student attendance, including understanding of the
emotional, familial, educational, institutional and community factors that contribute to underachievement
or school failure. Candidates also learn to design and implement intervention strategies to ameliorate
barriers to school attendance and achievement. The knowledge and skills required for candidates seeking
this additional specialization are addressed through courses in the MSW and PPS programs. Matrix 6-1
depicts the specific content and MSW courses which provide it.
Assessment of attendance
The foundation knowledge base for understanding the wide range of factors contributing to pupil
attendance problems is provided in the Human Behavior in the Social Environment sequence. HBSE: A
Multi Systems Approach (S Wrk 212) and HBSE: Cultural Diversity and Oppression (S Wrk 213) provide
foundation content on the myriad of bio psychosocial and cultural factors that affect behavior and
functioning, including attendance in schools. One example is found in the S Wrk 213 course calendar in
the topic of LGBTQ: Identity and Oppression.
S Wrk 220 and S Wrk 221, Foundations for Social Work Practice I and II, provide the knowledge and
skills for the advanced, multi systems practice concentration. Candidates are oriented to a generalist
model for problem solving at all systems levels. Specific knowledge and skills for multidimensional
assessment with individuals, families, groups and larger systems are taught. S Wrk 224, Advanced Social
Work Practice with Individuals, provides additional content on assessment of individuals. Skills for
assessing the wide range of factors that contribute to problems with individual functioning are covered.
Skills for conducting effective assessments are also examined, including establishing rapport, maintaining
focus, triage, evaluation of impinging environments such as home, school and community, and conducting
effective home visits and parent outreach.
More specialized examination of the various factors that interfere with school attendance takes place in
both of the School Social Work/CWA courses, S Wrk 274 and S Wrk 275. Course lectures, readings,
discussions and assignments address the multitude of personal, cultural, social, psychological and
environmental factors that affect school attendance. This content includes consideration of variables such
as health, mental health, family constellation, parenting skills, family history, cultural norms and
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expectations and social relationships. Candidates are required to complete an Attendance Assessment as
one of the course requirements for S Wrk 274. It is a multi dimensional assessment of the factors
influencing attendance for a pupil from their internship that has been referred for services due to an
attendance problem. The S Wrk 274 Final Exam
also requires the demonstration of understanding regarding the multiple factors that influence the
assessment of attendance problems.
S Wrk 275, Advanced Social Work Practice in Schools II, examines a wide range of target groups for
underachievement. These groups include school-age parents, homeless youth, juvenile delinquents, youth
in foster care, substance using/abusing youth, and LGBTQ youth (see course content on Identifying and
Working with Students at Risk).
The examination of these at-risk groups, combined with knowledge of barriers to attendance and
achievement related to pupil rights, special education, and equal educational opportunity gained in S Wrk
274, provides candidates with the understanding needed to work effectively with underachieving youth.
Candidates are explicitly taught about the importance of parental knowledge and involvement in the
assessment and amelioration of problems with attendance and/or underachievement.
The understanding of factors influencing school attendance is applied in the second year field practicum in
the schools, S Wrk 282/283. Candidates complete a total of 600 hours of supervised field instruction,
including a minimum of 150 hours in CWA related assignments. Specific assignments to develop skills in
the assessment of attendance and underachievement are outlined in the PPS learning agreement
addendum. Many of these assignments are listed under PPS competency #6, Candidate demonstrates skill
in assessment and intervention with attendance problems and the appropriate use of alternatives to
regular school attendance.
These assignments include identifying mitigating factors which interfere with attendance, such as
babysitting younger siblings, working, child abuse and neglect, school failure, etc. Candidates work with a
diverse group of students and parents and develop a wide range of skills for effective assessment and
intervention.
Skills for intervention to ameliorate barriers to learning
PPS candidates also develop knowledge and skills for designing and implementing a wide range of
intervention strategies to address school attendance problems and underachievement. The advanced, multi
systems practice concentration teaches specific practice strategies for each systems level: individual;
family; groups; organizations; and, communities. Thus, candidates acquire knowledge and skills for
parent involvement and parenting skills in S Wrk 227, Advanced Social Work Practice with Couples and
Families. Similarly, they learn strategies for working effectively with staff development through S Wrk
246, Social Work Practice with Formal Organizations. Attention to cultural and linguistic factors is
infused throughout the advanced, multi systems practice concentration.
Both of the School Social Work/CWA courses, S Wrk 274 and S Wrk 275, provide the specialized
knowledge and practice skills for child welfare and attendance intervention. For example, S Wrk 275
builds on assessment content from S Wrk 274 and addresses Assessment and Interventions to Address
Child Welfare and Attendance Concerns. Specific content is presented in readings, lecture, and class
discussions on traditional as well as proven strategies for improving attendance and achievement,
including grade reduction, parent involvement, SARB, alternative educational pathways and academic
supports. The following are some of the intervention strategies examined: peer mediation and conflict
resolution; staff development; dropout prevention; parental involvement; crisis intervention; social skills
training; and, groups. In S Wrk 274, alternative educational pathways are addressed in course readings
and discussions. Candidates are exposed to the range of educational options available to pupils and are
oriented to understanding that these options may be a better “fit” for pupils who are unsuccessful in the
traditional school setting. Candidates also gain knowledge of linking pupils and families to needed
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resources.
Candidates gain direct practice experience in designing and implementing attendance intervention in the
school field practicum, S Wrk 282/283. For example, the PPS learning agreement addendum includes
assignments under competency #6, Candidate demonstrates skill in assessment and intervention with
attendance problems and the appropriate use of alternatives to regular school attendance.
They are required to complete a minimum of 150 clock hours in child welfare and attendance and
participate in various attendance related learning assignments such as: assessing pupils and families with
attendance problems; providing individual and group intervention around attendance problems;
consultation and in-service to staff and parents regarding attendance. Insurance that such attendance
related assignments are given to credential candidates is provided in the development and monitoring of
the field placement learning agreement and the PPS learning agreement addendum. Demonstration of
candidate competence in designing and implementing interventions to ameliorate learning barriers is
provided in the written PPS evaluation of student performance at the end of each semester.
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DEPARTMENT OF SOCIAL WORK EDUCATION
PPS CREDENTIAL PROGRAM
MATRIX 6-1
STANDARD #6
Assessment and
Evaluation of Barriers for
Underachieving Learners
School
Social
Work
CWA
274
275
274
275
Policy
HBSE
Practice
Field
Research
200, 203
212, 213
220, 221
224, 225
227, 246
247
280,281
260, 261
292
298/299
212, 213
220,
221,224
282, 283
274
275
220, 221
224, 225
227, 246
247
282, 283
274
275
Factors to consider:
Assessment of attendance
Design and implement
interventions to ameliorate
learning barriers
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C.3.
Field Experience
STANDARD 7. Field Experience of Child Welfare and Attendance Supervisors
In addition to the requirements contained in Title 5, Sections 80632.1, 80632.2 (school counseling),
80632.3 (school social work), or 80632.4 (school psychology), candidates complete a minimum of one
hundred fifty (150) clock hours of field experience, under the supervision of a Pupil Personnel
Services (PPS) Credential holder.
A minimum of 90 clock hours are in a school setting in direct contact with pupils. A minimum of 30
clock hours are in interdisciplinary experiences in a setting that is outside the field of education,
such as law enforcement, juvenile justice, child health and welfare, mental health, social services,
child protective services and community based organizations. The remaining thirty (30) clock hours
can be at the discretion of the university supervisor.
Introduction
PPS credential candidates seeking the specialization in child welfare and attendance must complete a
minimum of one hundred fifty (150) clock hours of field experience in addition to the required 450 hours
of field experience in school social work. The CWA field experience in supervised by and MSW/PPS
field instructor and includes assignments in assessment and intervention with attendance and child welfare
related issues. Of the 150 clock hours, a minimum of 90 clock hours are completed in a school setting in
direct contract with pupils. Also, a minimum of 30 clock hours are completed in settings that are outside
the field of education, including child welfare, juvenile justice and children’s hospital. This field
experience is completed in addition to the following requirements for the specialization in school social
work:
1.
450 Clock hours of school based experience supervised by a
credentialed practitioner.
2.
100 of the 450 clock hours shall be with at least ten pupils of racial/ethnic
background different from that of the candidate.
3.
The assignment shall be provided in at least two settings (preschool,
elementary, middle, high school), with a minimum of 100 clock hours at
each setting.
Child Welfare and Attendance field practice
The PPS credential program in the Department of Social Work Education at CSU, Fresno offers the school
field practicum in the second year (S Wrk 282/283). Credential candidates are placed in a school setting
which has been approved by the Department as one to provide the quality and variety of assignments
necessary to develop advanced level social work skills in a school setting. The second year practicum for
the MSW program requires successful completion of 600 clock hours of field placement over two
semesters. The PPS program with specializations in school social work and child welfare and attendance
requires completion of 450 clock hours of school social work internship and 150 clock hours of child
welfare and attendance internship. The separation of these hours and their respective assignments is
outlined in the PPS learning agreement addendum (see requirement #3, Completion of 150 clock hours of
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field placement experience in child welfare and attendance). The successful completion of the required
CWA hours, in addition to the school social work field experience hours, is documented in the PPS Final
evaluation (see Child Welfare and Attendance Specialization Hours (150 Hours)
Therefore, the MSW program requirement of 600 hours of second year internship matches exactly with
the credential program requirement of 600 hours of internship (450 for school social work and 150 for
CWA). All PPS candidates are supervised by an MSW who holds a valid California Pupil Personnel
Services Credential.
PPS candidates enrolled in the second year field internship, S Wrk 282 and S Wrk 283, are required to
meet with their field instructors a minimum of one hour per week for supervision. Learning requirements
and assignments are outlined in the Social Work 282
and Social Work 283
learning agreements as well as the PPS Learning Agreement Addendum.
The PPS learning agreement addendum includes the CWA requirements for a minimum of 90 clock hours
in a school setting in direct contact with pupils and a minimum of 30 clock hours in interdisciplinary
experiences in a setting that is outside the field of education. The remaining 30 hours may be completed
at the discretion of the university supervisor. Most candidates complete 120 hours at the schools in direct
contact with pupils and 30 hours outside of education in interdisciplinary experiences. The PPS program
at CSU, Fresno specifies minimum hours in four practice areas to ensure the candidates for the CWA
specialization have had adequate exposure to those disciplines most relevant to the specialization. The
specification of hours is as follows: 8 hours in child welfare; 8 hours in juvenile justice; 6 hours in
medical; and, 8 hours in “other” CWA related practice. The inclusion of the “other” category allows for
individualization of the learning experience and includes only program approved experiences related to
child welfare and attendance. Typical experiences include interfacing with programs that serve
developmentally disabled youth, community based organizations that serve disadvantaged families, Police
Activities League (PAL), and exposure to domestic violence programs and domestic violence court. The
program ensures completion of all hours, including the “other” category, through faculty liaison oversight
of the field internship and documentation of satisfactory completion of these hours. This documentation is
found in the PPS final evaluation and includes signed CWA Hours Log forms to verify completion of all
hours outside of education (see Child Welfare and Attendance Hours:)
In the first few weeks of the field placement, the faculty field liaison who is an MSW with a PPS
credential visits the school and meets with the student and the field instructor. The focus of this liaison
visit is to ensure that the placement is off to a good start and to assist in the development of the learning
agreement. The required assignments for the PPS credential are reviewed and learning assignments are
discussed.
In addition to the standard delivery of the faculty liaison role described above, students also participate in
a bi-weekly field integration seminar as part of the requirements for S Wrk 282/283. See the Field
Integration Seminar Calendar Social Work 282. The seminars are organized around practice topics that
align with the students concurrent practice classes and are designed to facilitate integration of practice
course content and PPS program content with field placement experiences. Regular communication with
the PPS field instructors is also maintained by the PPS Coordinator via weekly electronic mail to keep
them abreast of concurrent course content and requirements in the PPS classes and to encourage
supervisory attention to knowledge and practice areas that need strengthening. Regular faculty liaison site
visits occur throughout the year. A final site visit is conducted with each student and field instructor at the
end of the year to review learning progress and plan for termination.
By the end of the fourth week of placement, the candidate must submit a learning agreement, which is
signed by the student, the field instructor, the faculty liaison, and the Field Coordinator. The learning
agreement describes the learning activities/assignments for each semester. Candidates are required to
complete advanced (S Wrk 282/283) learning assignments addressing professional development, multi
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systems social work practice and evaluation of practice. Examples of the learning agreement templates
that are utilized in the MSW and PPS program are located at the end of the field syllabi, S Wrk 282 and S
Wrk 283 in the Syllabi section of this document and are hyperlinked in the section above.
In addition to the second year MSW learning agreements, S Wrk 282 and S Wrk 283, PPS candidates also
complete a learning agreement addendum. The addendum is organized according to the requirements and
competencies of the PPS program. Students indicate the assignments that are planned to meet all of the
PPS program requirements and list the range of activities to fulfill each of the eleven PPS competency
areas. Learning assignments for the Child Welfare and Attendance specialization must include a broad
variety of field experiences in assessment and intervention for attendance and child welfare related issues.
Candidates gain experience in the understanding of assessment of attendance problems and child abuse
and neglect reporting requirements. They also learn appropriate application of relevant attendance and
pupil rights policies such as truancy, dropout, child labor, custody and use of alternatives to regular school
attendance. Examples of typical assignments are: assessment of pupils and families with attendance
problems; development of an appropriate plan of intervention; carrying out the service plan; serving on a
SARB team; providing individual and group counseling related to attendance problems; interpreting
attendance laws and child labor laws to pupils, parents, and school personnel; making appropriate
assessment and reporting of child abuse; and, linking pupils and families to needed community resources.
A sample PPS Learning Agreement Addendum is located at the end of the S Wrk 282 syllabus in Section
II of this document.
The learning agreements are not signed by the liaison or Field Coordinator and PPS Coordinator until they
meet all of the requirements of the program. Monitoring of the learning progress of the candidate occurs
during weekly supervision with the MSW/PPS field instructor as well as during regularly scheduled
faculty liaison visits. The learning agreement is reviewed and progress toward accomplishing set goals
and objectives is discussed. PPS candidates are formally evaluated in the performance of all required
field assignments twice each semester: at the mid-point and again at the end of the semester. They are
required to perform satisfactorily in a minimum of 80 percent of required areas in order to receive credit
for the field practicum.
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STANDARD 8. Determination of Candidate Competence
Prior to recommending candidates for a Child Welfare and Attendance Credential, one or more
persons who are responsible for the program determine that candidates have satisfied each
professional standard. This determination is based on thorough documentation and written
verification by at least one district supervisor and one institutional supervisor. Candidates have
also documented that they have earned an appropriate graduate degree from an accredited
institution of higher learning.
Introduction
The PPS Coordinator in the Department of Social Work Education is responsible for recommending
candidates for the PPS credential with specializations in school social work and child welfare and
attendance. This recommendation is based on a thorough review of all program coursework and
performance in the field practicum as reported by the school site supervisor. Evidence that all
professional standards and requirements have been satisfactorily met is documented in assigned grades
and written evaluations of field practicum performance. Completion of all requirements for the PPS
credential includes earning the M.S.W. degree.
Determination that candidates have satisfied each professional standard
In the Department of Social Work Education, the determination of candidate competence is the
responsibility of the PPS Coordinator, Andrea Carlin, in consultation with other faculty and the PPS field
instructors. The candidate’s satisfactory acquisition of classroom knowledge is measured through exams,
papers, class discussion and class projects. It is the faculty member of record who determines mastery and
competency of the subject areas taught and conveys this by assigning a grade to the student. At California
State University, Fresno, graduate students must maintain an overall minimum grade point average of 3.0
to be in good standing academically. In addition, no course in which a grade of less than “C” is earned
may be used toward a graduate degree. The Division of Graduate Studies monitors student adherence to
the academic regulations for graduate study and notifies each department of students that have failed to
meet graduate study requirements. The MSW Coordinator also reviews student grades each semester to
ensure that students have demonstrated satisfactory knowledge and understanding in the required
curriculum areas. The PPS Coordinator is informed of any PPS candidates that may be in academic
jeopardy.
Evaluation of field internship experience is the most individualized part of the program. It is intended to
be an ongoing process of discussion, feedback and assessment between the student, field instructor and the
faculty liaison. The evaluative process occurs within the framework of the Department of Social Work’s
curricular goals, its mission, and the learning opportunities provided by the PPS credential field placement
setting. The agency based field instructor is responsible for the ongoing teaching and evaluation of the
PPS candidate and field placement. The field instructors have an M.S.W. and a PPS credential and are
certified by the Department Field Review and Certification committee as capable of fulfilling the
important role of field instructor.
PPS candidates receive a minimum of one hour per week of supervision from the field instructor.
Benchmarks used in the weekly supervision include the MSW learning agreement, the PPS learning
agreement addendum, the goals and objectives of SWrk 282/283 (Advanced Field Instructed Practice I
and II), the PPS Candidate Handbook and specific learning assignments. The field instructor, in
cooperation with the faculty liaison and the Department of Social Work Education, ensures that the
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breadth and depth of learning tasks assigned to the students cover all the required competencies for the
MSW and PPS program. Evaluation of the achievement of these competencies occurs on an on-going
basis in supervision through written assignments, discussions, role-plays, participant observation, and
direct observation of the candidate.
The faculty liaison provides support to the field instructor and student throughout the field placement.
The liaison role in social work is similar to that of the Master Teacher in education. This faculty member
provides consultation and advisement to both the student and field instructor regarding expectations,
learning assignments, and evaluation through regularly scheduled liaison visits. A minimum of two visits
per semester at the school placement sites are conducted by the faculty liaison. These visits may also
include observation of the candidate.
At the mid-point and end of each semester, this ongoing evaluative process is formalized in the writing of
an evaluation of student performance using the standard department evaluation form for the respective
field practicum course in which the student is enrolled. Both the student and the field instructor
participate in writing the evaluations. Learning progress is evaluated on a variety of MSW and PPS
competencies, including child welfare and attendance, and goals for the next semester are set. PPS
candidates are also evaluated on their demonstration of professional dispositions each semester (PPS
Dispositions Evaluation). Finally, at the end of the second year internship, candidates are also evaluated
on demonstration of the competencies of the PPS program (PPS Evaluation of Student Performance).
The field instructor recommends a grade of Credit or No Credit and forwards the evaluations to the faculty
liaison. The faculty liaison reads and signs the evaluations and discusses them with the Field Coordinator
if necessary. The Field Coordinator is responsible for the final grade. Candidates are required to perform
at a satisfactory level in at least 80 percent of the required learning assignments/competencies in order to
receive credit for the field practicum.
At the conclusion of the field practicum in the schools and the MSW program, PPS candidates submit a
PPS Portfolio which is a compilation of assignments and evaluations that demonstrate mastery of the PPS
program requirements. The PPS Coordinator reviews the portfolio to make a final determination
regarding competency for practice in the schools (Evaluation of PPS Portfolio Rubric). Evaluation occurs
in four content areas: professional development; multi systems practice; PPS competencies; and,
evaluations. Points earned for all areas are calculated and a final, overall percentage for performance is
tabulated. PPS candidates must achieve an overall performance rating of 80 percent or higher in order to
be recommended for the credential.
Documentation of earned graduate degree from an accredited institution of higher learning
The application process for the PPS credential begins with the PPS Program Completion form. This
document outlines the requirements for the PPS credential in school social work and child welfare and
attendance. The signature of the PPS Coordinator in the Department of Social Work Education confirms
that the candidate has completed all program requirements and has been recommended for the credential.
Only candidates who have completed the accredited MSW/PPS program at CSU, Fresno are
recommended for the credential. Candidates submit a packet of application materials to the credential
Analyst office which includes transcripts verifying that the M.S.W. degree from CSU, Fresno has been
conferred. Students who have earned the Master of Social Work degree and who are determined to be
competent for school social work practice are recommended to the Credential Analyst for authorization of
a PPS credential in school social work and child welfare and attendance. Candidates are responsible for
completing all administrative requirements in applying for the credential.
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Part II: Expanded Program Syllabi
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Introduction to Expanded Program Syllabi
The MSW and PPS program requires the completion of 60 units of graduate coursework. The expanded
course syllabus for each required course is presented in this section of the report. The program utilizes a
“master syllabus” for each course that has been approved by the faculty. The master syllabus is utilized
by full and part-time faculty to ensure standardization of content across multiple sections of the same
course. Faculty exercise their academic freedom in the specific organization and presentation of this
content. Thus, only one syllabus for each course is included in this section of the report.
Social Work 200 Social Welfare Policy I
(3 units)
Catalog Statement
An introduction to the philosophical and historical foundations of the profession of social work and the
domain of social welfare. Includes of major federally sponsored social policies and programs in the U.S.,
and the relationship between social problems, programmatic responses and professional responses.
Course Rationale
The central mission goals of the Department of Social Work Education are to promote social justice and
cross-cultural awareness within the M.S.W. curriculum. As the identified foundation course which
supports both socialization of the new M.S.W. students and the course which fulfills the writing
requirement established by the University, Social Work 200 must carry its policy content components
within a broad, yet comprehensive design. The course must bridge the historical traditions and values of
the profession with the reality of contemporary practice arenas.
It is not sufficient to examine the fabric of the knowledge base of social policies and programs; rather, it is
essential that students be exposed to a variety of observational and experimental elements which place
them in direct contact with practicing professionals and professional organizations, with student peers and
faculty, in the context of the social work educational experience. Such a curricular design requires
particular attention to providing opportunities for out of class assignments and maximizing the dialogical
courses and for field placement and well as other advanced, cross-systems concentration courses.
Course Description
The course introduces the philosophical and historical foundations of the profession of social work and
promotes knowledge and understanding of the policies, programs, services and processes within the
domain of social welfare. Emphasis is given to the interrelationships among social, economic and
political dimensions of these foundations in the context of societal response to problems and need of atrisk populations such as low-income people, racial and ethnic minorities, children, women, elderly,
lesbian and gay people and other vulnerable and oppressed groups.
Educational Goals
1. To promote the development and socialization of professional social work values and ethics with a
particularly a commitment to empowerment, social justice and cross-cultural awareness.
2. To develop and elucidate professional knowledge about at-risk populations and whether social welfare
policies and programs positively or negatively effect these groups.
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3. To integrate theory and policy practice which promotes development of critical thinking, advocacy,
speaking, and writing skills.
4. To promote the socialization of 1st year MSW students into the intellectual, sociopolitical, and cultural
dimensions of the social work profession within the context of the local, state, national and global
perspectives.
Learning Objectives/Outcomes
Students will demonstrate in discussion, class presentations, and written assignments the ability to:
1.1
Define the characteristics of the social work profession and delineate its
philosophical/historical development.
1.2
Demonstrate professional practice principles such as equality, social justice, empowerment, and
cultural awareness as they apply to various at-risk populations, such as low-income people, racial
and ethnic minorities, women and children, and other vulnerable populations.
2.1
Identify, differentiate and describe the structure, function and scope of organizations, institutions,
policies and processes, programs and services in the domain of social welfare.
2.2
Articulate an in-depth understanding of a single, self-selected social welfare policy area, including
elements of policy development, implementation and delivery structures.
2.3
Understand and demonstrate policy practice skills.
3.1
Assess the social and political processes which shape and influence the development,
implementation and evaluation of social welfare policy and programs.
3.2
Demonstrate critical thinking about social, political and economic processes, including advocacy,
and how they influence the development of policies.
3.3
Demonstrate mastery of graduate level writing assignments to meet University requirements and
Department standards.
3.4
Utilize case examples from field practicum to enhance integration of class and field.
4.1
Articulate a culturally, socio-politically differentiated global view of social welfare policy,
including the critical assessment of roles and functions of social work practitioners.
4.2
Demonstrate professional social work values and principles in policy practice and policy advocacy
for members of disempowered, discriminated or oppressed groups.
Course Content
I. Context for the study of Social Welfare Policy
a. Review the philosophical and historical bases of public aid.
b. Review the continuities and discontinuities of the value debate surrounding public aid.
c. Examine alternative perspectives on the functions of social welfare.
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d. Examine the specific value dimensions of social work, including: practitioner's ethics, vocational
motivation, social and economic justice, equality.
II. Context for the study of the Profession of Social Work
a. Review the historical development of the profession of social work.
b. Review the historical development of social welfare, including conceptions of the domain,
definitions of poverty, and compartmentalization of social problems.
c. Examine specialized social science theoretical bases of social problems and issues; examine the
evolution of social policies and social programs.
d. Examine the consequences of social policies for race-class-gender-ethnic specific populations.
III. Knowledge Base for Study of Social Welfare Policies and Program
a. Structure, function and scope of federally sponsored social welfare programs.
b. Current data regarding the development, financing, delivery and evaluation of social welfare
programs and services.
c. Impact of patterns of finance on low-income, minority, and oppressed populations particularly
women and children
d. Major policy proposals for 2000’s.
IV. Socialization and Sociopolitical Perspective; Writing and Critical Thinking Requirements
a. Develop multi-modal opportunities for the critical examination of desperate intellectual positions
or perspectives on relevant content areas.
b. Require the delineation and separation of ideological from substantive components of selected
policy debates.
c. Require the logical articulation of linked events in a historical or sociocritical assessment of
social welfare policies
d. Facilitate multi-modal opportunities for demonstration of familiarity with social programs and
social services.
V. Globalization and Social Work
a.
b.
c.
d.
Relevance of globalization to social work
The complexities, human cost and benefits of globalization and interdependent world
The effects of international social, economic, and environmental policies on world populations.
Social Justice, human rights, inequality and interdependence in a global context.
Required Texts:
1. Day, P.J. (2009). A new history of social welfare (6th Ed.), Boston, MA, Allyn and Bacon.
2. DiNitto, D. M. (2005). Social welfare: Politics and public policy (6th Ed.), Needham, MA, Allyn and
Bacon.
Required Reading – Available on Blackboard
1. Boyer, P. (1820-1920, 1989) Building character among the urban poor: The Charity Organization
Movement. In I. Colby (Ed.) Social Welfare Policy (113-134). Chicago, IL, The Dorsey Press.
2. Addams, J. (1910, 1989). First days at Hull-House. In I. Colby (Ed.) Social Welfare policy (155165). Chicago, IL, The Dorsey Press.
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3. Jordan, B. (2008). Social work and world poverty. International Social Work. 51 440-452.
4. Lyons, K (2006). Globalization and social work: International and local implications. British Journal
of Social Work, 36, 365-380.
5. Polack, R. (2004). Social justice and the global economy: New challenges for social work in the 21st
Century. Social Work, 49, 281-290
6. Powell, F., & Geoghegan, M. (2005). Reclaiming civil society: The future of global social work.
European Journal of Social Work, 8, 129-144.
Method of Instruction
Graduate level seminars will make use of multi-modal teaching methods which may include lecture, large
and small group discussion, student oral presentation (individual or group), self directed student project
study, and other participatory options. The graduate seminar format requires and expects a high degree of
student generated intellectual inquiry and individual motivation to learn and integrate social work
knowledge, values and skills.
Evaluative Criteria
Course grades will be awarded to all students based fair and explicit criteria established by individual
instructors and disseminated to students at the outset of the course. General guidelines which may be
considered in the evaluation of oral or written work include:
Content: should be appropriate to graduate level social work; solid data sources; reflective, informed
judgment (rather than spurious opinion or conclusions); and completeness and relatedness of described
ideas to identified task.
Organization: oral or written assignments/responses should display coherence, consistency and logic in the
development of given lines of reasoning or articulated themes/major points.
Presentation: attention should be given to sentence structure, spelling, grammar, neatness, and
formatting/style should comport with acceptable APA guidelines.
“A” indicates excellent overall work. Signs of intellectual curiosity, interest, creativity, superior insight or
understanding of course content are components of excellence, as in consistent adherence to the following
points:
“B” indicates very good quality work on two of the three components, but correctable deficiencies are
present in one of the components (content, organization, or presentation).
“C” indicates very good quality work on one of the above three components, but correctable deficiencies
are present in two of the components.
Instructors reserve the right to permit rewriting of assignments which receive lower than a “B” grade.
All papers must utilize APA format and referencing/citation style
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Course Policies
Late Paper Policy: Late assignments will Not be accepted without verified evidence of illness or other
emergency. Exceptions to this rule are at the discretion of the instructor and will be granted only for rare
and extenuating circumstances and in advance of the scheduled class. Computer failure is not an
acceptable excuse for late assignments. Plan ahead, make backup and hard copies of all assignments to
reduce hazard. Emailing assignments will not be acceptable unless prior arrangement has been made with
the instructor
of all assignments to reduce hazard. Emailing assignments will not be acceptable unless prior arrangement
has been made with the instructor.
Attendance and Participation: University, School, and Departmental policies require all students to
attend class. In order to receive full credit for your participation grade you must attend class sessions, be
prepared for discussions, by completing the readings, discussion questions, quizzes, and any take-home
tasks, and actively participate in the in-class activities/discussions. Purchase and bring to class all
relevant materials, including course texts and syllabus. Attendance will be taken at the beginning of each
class session. Any unexcused absence will result in a reduction to grade by (3) points; after the first
absence a reduction of (5) points will result. Tardiness will result in a warning the first time and a
reduction by one point thereafter. Habitual tardiness will result in reduction by a full grade.
If you are absent or tardy from class, it is your responsibility to check on announcements made while you
were away, and to procure materials from classmates of any material distributed during class. Don’t wait
until the following week to complete readings: stay current with assignments.
(After the first week)THIS COURSE IS WEB-SUPPORTED: The course syllabus, assignments,
readings, and some of the supplemental material may be posted on Blackboard. TO ACCESS
BLACKBOARD students need a university (CVIP) email account and Internet connection. Your
“my.csufresno.edu” login and password gains you access to Blackboard. Go to
http://blackboard.csufresno.ed
It is your responsibility to make sure you can access and negotiate Blackboard for class materials and
resources. For orientations to Blackboard contact the Digital Campus Resource Center in McKee Fisk
#111; 278-6892). A brief navigational overview of the site is on the CSUF web at:
http://www.csufresno.edu/digitalcampus/fresno.Welcome_Top.html
A new Q&A section at http://www.csufresno.edu/digitalcampus website provides quick answers to some
common questions received from students.
Use of electronic devices (pagers, cell phones, etc.):
To minimize class disruptions, please turn these devices off during the class. If you are required to be “oncall,” please advise me at the beginning of class, turn off the “audio,” and sit near the door, so you can exit
with minimal disruption to the class. Text messaging, twittering, or non-assigned web serving is not
permitted. Neither is constant fidgeting or talking/whispering. This behavior is rude and disruptive. The
first violation may result in a warning; subsequent infractions will require surrender of device or request
to leave classroom.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students
with disabilities will receive reasonable accommodation for learning and evaluation. For more
information, contact Services to Students with Disabilities in the building across from Madden Library
(278-2811).
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Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive acts
for the purpose of improving one's grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of
this definition that the term 'cheating' not be limited to examination situations only, but that it include any
and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or
deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published
and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so
used as one's own work.” Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more information on the
University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal
Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community adhere
to principles of academic integrity and mutual respect while engaged in university work and related
activities. Students should:
a. understand or seek clarification about expectations for academic integrity in this course (including no
cheating, plagiarism and inappropriate collaboration)
b. neither give nor receive unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading.
c. take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I have
done my own work and have neither given nor received unauthorized assistance on this work.” For more
information, refer to the Code of Academic Integrity – Honor Code, APM 236,
www.csufresno.edu/aps/apm/236.pdf.”
Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources."
Disruptive Classroom Behavior: “The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in
terms which are supportive of the learning process, creating an environment in which students and faculty
may learn to reason with clarity and compassion, to share of themselves without losing their identities, and
to develop and understanding of the community in which they live . . . Student conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair
use policies, the University encourages you to visit its copyright web page:
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http://www.csufresno.edu/library/libraryinformation/campus/copyright/copyrtpolicyfull.pdf
For copyright Questions & Answers:
http://www.csufresno.edu/library/libraryinformation/campus/copyright/faqcopyright.pdf
Digital Campus course web sites contains material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice
and any copyright notice originally included with the material. Beyond this use, no material from the
course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in
any way without the permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you were absent.
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Social Work 200 Social Welfare Policy I
Schedule of Classes
Readings & Assignments
(due by date indicated)
Date
Agenda
8/24-8/25
Course Overview
(Dept writing assessment defined);
Small group discussion and Group
Selection for “Day” chapters
8/31-9/1
Historical/Philosophical Development Pt. I.
Class discussion of reading by small groups
and answering of questions
Study question 1
Day= Ch1,2,3,
D= Ch 1, 2
9/7-9/8
Historical/Philosophical Dev. Pt. II
Day= Ch 4, 5, 6
9/14-9/15
Historical/Philosophical Development:
Pt III - .Select Policy Pres. Groups
Study Question 2
Day= Ch 7,8 D=9
9/21-9/22
Defining Poverty: Part I - The Popular
Mythology; Scale and Scope of Problem
(Small groups)
Day= Ch 9, 10, 11
(Small group readings)
Poverty slides;
Web readings
9/28-9/29
Defining Poverty: Part II - Strategies &
Solutions
(Small groups)
Study Question 3
(Small group readings)
*10/5-10/6
Six Sectors: Pt. I
Small Group Presentations
I/Housing
II/Health Care/Mental Health
III/Education
III/Employment
II/(Public Assistance Income maintenance:
(Social Insurance)
III /Personal Social Services
In class presentations
(Brief written summaries/outline due
week of presentation)
*10/1210/13
Six Sectors: Pt. II
In-class presentations
*10/1910/20
Six Sectors: Pt. III
In-class presentations
10/26-
Politics and Policy Part I: Models of policy
D= Ch 12
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D= Ch's 4, 5, 6, 7,8,10
Internet sources
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10/27
development and ideology as theory,
legislative, administrative, judicial, extra
governmental influence).
Web- readings
11/2-11/3
Politics and Policy Part II: Models of policy
development and ideology as theory,
legislative, administrative, judicial, extra
governmental influence).
Lecture Notes
(Study Question 4
Written In-Class)
11/9-11/10
Vulnerable Populations
Day= Ch 11, 12, 13
D= Ch 10 (second reading)
A) Statistical overview
B) Policy & legislative overview
C) Phil overview
D) Int. perspective
11/11
VETERAN’S DAY CAMPUS CLOSED
11/1611/17
Non-white minorities and Public policy;
Social equity groups, sexism, ableism
homophobia.
D=Ch 11
Study Question 5 Due
11/2311/24
Comparative policy perspectives:
Implementing and Evaluating Social Welfare
Policy
11/25-11/27 THANKSGIVING HOLIDAY
Day= 14
D=Ch 12
11/30-12/1
Final Exam Review Session
Texts, lectures, notes
12/7
Final Class Period
Take-Home exam due
12/1312/17
Final Exam Week
In-Class Final exam
*In class time and out of class time will be required to prepare for these presentations, which shall be well
organized, equally distributed among group members, presented from notes, outlines and overhead slides
with no reading of materials. Students will each prepare a written summary of the central ideas of their
personal presentation, due on the date of scheduled presentations. These are to be 1-2 pages in length,
typed. Other handouts or overhead slides/posters prepared by the presenting group will be in addition to
the individual summary. More detailed explanation of this assignment will follow in class.
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GRADING & ASSIGNMENTS
15% I.
Seminar Attendance and Participation
It is the student’s responsibility to complete all assigned reading and written assignments by the due dates.
Each student needs to make consistent efforts to participate in class discussions, individual and group
presentations, and other class projects and forums. Students should be mindful of group process
requirements, avoiding monopolizing the discussions or simply “waiting” for an opening.” Raised hands
and group feedback insure a degree of balance in participation. Any unexcused absence will result in a
reduction to grade by (3) points; after the first absence a reduction of (5) points will result. Tardiness will
result in a warning the first time and a point reduction by one point thereafter. Habitual tardiness will
result in reduction by a full grade. A sign-in sheet will be circulated at the beginning of each class period.
25% II. Study Questions
Each student is required to prepare five (5) written responses to specific assigned readings. These
responses will be awarded 1-5 points, should be essay-type, 12 pt. double-spaced typewritten reflective
insight-driven responses between one and two pages in length (with the exception of SQ # 4, the in-class
essay, which may be handwritten). Each response should demonstrate a student’s insight/informed
judgment concerning some aspect of, or the central thesis of the reading in question. Although the
purpose of these written assignments is to increase understanding and the level of preparedness for class
discussions, each will be graded on a five point scale on the basis of content, organization and
presentation. Only one study question response not achieving a score of 3 or above may be rewritten
(once) and the two scores will be averaged.
30% III. Policy Area Presentations
Grading of the 45-60 minute in-class presentation will be based upon the same three general criteria for all
class assignments: the relevance and comprehensiveness of the content; the logic and coherence of the
ideas as they are organized for the in-class presentation; and the overall skill, balance and facility
demonstrated in the presentation.
The written summary of the content presented by individual students and the verbal presentation by each
student will constitute the individual part of the grade (15%); the group aspect of the grade (15%) will be
based upon the overall evidence of group preparation, balance in time and substance, as well as use of
methods of class involvement (such as handouts, exercises, power point slides, outline, etc.).
**Experience has shown that power point is most effective with less detail per slide and advance practice
with classroom equipment and personal laptops/thumbdrives, etc.
30% IV. Final Examination
A two-part exam: Take home (15%) and In-class, brief essay responses (15%).
All written work must be turned in on the dates indicated on the syllabus. Late assignments will not be
accepted without prior consultation with instructor. A single “waiver” of this policy will be extended as
a courtesy for a study question, but not for any other assignment. There will be no extra credit
assignments for this course.
Use of writing tutors. Use of tutors is a common enough practice, and used judiciously this may lead to
substantive improvement in writing habits. However, it is not the tutor’s role to actually rewrite a
student’s paper, but merely to act as a “close reader” of the student’s draft (s) and as a facilitator of
discussion with the student of patterns of errors or poorly developed written work. Therefore, the
instructor requires that all draft work provided to a tutor be submitted along with the tutor’s
comments/proposed revisions and the student’s final product. Also, please indicate if the tutor is a
university volunteer or a paid professional.
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Social Work 200 M. Hanna
Review of Policy Models, Excerpts from:
Thomas R. Dye, Understanding Public Policy (6th Ed.), Prentice-Hall, Inc.,(1987).
1.
The Group Model: The operating assumption is that politics is the struggle among groups to
influence public policy. The task of the political system is to manage conflict by 1)
establishing rules of the game in the group struggle, 2) arranging compromises and balancing
interests, 3) enacting compromises in the form of public policy, and 4) enforcing these
compromises. Key concepts:
a. equilibrium;
b. coalition;
c. latent groups;
d. overlapping membership;
e. countervailing power.
2.
The Elite Model: The operating assumption is that public policy does not reflect demands of
“the people” so much as it does the interests and values of the elites. Key concepts are:
a. Noblesse oblige;
b. Manipulation;
c. Elite consensus;
d. Democratic symbols
3.
Incremental Model: The operating assumption is that public policy is a continuation of past
government activities with only incremental modifications. Key concepts are:
a. Constraints of time, information, cost
b. Incomplete policy alternatives
c. Politically expedient
d. Value maximization
4.
The Systems Model: The operating assumption is that public policy is a response of a
political system to forces brought to bear upon it from the environment. Key concepts are:
a. Boundaries
b. Identifiable institutions
c. Transformation of demands
5.
The Rational Model: The operating assumption is that it is possible to calculate the costs and
benefits of all social, political and economic values. Key concepts are:
a. Facts
b. Preferences
c. Resource limitations
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Social Work 203 Social Welfare Policy II
(3)
Catalog Statement
Prerequisite: SWRK 200. Concurrent enrollment in SWRK 203, Legislative Processes, is recommended.
Analysis of social welfare policies, including social, economic, cultural, political, legislative,
administrative and legal dimensions. Comparison of policy analysis frameworks. The role of social
workers in the policy process.
Course Rationale
The National Association of Social Workers Code of Ethics mandates that social workers “be aware of the
impact of the political arena on practice,” and that they be prepared to “advocate for changes in policy and
legislation to improve social conditions in order to meet basic human needs and promote social justice”
(NASW, 1996). In addition, “Social workers should promote policies and practices that demonstrate
respect for difference, support the expansion of cultural knowledge and resources, advocate for programs
and institutions that demonstrate cultural competence, and promote policies that safeguard the rights of
and confirm equity and social justice for all people (NASW, 1996).
This course expands on content offered in Social Policy I, the historical and political context of social
welfare policy in the United States. Social Welfare Policy II focuses on the political, social, and legal
context of social welfare policies at Federal, state, and local levels, especially in terms of how policies
affect populations-at-risk. Policy frameworks and social indicators for making cross-country comparisons
of social welfare policies and outcomes are also described. This course also provides an overview of the
skills needed by social workers to analyze the impact of social policies and to advocate for policy changes.
The goals of the course are: to examine the impact of the political process on social work practice, to
advocate for changes in policy and legislation that improve social conditions, promote social justice and
cultural competence, and to research and analyze a particular social welfare policy at the local, state, or
federal level.
Course Description
This course draws upon the developing knowledge base of social welfare policies, programs, and
processes begun in Social Welfare Policy I. The locus of attention shifts to emphasize an examination of
political and legislative structures and processes at the Federal, state, and local level that influence social
policy formulation. Both analytical and advocacy skills are developed to help students gain a working
knowledge of the policy issues that are relevant to their field of practice and their role as policy
practitioners.
Educational Goals
1. To assess the value assumptions inherent in current or proposed social welfare policies, particularly as
such value assumptions reflect dominant cultural/political/economic institutions and negatively affect
members of socially, economically, and politically marginalized groups and other populations-at-risk.
2. Understand historical, economic, political, and organizational systems used to develop and advocate
for policies consistent with social work values and human rights in a globalized world.
3. Employ a policy framework to analyze local, state, national, international, and organizational social
welfare policies and social service delivery systems.
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4. To gain advocacy skills to effect changes in policy and legislation which promote social justice,
cultural competence, and the empowerment of populations at-risk.
Learning Objectives
Students will demonstrate in discussion, class presentations, and written assignments the ability to:
1.1
Analyze how values and ideology affect the formation of policies. Connect values and ideology to
current policy proposals.
1.2
Assess the impact of current or proposed policies/programs on disempowered populations in the
U.S., and as appropriate, internationally, based on age, race, ethnicity, gender, social class, or
physical or mental disability.
1.3
Analyze the political economy of the U.S. and its impact on social welfare policy both
domestically and internationally.
1.4
Describe the relationship between Federal, state, and local policies and the manner in which
public, nonprofit, and for-profit organizations deliver services.
1.5
Understand how social indicators of health and well-being are constructed and how these
indicators can be used to identify resource disparities, to examine the outcome of social policies,
and to make cross-country comparisons of social development.
2.1
Articulate an understanding of the social worker’s responsibility, as described in the NASW Code
of Ethics to act as an advocate for distributive justice and human rights.
2.2
Understand how legislative, institutional, organizational, and international processes and structures
influence the development of policies.
2.3
Analyze the role of politics and power in the formulation and adoption of policies.
2.4
Describe institutional arrangements that exclude citizens from the voting process and remedies
used to address this exclusion. Identify the impact of voter exclusion on the formulation of social
policy.
3.1
Identify a current policy problem that affects social workers and/or their constituents.
3.2
Select an appropriate policy model or paradigm that can be used to examine the content and impact
of a policy.
3.3
Use electronic resources and research data to supplement policy formulation and analysis.
3.4
Conduct a comprehensive analysis of policy content and impact.
4.1
Understand the utilization, benefits, and risks associated with the use of a wide range of advocacy
practice skills including: lobbying, giving testimony at a public hearing, working with the media,
working with constituents to develop and implement a lobbying campaign, and participation in
electoral politics.
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4.2
Track a piece of legislation through the state legislative process.
4.3
Prepare a set of talking points with which to lobby a legislator or government official.
4.4
Prepare an advocacy action plan that can be used to persuade others to support or oppose a piece of
legislation.
Course Content
I
Understanding Policy Components
A.
B.
C.
D.
E.
F.
G.
II.
Understanding the Policy Context
A.
B.
C.
D.
E.
III
Organizations
Communities
Government
The Role of Electoral Politics
Distributional Issues and Complex Equity: Looking at Disparate Impacts on Marginalized
Groups
Understanding Legislative Processes
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
IV
Values
Ethical Principles and the NASW Code of Ethics
Policy Content
Policy Processes
Social Justice and Equity
Policy Advocacy
Policy Analysis
Legislative Structures
The Role of the Executive Branch and the Courts
Models for Understanding Policy Processes
Tracking Legislation
Establishing Relationships with Legislators
Interest Groups
Budgets
Building Agendas
Identifying Power Resources and Developing the Power to Influence Decision-makers
Developing a Legislative Strategy
Political Processes in California
Federal, State, and Local Government Relations
Building Advocacy Skills
A.
B.
C.
D.
E.
F.
Letter writing to legislative representatives
Presenting testimony on a social welfare policy issue
Preparing talking points for lobbying a legislator or a government official
Preparing an editorial
Organizing a constituency for legislative lobbying
Working in the community on a social welfare policy issue
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IV
Policy Analysis
A.
B.
C.
D.
E.
V
Conducting an Analysis of the Policy Process
Examining the Content of a Policy
Developing a Policy Proposal
Analyzing Policy Implementation
Evaluating Policy Outcomes
Political Action
A.
B.
C.
D.
Implementing a Plan for Influencing Legislation
Forming Coalitions
Voting Rights and Voter Education
Engagement in Electoral Politics
Methods of Instruction
This course will use multi-modal classroom instructional methods, including lecture/discussion, study
groups, and guest presentations. DVDs, Videotapes, and Internet sources will be used in conjunction with
the course textbooks and discussed in class. Students will demonstrate their competence through class
discussion, role plays, skill demonstrations, and written assignments.
Required Texts:
Jansson, B. (2008). Becoming an effective policy advocate (5thed). Pacific Grove, CA: Brooks/Cole.
Chambers, D., & Wedel, K. (2009). Social policy and social programs: A method for the practical public
policy analyst (5th ed.). Boston, MA: Allyn & Bacon.
Other Required Reading
Xu, Q. (2007). Globalization, immigration, and the welfare state: A cross-national comparison. Journal of
Sociology & Social Welfare, XXXIV (2), 87-10. (On Blackboard).
Barrientos, A. & Santibañez, C. (2009). Social policy for poverty reduction in lower-income countries in
Latin America: Lessons and challenges. Social Policy & Administration, 43 (4), 409-424.
Grading and Assignments
Students are expected to complete five assignments:
Discussion Questions (11 x 10 pts each)
110 points
Globalization Exercise & Discussion Questions
50 points
Written Paper: Tracking Legislation
100 points
Written Paper: Content Analysis of a Policy
200 points
Other: Attendance and Participation
100 points
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Discussion Questions:
These are a weekly series of questions based on the assigned chapter readings from the textbooks for the
course. Students are required to individually typed responses to these questions and bring their responses
to class on the assigned class meeting for class and student group discussion. No handwritten responses
will be accepted. Individual student responses to these study questions will be submitted to the instructor
for credit and will be used as part of the course grading criteria. No late submission of discussion
questions will be accepted without the permission from the instructor.
Globalization Web Exercise and Discussion Questions:
This is an individual student assignment. Student will access a web site containing international data on
economic and social indicators and answer questions posed for the web exercise. Students will next
response to discussion questions drawn from the two required readings for this assignment (See required
reading above in syllabus: Xu, 2007 and Barrientos & Santibañez, 2009) Students are required to
individually type responses for this assignment and bring their responses to class on the assigned class
meeting for class and student group discussion. No handwritten responses will be accepted. No late
submission of this assignment will be accepted without the permission from the instructor.
Written Assignments:
There are two individual written papers. Instruction for these assignments will be posted on Blackboard.
In one written assignment, student will track and report on pending legislation affecting a population atrisk or the social work profession. In the other written assignment, students will use a policy analysis
framework to examine a public policy or issue affecting populations at-risk or the social workers
profession. A list of websites for state and federal policy analysis is attached to this syllabus.
All papers must utilize APA format and referencing/citation style
Grading:
Assignments
Discussion Questions
Globalization Exercise & Discussion Questions
Written Assignment: Tracking Legislation
Written Assignment: Policy Analysis
Attendance
Total
Points
110
50
100
200
100
560
% of Final Grade
20%
8%
18%
36%
18%
100%
Total Possible Points = 500
510 - 560
460 - 509
410 - 459
360 - 409
359 and below
90-100%
80-89%
70-79%
60 – 69%
59% and below
A
B
C
D
F
Classroom Policies:
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Attendance: Students are expected to engage in class discussion and class activities throughout the
semester. Students will be allowed two (2) absences (or equivalent in partial absences or tardiness) during
the course of the semester without it affecting points and percentages of the grade earned in this area.
Thereafter, 10 points will be deducted from the student’s attendance points per absence.
Late Papers: The instructor will accept late papers for reasonable cause. However, instructor permission
to submit the paper late must be obtained prior to the designated due date. 10 points will be deducted from
papers when permission for late submission has not been obtained.
Rewritten Papers: Poorly written or incomplete papers, graded “C” or lower, may be rewritten and
resubmitted by a due date assigned by the instructor. Students can receive an “A” on rewritten papers.
However, rewritten papers must demonstrate evidence of original work and comply with all the
expectations outlined in the assignment.
Use of electronic devices (pagers, cell phones, etc.): In general, the use of cell phones and pagers in
call is discouraged. In some circumstances, such as on-call situations or family emergencies, these
devices are permitted. However, please exit the classroom if you need to take a call. If you bring a
laptop to class, do not websurf or read email in class.
Web-based Instruction/Blackboard
This course is web-supported. The course syllabus, assignments, readings, and supplemental material are
posted on Blackboard. To access Blackboard students need a university (CVIP) email account and Internet
connection. Your “my.csufresno.edu” login and password gains you access to Blackboard. Go to
http://blackboard.csufresno.edu It is your responsibility to make sure you can access and negotiate
Blackboard for class materials and resources. Need assistance for Blackboard? Contact the student help
desk at 278-7000 or Digital Campus 278-7373. A brief navigational overview of the site is on the CSUF
web at:
http://blackboard.csufresno.edu/students/index.shtml
A Q&A section at http://blackboard.csufresno.edu/students/faqs.shtml
website provides quick answers to some common questions received from students.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students
with disabilities will receive reasonable accommodation for learning and evaluation. For more
information, contact Services to Students with Disabilities in the building across from Madden Library
(278-2811).
Code of Academic Integrity – Honor Code
Members of the CSU Fresno academic community adhere to principles of academic integrity and
mutual respect while engaged in university work and related activities. CSU Fresno students will:
a. Understand or seek clarification about expectations for academic integrity (including no cheating,
plagiarism and inappropriate collaboration) as noted by faculty and on class syllabi, university catalogue,
university web sites and other referenced sources. (APM 235, 241)
b. Sign a statement at the end of all exams and assignments that “I have done my own work and have
neither given nor received unauthorized assistance on this work.”
c. Take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other
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appropriate official for action.
Referenced Policies from the University’s Academic APM 235-Policy on Cheating and Plagiarism
http://www.csufresno.edu/aps/apm/235.pdf APM 241Policy on Course Syllabi and Grading
http://www.csufresno.edu/aps/apm/241CourseSyllabiandGradingMay2004 APM 336-University Statement on Faculty Rights and
http://www.csufresno.edu/aps/apm/336.pdf
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive acts
for the purpose of improving one's grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of
this definition that the term 'cheating' not be limited to examination situations only, but that it include any
and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or
deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published
and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so
used as one's own work.” Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more information on the
University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal
Statements) or the University Catalog (University policies).
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the necessary
communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in
terms which are supportive of the learning process, creating an environment in which students and faculty
may learn to reason with clarity and compassion, to share of themselves without losing their identities, and
to develop and understanding of the community in which they live . . . Student conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize yourself with copyright and fair
use policies, the University encourages you to visit its copyright web page.
Digital Campus course web sites contain material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice
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and any copyright notice originally included with the material. Beyond this use, no material from the
course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in
any way without the permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you were absent.
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Social Welfare Policy II (3)
Social Work 203
COURSE SCHEDULE: Subject to Chance
WEEK
1
Jan. 26
2
Feb. 2
TOPIC
Course
Overview
Introduction to
Policy
Advocacy
3
Feb. 9
READING ASSIGNMENT
CLASS ACTIVITY AND
DUE DATES
Jansson, Chapters 1 & 2
Due: Discussion Questions for
Chapters 1 & 2
Policy
Advocacy
Skills &
Agenda
Building
Jansson, Chapters 3 & 6
Due: Discussion Questions for
Chapters 3 & 6
4
Feb. 16
Analyzing
Problems &
Policy
Proposals
Jansson, Chapters 7 & 8
Due: Discussion Questions for
Chapters 7 & 8
5
Feb 23
Ecology
of Policy &
Presenting
Policy
Proposals
Jansson, Chapters 4 & 9
Handout – California Legislative
Process.
Due: Discussion Questions for
Chapters 4 & 9
Power &
Politics;
Political
Strategy
Political
Strategies
In Action
Jansson, Chapters 10 & 11
Due: Discussion Questions for
Chapters 10 & 11
Jansson, Chapters 12 & 13
Due: Discussion Questions for
Chapters 12 & 13
Due: Paper Tracking
Legislation
Web Exercises and
Discussion Questions for Xu
and Barrientos, A. &
Santibañez
6
Mar 2
7
Mar 9
8
Mar 16
Introduction to Federal and
State government and policyrelated websites.
Jansson, Chapter 5
Xu, Q. (2007). Globalization,
immigration, and the welfare state:
Barrientos, A. & Santibañez, C.
(2009). Social policy for poverty
reduction in lower-income
countries in Latin America:
Lessons and challenges
CLASS ACTIVITY AND
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WEEK
9
Mar 23
TOPIC
Policy
Analysis
READING ASSIGNMENT
Chambers & Wedel, Chapter 1
DUE DATES
Due: Discussion Questions for
Chapters 1
Mar 30
No Class
10
Apr 6
Policy
Frameworks
Chambers & Wedel, Chapter 2
Due: Discussion Questions for
Chapter 2
12
Apr 13
Policy Goals & Chambers & Wedel, Chapter 3
Objectives
Due: Discussion Questions for
Chapters 3
13
Apr 20
Program
Eligibility:
Who gets
what?
Chambers & Wedel, Chapters 4 &
5
Due: Discussion Questions for
Chapters 4 & 5
14
Apr 27
Program
Financing &
Service
Delivery
Chambers & Wedel, Chapters 6 &
7
Due: Discussion Questions for
Chapters 6 & 7
15
May 4
Interactions
among Policy
Elements
Chambers &Wedel, Chapters 8 &9
Final paper Discussion
Spring Recess!
16
Course Wrap- Course evaluation
May 11
up
Finals
Week
May 18
Web-Sites Frequently Used
Final Paper Due
11:00 a.m.
National Association of Social Workers
http://www.naswdc.org
National Association of Social Workers,
California Chapter
California Legislative Analyst
California State Assembly
California State Senate
Index of State Agencies
League of Women Voters (California)
California Secretary of State (Information on
campaign donations for state elections))
Congressional Budget Office
Directory of Federal Agencies
Thomas, Legislative Information
U.S. House of Representatives
U.S. Senate
White House
http://www.naswca.org
California State University, Fresno
http://www.lao.ca.gov/
http://www.assembly.ca.gov
http://www.sen.ca.gov
http://www.ca.gov
http://www.ca.lwv.org
http://cal-access.ss.ca.gov/
http://www.cbo.gov/
http://www.lib.lsu.edu/gov/fedgov.html
http://thomas.loc.gov/
http://www.house.gov/
http://www.senate.gov/
http://www.whitehouse.gov/
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Social Work 212 Human Behavior in the Social Environment: A Multi Systems Approach
(3 Units)
Catalog Statement
This course provides knowledge on theoretical perspectives that attempt to bring understanding of human
behaviors as individuals, members of families, groups, organizations and communities.
Course Rationale
Consistent with the Department of Social Work Education's mission statement of empowerment, social
justice and cultural competency, this course provides students with the knowledge, skills and values
necessary for understanding the human behavior of individuals, members of families, groups,
organizations and communities. The course examines traditional and alternative biological and social
science theories that directly inform social work practice in a multisystems context, within an increasingly
diverse society, and in a global environment.
Course Description
Fundamental theories that reinforce the Department's mission statement including empowerment theory
will be presented. Biological developmental issues will be explored as well as theories that bring
understanding to individual behavior including psychodynamic theory and theories of lifespan, and
cognitive development. Theories that enhance the understanding of group dynamics, community
interaction, and theories that help explain behavior in organizations will be examined and discussed.
The major focus of the seminar brings to the student an understanding of human behaviors and the
relevance of environmental context. In addition, the course emphasizes the distinct relationship of theory
to social work practice for the advanced social work practitioner. For example, the seminar will examine
how issues of human diversity, populations at risk in social and economic justice impact human
development and behavior and how theory help social workers assess that interrelationship and develop a
plan of intervention. The course will incorporate information on the unique cultural aspects of the
university's region including the diverse racial and ethnicities represented in the Valley.
Educational Goals
The primary aims of this course are guided by the following goals:
1. To provide our students with the knowledge of the major developmental theories that inform social
work practice and with the skills to apply them to multiple systems and in the context of a global
perspective.
2. To equip students with the skills to assess multiple systems among populations at risk and to apply
theories within the context of human behavior and developmental processes.
Learning Objectives/Outcomes
1.1
To be able to define and describe characteristics of the biological development of human beings
across the lifespan.
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1.2
To be able to define and describe at least one current developmental theory. To be able to
understand, define, and describe systems theory and apply the multisystems framework when
working with individuals, families and groups in national and international settings.
1.3
To be able to define and describe at least one current theory that explains individual behavior. To be
able to define and describe the primary assertions of psychodynamic, psychosocial, cognitive,
behavioral, and social learning theories as they relate to human behavior in the context of individual
growth and development.
1.4
To be able to define and describe at least one current theory that explains human behavior in a group
situation not excluding families. To be able to define and describe family systems theory, field
theory, exchange theory, symbolic interaction theory and others that explain human behavior within
the context of families and small groups.
1.5
To be able to define and describe the impact of ethnicity on differential familial experiences as they
occur intra- and inter- nationally
1.6
To be able to define and describe at least one current theory that explains human behavior in
organizations. To define and describe Weberian theory, human relations theory, and other theories
that explain human behavior within the context of organizations.
1.7
To be able to define and describe at least one current theory that explains human behavior within
communities. To define and describe ecological theory and other theories of human behavior and
development processes within the context of communities.
2.1
To be able to use knowledge of the biological development of human beings in the psychosocial
assessment and plan development in social work practice and examine how these differ crossculturally and cross-nationally.
2.2
To be able to use bio-psycho-social theory in the assessment and plan development in social work
practice.
2.3
To be able to assess the societal systems and influences that impede access to resources for
populations at risk including people of color, women, people who are LGBT, people who are older,
and people with disabilities and implement effective strategies to address them.
2.4
To define and describe empowerment theory, racial identity theory and other theories on cultural
competence and plan effective interventions to address oppression and discriminatory behavior
confronted over the life span.
2.5
To be able to use at least one current theory of human behavior in organizations in assessment and
plan development in social work practice. To examine oppression as it affects populations at risk
within a global perspective and compare and contrast strategies to address issues of social justice.
2.6
To be able to use at least one current theory of human behavior in communities in assessment and
plan development in social work practice as a foundation for developing skills to advocate for social
justice.
Course Content
I. Introduction- The Nature of Theories
II. Empowerment Theory and Social Systems Theory
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III.
IV.
V.
VI.
VII.
VIII.
IX.
Theories that Explain Biological Development
Theories That Explain Human Development
Theories of Assimilation, Acculturation, Bicultural Socialization, and Ethnic Minority Identity
Theories That Explain Individual Behavior
Theories That Explain Behavior in Families and Groups
Organizational Theory
Community Theory and a Global Perspective
Required Purchases - Text
Dale, O., Smith, R., Norlin, J. M., Chess, W. A. (2006). Human behavior and the social environment:
Social systems theory (5th ed.). Boston: Allyn and Bacon.
Robbins, S. P., Chatterjee, P., Canda, E. R. (2006). Contemporary human behavior theory: A critical
perspective for social work (2nd ed.). Boston: Allyn and Bacon.
Recommended Text
Ashford, J. B., Lecroy, C. W., and Lortie, K. L., (2001). Human behavior in the social
environment: A multidimensional perspective (2nd ed.). Brooks/Cole Publishing Company.
Resources on Using APA Style
Amato, Carol J. (1998). The world’s easiest guide to using the APA: A user friendly manual for formatting
research papers according to the American Psychological Association style guide (2nd Ed.).
Westminster, CA: Stargazer Publishing. Reserve Book Room (RBR) BF76.7.A62. 1998
American Psychological Association (2001). Publication manual of the American
Psychological Association (5th Ed.). Washington, DC: Author. Available in the reserve book room
in the library.
Also check the APA website at www.apa.org.
Methods of Instruction
Learning outcomes stress knowledge development as well as comprehension and application of
knowledge. Each section of this course will evaluate students on the basis of performance on any one type
or combination of examinations, in-class quizzes, major papers, short essays, in-class exercises and other
projects.
The course combines lectures by the instructor, discussion of assigned readings, use of audio-visual
materials, in-class exercises, and/or guest lecturers. It is expected that all students will have read and
prepared the assigned reading(s) before class discussion. You are responsible for all assigned required
readings even if the content is not addressed in lectures/discussion in class. If you have questions about
any content or assignments, you need to ask. The semi-seminar format makes thoughtful student
participation essential for a successful learning environment.
Web-based Instruction/Blackboard
The course syllabus and supplemental material are posted on Blackboard (Bb). TO ACCESS
BLACKBOARD students need a university (CVIP) email account and Internet connection. Your
“my.csufresno.edu” login and password gains you access to Bb. Go to http://blackboard.csufresno.edu
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It is your responsibility to make sure you can access Bb for class materials and resources. You are
responsible for checking for announcements and email sent through Blackboard. For orientations to Bb
contact the Digital Campus Resource Center in McKee Fisk #111; 278-6892. A brief navigational
overview of the site is on the CSUF web at:
http://www.csufresno.edu/digitalcampus/fresno.Welcome_Top.html
Email: You are expected to check your university email regularly (csufresno.edu account) or redirect
email to the regular mail box you use. I send email to the account listed in Blackboard. I respond to all
program/course related student email. In particular, I acknowledge receipt of any assignments/attachments
I receive. Thus, if you do not receive a reply it means I did not get your email and/or it got filtered as
possible spam. This often happens if you use an email account like hotmail, AOL. You should resend the
email (and perhaps give me a call to alert me to it). You should ALWAYS put SWRK 212 in the subject
line or you risk your email being deleted unopened.
Grading Criteria
Activity
Attendance
Class Participation
Quiz
Paper I: Individuals
Paper II: Families & Social Groups
Paper III: Organizations & Communities
Presentation on Paper I, II or III
Weight
5%
5%
5%
25 %
25 %
25 %
10 %
Due Date
On-going
On-going
9/22
10/13
11/3
12/8
12/1 and 12/8
Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread:
90 % or above
80-89.5 %
70-79.5 %
60-69.5 %
59 % or below
A
B
C
D
F
Description of Assignments
Three (3) written papers are required for this course on individuals; families and small groups; and
organizations and communities. A list of topics for each of the assignments is provided below. All papers
must conform to the 5th edition of the Publication Manual of the American Psychological Association
(APA) writing format.
All papers will be expected to incorporate literature correctly cited from sources in addition to the
assigned readings. It is expected that at least five (5) additional sources in addition to the textbooks
and required assigned readings will be utilized for each assignment. All papers will be expected to
reflect a graduate level for conceptualization and synthesis of theoretical models and components. Papers
will be submitted on the Due Date. Include a cover page for each written assignment. The grade for
each paper will be based on content comprehensiveness and clarity, ability to critically analyze, correct
use of grammar, spelling, and APA format. Papers handed in late will receive an automatic ten (10) point
reduction. Papers over five (5) days late will receive failing grades. Expected length of each paper is
approximately 7 - 8 pages, not inclusive of the cover page and reference (these will be additional
count).
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SWRK 212 is a seminar and therefore requires your full intelligent participation. Students will be
expected to participate in the class discussion in each session. Each student must be prepared to present
his/her paper in a scholarly manner within a seminar environment for the purpose of discussion and
feedback. By the end of the term, every student will have had a chance to present at least one paper.
Points will be awarded to students based upon the quality of the presentation and the initiation of
discussion with fellow seminar participants.
Quiz
A study guideline will be provided a week before the scheduled Quiz. Quiz will consist of Short Essays.
Paper I: Working with Individuals
Choose ONE of the following topics for your paper: Incorporate concepts of human behavior and
developmental theory as it applies to populations at risk, to include a global perspective to examine the
factors that influence discrimination and oppression, in your selection of one of the topic areas cited
below.
1) Discuss the major tenets of systems theory and explain why it may or may not be useful in helping us
understand the growth and development, and behavior of individuals. Discuss the strengths and
limitations of the systems theory from a multi systems approach.
2) Critically analyze by comparing and contrasting Erikson’s psychosocial theory with Freud’s
psychoanalysis theory on key concepts, major theoretical assumptions and values inherent in the
theory. Discuss the strengths and limitations of both theories on human development and human
behavior from a multi systems approach. Include a discussion of why theorists such as Gilligan and
Chodorow argue the absence of the voice of women and why others might also be excluded from
traditional theories of development.
3) In thinking about your Thesis/Project for next year, utilize one of the theories discussed in this course
as the framework for your research with special emphasis on working with individuals.
Describe your research topic including problem statement, literature review, research questions and
research methods.
Paper II: Working with Families and Groups
Choose ONE of the following topics for your paper: Incorporate a global perspective within populations at
risk to compare and contrast theoretical applications to address environmental and socio-economic
inequities to your selection of one of the topic areas listed below.
1.)
It is imperative to become aware of how our own family experiences can influence our practice
with families. To begin this process, reflect on the following questions related to your family of
origin when you were a child. Summarize your reflections on each question.
a. What value was placed in connectedness and what value was placed on the differentiated self?
b. What were the important behavioral rules?
c. What were the external boundaries- who were in and who were out of the family?
d. What were the commonly shared beliefs?
e. What roles did family members play?
f. What were the patterns of communication?
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g. Can you recall any periods of stress pileup? If so, how did your family cope during those
periods?
h. What cultural, economic, and political factors affected stress and coping in your family?
i. What were your family’s strengths?
j. How do you think your experiences in your family or origin might serve as a barrier or an aid in
working with families?
k. Discuss in what ways the Structural Family Theory or Family Systems Theory (see Dale, et al,
2006) provide or does not provide an explanation for some of the experiences in your family of
origin.
2)
Compare and contrast the Empowerment Theory to Symbolic Interactionism. Identify key
concepts, major assumptions of each of these theories. Identify the strengths and limitations of
Empowerment theory and Symbolic Interactionism and discuss the rationale for why you might
use one or both of these theories when working with families and groups.
3)
In thinking about your Thesis/Project for next year, utilize one of the theories discussed in this
course as the framework for your research in working with families and/or groups. Describe your
research topic including problem statement, literature review, research questions and research
methods.
Paper III: Working with Organizations and/or Communities
Choose ONE of the following topics for your paper: Incorporate a global perspective to compare and
contrast organization and community models of practice in response to your selection of one of the topics
listed below.
1) Using the Social Systems Model, analyze the agency in which you are currently placed OR a
community with which you are familiar. Include in your analysis the aspects of the agency or
community which need changing and how you would use the social systems model in developing a
strategy for change.
2) Using the Human Relations Model, analyze the agency in which you are currently working or in
your field placement. Discuss how your agency model compares to the Human Relations model.
Include in your analysis aspects of the agency that you think need changing and how you would
use these models in developing a strategy for change.
3.) In thinking about your Thesis/Project for next year, utilize one of the theories discussed in the
organization section OR the community section of this course as the framework for your research.
Describe your research topic including problem statement, literature review, research questions
and research methods.
Student Presentation
Students can choose any one of the three papers for the class presentation. Each student will have 10
minutes to present the main aspects of their papers.
Course Policies
Late Papers: Papers handed in late without prior approval from the instructor will receive 10 points
deduction for each day late. Papers over five (5) days late will receive failing grades.
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Attendance: Attendance will be taken every class period. Attendance in class will account for 5 percent
of your grade. University policy supports the learning process with the expectation of class attendance.
Two (2) absences will be allowed without point deduction for attendance; absences for any reason beyond
the two (2) allowed absences will result in a 5-point deduction from your total points for each class
session missed (absence = missing from 30 minutes to the full class session). Repeated tardiness (or
leaving class early) will also result in a point deduction. Note that, with excessive absences (i.e., a total of
5 or more classes including the 2 excused absences), this will result in zero point for attendance. If you
are absent from class, it is your responsibility to check on any announcements made and to catch up with
the content that was missed (most handouts and important announcements will be posted on Blackboard
but you should check with me and your classmates). If you must be absent from class, I would appreciate
being notified by phone or email.
In the case of personal or family emergency that requires absence from the class, if you call and leave a
message that you will be absent, you receive half the points for the day. Further policies regarding
attendance and participation are left to the discretion of the instructor.
Class Participation: The instructor has developed this course to be strenuous and intensive to achieve
individual learning regarding human behavior and the social environment. It is anticipated that everyone
takes this course seriously. All assigned reading must be read prior to class. Students’ participation in
class discussion will receive a total of 5 percent.
Use of electronic devices (pagers, cell phones, etc.): To minimize class disruptions, please turn these
devices off during the class. If you are required to be “on-call,” please advise me at the beginning of class,
turn off the “audio,” and sit near the door, so you can exit with minimal disruption to the class. Please
advise me if you would like to use your laptop in class, record the lecture etc. Web surfing and reading
email during class are not allowed.
General Evaluation Guidelines for Written Assignment and Presentation
General guidelines considered in the evaluation of oral or written work include the following three
components:
Content: Should be appropriate to the graduate level. Work should build upon course text/discussions,
professional books and journals, and demonstrate the student’s ability to critique and analyze the material,
present relevant ideas, and make informed judgments and reasoned arguments and discussions that are
complete and address the identified tasks in a given assignment.
Organization: Oral or written assignments should display coherence, consistency and logic in the
development of given lines of reasoning and the development of themes and major points. An
introduction should give the purpose for the paper or presentation and a structure (outline) of the
discussion that will follow; the narrative should then follow this structure. Transition statements should
provide continuity between topics/sections.
Presentation/Written Style: It is imperative that you attend to sentence structure, spelling, grammar,
neatness; formatting/style should reflect acceptable APA (2001), 5th ed. guidelines. (The important thing
is to give credit to any sources that you use). Please double space and leave 1-inch margins. I would
prefer that you go over the suggested page length rather than reduce the font size or margins; likewise, you
don’t need to use bigger type to make a suggested page length if you don’t need that many pages to say
what you want to say. It is content that matters. The number of pages alone will not count for or against
you. Poor writing or typos impacts your ability to effectively present content/organization and could result
in zero (0) points for an assignment.
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“A” indicates excellent overall work as evidenced by consistent adherence to all three components above.
Work should demonstrate an understanding of course content and the ability to apply the content to
relevant social work activities and experiences with intellectual curiosity and creativity.
“B” indicates very good quality work on two of the above three components, but deficiencies are present
with regard to one of the above three components.
“C” indicates that deficiencies are present in two of the above three components.
A grade below “C” indicates that the student has problems with all of the three component areas.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students
with disabilities will receive reasonable accommodation for learning and evaluation. For more
information, contact Services to Students with Disabilities in the building across from Madden Library
(278-2811).
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive acts
for the purpose of improving one's grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of
this definition that the term 'cheating' not be limited to examination situations only, but that it include any
and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or
deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published
and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so
used as one's own work.” Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more information on the
University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal
Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community adhere
to principles of academic integrity and mutual respect while engaged in university work and related
activities. Students should:
a) understand or seek clarification about expectations for academic integrity in this course (including no
cheating, plagiarism and inappropriate collaboration)
b) neither gives nor receives unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I have
done my own work and have neither given nor received unauthorized assistance on this work.” For more
information, refer to the Code of Academic Integrity – Honor Code, APM 236,
www.csufresno.edu/aps/apm/236.pdf.”
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the necessary
communication links to the University's information resources.”
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Disruptive Classroom Behavior: “The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in
terms which are supportive of the learning process, creating an environment in which students and faculty
may learn to reason with clarity and compassion, to share of themselves without losing their identities, and
to develop and understanding of the community in which they live . . . Student conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize yourself with copyright and fair
use policies, the University encourages you to visit its copyright web page. Digital Campus course web
sites contain material protected by copyrights held by the instructor, other individuals or institutions. Such
material is used for educational purposes in accord with copyright law and/or with permission given by
the owners of the original material. You may download one copy of the materials on any single computer
for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2)
use it only for the duration of this course, and (3) include both this notice and any copyright notice
originally included with the material. Beyond this use, no material from the course web site may be
copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the
permission of the original copyright holder. The instructor assumes no responsibility for individuals who
improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you were absent.
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SWRK 212: Human Behavior in the Social Environment:
A Multi systems Approach (3 Units)
COURSE SCHEDULE
The following course schedule and procedures for this course are tentative and may be adjusted based on
extenuating circumstances and needs of the students. Topics reflect the theme of course lectures.
WEEK
TOPIC
DUE DATES
DATE
Week 1 Introduction, Review of Syllabus, Course Overview
The Relationship between Theory and Practice
A Multidimensional Approach
Week 2
Week 3
Required readings:
Robbins, et al. Chapter 1
Dale, et al., Chapter 1
LABOR DAY – NO CLASS – CAMPUS CLOSED
Theoretical Perspectives on Human Behavior
Multiple Perspectives for a Multidimensional Approach
Social Systems Perspectives/PIE
Social Systems Theory
General Systems Theory
Conflict Theories (Will address this next week)
Empowerment Theory (will address this next week)
Activity:
Assessing social network map
Required readings:
Robbins, et al., Ch. 2
Dale, et al., Ch. 2, 3
Tracy & Whittaker (1990). The social network map: assessing
social support in clinical practice. (on Bb)
Week 4
Social Institutions and Social Structure
Theories of Social Inequality
Conflict Theories
Empowerment Theory
Required readings:
Robbins, et al., Ch. 3, 4
Recommended readings:
Lindhorst, Eckert (2003). Conditions for empowering people
with severe mental illness. Social Service Review. The
University of Chicago.
Week 5
Theories of Assimilation, Acculturation, Socialization and
Identity
Historical Context
Deficiency Theory
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Ethnic, Racial/Cultural, and Bicultural Identity
Women and Shame (Shame Resilience Theory)
GBLT Identity Development
Disability Identity Development
Alternatives to Stage Theories
Cultural Competence
Required readings:
Robbins et al., Ch. 5, 7 (pp. 226-257)
Recommended readings:
Henry, C.P. (2004). A World View of Race Revisited. The
Journal of Negro Education. 73(2):137-146.
Dale, et al., Ch. 4
Week 6
Theories of Lifespan Development
Physical/Biophysical Growth and Development
a. Pregnancy, Birth and the Newborn
b. Infancy
c. Early Childhood
d. Middle Childhood
e. Adolescence
f. Adulthood
g. Late Adulthood
Critical periods of development
Erikson’s eight ages of man
Life Span Development of Women
Required readings:
Robbins et al., Ch. 7 (pp. 198-225)
Larkby, C., & Day, N. (1997). The effects of prenatal alcohol
exposure. Alcohol Health & Research World, 21(3): 192-198.
Week 7
Psychodynamic Theory (Personality Development)
Freud’s Psychoanalysis (Emphasis on Early Childhood)
Psychosocial Theory (Lifespan)
Video to be shown
in class.
Required readings:
Robbins, et al., Ch. 6
Dale, et al., Ch. 6
Recommended Reading:
Borden (2000). The Relational Paradigm in Contemporary
Psychoanalysis: Toward a Psychodynamically Informed Social
Work Perspective. Social Service Review, 79(3): 482-510. (Bb)
Week 8
Cognitive and Moral Development Theories (Lifespan)
Behaviorism, Social Learning, and Exchange Theories
Paper One Due
Required readings:
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Robbins, et al., Ch. 8, 11
Halpern, Figueiras (2004). Environmental influences on child
mental health. J Pediatr (Rio J), 80(2 Suppl):S104-S110.
Week 9
Week 10
Theoretical Perspectives for Understanding Families
Structural Family Theory
Family Systems Theory
Communications/Interactive Theory
Social Systems Theory
Required readings:
Dale, et al., Ch. 9 & 10
Social Group Theories
Defining Social Group
Field Theory
Exchange Theory
Symbolic Interaction Theory
Required readings:
Dale, et al., Ch. 7 & 8
Week 11
Week 12
Organizational Theories/Models
The Weberian Bureaucracy
The Human Relations Model
Social Systems Theory
Total Quality Management
Paper Two Due
Required readings:
Dale, et al., Ch. 11 – 13
Organizational Theories/Models – contd.
Required readings:
Dale, et al., Ch. 11 – 13
Week 13
Guest Speaker – Organizational Management
Case Study: Assessing the application of organization theory
Week 14
Theoretical Perspectives on Community
The Ecological Perspective
Social Systems Theory
Community Partnerships
COURSE EVALUATION
Required readings:
Dale, et al., Chapters 14 & 15
Bolda, Lowe, Maddox, Patnaik (2005). Community partnerships
for older adults: A case study. Families in Society, 86(3): 411418.
Recommended readings:
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Bruce (2004). Inequality and adolescent violence: An
exploration of community, family, and individual factors.
Journal of the National Medical Association, 96(4): 486-495.
Rivera (2002). Developing collaborations between child welfare
agencies and Latino communities. Child welfare, 31(2): 371384.
Week 15
STUDENTS PRESENTATION
Globalization and Social Work
Required readings:
Lyons (2006). Globalization and social work: International and
local implications. British Journal of Social Work, 36: 365–380
Week 16
Recommended reading:
Suarez-Herrera (2006). Community nutrition programmes,
globalization and sustainable development. British Journal of
Nutrition, 96(Suppl. 1). S23-S27.
STUDENT PRESENTATIONS
Week 17
FINAL PAPER
California State University, Fresno
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SAMPLE GRADING RUBRIC
(similar for Paper 1, II, & III)
SW 212
Paper 1: Working with Individuals
Total Points 100 points (25% of the Final Grade)
Name __________________________________
Points Obtained_____________
Checked issues affected the grade of this paper:
Yes
No
Somewhat
____ ____ ____
____ ____ ____
____ ____ ____
____
____ ____
____ ____ ____
____ ____ ____
Content (80 points):
Demonstrate clear description and/or explanation of the theories.
Content is thorough and comprehensive.
Critical analysis is evident.
Organization (10 points):
The paper is well organized, coherent, and logical in
reasoning and development of themes and major points.
Provide an introduction and stated the purpose of the paper.
Transition statements provide continuity between topics/sections.
Presentation Style (10 points):
The writing conforms to APA (5th ed.) format (provide a cover
sheet, use correct citation, reference, margins, space, and font).
Evident of proof-reading using spell check, etc.
____
____
____
____
____
____
“A”
indicates excellent overall work as evidenced by consistent adherence to all three
components above. The paper demonstrates an understanding of course content, intellectual
curiosity and creativity.
“B”
indicates very good quality work on two of the above three components, but deficiencies are
present with regard to one of the above three components.
“C”
indicates that deficiencies are present in two of the above three components.
A grade below a “C” indicates that the student has problems with all of the three component areas.
Students receiving a C may redo the pay but the highest possible grade will be the lowest B.
Remarks:
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SWRK 212
Presentation
Total Points Possible 40 (10%)
Name ____________________________________
Points Obtained ______________
Checked issues affected the grade of the presentation:
Yes
No
Somewhat
Content (40 points):
____
____
____
Information was presented in a logical, interesting sequence that
was easy to follow
____
____
____
Demonstrated an outstanding effort presenting the information
through creative use of graphics and text
____
____
____
Presentation was thorough and clear
Remarks:
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Social Work 213 Human Behavior in the Social Environment: Cultural Diversity and
Oppression
(3 units)
Spring 2010
Catalog Statement
Theoretical knowledge-based implications for advanced social work practice with culturally diverse and
oppressed populations. (Formerly SWRK 216)
Course Rationale
Social work is committed to preparing students to understand and appreciate cultural and social diversity
as part of the value base of social work. In addition, the profession is concerned about the consequences
of institutionalized oppression on the populations that social workers serve. The curriculum must provide
content on ethnic cultures, people of color, and women, as well as content on other populations-at-risk
which have been affected by social, economic and legal bias or oppression such as persons who are LGBT
(lesbian, gay, bisexual, transgendered), people with disabilities, or people who are older.
This course is relevant to the Department Social Work Education's commitment to social justice and
diversity/cultural awareness. It addresses the need for both theoretical and analytical content about groups
which have been disenfranchised and enable students to be able to identify implications for empowering
social work practice. The knowledge-based developed in this course is part of a foundation for practice
and will be applied to the curriculum's methods courses.
Course Description
This course compliments the other foundation course in Human Behavior and the Social Environment:
Social Work 212: HBSE: A Multi Systems Approach. The course content provides students with the
theoretical and conceptual understanding of oppression. The course examines ethnocentrism, racism,
sexism, ableism, heterosexism, ageism, and classism. The focus is on the political, economic, and
psychosocial dimensions of this oppression and its impact on individual identity development across the
lifespan as they interact in the context of multiple systems.
Educational Goals
1. To enable students to understand the concepts of culture, race, ethnicity, and gender from a variety of
theoretical perspectives.
2. To understand the disempowerment of individuals and groups based on gender, race, ethnicity, class,
sexual orientation, disability, and age, building upon various theoretical and conceptual frameworks
that offer possible explanations, including theories of human development taught at the foundation
level.
3. To develop student's ability to critically evaluate social work practice theories in relation to cultural
diversity and the oppression experienced by populations-at-risk.
4. To enable students to analyze the political, economic and psychosocial dimensions of racism, sexism,
ethnocentrism, heterosexism, ableism, and classism.
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5. To enable students to understand their own values concerning racism, sexism, ethnocentrism,
heterosexism, ableism, and classism and to utilize this knowledge in creating communication bridges
with culturally diverse populations-at-risk and oppressed groups.
Learning Objectives/Outcomes
1.1
Explain, comparing contrast to concepts of culture, ethnicity, race and gender from a variety of
theoretical perspectives.
1.2
Understand the implications of these various conceptual and theoretical frameworks of culture,
ethnicity, race and gender as they apply to social work practice.
2.1 Explain, compare and contrast various theoretical conceptual social science frameworks which
explain the oppression and removal from power of groups based on gender, race, ethnicity, sexual
orientation, disability, age, and class.
2.2
Understand the implications of these theoretical frameworks as they relate to the identification of the
etiology of problems with individuals, families, groups, and communities including theories of
assimilation and acculturation.
2.3
Critically examine various society supported ideologies such as Social
Darwinism, the Culture of Poverty, and the Medical Model from the point of the oppression of
ethnic groups, women, persons who are LGBT, persons with disabilities and other cultural groups.
3.1
Examine and analyze the theoretical underpinnings of micro and macro social work practice models
in relationship to empowerment, cultural competency, and social justice.
4.1
Understand the political, economic, cultural, and psychosocial origins and dimensions of sexism,
racism, ethnocentrism, classism, heterosexism, ableism, and ageism.
4.2
Understand the issues of migration and the refugee experience of groups represented in the
University service area.
5.1
Examine student's own values concerning the different elements of diversity and analyze these
values in relationship to theoretical constructs and their implication in social work practice.
5.2
Examine diversity-sensitive and empowering micro and macro social work practice tools such as the
ethnographic technique of interviewing empowerment practice modalities, and the ecological
perspective.
Course Content
Social Work with Oppressed Groups
I.
Definitions and Foundations of Oppression.
a. Definitions from: anthropology, sociology, psychology, political science, law and social work.
b.
Types, levels, elements and cycle of oppression.
c.
Categories of the oppressed. Various oppressed groups.
II.
Characteristics of Oppression
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a.
b.
c.
d.
III.
Prejudice, Discrimination and Violence
a.
b.
c.
d.
e.
f.
g.
h.
i.
IV.
A definition
Common Myths
The Consequences of Sexism
Possible Solutions
Sexual violence in the world community
Heterosexism
a.
b.
c.
d.
VIII.
A definition
Common Myths
The Consequences of Racism
Possible Solutions
Sexism
a.
b.
c.
d.
e.
VII.
Melting Pot Theory (Assimilation).
Conflict and Competition.
Ethnic pluralism (Salad Bowl Theory). Diversity/Multiculturalism.
Ethnicity, class and ethnic reality.
Ethclass: the crucial intersection.
Race, culture and minority group status.
Assimilation and acculturation theories directly related to migration and refugees
Racism/Ethnocentrism
a.
b.
c.
d.
VI.
Definitions of prejudice.
Elements and roots of prejudice.
Discrimination defined.
Types of discrimination.
Hate violence and harassment.
Targets and acts of hate violence.
Social Darwinism
Culture of Poverty
The Moral and Medical Models of Disability
Theories of Diversity Mix
a.
b.
c.
d.
e.
f.
g.
V.
Compartmentalization.
Containment
"Blaming the victim."
Expandability
A definition
Common Myths
The Consequences of Heterosexism
Possible Solutions
Ableism
a. A definition
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b. Common Myths
c. The Consequences of Ableism
d. Possible Solutions
IX.
Ageism
a.
b.
c.
d.
X.
A definition
Common Myths
The Consequences of Ageism
Possible Solutions
Classism
a. A definition
b.Common Myths
c. The Consequences of Classism
d.Possible Solutions
XI.
Implications for Diversity/Cultural Awareness in Social Work Practice
a.
b.
c.
d.
e.
XII.
NASW Code of Ethics
Personal Values and Social Work Practice
Micro practice/Direct practice.
Macro practice/Indirect practice.
Relevance in addressing issues of oppression and discrimination
Empowerment
a.
b.
c.
d.
Review of social work models of practice.
Power and powerlessness.
Elements of empowerment.
Methods of empowerment at the macro and micro levels.
Required Purchases - Text
Course Reader
Methods of Instruction
This course will utilize a combination of videotapes, speakers, lecturers, panel discussions, class
discussion, films, and group activities in a seminar format.
Web-based Instruction/Blackboard
All material will be available on a CD which will be distributed at the beginning of class.
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Assignments and Grading
Please note: All papers will be submitted via e-mail. E-mails will be entitled: Student Name, Social Work
213, and title of paper. All papers will be written in APA format. Grammar and spelling will represent
30% of the grade for each paper.
Audio-Taping/Analysis Project::
Using a 60 minute tape, assess your own ideas and attitudes about diversity and oppression. Use
the interview guide provided on the CD. Answer each of the questions in the attached interview guide as
though you were being interviewed by someone else. Try to make your answers as complete as possible
so that if someone else were listening, she/he would understand what you meant by your answer.
Tape all of your answers. Turn in the tape to the instructor by February 22 with some kind of
identifying label like a special code but not your name. Although the tape will be collected, you will be
the only person who will listen to it. Your responses are confidential.
The tapes will be returned to you near the end of the semester for analysis. At that time you will
be asked to analyze your responses in a paper. Carve out a time to listen to your tape, preferably
uninterrupted, and on paper answer the following questions:
a) What was your initial response to your tape? Were you surprised at any answer? Would you
change any answer? What answers would remain unchanged? What were your feelings as you listened to
your answers? How did you increase your self-awareness around diversity from listening to the tape?
b) Describe where you see yourself now in your development of diversity sensitivity so necessary
in being a social work practitioner? What were some your early experiences around group identity (race,
class, ethnicity, disability, gender, sexuality, aging) which have facilitated that development? How have
you made sense of oppression and the values learned through socialization into your family,
neighborhood, and community?
c) How have you changed over the course of this class? How have you remained the same? What
internal and external barriers remain which make it difficult to confront oppression? Describe incidents in
class that you feel were significant in your learning about yourself and diversity. Identitfy 3-4 references
that have been useful to you in the development of your thinking and self awareness.
The essay should be from 4 to 6 pages in length and is due on May 10.
Each member of the class will present a refereed article for analysis and discussion. The instructor
will establish topical groups based on the categories of Racism, Sexism, Ableism, Heterosexism,
Ageism and Classism. Each member of the topical group will be responsible for distributing to each
class member a copy of the article to be discussed the following week. The most expedient way to do
this is by attaching the article to an e-mail. Refereed articles on racism will be discussed February 8,
sexism will be discussed on March 1, ableism will be discussed March 15, heterosexism will be
discussed April 5, ageism will be discussed April 19, and refereed articles on classism will be
discussed May 3. It will be the responsibility of the individual student to choose in article, to make
sure it is not duplicated in the presentation and to make sure each class member has a copy.
Each presenter will: (1) provide a synopsis of the article, (2) discuss the thesis of the article, and (3)
provide at least three questions to ask fellow classmates.
Choose one question below from two different categories on which to write an essay. (A total of 2 topical
papers for the course)
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Ethnicity-Identity/Oppression (Due March 1)
Racism
1. Compare how David Nylund in "Critical Multiculturalism, Whiteness in Social Work" proposes
looking at multiculturalism, and the portrayal of racism in the film "Crash."
2. Apply Pharr's and Goldenberg's theories and methodologies regarding oppression to the racism
portrayed in the film "Crash."
3. Compare how Unzueta and Lowery address racism in their article "Defining Racism Safely" and how
racism is addressed in the film "Crash."
4. Apply Pharr's and Goldenberg's theories and methodologies regarding oppression to the discoveries
discussed in Anderson's review of "Medical Apartheid" entitled "Scientific Racism."
5. Discuss Kretsedema's piece "Redefining 'Race' in North America" in light of the Obama election and
Presidency.
Gender-Identity/Oppression (Due March 15)
Sexism
1. Compare Benatar's article "The Second Sexism" to Harris's comments in "Male Bashing." You may
include perceptions of Caroline New in "Oppressed and Oppressors?"
2. Compare the issues addressed in the film "Real Women Have Curves" and the findings of Tiedje in
"Gender and Ethnic Identity in Rural Grassroots Development: An Outlook from the Huasteca Potosina,
Mexico."
3. Apply Pharr's and Goldenberg's theories and methodologies regarding oppression to the film "Real
Women Have Curves."
4. Compare New's views in "Oppressed and Oppressors?" to Pharr's and Goldenberg's theories and
methodologies regarding oppression.
5. Contrast and compare Ross-Sheriff's comments in "Aging and Gender, Feminist Theory, and Social
Work Practice Concerns" and Roberton's findings in "Generation Gaps in Attitudes Towards Sexist/NonSexist Language."
People with Disabilities-Identity/Oppression (Due April 5)
Ableism
1. In light of the empowerment mission of the Department of Social Work Education, analyze and
critique Batavia's "The New Paternalism."
2. Compare Batavia's thoughts in "The New Paternalism" with Wachsler's thinking in " The Real QualityOf-Life Issue for People with Disabilities."
3. Analyze Wachsler's " The Real Quality-Of-Life Issue for People with Disabilities" using Pharr's and
Goldenberg's theories and methodologies regarding oppression.
4. How does Batavia's thesis in "The New Paternalism" compare to the ideas presented in Ferri and
Connor " Tools of Exclusion: Race, Disability, and (Re) Segregated Education?"
5. Apply the three models of disability to the Letterman/Reeve interview viewed in class.
LGBTQ-Identity/Oppression (Due April 19)
Heterosexism
1. Analyze and discuss Hancock's article "Doing Justice." Apply Hancock's findings to social work
practice in the Central Valley.
2. Relate the findings of Cindy Cruz in "Notes on Immigration, Youth, and Ethnographic Silence" to
social work practice issues with LGBTQ Latinos in the Central Valley.
3. Apply Pharr's and Goldenberg's theories and methodologies regarding oppression to the film "For the
Bible Tells Me So."
4. Analyze the circumstances of Proposition 8 and the tenants of Reinheimer's article " What Lawrence
Should Have Said: Reconstructing an Equality Approach." Include in your discussion the newspaper
article from the Fresno Bee entitled "Black Voters Proved to Be Key Prop 8 Backers."
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5. Use Pharr's and Goldenberg's theories and methodologies regarding oppression to explain the struggle
with homophobia by various ethnic groups touched upon in Hauer's "Confessions of a Recovering Racist:
My “Aha” Moment."
6. Apply Pharr's and Goldenberg's theories and methodologies regarding oppression to the film "Milk."
Elders-Identity/Oppression (Due May 3)
Ageism
1. Compare Kane's findings in "When I'm 75 Years Old: Perceptions of Social Work Students" with the
two elder women depicted in Wallis' novelette "Two Old Women."
2. Apply Pharr's and Goldenberg's theories and methodologies regarding oppression to the "Waiting for
God" episode viewed in class.
3. In exploring the arguments of Cupit in "Justice, Age, and Veneration: Arguments against Age
Discrimination," analyze how these arguments hold up to Pharr's and Goldenberg's theories and
methodologies regarding oppression.
Class-Identity/Oppression (Due May 10)
Classism
1. Apply Pharr's and Goldenberg's theories and methodologies regarding oppression to "Lady Bird, Lady
Bird."
2. Compare the perspective of Crook's commentary "Rags to Rags, Riches to Riches" with the perspective
put forth in Rufft's "The Choice Is Mine: What Makes the Poor Different is that We Have Many Options
in Our Lives, and They Have Very Few."
3. Use the elements put forth in Gorski's "The Myth of a 'Culture of Poverty'" to analyze the film "Lady
Bird, Lady Bird."
EVALUATION CRITERIA
Daily Seminar participation............................................ 10 points
Attendance will be taken every class period. Absence
results in no participation points for the day. A call or
e-mail prior to the class period announcing absence
will result in 50% of participation points being salvaged.
Active participation in the discussions around the films and articles is expected. Nonparticipation will
result in a reduction of points. Participation points will include the presentation of the assigned article.
Seminar presentation of a refereed article………………….15 points
Two Essays
Out of the seven topic areas, each
student will choose two (2) on which to write an essay.
The essays will synthesize personal reaction, analysis
based upon the model of oppression, and comparative
analysis based upon refereed articles. Each essay will
be worth 30 points………………………………………………….60 points
Audio-taping project/paper...................……………................ 15 points
Due: May 10
100 points total
There will be a penalty for late papers of one point per day.
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A-90 points and above
B-80-89 points
C-70-79 points
D-60-69
F-below 60 points
Cell phones: To minimize class disruptions, please turn these devices off during the class, except where a
situation requires that you be "on call." Please advise me of such situations at the beginning of class and
sit near the door, so you can exit with minimal disruption to the class.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students
with disabilities will receive reasonable accommodation for learning and evaluation. For more
information, contact Services to Students with Disabilities in the building across from Madden Library
(278-2811).
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive acts
for the purpose of improving one's grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of
this definition that the term 'cheating' not be limited to examination situations only, but that it include any
and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or
deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published
and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so
used as one's own work.” Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university.
For more information on the University's policy regarding cheating and plagiarism, refer to the Class
Schedule (Policy/Legal Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community adhere
to principles of academic integrity and mutual respect while engaged in university work and related
activities. Students should:
a.
understand or seek clarification about expectations for academic integrity in this
course (including no cheating, plagiarism and inappropriate collaboration)
b. neither give nor receive unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading.
c. take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I have
done my own work and have neither given nor received unauthorized assistance on this work.” For more
information, refer to the Code of Academic Integrity – Honor Code, APM 236,
www.csufresno.edu/aps/apm/236.pdf.”
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services or the University Bookstore. In the curriculum and class
California State University, Fresno
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assignments, students are presumed to have 24-hour access to a computer workstation and the necessary
communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in
terms which are supportive of the learning process, creating an environment in which students and faculty
may learn to reason with clarity and compassion, to share of themselves without losing their identities, and
to develop an understanding of the community in which they live . . . Student conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize yourself with copyright and fair
use policies, the University encourages you to visit its copyright web page.
Digital Campus course web sites contain material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice
and any copyright notice originally included with the material. Beyond this use, no material from the
course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in
any way without the permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you were absent.
Social Work 213
Human Behavior in the Social Environment: Cultural Diversity and Oppression
California State University, Fresno
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Course Calendar
Spring 2010
Date
Content Topic
Reading
Assignment
for Topic
Activities
January 25
The Nature of
Oppression
Reader:
Oppression and
Ethnicity
Sections of
Reader
February 1
Race/Ethnicity:
Identity and
Oppression
Ethnicity
Section of
Reader
PowerPoint and
Discussion:
Social
Construction
Theory, the Four
Pillars of
Oppression, and
Oppression
Applied to
Ethnicity.
Film: "The
Difference
between Us: the
Power of the
Illusion"
Film: "Crash"
Discussion
February 8
Race/Ethnicity:
Identity and
Oppression
Ethnicity
Section of
Reader
February 22
Gender: Identity
and Oppression
Gender Section
of Reader
Film: "Real
Women Have
Curves"
Discussion
March 1
Gender: Identity
and Oppression
Gender Section
of Reader
Presentation and
discussion of
California State University, Fresno
Exams,
Assignments
and Due
Dates
Audio taped
Responses to
Questions
Provided on
the CD Due
February 22;
Final Paper
on Audio
Tape
Comparison
Due May 10
Articles on
racism due to
each class
member
Presentation and Paper on
discussion of
Racism due
articles by racism March 1
topic team.
PowerPoint Film:
"Exploring
Society: Gender"
Articles on
sexism due to
each class
member.
Paper on
Sexism Due
March 15;
Taped Audio
Responses
Due
Paper on
Racism Due
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March 8
People with
Disabilities:
Identity and
Oppression
Disability
Section Of
Reader
March 15
People with
Disabilities:
Identity and
Oppression
Disability
Section of
Reader
March 22
LGBTQ:
Identity and
Oppression
LGBTQ
Section of
Reader
April 5
LGBTQ:
Identity and
Oppression
LGBTQ
Section of
Reader
April 12
Elders: Identity
and Oppression
Elder Section
of Reader
Elders: Identity
and Oppression
Return Tapes
Elder Section
of Reader
Class: Identity
Class Section
April 19
April 19
April 26
April 26
California State University, Fresno
articles by
sexism topic
team.
PowerPoint on
Disability
Film: "Without
Pity;" "NBC
Dateline;"
Letterman
Interview of
Christopher
Reeve
Presentation and
discussion of
articles by
ableism topic
team.
PowerPoint on
LGBTQ
Film:"For the
Bible Tells Me
So"
Panel
Discussion;
Presentation and
discussion of
articles by
heterosexism
topic team.
PowerPoint on
Ageism
Film: "Exploring
Society: Age"
Film: "Waiting
for God"
Presentation and
discussion of
articles by
ageism topic
team.
PowerPoint on
Classism
Film: "Lady
Paper on
Ableism Due
April 5;
Articles on
ableism due
to each class
member
Paper on
Sexism Due
Paper on
Heterosexism
Due April 19;
Articles on
heterosexism
due to each
class member
Paper on
Ableism Due
Paper on
Ageism Due
May 3;
Articles on
Ageism due
to each class
member
Paper on
Heterosexism
Due
Paper on
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and Oppression
of Reader
Bird, Lady Bird"
Discussion of the
Film
Class: Identity
and Oppression
Class Section
of Reader
Presentation and
discussion of
articles by
classism topic
team.
May 3
May 3
May 10
May 10
Empowerment
Practice; Course
Summary
PowerPoint on
Empowerment
Practice; Course
Evaluation
Classism Due
May 10;
Articles on
classism due
to each class
member
Paper on
Ageism Due
Paper on
Classism
Due;
Audiotaping
Paper Due
Social Work 220 Seminar in Foundations for Social Work Practice I
(4 units)
Fall 2010
Catalog Statement
California State University, Fresno
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Concurrent enrollment in SWRK 280 required. Seminar about the development of social work practice
with an emphasis upon intervention with individuals, families, small groups, organizations and
communities.
Course Rationale
The professional foundation prepares students to utilize a problem-solving, person-environment
interaction approach to social work skills that will enable students to enhance the well-being of people and
to help ameliorate the environmental conditions that adversely affects people’s ability to meet their needs.
The intent of the course is to enable students to become creative problem solvers who are cross-culturally
competent and are committed to social justice within an empowerment perspective. This perspective
assumes that the isolated problems that individuals experience are often directly related to social problems
that manifest themselves as personal concerns in the lives of individuals and families and in the
functioning of groups, organizations and communities.
This foundation course assumes that students will subsequently focus on a multisystems approach to
interventions in the practice concentration courses that follow.
Course Description
The foundation practice content will include knowledge, values, and skills to enable students to assist
clients to mobilize resources to solve their own problems and to facilitate change in the systems of which
they are a part, in order to create a more responsive environment. The generalist, strengths-based approach
to practice in this foundation course will focus on social problems and utilize differential role taking
across a continuum of points of intervention that span individuals, groups, families, organizations and
communities.
A special focus of this course is planning interventions that are appropriate for working with populationsat-risk: women, persons of color, people with disabilities, older persons, members of the LGBT
community, people living in poverty, and other marginalized populations.
Educational Goals
1. Introduce students to social work as a helping profession within an ethical and legal context.
2. Describe and apply the departmental mission (social justice, empowerment, multi-cultural diversity) to
the Generalist Intervention Model for problem-solving and assessment.
3. Prepare students with foundational verbal and written social work practice skills for Generalist
Practice at multiple intervention levels.
4. Prepare students to understand and ameliorate the environmental conditions that adversely affect
populations-at-risk (focusing on social class, culture, ethnicity, age, sexual orientation, disability and
other factors that serve to marginalize individuals, groups, families, and communities).
5. Introduce students to specific frameworks for the evaluation of practice.
Learning Objectives/Outcomes
1.1
1.2
Demonstrate of understanding of the social work profession’s purpose for caring, social justice,
and empowerment.
Apply the NASW Code of Ethics to micro, mezzo, and macro practice.
California State University, Fresno
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1.3
1.4
1.5
2.1
2.2
2.3
2.4
2.5
2.6
3.1
3.2
3.3
3.4
3.5
3.6
4.1
4.2
4.3
4.4
5.1
5.2
5.3
Demonstrate an applied understanding of mandatory reporting laws regarding elder and dependent
abuse, child abuse, and the duty to warn in social work practice.
Demonstrate an applied understanding of confidentiality, informed consent, and self-determination
to multiple levels of practice.
Conduct an ethics audit of a social work agency, based on Reamer’s (2000) ethics audit.
Demonstrate an awareness of, and respect for, cultural differences and a beginning awareness of
one’s own cultural biases.
Apply culturally appropriate assessment skills at all systems levels; develop the skills necessary to
become culturally competent.
Apply the concepts of social justice and client empowerment to agency policies and procedures.
Describe the concept of becoming a client at all systems levels and be able to facilitate client
participation and self-advocacy at all systems levels.
Use culturally appropriate methods to identify client needs, set goals, and plan interventions with
specific, achievable objectives and outcome evaluation measures.
Describe culturally appropriate methods to terminate relationships with clients of all systems sizes.
Engage the client, establishing rapport and the ability to connect, using culturally appropriate
methods.
Demonstrate the application of ethnographic interviewing skills at all systems levels.
Apply a variety of interviewing skills including empathic listening and responding, the use of
open and closed ended questions, and verbal following.
Develop personal awareness of verbal and non-verbal barriers to effective communication.
Apply, at the beginning level, skills related to collection and dissemination of information, the
provision of support, negotiation and referral, and appropriate self-disclosure.
Develop appropriate the writing skills necessary to complete a variety of social work tasks
including: assessments of individuals and organizations, process notes, service plans, meeting
agendas and minutes, intake and termination summaries, and journal entries.
Demonstrate an awareness of, and beginning ability to, function in core social work practice roles:
advocate, broker, case manager, counselor, and facilitator at multiple systems levels.
Describe the meaning of “dual focus” in social work practice and identify environmental changes
needed in order to resolve problems confronted by individuals, groups, organizations, and
communities.
Identify and explain the use of ecological and systems theories, the empowerment perspective, and
theories of organizational and community dynamics for assessing multi-system levels of function,
including an appreciation of the diverse influences, and perspectives associated with age, gender,
social class, ethnicity, race, culture, sexual orientation, and disability.
Demonstrate respect for power differences between social workers and client systems and involve
clients at all systems levels actively in all aspects of the problem-solving process including
assessment, intervention planning, program development, and evaluation.
Understand the evaluation of one’s own practice as a part of the intervention process with different
size systems.
Identify and describe evaluation tolls such as action research, single system design, client
functioning assessments, client satisfaction surveys, and goal attainment scaling.
Develop a beginning ability to apply a framework for evaluation of practice to a specific case in
the field practicum.
Required Purchases - Text
Kirst-Ashman, K. & Hull. G.H. (2009). Understanding generalist practice (5th edition). Pacific Grove,
CA: Brooks/Cole.
California State University, Fresno
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Lee, J. (2001). The empowerment approach (2nd ed.). New York: Columbia University Press.
Recommended Texts and References
American Psychological Association (2001). Publication manual of the American
Psychological Association (5th ed.). Washington, D.C.: Publisher
Cummins, L; Sevel, J; & Pedrick, L, C. (2006). Social work skills demonstrated;
Beginning direct practice, 2nd ed. (CD Rom). Needham Heights, MA: Allyn & Bacon.
Gutierrez, L.M. & Lewis. (1999). Empowering women of color. New York: Columbia University Press.
Gutierrez, L.M. Parsons, R.J., & Cox, E.O. (1998). Empowerment in social work
practice: a sourcebook. Pacific Grove, CA: Brooks/Cole. (CSUF
library, e reserves)
Methods of Instruction
•
•
•
•
•
•
•
•
Texts
Classroom discussion and student engagement in presenting their viewpoints.
Experiential exercises
Student presentations
Student papers
Lectures
Practice skill role plays with feedback
Student journals
Web-Based Instruction/Blackboard
This course is web-supported. The course syllabus, assignments, readings, and supplemental material are
posted on Blackboard. To access Blackboard students need a university (CVIP) email account and Internet
connection. It is your responsibility to make sure you can access and negotiate Blackboard for class
materials and resources. For orientations to Blackboard contact the Digital Campus Resource Center at
http://www.csufresno.edu/digitalcampus/default.htm; 278-6892. Web-based technical assistance is
available for students at Digital Campus Quick Start:
http://www.csufresno.edu/digitalcampus/faculty/Digital_Campus_Quick_Start.htm.
Be aware: If you submit work regarding email, it is your responsibility to follow up with me to ensure I
receive it.
Relevant Web-Sites
National Association of Social Workers
http://www.socialworkers.org/
National Association of Social Workers – California Chapter
http://www.naswca.org/
Council on Social Work Education
http://www.cswe.org/
Assignments and Grading Criteria
Activity
Attendance & Participation
California State University, Fresno
Weight
10%
Points
50
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Assignment 1
Assignment 2
Assignment 3
Final Exam
10%
30%
20%
30%
50
150
100
150
Final grades will be based on accumulated points from each assignment, attendance and class
participation. Grades will be based on the following point spread:
90 – 100 %
80 – 89 %
70 – 79 %
60 – 69 %
59 % or below
450 – 500 pts
400 – 449 pts
350 - 399 pts
300 – 349 pts
0 – 299 pts
A
B
C
D
F
Description of Writing Requirements:
Assignments involve both content and writing quality. Completion of assignments requires the student to
give careful thought and consideration to each response. Equally important is the quality of the writing of
the assignment.
A well done work product should include one’s ability to critically think about the assignment and to
effectively apply one’s knowledge of the major concepts taught in this course. It should also be a well
written product that clearly conveys the content.
All assignments must follow APA guidelines; contain proper grammar, spelling, punctuation and sentence
structure. Assignments will be graded on both content and writing, with 20% of the grade being based on
quality writing.
If, during the course of grading an assignment, there are a significant number of writing errors, grading
will be suspended. The paper will be returned to the student, who will be given a timeframe in which to
re-write the assignment in an effort to correct the errors. No penalty will be given in this situation. The
attached Grading Checklist will be used to identify writing criteria on which assignments will be graded.
It is not uncommon for students to face difficulties with writing skills. Students who find themselves in
this situation would benefit from scheduling a conference with this instructor as soon as possible to
discuss concerns and to offer strategies and suggestions for improvement in writing skills. Resources for
assistance are also available.
GRADING CHECKLIST
Dear Student:
California State University, Fresno
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Due to the errors identified below, I am returning your paper without a grade. You have
_______________________ (specify time period) to rewrite your paper and correct these errors. You can
access the Learning Resource Center (http://studentaffairs.csufresno.edu/lrc/main.html), Writing Center
(http://www.csufresno.edu/writingcenter/), or Bee Yang at 559-278-6489 or beey@csufresno.edu for
assistance in revising your paper and correcting the grammatical and spelling errors.
Sentences are not started with capital letters
Sentences have incorrect ending punctuation
Sentences are incomplete
Paragraphs are not indented
Misplaced commas
Run-on sentences
Commas/numbering incorrect when listing items in a series
Misuse of quotation marks
Apostrophes are not used appropriately for contractions
Spelling errors
Unnecessary words
Poor grammar choices (unnecessary words can be eliminated)
Poor transitions between sentences
Poor transitions between paragraphs
Misuse of common homonyms (there, they’re, their; to, too, two; your, you’re)
Incorrect verb tense
Lack of agreement between subjects and predicates
Pronouns do not agree with nouns they replace
Incorrect use of colons
Incorrect use of semi-colons
Incorrect levels of headings
Underlining (italics) used incorrectly
Parentheses used incorrectly
Dashed used incorrectly
Other: Explain
Course Policies
Description of Exams/Major Assignments:
Assignment #1: Applying analytical skills to a culturally sensitive practice situation. Students will
conduct a self-evaluation of their personally held beliefs and values that may be
challenged. Students will apply the empowerment perspective and compare and
contrast systems and ecological theoretical application to this case. The Generalist
Practice Model will be applied to this multi-faceted case situation at micro, mezzo and
macro levels.
Assignment #2: Applying the Generalist Intervention Model to a Macro
System (written assignment and class presentation). Students will evaluate the
structure, mission, policies and procedures of a social work agency, applying the
problem-solving generalist model, and evaluating agency practice and procedure with
respect to social work ethics and values, and the departmental mission statement.
California State University, Fresno
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Assignment #3: Applying the Generalist Intervention Model to a Micro System
(written assignment and demonstration). Students will apply the Generalist
intervention model to an individual social work client.
Final Exam Written Assignment: Applying the Generalist Intervention Model to a
case study at all systems levels.
Late Papers: All assignments and major papers must be turned in to me as specified in assignment.
Assignments that are not turned in to me on the due date and time specified will automatically be
reduced by one whole letter grade. All assignments must be turned in within one week of due date or
they will not be accepted by instructor.
Attendance & Participation: Students are expected to be present and on time for all classes and to notify
the instructor in advance when compelling circumstances make attendance impossible. University,
School, and Departmental policies require all students to attend class. Evaluation criteria for attendance
and participation are explicated via the rubrics on page 11 of this document.
Cell phones: To minimize class disruptions, please turn these devices off during the class except where a
situation requires that you be “on-call.” Please advise me of such situations at the beginning of class and
sit near the door, so you can exit with minimal disruption to the class.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students
with disabilities will receive reasonable accommodation for learning and evaluation. For more
information, contact Services to Students with Disabilities in the building across from Madden Library
(278-2811).
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive acts
for the purpose of improving one's grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of
this definition that the term 'cheating' not be limited to examination situations only, but that it include any
and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or
deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published
and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so
used as one's own work.” Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more information on the
University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal
Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community adhere
to principles of academic integrity and mutual respect while engaged in university work and related
activities. Students should:
a. understand or seek clarification about expectations for academic integrity in this course (including no
cheating, plagiarism and inappropriate collaboration)
b. neither give nor receive unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading.
c. take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
California State University, Fresno
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Instructors may require students to sign a statement at the end of all exams and assignments that “I have
done my own work and have neither given nor received unauthorized assistance on this work.” For more
information, refer to the Code of Academic Integrity – Honor Code, APM 236,
www.csufresno.edu/aps/apm/236.pdf.”
Referenced Policies from the University’s Academic Policy Manual
APM 235—Policy on Cheating and Plagiarism
http://www.csufresno.edu/aps/apm/235.pdf
APM 241—Policy on Course Syllabi and Grading
http://www.csufresno.edu/aps/apm/241CourseSyllabiand GradingMay2004
APM 336—University Statement on Faculty Rights and Responsibilities
http://www.csufresno.edu/aps/apm/336.pdf
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the necessary
communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in
terms which are supportive of the learning process, creating an environment in which students and faculty
may learn to reason with clarity and compassion, to share of themselves without losing their identities, and
to develop and understanding of the community in which they live . . . Student conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize yourself with copyright and fair
use policies, the University encourages you to visit its copyright web page.
Digital Campus course web sites contain material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice
and any copyright notice originally included with the material. Beyond this use, no material from the
course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in
any way without the permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you were absent.
California State University, Fresno
Program Assessment: PPS in School Social Work and CWA |
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Class Attendance Rubric (25 Points)
Performance
Exemplary
Element
(25 points)
Attendance • No classes
missed in the
semester
• Always on time
• Stays until class
is over
Performance
Element
Class
participation
Accomplished
Developing
(20 points)
(15 points)
• Three absences in • Four absences in
the semester; or
the semester;
 Combination of
or
absence and
• Combination of
tardiness or early absence and
departure that
tardiness or early
equals three
departure that
episodes
equals four
episodes
Class Participation Rubric (25 Points)
Exemplary
Accomplished
Developing
(25 points)
(20 points)
(15 points)
Student takes a
Student takes an
Student appears
consistent active
active role in own
reluctant to take
role in own
learning. Student
risks. Inconsistent
learning. Through
often participates in participation in class
participation and
class discussion,
discussions that
inquiry, student
volunteering own
often does not
consistently
ideas, and asking
demonstrate critical
demonstrates a
questions. Student
thought. Student
desire to learn and
respectfully listens listens to classmates
share ideas in class. to classmates.
and respects their
Student initiates
Student often
opinions. Student is
discussion, asks
demonstrates class
sometimes prepared
significant
preparation by
to answer questions
questions, and
responding to
when called upon.
offers insights.
questions about
Demonstrates
Student takes risks, readings and
reluctance to
to offer an opinion, assignments and
participate in class
and listens to
participates in class activities.
others. Student
activities.
consistently
demonstrates class
preparation by
responding to
questions about
readings and
assignments and
participates in class
activities.
California State University, Fresno
Incomplete
(5 points)
• Five or more
absences in the
semester;
or
• Combination of
absence and
tardiness or early
departure that
equals five
episodes
Incomplete
(5 points)
Student rarely
participates in
class
discussion or
asks
questions.
Student
hesitates to
share own
ideas or to
take risks.
Student may
not always
respectfully
listen to the
opinions of
others.
Student
participates
only when
called upon
and is often
not prepared
to respond.
Demonstrates
avoidance of
participation in
class activities.
Program Assessment: PPS in School Social Work and CWA |
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Social Work 220 Seminar in Foundations for Social Work Practice I (4 units)
COURSE SCHEDULE
Fall 2010
WEEK/
Date
Week 1
August
23 & 25
Week 2
August
30
&
Sept. 1
Week 3
TOPIC
Introduction to
Social Work
Practice and Each
Other
The Generalist
Problem-Solving
Model
Sept. 8
Social Justice,
Cultural Diversity
and Intervention
Sept. 6
OFF
Field Placement
Begins
Sept. 7
Week 4
Sept.
13 & 15
Applying the
Generalist Model
to a Micro System
READING
ASSIGNMENT
• NASW Code of
Ethics (available
via NASW
website)
•
Web address for
this document is
available on page
five of this
syllabus
•
Text - KirstAshman & Hull,
Chap. 1
Text – Lee:
Chapter 1-3
DUE DATES AND ACTIVITIES
• Class Assignments, Requirements, and
Grading
• The Departmental Mission:
Empowerment, Social Justice, Cultural
Diversity
• The Social Work Code of Ethics, and
Case Examples
• Skill Exercises: Introducing Oneself
with Warmth, Respect, and Cultural
Sensitivity
• Problems, Needs, Assessment, Goals,
Objectives, Interventions, Evaluation and
Follow-Up
•
• Biopsychosocial, ecological, and systems
theory to interventions
• Emphasizing strengths
• Skill Exercise: Applying the Model to a
migrant farm family having experience a
trauma using Multi-systems empathic
listening, engagement, warmth, &
genuineness
• Lee, Chapters 4-6
• The effects of gender and sexual
orientation on communication
• Gutierrez &
Lewis (1999),
• Age, disability and communication
Chapter 3
• Cultural contexts of communication
• Self-awareness and empowerment in
intervention
• Skill Exercise: Obtain self-awareness,
cultural knowledge & understanding in
practice by interviewing person different
than self.
Assignment 1:
• Text - KirstDue on 9/15/10
Ashman & Hull,
Theoretical Applications to Culturally
Chapter 2
Sensitive Practice Situation
• Text - Lee,
• Verbal and Nonverbal Behavior
Chapter 7
• Issues and Hurdles in Interviewing
Handout Ethnographic
• Viewing the Individual in an
Environmental and Strength-based
interviewing
Context
• Ethnography as a Philosophical Stance
Bring SW 280
Learning Agreement • Skill Exercise: Ethnographic
to class on 9/15/09 for
interviewing a person of color, from gang
in-class discussion
California State University, Fresno
Program Assessment: PPS in School Social Work and CWA |
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culture, elder, single parent, LGBT
Week 5
Sept.
20 & 22
Applying the
Generalist Model
to a Mezzo System
I (Groups)
•
•
Text - KirstAshman & Hull,
Chapter 3
Text - Lee,
Chapter 11
•
•
•
•
•
Week 6
Sept.
27 & 29
Applying the
Generalist Model
to
Mezzo System II
(Families)
•
Text - KirstAshman & Hull,
Chapters 9 and 10
•
•
•
•
•
•
Week 7
October
4&6
Week 8
October
11 & 13
Applying the
Generalist
Problem-Solving
Model to a Macro
System
•
Multi-systems,
Generalist
Assessment
•
•
•
Methods of facilitating vs. hindering the
effectiveness of groups
Understanding group dynamics,
problems and strengths
Constructing group interventions which
facilitate client empowerment.
Planning an intervention for a group
Skill Exercises: Forming and Norming
in Groups on topic of graduate
admission criteria (including issues re:
writing criteria & its implications for
ESL students)
Variations in family structure, diversity,
and strengths
Family assessment
Resolving conflicts in families
Using the Problem-solving process to
plan interventions.
Family intervention technique
Skill Exercise: Role play interviewing a
family regarding concerns about
explosive, aggressive teenage son and
developing interventions.
Agency structures, policies, procedures,
and missions
Theoretical frameworks for macro
practice
Advocacy practice and social work roles
Building organizations
Skill Exercises: Becoming a Client:
Understanding limited access to
services; Putting an advocacy plan into
action.
Text - KirstAshman & Hull,
Chap. 4
Text - Lee,
Chapters 13
•
Text - KirstAshman & Hull,
Chap.5
Text - Lee,
Chapter 8
Assignment 2: Part 1 & 2
Due on 10/13/10
GETTING TO KNOW YOUR AGENCY
(description, values, mission, access by
diverse populations)
&
COMMUNITY ASSESSMENT (Explore
neighborhood, area, residents, interview
key informants re: life, values, and needs
of the community)
• Assessing an agency client in the
institutional and environmental context
• Defining client’s definition of problems
as unmet needs
.
California State University, Fresno
•
•
•
•
Program Assessment: PPS in School Social Work and CWA |
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•
•
•
•
•
Week 9
October
18 & 20
Week
10
October
25 & 27
Developing a
Multi-systems
Generalist
Intervention Plan
•
Conducting
Strength-based
Interventions and
Responding to
Crisis or
Unanticipated
Events
•
•
•
Text - KirstAshman & Hull,
Chap. 6,
Text - Lee,
Chapter 9
Text - KirstAshman & Hull,
Chapter 7
Text - Lee,
Chapters 11 and
12
California State University, Fresno
Assessing strengths
Defining environmental definitions of
client’s problems, with special
considerations of contexts due to social
class, ethnicity, race, culture, age,
disability, gender.
Defining agency perspectives on client’s
problems and needs, in terms of social
work roles, social policy, funding
considerations, procedures, and
expectations.
Needs assessment in organization and
community practice
Skill Exercises: Using open and closed
ended questions: Interviewing skills for
conducting assessments.
•
•
Setting up a strength-based intervention
plan for a client problem or need
• Including the client in problem
definition and plan
• Developing specific, achievable,
measurable goals
• Developing clear-cut objectives with
assigned responsibility for both client
and social worker in achieving
objectives
• Setting up an intervention plan for a
related agency policy or procedure to
facilitate service delivery.
• Connecting intervention plan to social
policy, law, and funding issues
• Skill Exercises: Analyzing written
intervention plans. Writing measurable
goals and objectives.
Assignment 2: Part 3
Due on 10/27/10
COMMUNITY ANALYSIS (Research 3
agencies that field agency interfaces with
to identify resources, expertise, needs for
improving service delivery to residents)
• Short term practice with individuals and
families
• Examining agency resistance to
intervention and planning response
• Examining group and family difficulties
with following through on interventions
and planning response.
• Ad hoc responses to organizational
challenges
Program Assessment: PPS in School Social Work and CWA |
181
•
Week
11
Evaluation and
Follow-up
•
Ethical and Legal
Issues at
Multisystems
Levels
•
Advocacy for
Social Justice:
Working with
Special Population
•
Text - KirstAshman & Hull,
Chap. 8
Nov.
1&3
Week
12
Nov.
8 & 10
Week
13
Nov.
15 & 17
California Legal
Code.
• Text - KirstAshman & Hull,
Chap. 11
• Handout:
Reamer’s Model
of Agency Ethics
Audit
•
Text - KirstAshman & Hull,
Chap. 12 & 14
Text - Lee,
Chapters 10 & 14
California State University, Fresno
Responding to emerging issues or
critical issues in the community
• Skill Exercises: Constructive
confrontation. Conducting a parent
meeting connected with gang violence, a
recent school abduction or similar crisis
situation
• Ongoing and summary evaluation
modalities for evaluating one’s own
practice.
• Single subject design techniques
• Needs assessment, program evaluation,
and program monitoring.
• Matching research questions with
appropriate evaluation methods
• Utilization of evaluation findings.
• Planned versus unplanned terminations;
examples at multi-system levels
• Differential meanings of endings to
practitioners and clients
• Skill Exercises: Coping with clients
who prematurely end services. Initiating
an evaluation of one’s own practice with
a supervisor or client. Program
evaluation; assessing post-graduate
needs of MSW students (including
students of color, older students, ESL
issues)
• Choosing an evaluation plan.
Assignment 3 Due on 11/10/10
Multi-Dimensional Assessment
• Ethics and the organization
• When are ethical and legal challenges
the same and when are they different?
• Case examples in ethical and legal
dilemmas
• Mandatory reporting requirements and
the duty to warn
• Skill Exercises: Suicide assessment;
Discussing Tarsoff Duty to Warn or
mandatory reporting; conducting an
agency ethics audit
• Adverse impacts of agency structure and
politics due to social class, race,
ethnicity, income, rural residence, sexual
orientation, age, gender, disability, or
social orientation; empowerment theory
and empirical studies.
• Examining assessment and interventions
from empowerment and social justice
Program Assessment: PPS in School Social Work and CWA |
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•
•
•
Week
14
Case Management
and Referral
•
Text - KirstAshman & Hull,
Chap. 15
•
•
Nov. 22
•
Nov. 24
OFF
•
•
Week
15
Effective Written
Communication
•
Nov. 29
&
Dec. 1
Week
16
Dec.
6&8
FINAL
Dec. 15
8:4510:45
•
perspectives.
Using community organizing and
legislative advocacy to achieve social
justice
Applying concepts to specific macro and
micro case vignettes
Skill Practice: Confronting a peer about
sexual harassment; Lobbying for
legislation against budget cuts to TANF
programs.
Knowing community resources
Connecting agencies with one another
and facilitating cooperation and sharing
of resources
Coping with interdisciplinary challenges
and turf wars
Connecting individual clients with, and
facilitating effective use of community
resources
Skill Practice: Helping a client follow
through on a referral to Alcoholics
Anonymous: Planning a interagency
meeting to discuss a common problem.
Agency mission statements, meeting
agenda development, written minutes
Agency progress reports and summaries
Progress notes and process recordings
Writing agency memos and taking
minutes
Analyzing barriers to communication
Skills Exercises: Self-reflective writing;
use of consultation to discuss selfawareness and utilize
supervision/consultation. Writing
progress notes and inter-agency memos
on program development in child
welfare
Text - KirstAshman & Hull,
Chap. 16.
Handouts:
Sample written
notes and
summaries
•
No exceptions will
be made
• Final paper due
Evaluation of Practice (applying
Generalist Intervention Model to
immigrant family where issues of
cultural difference, HIV/AIDS,
substance abuse, domestic violence,
elder needs, child acting out, spiritual
concerns are present)
•
•
•
•
•
Course Overview
Hard copy of Final
must be deposited
in PHS 118 no later
than 10:45 a.m. on
Dec. 15.
California State University, Fresno
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Social Work 221 Seminar in Foundations for Social Work Practice II
(4 units)
Catalog Statement
Prerequisite: SWRK 200 and concurrent enrollment SWRK 260B. Analysis and application of the
theories, principles and techniques of social work practice with individuals, families, groups,
organizations, and communities
Course Rationale
This seminar is the second practice course for the graduate foundation year. The course builds on the
foundation laid in Social Work 220, applying theoretical content about human behavior and the social
environment, policy, and research to social work practice with individuals, families, groups, organizations
and communities. Continuing beyond the model introduced in Social Work 220, this course adds a variety
of multi-systems, strengths-based practice models, enabling students to establish effective working
relationships with individuals, groups, families, organizations and communities. Through case studies,
students learn to formulate multi-system assessments, with awareness of biopsychosocial, spiritual,
cultural, agency, community, and social policy contexts, and to develop and implement a relevant
intervention strategy that facilitates the empowerment of clients and client systems and includes an
evaluation of practice plan.
Course Description:
This course is designed to familiarize students with the values, knowledge and skills necessary to provide
services to individuals, groups, families, organizations, and communities within a multi-systems,
generalist context. Specific content and seminar discussion will address the special needs of marginalized
populations especially women and people of color within the context of our urban/rural environment. The
course focuses on the various practice tasks required at the beginning, middle, and ending phases of
intervention with an emphasis on interpersonal, intrapersonal organizational, and community processes.
In addition, attention is given to recognizing, appreciating and understanding the process component of
multi-system level interactions. Students are expected to develop competence in intervention methods and
demonstrate skill in applying these interventions to individuals, families, groups, organizations, and
communities in relation to their ecosystems. Special attention is paid to the development of effective
relationships in multi-system contexts, self-awareness, and accurate assessment. Core engagement and
intervention skills are practiced, and the ability to express oneself as an effective professional, utilizing
relevant verbal and written skills is stressed. In addition, students are expected to evaluate their own
practice in a context of social work values and ethics.
Course Goals
1. To describe unifying historical and contemporary theories and themes that inform all levels of
competent social work practice and their practical implications in the context of empowerment,
social justice, and cultural diversity.
2. To apply the NASW Code of Ethics in work with individuals, groups, families, organizations, and
communities.
3. To facilitate the empowerment of clients and client systems with an emphasis on diverse and
marginalized populations and a multi-systems approach.
4. To assess the impact of institutional and organizational processes, practice, and procedures on
social work practice with individuals, families, groups, and communities.
5. To assess the impact of community and social, political, and economic structures on social work
practice with individuals, families, groups, and organizations.
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6. To demonstrate a range of intervention skills and roles.
7. To demonstrate effective written skills in a variety of professional communications.
Learning Objectives/Outcomes
Through the use of written assignments, examinations, presentations, discussion of case material brought
from the field setting, and/or performance in simulations of practice processes in the seminar, the students
will demonstrate the ability to:
1.1
Identify the rationale for when and how to intervene at different points in the helping process with
individuals from a compassionate posture which demonstrates empathy, genuineness and warmth.
1.2
Critically assess practice theories and understand the rationale for various intervention strategies for
whom, under what conditions, in order to enhance client’s problem-solving skills from a strengthsbased perspective in the service of empowerment.
1.3
Demonstrate a beginning understanding of the following theories applied in practice: modern
psychodynamic theory (including intersubjectivist approaches, feminist therapy, current applied
concepts of attachment); current learning theories (classical and operant conditioning, cognitive
behavioral and social learning theories, dialectic behavioral theory); narrative, strengths-based,
solution focused, and empowerment theories.
1.4
Demonstrate the application of the medical model and the role of social work in the diagnosis of
mental and emotional disorders, utilizing the basic structure and application of DSM IVTR, applied
in the context of the departmental mission.
1.5
Apply the meaning of person-in-situation to a multidimensional assessment for the purpose of
identifying problems that require change in the person and environment.
1.6
To apply knowledge of environmental (e.g., family, culture, community, organizational) and social
influences on behalf of client change.
1.7
To know the importance and application of measures for evaluating one’s own practice, and the
effectiveness of programs and community interventions.
a.
Understanding the use of qualitative and quantitative methodologies.
b.
Selecting and/or constructing appropriate instruments for process and outcome assessment.
c.
The effective administration of instruments.
d.
Interpreting and utilizing results of evaluation procedures.
2.1
Recognize key elements in the NASW Code of Ethics that serve as a guide for practice with
individuals, families, groups, organizations and communities.
2.2
Be able to define and apply the concepts of self-determination, confidentiality, dual relationships,
advocacy, and professional competency to ethical dilemmas at multi-system levels.
3.1
To recognize and apply the components of multicultural competency to social work practice with
diverse and marginalized populations and communities.
3.2
To recognize and appreciate working with ethnicity/race, gender, social class, sexual orientation,
disability and spirituality as elements of the client’s social identify.
California State University, Fresno
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3.3
To recognize the importance of the practitioner’s self-reflective process with special attention
given to the biases that workers bring to their practice including the recognition of the
consequences of these biases in the assessment/interventive process.
4.1
Conduct an assessment of organization structure, cultural competency, policies, and finances
related to client access to services.
4.2
Examine the relationship between government policies and services to clients.
4.3
4.4
Describe the components of organization structure that impede or enhance service delivery.
Describe the relationship between staff and client empowerment.
4.5
Identify organization mechanisms (such as decision-making structures and human resource
policies) that can be used by administrators to empower both staff and clients.
4.6
Develop an intervention plan that includes goals, objectives, a budget, and an evaluation
component that can be used for the delivery of services to clients.
5.1
Examine the relationship between the common problems of individuals, groups, and families and
community/social structure.
5.2
Understand the role of self-advocacy and self-help groups in increasing client self-efficacy,
empowerment, and leadership skills.
5.3
Describe the use of community mapping, social network analysis, and community genograms. To
assess the connection between client systems and environments.
5.4
Identify components of social change-related interventions.
5.5
Conduct an assessment as to the feasibility of engaging in social change to remediate client
problems.
6.1
To apply interventions which provide support, clarification, information delivery,
demonstration, outreach, referral, negotiation and mediation, consultation and collaboration, crisis
intervention, stress reduction, lobbying, social action and advocacy.
6.2
To deepen awareness of personal biases, strengths and weaknesses in practice
through confidence and skill in the use of supervision and peer consultation, journal keeping, and
other forms of self-reflection.
6.3
To be able to function in a variety of practice roles, including broker, advocate,
counselor/therapist, cultural broker, liaison, mediator, policy/program planner, researcher, teacher,
and collaborator.
7.1
To provide written case assessments, clinical formulations, and case reports with regard to
individual clients.
7.2
To be able to provide written reports for courts and similar bodies.
7.3
To produce summaries of organizational processes, descriptions of agency budgets, policies, and
procedures., agency memos and other forms of interagency communication, both formal and
informal.
California State University, Fresno
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7.4
To be able to communicate using electronic systems and media.
Course Content
I.
Overview
A.
The nature of social work practice with individuals, groups, families, organizations and
communities
B.
The NASW Code of Ethics and social work values and their application to social work
practice with individuals.
C.
Sociopolitical factors that include ethnicity/race, gender, social class, sexual orientation,
age, disability and spirituality and their implications for accurate assessments and relevant
interventions for populations at risk.
D.
The linkage of bio psychosocial theories to multisystem practice.
E.
Review of the major assessment protocols and the application of relevant interventions.
F.
Evaluation of social work practice with individuals, groups, families, organizations and
communities utilizing process and/or outcome measures.
G.
Practice methods that promote empowerment, cultural competency, and social justice.
II.
The Beginning Phase of Intervention
A.
Beginning engagement skills with client systems
B.
Formulate a multidimensional assessment/diagnosis of selected problems-in-living and
systems functions, and implications for intervention.
C.
Review of processes, methods, and strategies for managing the beginning phase of
intervention.
D.
Involving client systems in negotiating outcome goals and formulating a culturally relevant
contract for intervention; establishing a base for determining outcome.
E.
Use of a variety of assessment tools for multi-systems practice.
F.
Application of the DSM-IVTR in assessment, used in the context of empowerment, cultural
diversity, and empowerment.
III.
Middle and Termination Phases of Intervention
A.
Tasks and strategies for managing the mid-phase of intervention, including barriers to
intervention.
B.
Understanding the application of various integrative theories that can be utilized in multisystems practice, including feminist, integrative psychotherapy, dialectic behavior therapy,
narrative therapies, strengths-based, and solution-focused methodologies, and comparing
and contrasting these approaches with those derived from the medical model.
C.
Engagement in the work phase towards effecting change in selected problems-in-living.
D.
Understanding various social work roles including case, group, and policy advocate,
broker, case manager, collaborator, consultant, counselor/therapist, cultural broker, liaison,
mediator, policy/program planner, research, teacher, and organizer.
E.
Monitoring progress with respect to the goals of intervention.
F.
Designing culturally competent intervention approaches.
G.
Engaging in self-awareness and effectively using the supervisory process.
H.
Processes, methods, and strategies for managing termination of intervention.
I.
Evaluation of outcomes and processes
IV
Understanding the Organizational Context of Policies
A.
Linking clients with resources (referrals and outreach)
B.
Access to services: the process of becoming a client
C.
Program planning and budgets
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D.
E.
F.
G.
H.
I.
V.
Internal and external advocacy
The role of organization policies and procedures
Organization decision-making structures including boards, committees, and meetings.
Team building and human resource management
Interorganizational collaboration
Report writing (memos, process recordings, case notes, meeting minutes & agendas, and
policy recommendations)
Understanding the Role of Community and Institutional Change in Social Work Practice
A.
Conducting assessments of the impact of community and social institutions on client
problems including a variety of techniques including examinations of organizational
structures that impede or enhance client access, community genograms, social network
analysis, and community mapping techniques.
B.
Identifying opportunities for advocacy and social action
C.
Establishing change-oriented partnerships with clients and constituents: self-help group
formation, linkages with informal networks and institutions, and client engagement in
organization decision-making, and political participation.
D.
Power analysis and needs assessment
E.
Strategies and tactics for social change
F.
Intervention planning
Required Purchases - Texts
Cooper, M.G., & Lesser, J.G. (2008). Clinical social work practice: An integrated approach. (3rd ed.)
Boston: Allyn and Bacon.
Netting, F.E., Kettner, P., & McMurty, S. (2008). Social work macro practice (4th ed.). Boston: Pearson
Education.
Recommended Texts:
American Psychiatric Association (2000). Diagnostic and statistical manual of mental
and emotional disorders, 4th edition, text revision (DSM IV T R). American Psychiatric Association.
Hepworth, HD, Rooney, DH and Larsen JA (2006). Direct social work practice: Theory and skills. (7thh
ed.) Pacific Grove, CA.: Brooks/Cole Publishing Company.
Method of Instruction
Each seminar will meet four hours a week. There will be a combination of presentations by the instructor,
student presentations, readings, and discussion, with emphasis on student participation. All students are
expected to attend regularly, to read and to contribute to seminar discussion. Case material will be
introduced to illustrate and clarify discussions. Various teaching media such as audio-tapes, video-tapes,
films, and role-playing may be used.
Special emphasis will be placed upon assignments that illustrate practice issues in working with culturally
contrasting/diverse populations and other marginalized populations including women and the poor. This
will be accomplished through introduction of case examples, seminar focused discussion and written and
oral assignments. Ethical and value concerns, issues, and dilemmas will be addressed in case material
throughout the semester.
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Web-based Instruction/Blackboard
THIS COURSE IS WEB-SUPPORTED: The course syllabus, calendar, assignments, and supplemental
material are posted on Blackboard. Power points for lectures will be posted after the lecture is presented
in class. TO ACCESS BLACKBOARD (Bb) students need a university (CVIP) email account and Internet
connection. Your “my.csufresno.edu” login and password gains you access to BlackBoard. Go to
http://blackboard.csufresno.edu
It is your responsibility to make sure you can access and negotiate Blackboard for class materials and
resources. You are responsible for checking for announcements and email sent through BlackBoard. For
orientations to Blackboard contact the Digital Campus Resource Center in McKee Fisk #111; 278-6892. A
brief navigational overview of the site is on the CSUF web at:
http://www.csufresno.edu/digitalcampus/fresno.Welcome_Top.html
A new Q&A section at http://www.csufresno.edu/digitalcampus website provides quick answers to some
common questions received from students.
Email: You are expected to check your university email regularly (csufresno.edu account) or redirect
email to the regular mail box you use. I send email to the account listed in BlackBoard. I respond to all
program/course related student email. In particular I acknowledge receipt of any assignments/attachments
I receive. Thus, if you do not receive a reply it means I did not get your email and/or it got filtered as
possible spam. This often happens if you use an email account like hotmail, AOL. You should resend the
email (and perhaps give me a call to alert me to it). You should ALWAYS put SW 221 somewhere in the
subject line or you risk your email being deleted unopened.
Assignments and Grading Criteria
Activity
Participation & Attendance
Take Home Assignments (6)
Case Presentation
Final Paper
Weight
10%
30%
30%
30%
Points
30
90
90
90
Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread:
90-100% (270-300 Points )
80 - 89% (240-269 Points)
60 - 79% (210-239 Points)
60- 69% (180-209 Points)
Below 60% (179 or less)
A
B
C
D
F
Description of Exams/Major Assignments:
Take Home Assignments: Six take home assignments, worth fifty points each, will apply practice
material to various practice situation and to specific issues encountered in fieldwork internships. Students
will be expected to demonstrate their ability to apply theoretical concepts, and practice skills in the field,
to describe their practice in writing, to critically analyze the effectiveness of their interventions, and to
demonstrate increased personal awareness of strengths and weaknesses through reflective writing. At
least one take-home assignment will require an audiotape of student practice, including consultation with
peers and/or supervisor.
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Case Presentation: Students will be expected to present practice assessments, intervention plans,
applications of interventions, evaluation and follow up of a selected practice situation encountered in
fieldwork internships, including, but not limited to, the application of relevant theory to the case, micro,
mezzo, and macro levels of intervention, ethical and other practice dilemmas encountered, and evaluation
of outcomes. Oral presentation must be accompanied by a written paper. The student is to present a
practice problem connected with the case presentation for the purpose of peer feedback and consultation.
Final Paper: The final exam will be an open-book paper requiring the student to integrate course
material as applied to a case vignette with micro, mezzo, and macro practice components.
Assignment and Examination Schedule:
Date
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7-16
Finals
Assignment
Take Home Assignment # 1
Take Home Assignment # 2
Take Home Assignment # 3
Take Home Assignment # 4
Take Home Assignment # 5
Take Home Assignment # 6
Case Presentations
Final Paper
Points
15
15
15
15
15
15
90
90
Description of Writing Requirements:
Assignments involve both content and writing quality. Completion of assignments requires the student to
give careful thought and consideration to each response. Equally important is the quality of the writing of
the assignment.
A well done work product should include one’s ability to critically think about the assignment and to
effectively apply one’s knowledge of the major concepts taught in this course. It should also be a well
written product that clearly conveys the content.
All assignments must follow APA guidelines; contain proper grammar, spelling, punctuation and sentence
structure. Assignments will be graded on both content and writing, with 20% of the grade being based on
quality writing.
If, during the course of grading an assignment, there are a significant number of writing errors, grading
will be suspended. The paper will be returned to the student, who will be given a timeframe in which to
re-write the assignment in an effort to correct the errors. No penalty will be given in this situation. The
attached Grading Checklist will be used to identify writing criteria on which assignments will be graded.
It is not uncommon for students to face difficulties with writing skills. Students who find themselves in
this situation would benefit from scheduling a conference with this instructor as soon as possible to
discuss concerns and to offer strategies and suggestions for improvement in writing skills. Resources for
assistance are also available.
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GRADING CHECKLIST
Dear Student:
Due to the errors identified below, I am returning your paper without a grade. You have
_______________________ (specify time period) to rewrite your paper and correct these errors. You can
access the Learning Resource Center (http://studentaffairs.csufresno.edu/lrc/main.html), Writing Center
(http://www.csufresno.edu/writingcenter/), or Bee Yang at 559-278-6489 or beey@csufresno.edu for
assistance in revising your paper and correcting the grammatical and spelling errors.
Sentences are not started with capital letters
Sentences have incorrect ending punctuation
Sentences are incomplete
Paragraphs are not indented
Misplaced commas
Run-on sentences
Commas/numbering incorrect when listing items in a series
Misuse of quotation marks
Apostrophes are not used appropriately for contractions
Spelling errors
Unnecessary words
Poor grammar choices (unnecessary words can be eliminated)
Poor transitions between sentences
Poor transitions between paragraphs
Misuse of common homonyms (there, they’re, their; to, too, two; your, you’re)
Incorrect verb tense
Lack of agreement between subjects and predicates
Pronouns do not agree with nouns they replace
Incorrect use of colons
Incorrect use of semi-colons
Incorrect levels of headings
Underlining (italics) used incorrectly
Parentheses used incorrectly
Dashed used incorrectly
Other: Explain
Course Policies
Make-up/Late Paper Policy: Assignments must be turned in and on time. Late assignments must be
submitted within one week of due date and will be dropped one letter grade. For compelling and
documented reasons, with the consent of the instructor, students may be permitted to submit make-up
papers.
Class Participation and Attendance: Students are expected to be present and on time for all classes and
to notify the instructor in advance when compelling circumstances make attendance impossible.
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Class participation is defined as active, respectful participation in all skill practice exercises, providing
constructive feedback to student peers, receiving feedback from peers, and engaging in thoughtful
reflection on theories and practices discussed in class. Please refer to the grading rubrics on page 21.
Use of electronic devices (pagers, cell phones, etc.): To minimize class disruptions, please turn these
devices off during the class. If you are required to be “on-call,” please advise me at the beginning of class,
turn off the “audio,” and sit near the door, so you can exit with minimal disruption to the class. Please
advise me if you would like to use your laptop in class, record the lecture, etc. Websurfing and reading
email during class are not allowed.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students
with disabilities will receive reasonable accommodation for learning and evaluation. For more
information, contact Services to Students with Disabilities in the building across from Madden Library
(278-2811).
Code of Academic Integrity – Honor Code
Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual
respect while engaged in university work and related activities. CSU Fresno students will:
a. Understand or seek clarification about expectations for academic integrity (including no cheating,
plagiarism and inappropriate collaboration) as noted by faculty and on class syllabi, university
catalogue, university web sites and other referenced sources. (APM 235, 241)
b. Sign a statement at the end of all exams and assignments that “I have done my own work and have
neither given nor received unauthorized assistance on this work.”
c. Take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Referenced Policies from the University’s Academic
APM 235--Policy on Cheating and Plagiarism
http://www.csufresno.edu/aps/apm/235.pdf
APM 241--Policy on Course Syllabi and Grading
http://www.csufresno.edu/aps/apm/241CourseSyllabiandGradingMay2004
APM 336--University Statement on Faculty Rights and
http://www.csufresno.edu/aps/apm/336.pdf
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive acts
for the purpose of improving one's grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of
this definition that the term 'cheating' not be limited to examination situations only, but that it include any
and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or
deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published
and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so
used as one's own work.” Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more information on the
University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal
Statements) or the University Catalog (University policies).
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
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and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the necessary
communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in
terms which are supportive of the learning process, creating an environment in which students and faculty
may learn to reason with clarity and compassion, to share of themselves without losing their identities, and
to develop and understanding of the community in which they live . . . Student conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize yourself with copyright and fair
use policies, the University encourages you to visit its copyright web page.
Digital Campus course web sites contains material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice
and any copyright notice originally included with the material. Beyond this use, no material from the
course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in
any way without the permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you were absent.
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Social Work 221 Seminar in Foundations for Social Work Practice II
COURSE SCHEDULE
Spring 2010
WEEK/
Date
1
January
25 & 27
2
February
1&3
3
February
8 &10
4
February
15 (NO
CLASS)
& 17
TOPIC AND READING ASSIGNMENT
Introduction to course and each other.
Description of required assignments course
materials, relevant policies and expectations.
Discussion of case vignette from micro, mezzo,
and macro perspective, illustrating greater
specificity and detail in use of applied theory at
multi-systems levels.
Skill Practice: Issues in relationship
development
Reading: Cooper and Lesser, Chap. 1 & 3;
Netting, et. al., Chap. 1
Applying the Code of Ethics to Individuals,
Groups, Families, and Organizations.
Recognizing subtle ethical problems, dual
relationships, competing social norms, and their
impact on individuals and communities troubled
by oppression, poverty, and stigma.
Skill Practice: Coaching a client regarding
advocacy with an organization.
Reading: Cooper and Lesser, Chap. 2
Netting, et. al., Chap. 2.
NASW Code of Ethics
Current psychodynamic and attachment
theories, and their application to practice at all
systems levels. Theories about organizations.
Skill Practice: Applying a compassionate
posture to an attachment issue with a client.
Skill Practice: The organizational context of
practice
Reading: Cooper & Lesser, Chap. 6 & 7.
Netting, et. al., Chap. 7
Applying current learning theories to individual
clients, groups, families, organizations, and
communities.
Understanding the application of social learning
theory to social change initiatives: Engagement,
dialogue, and research with marginalized
groups.
Skill Practice: Interviewing an individual
client from a cognitive behavioral perspective.
Skill Practice: Conducting (unstructured)
conversational interviews to assess organization
and community problems.
Reading: Cooper & Lesser, Chap. 9 & 10
California State University, Fresno
Due Dates and Activities
Take Home Assignment #1:
Assessing Case Example
from macro and
empowerment perspectives
DUE: Wednesday,
2/3/10
Take-Home Assignment #2:
Identifying ethical and legal
dilemmas in a case vignette,
and responding on individual
and organizational levels.
DUE: Wednesday,
2/10/10
Take-Home Assignment #3:
Working with defense
mechanisms.
DUE: Wednesday,
2/17/10
Take-Home Assignment #4:
Using cognitive behavior
and social learning
theory to develop a response
to school bullying on
individual, group, family,
organizational, and
community levels.
Due: Wednesday,
2/24/10
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5
February
22 & 24
6
March
1&3
7
March
8 & 10
8
March
15 & 17
Netting, et. al., Chap. #5
Assessment models: Understanding medical
models of diagnosis, utilizing DSMIVTR, and
the social contribution to diagnosis for the
purpose of empowerment and the reduction of
stigma; use of DSMIVTR guidelines for
culturally competent practice. PIE (Person-inthe-Environment) and strengths-based
biopsychosocial/spiritual assessment tools.
Skill Practice: Utilizing assessment tools with a
client. Explaining DSMIVTR diagnosis to
client, and utilizing understanding of diagnostic
label for the purpose of empowerment and
advocacy.
Reading: Cooper & Lesser, Chap. 4.
DSM IVTR
Applying integrative, narrative, solution focused
theories to marginalized and oppressed
populations. Understanding the needs of
marginalized groups.
Skill Practice: Using a narrative approach with
an individual client.
Skill Practice: Conducting community forums
to identify common problems.
Readings: Cooper & Lesser, Chap. 11, 12;
Netting, et. al., Chap. 4.
Designing culturally competent, evidence-based
interventions with respect to specific groups.
Discussion of organizational and clinical case
examples of barriers to effective practice with
specific ethnic and cultural groups.
Skill Practice: Applying engagement and
intervention skills with individuals, groups, and
families in two of the following groups: gays or
lesbians, Latinos, Southeast Asians, AfricanAmerican elders.
Skill Practice: Expanding access to services to
marginalized groups: Program Monitoring,
Planning, and Evaluation.
Reading: Cooper & Lesser: Chap. 5, 8;
Netting, et. al., Chap. 8, 11.
Working with challenging practice situations:
involuntary clients, crisis intervention. Power
and coercion and responses to crises at
multisystem levels. Perspectives individuals,
groups, and families in an organizational and/or
community context.
Skill Practice: Application of crisis
intervention and work with involuntary clients
applied in organizational settings.
Readings: Cooper & Lesser, Chap. 13 &
California State University, Fresno
Take-home Assignment #5:
Practice with differential
diagnosis
Due: Wednesday,
3/3/10
Take-Home Assignment #6:
Audio-taping of assessment
session with classmate,
Role playing client and
social worker, with
structured peer feedback.
Due: Wednesday,
3/10/10
STUDENT CASE
PRESENTATION
STUDENT CASE
PRESENTATION
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9
March 22
& 24
March 29
& 31
11
April
5&7
12
April
12 & 14
13
April
19 & 21
14
April
26 & 28
15
May
Ch. #2, pp. 19-23
Netting, et. al., Chap. 9
Working with Client Environments. Assessing
communities, analyzing and applying social
work roles of collaborator, consultant, liaison,
activist, and organizer
Skill Practice: Community mapping; social
network analysis, and community genograms.
Reading: Netting. et. al, Chap. 3 & 6.
STUDENT CASE
PRESENTATION
SPRING BREAK – NO CLASSES
Consultation, supervision, and self-awareness.
The use of self with individuals and
organizations.
Skill practice: Vignettes re problem situations
with supervisors, clients, and colleagues. The
art of skillful confrontation. Self-awareness in
the supervisory relationship.
Readings: Review Cooper & Lesser,
Chap. 2.
Ongoing evaluation and modification of
intervention plans. Utilizing single system and
group designs to monitor progress and evaluate
outcomes with respect to initial assessment and
goals.
Involving individuals, groups, families,
organizations, and communities in monitoring
progress and evaluating outcomes and program
processes.
Skill practice: leading an evaluative meeting at
an agency (role play); reviewing progress with
an individual, family or task group (role play).
Readings: Cooper & Lesser, Chap.14
Applying feminist, narrative and strength-based
approaches to macro and micro case situations.
Skill practice: Examining contrasting
approaches to challenges of child protection
services. Designing approaches.
Readings: Cooper & Lesser, Chap. 8, 11;
Netting, et. al., Chap. 10.
Client participation in changing organizational
policies and procedures. budgets and their
impact; client access to service.
Skill practice: Examining a budget, writing
agendas and minutes; making policy
recommendations.
Long, D., Tice, C., & Morrison, J. (2006).
Macro social work practice, Chapter 8.
Inter-organizational collaboration; linking
clients and constituents with community
California State University, Fresno
STUDENT CASE
PRESENTATION
STUDENT CASE
PRESENTATION
STUDENT CASE
PRESENTATION
STUDENT CASE
PRESENTATION
STUDENT CASE
PRESENTATION
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3&5
16
May
10 & 12
May 17
11:001:00
organizations; building informal and formal
networks. Building supportive communications
around individual clients and families. Macro
interventions for changing social, economic, and
political systems.
Skill practice: advocacy with and for clients.
Readings: Long, D., Tice, C., & Morrison, J.
(2006). Macro social work practice, Chapters 8.
& 9.
Evaluations, termination, and follow-up.
Evaluating agency effectiveness with regard to
funding and mission. Endings with individual
clients.
Skill practice: role play – planned and
unplanned client terminations.
Hepworth, Rooney & Larsen, Chap. 19
Final Paper
No Late Exams will be accepted
California State University, Fresno
STUDENT CASE
PRESENTATION
Final Exam Due
Hard copy of exam turned to
me in PHS 118
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Class Attendance Rubric
15 Points
Performance
Exemplary
Element
(15 points)
Class
• No classes
Attendance
missed in the
semester
• Always on time
• Stays until class
is over
Performance
Element
Class
participation
Accomplished
(10 points)
• Three absences
in the semester;
or
 Combination
of absence and
tardiness or
early departure
that equals
three episodes
Participation Rubric
15 Points
Exemplary
Accomplished
(15 points)
(10 points)
Student takes a
Student takes an
consistent and
active role in own
voluntary, active
learning. Student
role in own
participates often
learning. Through
in class discussion,
participation and
volunteering own
inquiry, student
ideas, and asking
consistently
questions. Student
demonstrates a
listens respectfully
desire to learn and
to classmates.
share ideas in class. Student often
Student initiates
demonstrates class
discussion, asks
preparation by
significant
responding to
questions. Student
questions about
willingly takes
readings and
risks, to offer an
assignments and
opinion and support willingly
it, and to listen
participates in
actively to others.
class activities.
Student consistently
demonstrates class
preparation by
responding to
questions about
readings and
participates in class
activities.
California State University, Fresno
Incomplete
(5 points)
• Four or more
absences in the
semester;
or
• Combination of
absence and
tardiness or early
departure that
equals four
episodes
Developing
(5 points)
Student appears
reluctant to take
risks. Preparation
for class is not
apparent.
Inconsistent
contribution to class
discussions that
often does not
demonstrate critical
thought. Student
listens to classmates
and respects their
opinions. Student is
sometimes prepared
to answer questions
when called upon.
Demonstrates
reluctance to
participate in class
activities.
Incomplete
(0 points)
Student rarely
participates in
class
discussion or
asks
questions.
Student
hesitates to
share own
ideas or to
take risks.
Student may
not always
listen to or
respect the
opinions of
others.
Student
participates
only when
called upon
and is often
not prepared
to respond.
Demonstrates
avoidance of
participation in
class activities.
Program Assessment: PPS in School Social Work and CWA |
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Social Work 224 Seminar in Advanced Social Work Practice with Individuals
(3 units)
Catalog Statement:
Prerequisite: SWRK 220 and SWRK 221. Concurrent enrollment in advanced year field work, SWRK
282. Develop competence in advanced assessment and intervention, at the individual level, from a
strength-based empowerment perspective.
Course Rationale:
This seminar links theory from foundation and advanced courses in human behavior and the social
environment, policy, research and fieldwork experience to advanced social work practice with individuals.
In order to practice effectively with individuals, students must be able critically to evaluate relevant core
theories of intra psychic, interpersonal, social and cultural development, learning, and psychopathology,
and to apply these theories with diversity competence in a relationship which serves to empower
individuals with whom they work. In current practice settings, the social work professional is often
required to diagnose clients, utilizing the classification system of the DSM IV T-R, within a multi-system
person-in-situation assessment that incorporates a strength-based, cultural diversity competence
perspective. Finally, the social work practitioner must be able effectively to apply relevant interventions
in multi-disciplinary settings, in a manner which enhances client strengths and contributes to social justice
in institutional and community institutional settings serving individual clients. This course will also
address the needs of students after their graduation by providing required knowledge and critical thinking
skills for state licensure..
Course Description:
This course is designed to prepare the student interested in social work practice with individuals with
knowledge for sophisticated assessment and intervention. Within the framework of a competency-based
assessment and treatment model, students will learn about adaptive and maladaptive behavior, the signs
and symptoms of psychopathology, and the practical applications of diagnostic classification, as well as its
limitations and misuses. Students will be apprised of the controversies and changes underway in mental
health theories and diagnosis, how these manifest in practice, and the integral role social work
professionals must play in the ongoing evolution of theory and practice. Students will be expected to
evaluate their own practice with individuals in the context of social work values and ethics, and to
contribute to the development of agency and institutional practices which promote social justice and the
empowerment of their clients in a diverse regional and global community.
Educational Goals:
1. To understand, evaluate, and be able to utilize the current classification system of mental and
emotional disorders, DSM IV T R, from a perspective that incorporates empowerment, social
justice, and diversity competence, in a multi-systems context.
2.
To understand and be able to identify the major behavioral signs of psychopathology
(disturbances in behavior, perception, thinking, affect, consciousness, orientation and memory),
and its reciprocal effects in a multi-systems context within the context of empowerment, social
justice, and cultural diversity competence.
3.
To be able to develop a sophisticated multi-dimensional assessment of the individual client,
utilizing the person-in-situation perspective of the social work profession, understanding the client
in a multi-systems context, from an empowerment, social justice and cultural diversity
perspective.
.
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4. To understand and be able to utilize the conceptual framework of psychosocial theory, including
the place of ego psychology, cognitive behavioral learning theory, and integrative theories in social
work practice with individuals in their multi-systems contexts. To utilize theory in empowerment
practice which incorporates cultural competence and facilitates social justice.
5. To understand and be able to apply current interventions with individuals which are specifically
designed in response to the needs of multi-cultural and oppressed populations, in multi-systems
and global contexts in a manner which promotes client empowerment and social justice.
6. To be able to conduct effective formative and summative evaluation and follow-up with individual
clients. To be able to evaluate one’s work in the contexts of the client’s goals, within the complex
multi-systems world of the client, and from the perspectives of empowerment, social justice, and
cultural diversity competence.
Learning Objectives/Outcomes:
1.1 To understand the history of the diagnosis of mental disorders from the 1840’s to the present.
1.2 To understand the evolution of the DSM classification system, the issues and controversies
involved, and the contributions of the social work profession to the process.
1.3 To understand the content of the DSM IV T R and be able to utilize it in the diagnosis of
individual clients.
1.4 To become confident in the ability to contribute the social work perspective, emphasizing the
psychosocial context as evident in Axes IV and V, to multidisciplinary treatment team
conferencing in a manner which contributes to the empowerment of clients.
1.5 To critically examine the DSM IV T R strengths and weaknesses using an empowerment and
multicultural perspective.
2.1 To identify the content of the Mental Status Examination and relevant
standardized instruments for the assessment of depression, anxiety, cognitive
functioning and trauma.
2.2 To apply the Mental Status Examination and related instruments in the assessment process,
including the written component of an assessment report.
2.3 To understand the role of psychological testing and psychopharmacology in the
assessment and treatment of mental and emotional disorders, and to be able to
effectively refer and follow-up on client treatment in related multidisciplinary settings.
3.1 To apply a comprehensive competency-based, multi-dimensional assessment
model, which incorporates biological, psychological, social, cultural and
spiritual components, to individual clients and their contexts.
3.2 To apply a collaborative, mutual approach to the assessment process with each
client.
4.1 To understand the evolution of psychodynamic theory into its current forms of
ego psychology, object relations, self-psychology, and intersubjectivist approaches, and be able to
apply them to practice with individuals.
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4.2 To understand the evolution of learning theory into its current forms of
efficacy theory, cognitive and multi-modal behavioral therapy, and be able to
apply these theories to practice.
4.3 To understand current integrative theories and be able to apply them in clinical
practice, including, but not limited to, attachment , resiliency, and dialectic behavior theories.
4.4 To understand the status of current knowledge concerning neurobiological bases of
mental and emotional disorders, the role of medication in their treatment, and the
role of the social work professional in clients’ understanding, decision to utilize, comply with,
and communicate about their responses to medical interventions.
5.1 To understand the basic tenets of a multicultural approach to social work practice
with individuals, including the role of culture in the mental health assessment and intervention
process and ethical standards for culturally competent skills.
5.2 To understand the basic tenets of an empowerment approach to social work
practice, including the nature and effects of oppression, the participatory nature of the
client/consumer role in the intervention process, and the characteristics of strength-based practice.
5.3 To understand and be able to utilize solution-focused, ethnographic and narrative
approaches to social work with individuals.
5.4 To understand and be able to collaborate with natural healers and utilize culture-specific
and international practices, such as healing rituals, music, art and other non-verbal
interventions in work with individual clients.
6.1 To conduct ongoing process evaluations of professional service.
6.2 To conduct a summative evaluation of treatment goals, objectives, and intervention.
6.3 To utilize self-reflection in the context of an ongoing supervisory relationship,
understanding and examining the processes of transference and countertransference as
essential components of evaluating the helping relationship.
Course Content
I.
Overview
A. NASW Code of Ethics and Standards for social work with individuals; applications and
dilemmas in clinical practice
B. Outcome research and best-practice evidence
1. Predictors of outcome
2. Comparing effectiveness of theoretical orientations
3. Understanding the diagnostic and intervention process from a multicultural,
empowerment perspective
C. Intervention as multi-directional and inter subjective.
II.
Assessing Mental and Emotional Health, Adaptation and Dysfunction
A. Healthy emotional and mental development as differentiated from psychopathology and
dysfunction.
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B. The history and development of the DSM system of diagnosis; issues, uses and misuses,
strengths and weaknesses.
C. Understanding and diagnosing, using the 5-Axis system of DSM IV T R
D. Application of diagnosis to the major categories of mental and emotional illness;
symptoms, duration, application to treatment.
E. Critical thinking about DSM IV T R and the social worker’s professional contribution to
diagnostic systems and their ethical uses.
F. Assessing psychopathology, cognitive, mental, and affective functioning, using the Mental
Status Examination and related instruments.
G. Creating a comprehensive person-in-situation multi-dimensional assessment, incorporating
bio/psycho/social/spiritual/cultural understanding.
III.
Understanding the major theories of causation and related therapeutic approaches
A. Biological theories of attachment, mood, anxiety and psychotic disorders; the role of
medication in treatment, and the role of the social worker. Physiologically based
interventions: exercise, relaxation, guided imagery, meditation, and related practices.
B. Modern Psychodynamic Therapies: ego psychology and the mechanisms of defense, self
psychology, object relations theory
C. Current Learning Therapies: cognitive behavioral therapy, multimodal behavioral therapy;
D. Integrative Therapies: dialectic behavior therapy.
IV.
Empowering Approaches Which Enhance Culturally Competent, Global Practice
A. Ethnographic philosophy and interviewing skills
B. Narrative therapy
C. Solution-focused therapy
D. Strength-based and empowerment practice
E. Non-verbal interventions using cultural traditions symbols, music, art
F. Working with culture brokers and natural healers.
V.
Self-awareness, Self-reflection, and the Use of Supervision and Consultation
A. The nature of transference and countertransference
B. Recognizing relationship dynamics of intersubjectivity, projective identification, and
utilizing self-awareness to enhance the relationship with the client.
C. The nature of the supervisory relationship, problems and strengths, useful and problematic
issues in supervision.
Required purchases - Texts
American Psychiatric Association (2000). Diagnostic and statistical manual of
mental disorders. Fourth edition. Text revision. (DSM-IV-TR.) Washington, D.C.:
American Psychiatric Association.
Zide, Marilyn R. & Gray, Susan W. (2008). Psychopathology: a competency-based
assessment model for social workers. Belmont, CA: Thompson: Brooks and Cole.
Zide, Marilyn R. & Gray, Susan W. (2006). Psychopathology: a competency-based
treatment model for social workers. Belmont, CA: Thompson: Brooks and Cole.
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Methods of Instruction:
Each seminar will meet three hours per week. There will be a combination of presentations by the
instructor, readings, and discussion, with emphasis on student participation. All students are expected to
attend regularly, to read in preparation for class, and to contribute to seminar discussion. Students are
encouraged to bring for discussion experiences with clients in their field placements in order to promote
the integration of classroom learning to the world of practice. Additional case material will be introduced
to illustrate and clarify discussions. Various teaching media such as audio-tapes, video-tapes, films, and
role-playing may be used.
Students will be expected to explore areas related to advanced practice in depth, illustrating the connection
between theory and practice. Special emphasis will be placed upon assignments that illustrate practice
issues in working with culturally diverse and marginalized populations. This will be accomplished
through complex case examples, seminar focused discussion, and written and oral assignments. Ethical
and value concerns, issues, and dilemmas will be addressed in case material throughout the semester.
Web-based Instruction/Blackboard
THIS COURSE IS WEB-SUPPORTED: The course syllabus, calendar, assignments, and supplemental
material are posted on Blackboard. Power points for lectures will be posted after the lecture is presented in
class. TO ACCESS BLACKBOARD (Bb) students need a university (CVIP)
e-mail account and Internet connection. Your “fresnostate.edu” login and password gains you access to
Blackboard. Go to http://blackboard.csufresno.edu. The Blackboard Program is no longer supported
through Digital Campus. The new program is called Tilt and the campus is now using Blackboard 9.1. A
brief navigational overview is located at the site mentioned above. For technical difficulties, you may
contact the Tilt Resource Center at 278-7373. They are located on the first floor in the Henry
Madden Library, Rm. 1106. It is your responsibility to make sure you can access and negotiate
Blackboard 9.1 for class materials and resources. You are responsible for checking announcements
and email sent.
Email: You are expected to check your university e-mail regularly (fresnostate.edu) or redirect e-mail
to the regular mailbox you use. I send e-mail to the account listed in Blackboard. I respond to all
program/course related student e-mail. In particular, I acknowledge receipt of any
assignments/attachments I receive. Thus, if you do not receive a reply, it means I did not get your e mail
and/or it got filtered as possible spam. This often happens if you use an e-mail account like hotmail or
AOL. You should re-send the e-mail (and perhaps give me a call to alert me).You should ALWAYS put
SW224 somewhere in the subject line or you risk e-mail being deleted unopened.
Assignments and Grading Criteria:
Activity
Attendance
Take Home Assignments (4
required, 10 points each)
Audio taping and written
analysis
Midterm Paper
Weight
10%
20%
Final Take-home Exam
Total
Points
20
40
10%
20
30%
60
30%
100%
60
200
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Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread:
93-100% (186-200 points)
80-92% (160-185 points)
69-79% (138-159 points)
60-69% (120-136 points)
Below 60% (119 or fewer points)
A
B
C
D
F
Description of Exams/Major Assignments:
Take Home Assignments: (40 points) Along with the material presented in class on most weeks, a takehome assignment will be given, applying class material to specific advanced theoretical and interventions
challenges involved in social work with individuals. Students will be expected to demonstrate their ability
to apply theoretical concepts, assessment, and practice skills in the field, to describe their practice in
writing, to critically analyze the effectiveness of their interventions, and to demonstrate increased personal
awareness of strengths and weaknesses through reflective writing, utilizing the departmental mission
pillars and applying the NASW Code of Ethics to complicated practice challenges. Although up to 12
take-home assignments may be handed out and/or posted on Blackboard, only four take home
assignments, worth ten points each, must be completed.
Audiotaping Assignment: (20 points) This assignment requires an audiotape of student practice, peer
consultation, mutual peer ratings, oral feedback, and a written reflection statement. Students will be given
specific written instructions for the completion of this assignment. Both the audiotapes and written ratings
and reports must be turned in order to obtain credit. Note: With prior permission from the instructor,
students may elect to videotape this assignment for observation and feedback from peers, if desired, and if
time permits.
Midterm Paper: (60 points) Students will be asked to select a diagnostic category to study in depth. This
is a research paper which must contain the following components: current theory and research concerning
the etiology, symptoms, and course of the disorder; critical analysis or competing theories and research;
alternative approaches to intervention and their strengths and weaknesses; case assessment applying
theory and interventions chosen, with articulate defense of intervention chosen; related ethical and social
work value issues. APA format and a minimum of 5 professional journal articles must be read and cited,
in addition to any web based sources, DSM IV T R and course textbook citations. Specific instructions for
completion of the paper will be provided on Blackboard.
Final Take-home Exam/Paper: (30 points) Students will be asked to complete an open book integrative
final exam requiring the student to integrate course material as applied to a case vignette This will be due
in the form of a paper one week after the last class. APA format and a reference section are required.
Course Policies
Attendance: Students are expected to be present and on time for all classes and to notify the instructor in
advance when compelling circumstances make attendance impossible. After two absences, students will
lose 10 points per missed class toward their final grade. Attendance is worth 10% of a student’s grade or
20 total points over the course of the semester.
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Make/up/Late Paper Policy: Papers and other class assignments are expected to be submitted on time.
Late papers will lose 10 points per day. Under compelling and documented circumstances, and with
permission of the instructor, students may be permitted to make up work.
Use of electronic devices (pagers, cell phones, etc.): To minimize class disruptions, please turn these
devices off during class. If you are required to be “on-call,” please advise me at the beginning of class,
turn off the “audio,” and sit near the door, so you can exit with minimal disruption to the class. Please
advise me if you would like to use your laptop in class, record the lecture, etc. Web-surfing and reading
e-mail during class are not allowed.
University Policies:
Students with Disabilities: Upon identifying themselves to the instructor and the university, students
with disabilities will receive reasonable accommodation for learning and evaluation. For more
information, contact Services to Students with Disabilities in the building across from Madden Library
(278-2811).
Code of Academic Integrity - Honor Code
Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual
respect while engaged in university work and related activities. CSU Fresno students will:
a. Understand or seek clarification about expectations for academic integrity (including no
cheating, plagiarism and inappropriate collaboration) as noted by faculty and on class
syllabi, university catalogue, university web sites and other referenced sources (APM, 235,
241)
b. Sign a statement at the end of all exams and assignments that “I have done my own work
and have neither given nor received unauthorized assistance on this work..”
c. Take responsibility to monitor academic dishonesty in any form and to report it to the
instructor or other appropriate official for action.
References Policies from the University’s Academic
APM 235 - Policy on Cheating and Plagiarism
http://www.csufresno..edu/aps/apm/235.pdf
APM 241 - Policy on Course Syllabi and Grading
http://www.csufresno.edu/aps/apm/241CourseSyllabiandGradingMay 2004
AOM 336 - University Statement on Faculty Rights
http://www.csufresno.edu/aps/apm/336.pdf
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive acts
for the purpose of improving one’s grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of
this definition that the term ‘cheating’ not be limited to examination situations only, but that it include any
and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or
deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published
and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so
used as one’s own work.” Penalties for cheating and plagiarism range from an 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more information on the
University’s policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal
Statements) or the
University Catalog (University policies).
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Computers: “At California State University, Fresno, computers and communication links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have personal access to a workstation (including a modem and a
printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services (http://www.csufresno.edu/ITS) or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University’s information resources.”
Disruptive Classroom Behavior and Class Participation: “The classroom is a special environment in
which students and faculty come together to promote learning and growth. It is essential to this learning
environment that respect for the rights of others seeking to learn, respect for the professionalism of the
instructor, and the general goals of academic freedom are maintained. Differences of viewpoint or
concerns should be expressed in terms which are supportive of the learning process, creating an
environment in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop an understanding of the community in which
they live…Student conduct which disrupts the learning process shall not be tolerated and may lead to
disciplinary action and/or removal from class.”
Classroom participation is highly desired and encouraged. The above standards apply as individuals
express their opinions on perhaps controversial subjects. This class presents an opportunity to develop
skills that will enhance your ability to talk about sensitive content in a strengths based manner that shows
respect for others opinion, values, and beliefs. Students are expected to present their ideals with respect,
sensitivity, a calm demeanor and caring attitude toward others who may have a differing opinion.
Posturing, intimidating others, or creating a hostile environment are not examples of positive classroom
behavior that supports learning or the development of professional practice. Students who engage in a
demeaning manner will be addressed by the instructor and provided the opportunity to engage
appropriately.
Copyright Policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law and fair use policies. The University encourages you to visit its copyright web page.
Tilt Campus course web sites contain material protected by copyrights held by the instructor, other
individuals, or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of the course, and (3) include both this notice
and any copyright notice originally included with the material. Beyond this use, no material from the
course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in
any way without the permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you are absent.
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SWrk 224
COURSE SCHEDULE
Fall, 2010
WEEK/DATE
1
8/26
2
9/2
BRING DSM IV
T R TO CLASS
3
9/9
TOPIC AND READING ASSIGNMENT
Introduction to Class and Getting to Know Each Other
What is advanced social work practice with individuals?
How is practice with individuals understood in the context
of social justice, empowerment, and multi-cultural diversity
competence?
What predicts successful outcome?
What is mental health and well-being?
Introduction to the competency-based assessment and
treatment model
Thinking critically about evidence-based practice.
Social Justice/Multi-systems Application: Current social
policy issues related to work with individuals
Reading: Gray and Zide Texts - Chapter One in each
Review on Blackboard: NASW Code of Ethics, CA
mandatory reporting requirements,
Defining Assessment and Diagnosis
Assessment as multi-systemic, multi-layered, and reciprocal
Bio-psycho-social-spiritual-cultural assessment of personin-situation
DSM IV T R Five Axis system: strengths and weaknesses
Social justice, empowerment, and applications of DSM; role
of social work in ongoing development; DSM and cultural
competence; Mental Status Examination
Practice Skill: In-class application to case vignettes; role
play of discussion in multi-disciplinary, diverse settings.
Assessing mental status.
Social Justice/Multi-systems Application: mental health
parity legislation and its relationship to DSM; combating
abuses of diagnostic systems.
Reading: DSM IV T R, xi to xxxvi; Page 1 through page
38. Selected handouts.
Postmodern Psychodynamic Theory and Practice
Evolution of psychodynamic theory from Freud to present.
Development of ego psychology, object relations theory,
and current thinking psychodynamic theory. Contributions
of feminist theory; intersubjectivist approaches, and the
neurobiology of attachment.
Practice skill: Discussion of case vignettes/role play from
theoretical perspectives of feminist and intersubjectivist
approaches. Applications in both clinical and non-clinical
settings; ethical/legal issues and evaluation of practice.
Social justice/multi-systems Application: Insurance
policies, psychotherapy, and differential access to quality
care.
California State University, Fresno
Due Dates
and
Activities
Take Home
Assignment
#1
Take Home
Assignment #
2
Take Home
Assignment
#3
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4
9/16
AUDIO-TAPING
ASSIGNMENT
HANDED OUT
Reading: Gray and Zide Treatment Text, Chap. 2
Postmodern Social Learning and Integrative Theory
and Practice
Evolution of learning theory reviewed. Current integrative
applications in multimodal behavior theories. Ethical issues
and evaluation of practice.
Practice skill: Applications to selected practice situations
Social Justice/Multi-systems Application: When is social
learning theory social control? Is the use of reinforcement
theory to shape and control behavior in institutional settings
ethical? Discussion of sample programs.
Readings: Gray and Zide Treatment Text, Chapter 2;
selected TBA.
5
AUDIOTAPING, RATING, FEEDBACK, AND
WRITTEN REFLECTION
9/23
6
9/30
AUDIO
ASSIGNMENT
DUE
QUIZ
COMBINED
CLASS
7
10/7
COMBINED
CLASS
Take Home
Assignment #
4
Take Home
Assignment #
5
Psychotic Disorders
Schizophrenia, Brief Psychotic Disorder, Delusional
Disorder, Shared Psychotic Disorder, expressed emotion
research, medications; medical, psychoeducational, and
recovery models; empowerment practice
Practice Skill: Assessing for symptoms; explaining
diagnosis to client and family; enhancing motivation. Guest
speaker TBA.
Social Justice/Multi-systems Application: relationship of
homelessness to psychotic disorders, differential access to
treatment. Related legal/ethical issues.
Readings: DSM IV T R, p. 297-344 and page 734-736.
Gray and Zide assessment text chapter 3, Gray and Zide
treatment text, Chapter 4; Recommended memoir: Saks,
Ellyn. (2007) The Center Cannot Hold: My Journey
Through Madness
Take Home
Assignment #
6
Mood Disorders, Theory and Practice
Identifying classifications of mood disorders in DSM IV T
R Current theories of etiological and evidenced-based
treatments. Applications to populations at risk in San
Joaquin Valley.
Practice Skill: Assessing for and preventing suicide;
mandatory reporting issues. Developing relapse prevention
plan with bipolar client and family. Applications to agency
policy and procedures; administering depression scales.
Take Home
Assignment #
7
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Social Justice/Multi-systems Applications: Differential
societal risks for suicide; suicide prevention programs;
mental health parity. Possible guest speaker tba.
Readings: DSM IV T R , p. 345-428; Gray and Zide
assessment text, Chapter 4; Gray and Zide treatment text,
Chapter 5. Selected postings on Blackboard.
Recommended memoir: Jamison, Kay R. (1995). An
Unquiet Mind: A Memoir of Moods and Madness..
8
10/14
MID-TERM
PAPERS DUE
9
10/21
Combined
Class
10
10/28
QUIZ
Anxiety Disorders: Theory and Practice
Identifying classification in DSM IV T R, theories of
etiology. Current evidence-based treatments and their
evaluation.
Practice Skill: Developing a treatment plan; practicing
behavioral rehearsal and response prevention. Managing
one’s own anxiety in diverse agency settings and roles;
administering anxiety scales. Evaluation of practice.
Social Justice/Multi-systems Application: Politics of
PTSD; current applications in San Joaquin Valley. San
Joaquin Valley and global, international contexts.
Readings: DSM IV T R, p 429-485; Gray and Zide
assessment text, Chap. 5; Gray and Zide treatment text,
Chap. 5. Recommended memoir: Shawn, Allen (2007)
Wish I Could Be There: Notes From a Phobic Life
Substance Abuse and Dependence
Defining classification per DSM IV T R. Current issues in
etiology and treatment. 12-step programs and other models
of recovery. Defining outcomes.
Practice Skills: Assessment, motivational, and
confrontation skills. Relapse plan development. Referring
an impaired colleague for help. Ethical and legal issues.
Possible speaker & film.
Social justice/Multi-systems Applications: EAP
movement; CSUF faculty pledge; differential access to
treatment.
Readings: DSM IV T R , p. 191-296. Gray and Zide
assessment text, Chapter 10; Gray and Zide treatment text,
Chap. 11. Recommended: Alcoholics Anonymous Big
Book. Zailckas, K (2005). Smashed: Story of a Drunken
Girlhood.
Personality Disorders
Classification per DSM IV T R. and related treatment issues.
Role of attachment and abuse in development; co-occurring
disorders. Formative and summative evaluation of
progress.
Practice Skill: Dialectic Behavior Therapy (film); guest
speaker TBA; management of self-injurious behavior
Social Justice/Multi-systems Applications: rehabilitation
vs. punishment in corrections system; role of social worker
in interdisciplinary team and institutional change;
professional biases. Ethical issue: accessibility.
California State University, Fresno
Take Home
Assignment #
8
Take Home
Assignment #
9
Take Home
Assignment #
10
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Classes
Combined
Readings: DSM IV T R, p. 685-730. Gray and Zide
assessment text, chap. 9; Gray and Zide treatment text,
chap. 10. Recommended memoir: Sonnenberg, S. Her Last
Death: a Memoir.
11
Dissociative Disorders and Somatoform Disorders
Diagnosis per DSM IV T R, issues in differential diagnosis,
treatment issues. Evaluation of practice.
Practice Skills: Dissociative identity disorder and
therapeutic management. TBA guest speaker.
Social Justice/Multi-systems Applications: historical and
current politics of DID diagnosis; legal issue re of
accountability.
Readings: DSM IV T R, p. 519-534; 485-513, 165-207.;
Gray and Zide assessment text, Chap. 6 & 7, Gray and Zide
treatment text, Chap. 7 & 8.
Adjustment Disorders
Diagnosis per DSM IV T R; crisis intervention and brief
treatment models; employee assistance programs and related
legal/ethical issues.
Practice Skill: applying brief treatment model to client
situation; crisis/emergency debriefing. Empowerment
focus. Evaluating outcomes. Possible roleplays.
Social Justice/Multi-systems Application: promoting
resilience vs. social control; access to insurance coverage
Readings: DSM IV T R, p. 679-684. Readings on crisis
intervention and brief treatment TBA.
Take Home
Assignment #
11
Disorders of Childhood and Adolescence
Diagnostic categories per DSM IV T R. Promoting
resilience and empowerment in families. Dealing with
difficult adolescents; ethnographic stances. Evidence-based
treatment and evaluation.
Practice Skill: Adolescents, anger, and ethnography;
management of ADHD; interviewing parents
11/18
Social Justice/Multi-Systems Applications: Advocating
for children in organizations; declining mental health
services for children in San Joaquin Valley
TAKE HOME
FINAL PASSED Readings: DSM IV T R, p 39-134. Readings TBA.
Suggested memoirs: Bridge, (2008) Hope’s Boy: A Memoir;
OUT.
Fontaine, C. & Fontaine, M. ((2006). Comeback: a Mother
and Daughter’s Journey Through Hell and Back.
Eating Disorders
DSM IV T R classifications. Current issues in assessment
and treatment. Ethical/legal dilemmas
Take Home
Assignment #
13
11/4
Classes
Combined
12
11/11
13
California State University, Fresno
Take Home
Assignment #
12
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Practice Skills: confrontation and family intervention.
Relapse planning. Evaluation of practice.
Social justice/multi-system Applications: insurance
coverage, social-culutral-gender factors.
Readings; DSM IV T R, p, 583-597. Gray and Zide
assessment text, Chap. 8; Gray and Zice treatment text,
Chap. 9.
11/25
NO CLASS
THANKSGIVING
DAY!
14
Cognitive Disorders; Aging
.DSM diagnostic classifications; special issues in diagnosis
and intervention with elders.
Depression, delirium and dementia - differential diagnosis.
Role of Adult Protective Services (APS) and legal issues
(elder abuse and neglect). Strength-based interventions.
Practice Skill: relationship building, elders and families;
end of life issues. Self-determination and ethical dilemmas.
Culturally competent innovations.
Social Justice/Multi-systems Applications: Access to
care; fragmentation; cultural change in nursing homes
movement.
Readings: DSM IV T R, p. 135-190. Gray and Zide
assessment text, Chap 2. Gray and Zide treatment text,
Chap. 3. Recommended article: Petrovich, A. (2008).
Lessons Learned in the Sandwich.
.
12/2
Take Home
Assignment
#14
12/16
FINAL EXAMS DUE 2 PM NO EXCEPTIONS!
FINAL PAPERS NOTE: I CAN NO LONGER PRINT OUT YOUR
DUE
FINAL. IF YOU SUBMIT ELECTRONICALLY,
YOU MUST ALSO SUBMIT A HARDCOPY TO THE
SOCIAL WORK OFFICE.
California State University, Fresno
Program Assessment: PPS in School Social Work and CWA |
211
Social Work 225 Advanced Social Work Practice with Task and Treatment Groups
(3 units)
Catalog Statement
Prerequisites SWRK 200, 203, 213, 221, 261, and 281. Concurrent enrollment in SWRK 224, 246, and
282. Analysis and application of the theories, principles and techniques of skill used in task and treatment
groups.
Course Rationale
The focus of the course will be on enabling the student to apply an understanding of group dynamics and
group work models to advanced practice with small groups. This course builds on the foundation and is
integrated with advanced concentration curriculum. Most of the concepts included in the course content
will be demonstrated through role plays, exercises and other experiential modes. Students will have the
opportunity to practice advanced social work practice skills in an on-going laboratory group in class. Class
experience will include integrative activities.
Course Description
Emphasis is upon the knowledge and skills necessary to conduct small groups with varying structures, to
accomplish specific social work practice purposes and to assist groups to function in a way that is
sensitive to the diversity of its members and constituencies. This course focuses on the theory and practice
of social work with a wide range of groups. Included are groups developed to meet individual, family,
organizational and community needs. It includes problem solving processes, with attention to
psychosocial functioning and emotional and/or behavioral problems of clients. This courses addresses
task groups, committees, and social action groups organized for the benefit of their members.
Educational Goals
1. To provide students with an historical overview of social group work practice and an
understanding of the underlying ethical value base, theories, and concepts relevant to the practice
of a multi systems social group work approach.
2. To enable students to gain advanced knowledge of small group dynamics and social work skills
with both task and treatment groups within a multisystems perspective.
3. To promote student understanding of the effects of socioeconomic status, gender, ethnicity, race,
and other group composition factors on the functioning of the small group and to apply this
foundation knowledge of human diversity, social justice and empowerment to the development of
group practice skills.
4. To enable students to evaluate their leadership and facilitative social work group practice skills as
well as member interaction through the use of in-class laboratory experiences and the integration
of class content and a group practicum experience.
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Learning Objectives/Outcomes
Students will demonstrate behaviorally in discussion, class presentations, and written assignments, their
ability to:
1.1 Identify the historical roots and ethical value base of social work with groups and its development in
the social work profession.
1.2 Explain, compare, contrast and critically assess various theoretical bases including the social systems
perspective for social work practice with small groups (e.g., psychodynamic, learning, field, social
exchange, Sullivan).
1.3 Identify and compare the various models of task and treatment groups. Task groups would include
teams, treatment conferences (i.e., staffing), committees and social action groups; treatment groups
would include therapy, support, education and socialization.
1.4 Critically evaluate, integrate and utilize the theoretical and conceptual knowledge base in the
classroom and the field practicum.
1.5 Analyze the classroom and field groups in relation to norms, roles, communication patterns, power
and status, and other aspects of multisystems group dynamics.
1.6 Identify and apply the various phases of worker tasks and interventions starting with the planning
phase, including the beginning, middle, and the termination phase with an understanding of the need
for ongoing assessment and evaluation.
2.1 Participate in and develop effective membership, leadership, communication, and observational skills
in the classroom group experience as they might apply at multiple system levels.
2.2 Integrate and evaluate the development of group skills in the group experience in the field practicum.
2.3 Demonstrate an understanding of a selected social group work practice modality (e.g. nominal group
technique), issue (e.g. mediation, grief management), or special population (e.g. sexual abuse victims),
and engage the class in relevant experiential activities.
2.4 Evaluate classroom and field group experiences in relation to various models of stages of group
development (e.g., Tuckman, Garland, Jones, Kolodny).
3.1 Analyze the effects of diversity (e.g., gender, race and class) in planning for task and treatment groups
as well as the dynamics and structure of the classroom experience, and the field practicum group.
3.2 Understand the use of empowerment models and processes in via shared leadership and facilitation
skills in task and treatment groups (e.g., therapeutic healing, consciousness raising, social action, self
help) and their applicability to working with oppressed and marginalized groups.
4.1 Utilize a skills development inventory to assess student’s own group skills at the beginning, middle
and ending phases of the class group experiences.
4.2 Demonstrate ability to give and take feedback by giving meaningful feedback to group members and
incorporating feedback on one’s own group skills development
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4.3 Practice and evaluate student’s own leadership/membership skills in a small group experience in the
field practicum.
Course Content
I. The Knowledge Base of Group Work Practice
a. The Focus of social work group practice (i.e., outcome based on group purpose; process,
task orientation, cohesion building, etc.)
b. Values in social work group practice
c. Classifying social work groups: Formed and Natural Groups; task and treatment groups;
i. Social Goals (Task orientation)
ii. Remedial (Restorative, rehabilitation)
iii. Reciprocal (mutual aid)
d. Treatment Groups, Educational Groups, Growth Groups, Remedial Groups; Reciprocal
e. Task Groups, Social Goals, Committee Work, Administrative Groups
Councils, Boards of Directors, Teams, Treatment Conferences (i.e., Staffing on treatment
cases), Social Action Groups, Conflict Resolution Groups
f. Historical Developments, Origins of Group Work , Influential Theoretical Developments,
Psychodynamic, Learning Theory, Field Theory
Social Exchange Theory, Systems Theory, Conflict Theory, Sullivan Interpersonal Theory
g. Understanding Group Dynamics, Group Dynamics, Communication and Interaction
Patterns, Group Attraction, Group Conflict, Social Control
Group Culture
h. Stages of Group Development
i. Cultural variations of groups’ dynamics
j. Group Leadership and facilitation, The professional worker as group leader and facilitator,
Theories of group leadership, Practice models relating to group leadership in task and
treatment groups
i. Remedial
ii. Reciprocal, Interactional
iii. Social Goals, Social Action
k. Group Skills Development, Skills to Facilitate Group Processes
Attending Skills, Expressive Skills, Responding Skills, Focusing Skills
Guiding Group Interactions, Involving Group Members
Data Gathering and Assessment Skills, Foundational Task Group Skills
Leading, Functional Group Task Skills (e.g., agenda formulation, dealing with conflict,
problem solving, group think)
l. Foundational Treatment Group Skills; CBT, Intrapersonal group skills)
Cultural Considerations, Specialized Task Group Skills (e.g., brainstorming, nominal group
technique,
focus groups, parliamentary procedure, social action strategies)
i. Interpersonal , Yalom model; environmental/process
ii. Identifying and Describing Skills
iii. Requesting Information
iv. Summarizing and Partial zing
v.
Analyzing Skills
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m. Action Skills
i. Directing
ii. Synthesizing
Supporting Group Members
Reframing and Redefining
Resolving Conflicts
Advice, Suggestions, Instructions
Confrontation Skills
Providing Resources
Modeling, Role Playing, Rehearsing, and Coaching
Cultural influences in development group management skills
II. The Phases of Group Development
a. The Planning Process, Establishing the Group’s Purpose
Assessing Potential Sponsorship and Membership, Recruiting Members
Creating the Group, Orienting Members, Contracting
Preparing the Environment
b. The Beginning Phase, Introduction, Defining the Purpose of the Group
Member Feedback and Group Structure, Goal Setting, Contracting, Motivation,
Expectations and the Demand for Work
c. Assessment Process, The Assessment Process, Assessing the Functioning Group Members,
Assessing the Functioning of the Group as a Whole, Assessing the Group’s Environment,
Linking Assessment to Intervention
d. The Middle Phase: Treatment Groups, Leading Treatment Groups, Intervention Methods in
Treatment Groups, A Model for Effective Problem Solving, Other Problem-Solving
Methods
e. The Middle Phase: Task Groups, Conducting Meetings, Functions of Task Groups, A
Model for Effective Problem Solving, Other Problem-Solving Methods
f. The Ending Phase, Evaluation Methods, Ending the Group, The tasks of termination
III. Topics in Group Work
a. Cultural Diversity in Group Work ( e.g., Ethnicity, race, gender, Sexual Assault Women
Abuse/Domestic Violence, Child Sexual Abuse)
Working with Oppressed Groups; Special Populations
i.
Women
ii.
Class
iii. LGBTQ
iv.
Elderly
v.
Children
vi.
Adolescents
vii. People with Disabilities
b. Controversy, Creativity, Conflict Resolution
c. Types of Growth Groups Specialized groups and processes (e.g., Self Help):
i. Domestic Violence,
ii. AOD
iii. Eating Disorders,
iv. Abuse (sexual, emotional, neglect, physical)
v.
Self Esteem
vi. Values Clarification
vii.
Assertiveness Training
viii. Stress and Time Management Groups
d. Working With Large Task Groups
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Required Texts:
Toseland, R.W. & Rivas, R.F. (2005). An introduction to group work practice. (6th ed.).
New York: McMillan.
Yalom, I. (2005). The theory and practice of group psychotherapy. (5th ed.). New York:
Basic Books.
Highly Recommended Texts:
O’Rourke, K., & Worzbyt, J.C. (1996). Support groups for children. Levittown, PA:
Accelerated Development.
Zastrow, C.H (2006). Social work with groups. (6th ed.). Belmont, CA: Thomson
Brooks/Cole
All Texts are Available on Reserve at the Library
Method of Instruction
Within a seminar format, this course will utilize lectures, videos, student presentations, small group
discussions and facilitated experiential learning. Instructor will provide guide discussion and illustration
of social work practice activities appropriate to the phases of task and treatment groups. There will be a
semester long group experience in the classroom setting, in which group leadership, membership,
observational, and communication skills will be monitored for the purpose of learning group skills. In
addition, students will integrate group skill development with the field practicum setting through class
discussion and course assignments.
Blackboard Discussion Board may be utilized to supplement class activities. Discussion Boards will be
structured with postings related to discussion questions in response to a video and/or readings and
responses to other students’ postings. Students will be expected to inform the professor if course
assignment deadlines cannot be met, cannot attend class on a regular basis or for the full class period.
Students are responsible to participate in class discussions and be prepared to discuss the assigned
readings in class.
Web-based Instruction/Blackboard
THIS COURSE IS WEB-SUPPORTED: The course syllabus, calendar, assignments, and supplemental
material are posted on Blackboard. Power points for lectures will be posted after the lecture is presented
in class. TO ACCESS BLACKBOARD (Bb) students need a university email account and Internet
connection. Your “my.csufresno.edu” login and password gains you access to BlackBoard. Go to
http://blackboard.csufresno.edu.
It is your responsibility to make sure you can access and negotiate Blackboard for class materials and
resources. You are responsible for checking for announcements and email sent through BlackBoard.
Technology Innovations for Learning and Teaching (TILT), formerly known as Digital Campus, is open
Monday - Friday from 8:00 AM to 5:00 PM. TILT is located on the first floor of the Henry Madden
Library, Rooms 1110 and 1106. Phone: TILT/Blackboard Resource Center: 559.278.7373; TILT Main
Office: 559.278.6892; Address: 5200 N. Barton Ave.M/S ML 121. Email: For general questions
regarding TILT or Blackboard usage and training, send an email to dcfeedback@csufresno.edu. Help
Desk: The Help Desk should be contacted after regular business hours. Help Desk agents can provide
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immediate assistance regarding network status, resetting passwords, etc. Help Desk agents are available
via telephone seven days a week: Monday – Friday 7 a.m. – 9 p.m. and Saturday – Sunday 8 a.m. – 5 p.m.
559.278.7000. Visit their website at https://help.csufresno.edu/
NOTE: Students are required to submit both a hard copy of all assignments and post the
assignments on designated Blackboard sites. Make sure that your name is on the Word file paper.
Email: You are expected to check your university email regularly (csufresno.edu account) or redirect
email to the regular mail box you use. I send email to the account listed in BlackBoard. I respond to all
program/course related student email. If you do not receive a reply it means I did not get your email
and/or it got filtered as possible spam. This often happens if you use an email account like hotmail, AOL.
You should resend the email (and perhaps give me a call to alert me to it). You should ALWAYS put SW
225 somewhere in the subject line or you risk your email being deleted unopened.
Assignments and Grading Criteria
Due Dates
Dec. 7
Date TBD
Oct. 26
Dec. 7
Dec. 7
Activity
Participation
Class Workshop/Presentation
Mid-Term
Group Skills Paper
Final
Weight
5
15
30
20
30
Points
5
15
30
20
30
Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread:
92-100
92-100
A
80-91
80-91
B
70-79
70-79
C
60-69
60-69
D
59 or below
59 or below
F
General guidelines that are considered in the evaluation of oral or written work include:
Content: Should be appropriate to the student's level at the graduate level: solid data sources; reflective,
informed judgment, and completeness and relatedness of ideas to the identified task.
Organization: Oral or written assignments/responses should display coherence, consistency and logic in
the development of given lines of reasoning or articulated themes and major points. An introduction
should state the purpose for the paper or presentation and the narrative should follow this structure.
Transition statements should provide continuity from one subtopic to the next. A conclusion should sum
up the main points.
Presentation: Attention should be given to sentence structure, spelling, grammar, neatness. Formatting
and style should reflect acceptable APA guidelines. To avoid plagiarism, all sources for ideas and direct
quotations of others must be documented and cited/referenced according to APA style.
•
•
A grade of "A" indicates excellent overall work. Intellectual curiosity, interest, creativity, and
understanding of course content are components of excellence, as is consistent adherence to the
points above.
"B" indicates very good quality work on two of the above three components, but deficiencies are
present in one of the above three components.
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•
•
"C" indicates deficiencies are present in two of the above three components.
Any grade below a "C" indicates that the student has problems with all of the three components.
Description of Exams/Major Assignments:
All assignments (presentation, midterm, final) and handouts are distributed in class and available
on Blackboard at the Syllabus site.
Participation Paper: A 1 page with a brief rating/summary of your participation (e.g., questions,
responses to other students, application of theory to discussion, etc.) is due at the end of the
semester. (See Blackboard)
All written assignments are to be in APA format:
All papers must be typed and double-spaced. Papers should be clearly organized and written in
APA format (2010). The two primary components of APA are in-text citations and the reference
list (e.g., include author name and date and page number with direct quotation).
The following are examples of the correct use of a citation in a sentence:
According to Jones (1997), all social workers should learn administrative practice skills.
Gutierrez (1992) identifies a number of strategies that limit service utilization among people of
color: “waiting lists, intrusive intake procedures, or rigid eligibility requirements” (p. 324).
Simplified APA manuals are available from the university bookstore. A brief guide to APA is posted on
the course website.
Course Policies
Late Papers: There will be a penalty for late papers of two points per day. You are expected to consult
with me should you expect any difficulty in a timely submission of your assignments. Without prior
consultation, late papers are not accepted.
Attendance: Students are expected to be present and on time for all classes and to notify the instructor in
advance when compelling circumstances make attendance impossible. After two absences, students will
lose 5 points per missed class toward their final grade. Arriving late or leaving early, each represents
missing half a class. You are asked to notify the professor, before the class meets, when you expect to be
absent.
Participation: Active class participation is defined as interaction in class that reflects a respective attitude
towards others and an attitude towards open communication in class discussions as well as in small group
activities. Active participation includes raising questions, demonstrating an ability to give and take
feedback, and engaging in thoughtful reflection on theories and practices discussed in class. Refer to the
grading policy on how your participation will be evaluated; your evaluation of your participation will be
factored into the grade.
Make Up Policy: Only C and D papers may be rewritten, the highest possible rewrite grade is equal to the
lowest B in the class for the specific assignment.
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Use of electronic devices (pagers, cell phones, etc.): To minimize class disruptions, please turn these
devices off during the class. If you are required to be “on-call,” please advise me at the beginning of class,
turn the “audio” option off and sit near the door, so you can exit with minimal disruption to the class if
needed.
Please consult with me if you would like to use your laptop in class; laptops are encouraged for note
taking. Because websurfing and accessing email during class are distracting to everyone, you are asked to
use your best judgment rather than lose the privilege of using online access in class.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students
with disabilities will receive reasonable accommodation for learning and evaluation. For more
information, contact Services to Students with Disabilities in the building across from Madden Library
(278-2811).
Code of Academic Integrity – Honor Code: Members of the CSU Fresno academic community adhere
to principles of academic integrity and mutual respect while engaged in university work and related
activities. CSU Fresno students will:
a. Understand or seek clarification about expectations for academic integrity (including no cheating,
plagiarism and inappropriate collaboration) as noted by faculty and on class syllabi, university
catalogue, university web sites and other referenced sources. (APM 235, 241)
b. Sign a statement at the end of all exams and assignments that “I have done my own work and have
neither given nor received unauthorized assistance on this work.”
c. Take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Referenced Policies from the University’s Academic
APM 235--Policy on Cheating and Plagiarism
http://www.csufresno.edu/aps/apm/235.pdf
APM 241--Policy on Course Syllabi and Grading
http://www.csufresno.edu/aps/apm/241CourseSyllabiandGradingMay2004
APM 336--University Statement on Faculty Rights and
http://www.csufresno.edu/aps/apm/336.pdf
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive acts
for the purpose of improving one's grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of
this definition that the term 'cheating' not be limited to examination situations only, but that it include any
and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or
deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published
and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property)
so used as one's own work.” Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more information on the
University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal
Statements) or the University Catalog (University policies).
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
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workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the necessary
communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in
terms which are supportive of the learning process, creating an environment in which students and faculty
may learn to reason with clarity and compassion, to share of themselves without losing their identities, and
to develop and understanding of the community in which they live . . . Student conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize yourself with copyright and fair
use policies, the University encourages you to visit its copyright web page.
Digital Campus course web sites contains material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice
and any copyright notice originally included with the material. Beyond this use, no material from the
course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in
any way without the permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you were absent.
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COURSE SCHEDULE
Advanced Social Work Practice with Task and Treatment Groups
SWrk 225
Week/
Date
1
8/24
Topic and Reading Assignments
Introduction to Course/Course requirements.
Theoretical Foundations in Group Practice
Orientation to course
Models of Group Work: Interpersonal, Intrapersonal, and
Group Process Approaches
Group purpose, structure, function and process.
Group dynamics, Ecological-systems perspective,
empowerment approach
Typologies of Group Work (Treatment & Task)
Toseland & Rivas (2009).
Ch. 1. Introduction
2
8/31
Group Therapy Models & Typologies
Ethical Issues
Toseland & Rivas (2009); Appendix C, D. E & F
pp. 475-476. Objectives of pre-Group and Beginning stage
3
9/7
Yalom (2005).
Ch. 1. Therapeutic Factors,
Group Therapy Models & Typologies (cont.)
Toseland & Rivas (2009)
Ch. 2. Historical Developments
Due Dates & Class Activities
Self-Assessment of Goals for
Group Skills Development
(Class handout).
Review Course Assignments
Identify 1st, 2nd, 3rd choices for
a 35-40 minute workshop/
presentation. Refer to
Workshop/Presentation
Topics; Review the options in
Zastrow, Social Work with
Groups (6th ed.) & Zastrow,
Strategies for Working with
Specific Social Work Groups.
Ethics in Group Work
3 models of Group
Interaction; Facilitator
Implications
Create role play groups
Small group exercise
Yalom (2005)
Ch. 2 Interpersonal Learning
4
9/14
Systemic Properties of Group Therapy
The Group as Microcosm
The Corrective Emotional Experience
Interpersonal Learning
Toseland & Rivas (2009)
Dynamics
VIDEO: Understanding
Group Psychotherapy, Part
I; Discussion Board
Reactions/Discussion
Ch. 3 Understanding Group
Small Group Exercise
5
9/21
Systemic Properties of Group Therapy
(cont)
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workshop/presentations
Yalom (2005)
Ch. 3. Group Cohesiveness
6
9/28
Role Play #1
Models of Practice; Stages of Group Dynamics
Workshop/Presentation #1
Toseland & Rivas (2009)
Ch. 4. Leadership; Also, 86-90; 197-202.
Role Play #2
Yalom (2005).
Ch. 5. The Therapist: Basic Tasks
Ch. 11 In the Beginning; Also, 309-21.
7
10/5
Pregroup Work and Therapist Tasks
Group Practice Models
Workshop/Presentation #2
Toseland & Rivas (2009) Ch. 5 Leadership and Diversity
Role Play #3
Yalom (2005). Ch. 14. The Therapist: Specialized Formats
and Procedural Aids
8
10/12
Creation of the Group
Group Work in Different Fields of Practice
Workshop/Presentation #3
Toseland & Rivas (2009) Ch. 6. Planning of the Group
Role Play #4
Yalom (2005).
Ch. 6. The Therapist: Working in the Here and Now
Ch. 10 Creation of the Group: Place, Time, Size,
Preparation
9
10/19
Composition of Therapy and Group Process
Selection of Clients
Group Work in Different Fields of Practice (cont.)
Workshop/Presentation #4
Role Play #5
Toseland & Rivas (2009) Ch. 7. The Group Begins
Yalom (2005).
Ch. 8. The Selection; exclusion criteria
Ch. 9. The Composition of Therapy Groups
10
10/26
The Therapist’s Tasks
Evaluation of Practice; Evaluating progress of members
Toseland & Rivas (2009) Ch. 8 Assessment
VIDEO: Understanding
Group Psychotherapy, Part
II
Role Play #6
Mid Term Due
11
11/2
Members Adaptation to the Group
Managing Transference & Transparency; Group role
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and function
Toseland & Rivas (2009) Ch. 9 Treatment Groups:
Foundation Methods
Yalom (2005). Ch. 7. Transference and Transparency
12
11/9
Task Groups and Interpersonal Approach Skills
Group Work in Organizational & Community Settings;
Dual Relationship
Members Adaptation in Treatment/Intervention
Workshop/Presentation #6
Role Play #7
Toseland & Rivas (2009) Ch. 10 Treatment Groups:
Specialized Methods
Yalom (2005). Ch. 12. The Advanced Group; Subgroups
13
11/16
Task Group Methods; Problem Behavior in Treatment
Groups
Toseland & Rivas (2009)
Foundation Methods
14
11/23
Ch. 11. Task Groups:
Yalom (2005). Ch. 13 Problem Members
Adapting Group Focus to Members Needs/Issues; Self
Disclosure
Toseland & Rivas (2009) Ch. 9 Conflict Resolution
Ch. 12 Task Groups Specialized Methods
Workshop/Presentation #7
Role Play #8
Workshop/Presentation #8
Role Play #9
Yalom (2005). Ch. 17 Training the Therapist
15
11/30
Termination Skills; Evaluation of Progress
Workshop/Presentation #9
Toseland & Rivas (2009) Ch. 13 Ending the Groups Work;
Ch. 14 Evaluation
Role Play #10
Yalom (2005) Ch. 12 (pp. 382-390)
16
12/7
Examples: Support, Education, Coping Skills, Problem
Solving
Specialized Groups
Final Paper Due
Toseland & Rivas (2009) Ch. 15 Case Examples
Yalom (2005) Ch. 15 Specialized Therapy Groups;
Ch. 16 Group Therapy: Ancestors and Cousins
S Wrk 225 Assignments
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Workshop/Presentation Group Intervention Exercise
Topic of Group Intervention
The task in this assignment is to present a demonstration of a group intervention to the class, which
engages the audience by emphasizing interaction. For this assignment you will conduct a group
experiential activity in class selected from the topical list below. You may stage a role play, do a class
exercise, use Powerpoint (visit the Brooks/Cole Social Work website (http://socialwork.wadsworth.com),
document camera and/or use handouts. Be creative. Your goal is to challenge the class to get involved.
Avoid lecturing and reading your notes and focus on interacting with your audience and building group
process.
1) In collaboration with another student, each student will conduct a 35-40 minute workshop/
presentation with the SW225 class.
2) Refer to the list of topics for you to choose from as a focus for the group intervention. When you
being, identify what population the workshop is intended for.
3) You may utilize any format for your intervention (e.g., psychoeducation, cognitive behavioral,
self help group, etc.).
4) Consider the learning needs of your audience (e.g., social workers, parents, consumers, etc.) as you
prepare your workshop.
5) Keep perspective on the importance of building interaction between members and between
members and yourself. Minimize didactic/lecture modalities.
1.
Skills for Managing Groups; Processes for Committee Selection,
Agenda Setting, Brainstorming (Ch. 6, Zastrow, 2006*);
Nominal Group Technique (Ch. 4, Zastrow, 2006*)
2.
Decision Making in Task Groups (Ch. 6, Zastrow, 2006*).
Parliamentary Procedure (Ch. 12 in Toseland & Rivas, 2009)
3.
Stress Management; Time Management (Ch. 11, Zastrow, 2006*)
4.
Conflict Resolution Tactics in Task & Treatment Groups (Ch. 6
Zastrow, 2006*).
5.
Cross-Cultural Competence, Multicultural Group Work (Ch. 7,
Zastrow, 2006*)
6.
Consciousness-Raising Groups and Support Groups (Ch. 7, Zastrow,
2006*)
7.
Chemical Dependence (Topic Two, Zastrow, 2006**);( Toseland &
Rivas, 2009, p. 168-170).
8.
Post Traumatic Stress Disorder (PTSD) (Ch. 7 Zastrow, 2006*, p. 4142)
9.
Domestic Violence ( Topic 4, Zastrow, 2006**)
10.
Social Action Groups (Ch. 10, Zastrow, 2006*)
11.
Living with Mental Illness (e.g., Schizophrenia, Bipolar, Depression);
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(e.g., stigma, psychopharmacology) for consumers, family members.
12.
Behavior Therapy; Cognitive Behavior Therapy (Appendix One,
Zastrow, 2006*).
13.
Group work with Children (O’Rourke, K. & Worzbyt, J.C. (1996).
Support groups for children. New York: Routledge.
*Zastrow, C.H. (2006). Social work with groups: A comprehensive workbook. Belmont,
CA: Brooks/Cole.
**Zastrow, C.H. (2006). Strategies for working with specific social work groups.
Belmont, CA: Brooks/Cole.
Refer to the Course Outline for the Workshop Presentation Dates
Before beginning to prepare your presentation, please read Zastrow (2006), p. xviii “Using the Book,” and
pp.23-25 “Experiential Learning—Ethics and Guidelines for Conducting Exercises.”
Also consult the “Criteria for Assessing Presentations” (class handout) that outlines the criteria to be used
by the instructor to give feedback on the strengths and weaknesses of the presentations, and assign a
grade; in cases of joint presentations, each student will receive an individual assessment. These guidelines
detail how to use the text, plan the exercises, and how student presentations are graded by the instructor.
Please do not rely entirely on Zastrow (2006) for content and/or exercises. Consult Toseland and
Rivas’ (2009) text as well as other sources on selected topics, e.g. “social action groups; parliamentary
procedure, etc.. It is expected, and highly recommended, that you also consult with the instructor for
materials and ideas. You may wish to contact an agency or organization that is using groups of the kind
you are presenting for additional information.
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Handout for Presentation Assignment
SW225
Guidelines for Presentation and Evaluative Criteria
A. The student is expected to address the following criteria:
1. State the goals or learning objectives;
2. Relate the topic to the practice of social work with small groups;
3. Lead the class in one or more exercises that are designed to help each
4. group member move toward achieving the stated goals.
5. Speak extemporaneously;
6. Adapt the material by bringing in personal observations and related information;
7. Make the presentation stimulating, interesting, and educational.
B. Planning a group exercise:
1. Preview and review all the exercises before using them.
2. Consider what the exercise is designed to do and the possible outcomes.
3. Use a single exercise to demonstrate a point or convey a message, not several.
4. Consider the amount of time available, the facilities to be used, the materials required, and the
ideal size of the group.
5. Review alternative related exercises (other than those in the text) for possible use.
6. Develop a design or plan for each exercise that focuses on the following:
a. What are the objectives of the exercise?
b. Is this the best exercise to accomplish these objectives?
c. How can the processing of the exercise be handled?
d. How can the exercise be tied to real-life practice?
e. Does sufficient flexibility exist in the event that problems arise?
7. Construct an outline or flowchart for each exercise with estimated times allowed
for each segment to insure that each step is accounted for within a designated
time period.
Read pages 23-25 in Zastrow for more guidelines.
C. Criteria for grading presentations; adapted from Zastrow (2006):
1. Content: How thoroughly the topic is covered. Students should include related material from the
chapter as well as additional information from outside sources.
2. Presentation Style: Whether or not the presentation is dynamic and stimulating. Note cards or a
brief outline will permit more eye contact and physical movement around the group. Because the
group leader has to participate actively in the group situation, he or she should not hang on to a
podium and rigidly lead the class through the presentation or exercise.
3. Organization: Whether the material is well-organized and flows from one subtopic to another.
The controlling idea or topic should be well-developed according to the format of the particular
exercise. If an organizational snag occurs, the group leader should exhibit the ability to get back
on the right track or to deal with the unrelated digression. Inappropriate patterns of organization
that might involve burying the main ideas in de-emphasized positions should also be noted.
4. Time Management: Whether the presentation fits into the length of time that is allotted. The
exercise(s) should move right along, either slowly, in order to handle sensitive issues, or at a
moderate pace. If the group becomes stymied at a particular point, or the group leader slows down
the exercise because of his or her lack of preparation, this should be noted.
5. Group Leadership Skills: Does the presenter demonstrate good skills in leading a group? Were
all opinions allowed to be heard? How did the group leader deal with disruptors or any individuals
who tried to dominate the group? Was closure accomplished well?
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6. Verbal Skills: Does the presenter convey their ideas in a way that is of interest to the others in the
class and grammatically correct? The group leader should modulate his or her tone of voice rather
than speak in a monotone. Informal language should be used sparingly—perhaps to drive home a
particular point, and offensive language and slang should be avoided, e.g. “you guys.”
7. Beliefs and Values: Are the beliefs and opinions expressed by the presenter consistent with
social work values and ethics?
Social work values of diversity, empowerment and social justice promote confronting stereotyping,
biases and prejudices against individuals based on ethnic and racial group, women, people with
disabilities, gay men or lesbians, and other diversities.
SWK 225
GROUP PROCESS OBSERVATION GUIDELINES
#1A
Introduction:
All groups have two things in common with a machine or any other organism:
1. It has a purpose, a focus, which can be cohesion building or specific task(s).
2. Ongoing interaction is essential in order to achieve its purpose(s).
Both functions require continual attention. If one breaks down, the other becomes dysfunctional. The
maintenance function is inseparable from the process of growth.
In all human interactions and particularly in groups, there are two major ingredients, content and
process:
1) Content deals with the subject matter or the task upon which the group is working. In most group
interactions, the focus of attention of all persons is on the content.
2) Process is concerned with what is happening between, and to, group members, while the group is
in interaction and working, and how this changes over time. Group process, or dynamics, deals
with such items as morale, feeling tone, atmosphere, influence, participation, styles of influence,
leadership struggles, conflict, competition, cooperation, identification with the group and
meaningfulness in group interaction. In most interactions, very little attention is paid to process,
even when it is the major factor relating to the effectiveness or ineffectiveness of group action.
Sensitivity to group process will better enable one to assess group problems early and deal with
them more effectively. These processes are present in all groups; awareness of them will enhance a
person’s value in a group and enable them to be a more effective group participant and/or
facilitator.
Below are some observation guidelines to help one process/analyze group behavior.
1. Participation
One indication of involvement is verbal participation. Look for differences in the amount of participation
among members
•
•
•
•
•
•
Who are the high participators?
Who are the low participators?
Do you see any shift in participation, e.g., highs become quiet; lows suddenly become talkative?
Do you see any possible explanations for this in the group’s interactions?
How are silent people treated? How is their silence interpreted? Consent? Disagreement?
Disinterest? Fear? etc.
Who talks to whom? Do you see any explanations for this in the group’s interactions?
Who keeps the ball rolling? Why? Do you see any explanation for this in the group’s
interactions?
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2. Influence
Influence and participation are not the same. Some people may speak very little, yet they capture the
attention of the whole group. Others may talk a lot but are generally not listened to by other members.
•
•
•
Which members are high in influence? That is, when they talk, others seem to listen.
Which members are low in influence? Others do not listen to or follow them. Is there any shifting
in influence? Who shifts?
Do you see any rivalry in the group? Is there a struggle for leadership? What effect does it have
on other group members?
3. Styles of Influence
Influence can take many forms. It can be positive or negative. It can enlist the support or cooperation of
others or alienate them. How a person attempts to influence another may be the crucial factor in
determining how open or closed the other will be toward being influenced. The following items are
suggestive of four styles that frequently emerge in groups.
•
Autocratic: Does anyone attempt to impose his or her will or values on other group members or
try to push them to support his or her decisions? Who evaluates or passes judgment on other group
members? Do any members block action when it is not moving in the direction they desire? Who
pushes to “get the group organized?”
• Peacemaker: Who eagerly supports other group members’ decisions? Does anyone consistently
try to avoid conflict or unpleasant feelings from being expressed by trying to calm the troubled
waters? Is any member typically deferential toward other group members—gives them power?
Do any members appear to avoid giving negative feedback, i.e. who will be honest only when they
have positive feedback to give?
• Laissez faire: Are any group members getting attention by their apparent lack of involvement in
the group? Does any group member go along with group decisions without seeming to commit
himself or herself one way or the other? Who seems to be withdrawn and uninvolved; who does
not initiate activity, participates mechanically and only in response to another member’s question?
• Democratic: Does anyone try to include everyone in a group decision or discussion? Who
expresses his or her feelings and opinions openly and directly without evaluation or judging
others? Who appears to be open to feedback and criticisms from others? When feelings run high
and tension mounts, which members attempt to deal with the conflict in a problem-solving way?
4. Decision-making procedures
Many kinds of decisions are made in groups without considering the effects of these decisions on other
members. Some people try to impose their own decisions, structure or points of view on the group, while
others value the spontaneous participation of all members and their sharing in decision making.
•
•
•
•
Does anyone make a decision and carry it out without checking with other group members? (Selfauthorized). For example, he or she decides on the topic to be discussed and immediately begins
to talk about it. What effect does this have on other group members?
Does the group drift from topic to topic? Who jumps topics? Do you see any explanations for this
in the group’s interactions?
Who supports other members’ suggestions or decisions or participatory group process? Does this
support result in the any specific members deciding the topic or activity for the group? How does
this affect other group members interactions and participation?
Is there any evidence of a “clique” pushing a decision through over other members’ objections?
Do they canvass or poll the group in order to gain support for their point?
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•
•
Is there any attempts to get all members to participate in a decision (consensus)? What effect does
this seem to have on the group?
Does anyone make any contributions that do not receive any kind of response or recognition?
What effect does this have on the member?
5. Task Functions
These functions illustrate behaviors that are concerned with getting the job done, accomplishing the task
that the group has before them, or building group cohesion and interaction.
•
•
•
•
Does anyone ask for or make suggestions as to the best way to proceed or to tackle a problem?
Does anyone attempt to summarize what has been covered or what has been going on in the group?
Is there any giving or asking for facts, ideas, opinions, feelings, feedback, or searching for
alternatives?
Who keeps the group on target? Who prevents topic-jumping or going off on tangents?
6. Maintenance Functions
These functions are important to the morale of the group. They maintain good and harmonious working
relationships and interactions among the members and create a group atmosphere that enables each
member to contribute fully. They insure smooth and effective teamwork and interaction within the group.
• Who helps others get into the discussion (gate openers)?
• Who cuts off others or interrupts them (gate closers)?
• How well are members getting their ideas across? Are some members preoccupied, remote and
appear not to listen?
• Are there any attempts by group members to help others clarify their ideas?
• How are ideas rejected? How do members react when their ideas are not accepted? Do members
attempt to support others when they reject their ideas?
7. Group Atmosphere
The way a group works and interacts creates an atmosphere that in turn leads to and reveals a general
impression. Members may differ in the kind of atmosphere they like in a group. Insight can be gained
into the atmosphere characteristic of a group by finding words that describe the general impressions held
by group members.
• Who seems to prefer a friendly, congenial atmosphere? Is there any attempt to suppress conflict or
unpleasant feelings?
• Who seems to prefer an atmosphere of conflict and disagreement? Do any members provoke or
annoy others?
• Do people seem involved and interested? Is the atmosphere one of work, play, satisfaction, taking
flight, sluggishness, etc.?
8. Membership
A major concern for group members is the degree of acceptance or inclusion that is experienced in the
group. Different patterns of interactions may develop in the group that give clues to the degree to which
members feel accepted and the quality of their membership.
•
Is there any sub-grouping? Sometimes two or three members may consistently agree and support
each other or consistently disagree and oppose one another.
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•
•
Do some people seem to be “outside” the group? Do some members seem to be “in”? How are
those “outside” treated?
Do some members move in and out of the group, e.g. lean forward and backward in their chairs or
move their chairs in and out? Under what conditions do they come in or move out?
9. Feelings
During any group discussion, feelings are frequently generated by the interactions between members.
These feelings, however, are seldom talked about. Observers may have to make guesses based on tone of
voice, facial expressions, gestures, body language and many other forms of nonverbal clues.
•
•
What signs of feelings do you observe in group members, e.g., anger, irritation, frustration,
warmth, affection, excitement, boredom, defensiveness, competitiveness, etc.?
Do you see any attempts by group members to block the expression of feelings, particularly
negative feelings? How is this done? Does anyone do this consistently?
10. Norms
Norms are instilled as a way to develop rules in a group that identifies the group behavioral expectations
of its members. Norms usually express the beliefs and desires of the group members as to what behaviors
should or should not take place in the group (i.e., what is in and what is out). These norms may be clear to
all members (explicit), known or sensed by only a few (implicit), or operate completely below the level of
awareness of group members. Norms facilitate can group progress or some hinder it. It is important to be
clear what norms you want to promote and to use group process (via the norms) to achieve the groups
goals.
•
•
•
•
•
Are certain areas avoided in the group (e.g. sex, religion, talking about present feelings in group,
discussing the co-leader’s behavior, etc.)? Who seems to reinforce this avoidance? How do they
do it?
Are group members overly nice or polite to each other? Are only positive feelings expressed? Do
members agree with each other too readily? What happens when members disagree?
In what ways do you see norms operating about participation or the kinds of questions that are
allowed (e.g., “If I talk, you must talk;” or, “If I tell my problems, you have to tell your
problems”)?
To what degree are members feel free to probe each other about their feelings?
To what degree do questions tend to be restricted to intellectual topics or events outside of the
group?
Based on the 1972 Annual Handbook for Group Facilitators.
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Final Paper – Group Process Observation Paper
(See #1A, #1B, and #1C)
The class will be divided into two small groups for the purpose of conducting weekly group treatment
role play treatment groups meetings, in class, utilizing the interpersonal model of group work. Each
group will identify pairs who will co-facilitate a group session and the order in which these pairs will cofacilitate. Each student will have the opportunity to act as group Observer on at least one occasion. The
Observer should record their notes immediately following their observational session in order to complete
Section II of the paper as described below. Your group is asked to create a schedule of
facilitators/observers and dates of those roles. Before you take on the role of facilitator or observer, see
Zastrow (2006), Chapter 3, for additional information. Refer also to Appendix A3, Toseland and Rivas,
pp. 473-478.
The group purpose and member roles (i.e., “characters”)) of the group are left to the discretion of the
group's members, however you are asked to implement the Interpersonal model of group work.
Remember, it is your own choice to develop the role that you choose to play and utilize as much
imagination or reality as you so choose. The group can discuss whatever content and topics (e.g., family,
work) that it chooses, however, it must focus on role playing the experiential, affective, interpersonal
aspects of those concerns. Each group will decide their preferences, goals, objectives and norms in the
contracting phase of the group.
The following issues should be addressed in the contract for the group:
1. Confidentiality—with others not in the group and in your paper
2. Goals of the group--e.g. survival, problem-solving, networking, development of group work skills,
socialization, young adults, anxiety?
3. Role of the co-facilitators, in relation to the interpersonal model of group work
4. Roles of the members;
5. Explicit norms--see p.Q-3 of the "Group Process Observation Guidelines";
6. List members, co-facilitators, and order in which the co-facilitators will lead the group process and
submit it to the professor.
The professor will join each group briefly in order to assure that the groups are working constructively and
to answer any questions, later after the role play, that may have arisen. The Final Paper has five sections:
A. Group Process Summary Notes (20 Points)
Using the topic guidelines in the Group Process Observation Guidelines Handout , summarize your
observations in each of the 10 domains (i.e., participation, influence, styles of influence, etc.) for the three
stages of the group, i.e., beginning, middle and end.
Present your summary notes at three points in the group process (beginning, middle and ending) in
relation to 10 domains (i.e., participation, influence, styles of influence, etc.).
You are encouraged to take notes after each meeting as a basis for writing your summary notes at the three
stages of group work. In line with effective process skills, you are not to read from notes or take notes
during the group role play. Make an effort to document content areas of discussion because it can be very
relevant to process shifts.
With thoughtful notes, you will have a head start in completing this section of your final paper. All
that remains is to analyze the data and organize it into the summary format. Please remain
apprised of confidentiality and respect. If you choose you can use pseudonyms to protect members'
identities.
This observation data will give you an overall picture of the process in the group.
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See the Handout for the focus of your observations in relation to each of the following:
1. Participation
2. Influence
3. Styles of Influence
4. Decision-making procedures
5. Task functions
6. Maintenance Functions
7. Group Atmosphere
8. Membership
9. Feelings
10. Norms
B. Group Facilitation Skills: (10 points)
1. Define confrontation and how you have used this intervention/skill/interaction in your practice or as a
member. Be specific and provide brief examples of your feelings, behaviors, impressions. Identify
and discuss personal concerns that you may have in utilizing this intervention, and address how you
plan to further develop effectiveness in using this skill.
2. Discuss termination issues that have arisen or have not been dealt with. Describe how you utilized “use
of self” or could have in order to validate and facilitate resolution of these issues/concerns.
C. Phases of Group Development (10 Points)
Referring to the Garland, Jones, and Kolodny Model for a description of the phases of group development,
(Zastrow, 2006, pp.14-15), chronicle the actual behavior of your group. Did you observe stages similar to
the Garland et al. model in your group? If not, what were the differences?
D. Diversity issues—Ethnic, gender, sexual orientation, disability, social class composition. (5
Points)
Identify the members of the group by ethnicity, gender, or other significant social identity characteristics.
How did these factors or other diversity issues such as phenotype, disability,
gay/lesbian/bisexual/transgendered orientation; class, religious affiliation, affect the dynamics of the
group? Provide a few specific examples.
Attach the copy of the completed “Goals for Group Skills Development” that you completed at the end of
the semester.
F. Reflection and Evaluation of Co-Leader Experience (30 Points)
1). In the session(s) that you are a co-leader, use the topic guidelines from the Group Process
Observation Guidelines Handout, to describe the group process. Apply the "Chart for Recording
the Frequency of Group Interaction" (Figure 8.3, Toseland & Rivas, p.237) to a particular
discussion during the session.
a) Introduce the chart with narrative that identifies the topic of discussion and other pertinent
information (e.g., is the frequency of interaction typical or atypical?)
b) Include a sociogram of the group (Figure 8.4, Toseland & Rivas, p. 242) that relates to the
stage of group development. Identify in the legend if you redefine an emotion, for
example, changing "repulsion" to something less strong such as "dislike,". If the
sociogram would have looked different at the end of the group session, comment on why.
Refer to the 10 group issues above in your observations.
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2. Describe your interventions in relation to:
a) Group Stage Tasks: Consider the stage the group is in and the related group development
tasks and dynamics. Identify the stage, tasks and dynamics and how you addressed them as
the co-leader. Be specific regarding beginning, work, ending stage considerations.
b) Goals and purpose of the group: What group interventions did you employ to attend to
these goals?
c) What unfinished business, if any, did you observe that you addressed or would have liked
to have addressed, for example from the prior session?
3. Describe your observations of group responsiveness to your interactions with the group,
 How did the group members respond in the session?
 How well did the group meet its goal of being supportive to members’ interpersonal
interactions and needs?
4. Describe your co-leader interventions and facilitation in relation to:
a. The techniques and skills that you used: what did you actually do, what skills did you use that
were effective, what were your strengths as a co-leader?
b. The co-leader dynamics: what were your interactions and facilitation like with your co-leader?
How well did you work together?
c. Co-leaders Planning and debriefing discussions: What issues came up? What type of feedback
did you give and receive? Were there any surprises, if so what were they?
d. What were your reactions to the co-leadership experience? What do you think went well? What
would you have done differently?
e. How would you prepare for and conduct co-leading a group in the future?
Note: Include 2-3 references from other texts and/or social work journals.
Name: __________________________
1st Skill Review 10/12___________ 2nd Review 12/7________
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Self Review/Skill Assessment Paper
SW225
(25 points of Final)
This assignment is designed to stimulate your thinking and awareness about your interactions and skills in
group process and tasks, 2) facilitate setting your own learning goals, and 3) provide a format for
identifying your progress and growth in meeting your identified goals.
The assignment takes place in two stages, which are:
• Conduct a self review in the beginning of the class (see due date) on the 68 group skills identified
below; Review your ratings and identify the top five skill areas that need the most development
and attention in the role play experience this semester
• At the end of the semester, conduct a second self review on the 68 skills for the purpose of
identifying changes in your skill development. Comments are required in this second review on
your observations of your skill development or lack of change.
1. Performance Rating/First Self Review review/rating process:
a. (10/12): After the 3rd group role play, review the list of skills (1-68) and assess your level of
performance/competency by assigning a number to each item according to the following scale
that reflects your level of skill. Use 1 for high level of skill and 4 for a low level of skill:
1
On-going Sharpening
Needed
2
Some Sharpening
Needed
3
A good deal of
sharpening is needed
4
Must take risk
to learn
b. After assigning a number to each item, circle those that you assigned a 3 and a 4.
c. Review your list of items that you assigned a 3 or a 4, and select a minimum of five skills that
you have decided to commit yourself to improving your competency in, during the class group
role play. Make sure that you include all the 4’s in your list, i.e. “take risk to learn”.
d. Performance Rating/Second Self Review (12/7): Administer a second evaluation of your skill
development at the end of the course. Provide Comments feedback on all 68 skills.
First Review
Due 10/12
Final Review
Due 12/7
Comments
(Required)
Communication Skills
1. Listening to understand
_______________
_______________
2. Expressing /checking
accurate empathy
_______________
_______________
3. Talking in the group
_______________
_______________
4. Being assertive
_______________
_______________
5. Drawing others out
_______________
_______________
6. Keeping interventions
focused on task and
process
_______________
_______________
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7. Others (Explain)
_______________
_______________
8. Non-judgmental: Verbal &
Non-Verbal
_______________
_______________
9. Individualizing
_______________
_______________
10. Acceptance of difference
_______________
_______________
11. Others (Explain)
_______________
_______________
12.Noting group process
_______________
_______________
13.Noting who talks to whom
_______________
_______________
14. Noting need to focus talk
_______________
_______________
Attitudes
Organizational Skills
15.Noting need for
maintenance focus
Beginning of
Semester, 10/6
_______________
Final Role Play
11/17
_______________
Comments
Due 11/24
Organizational Skills Cont.
16.Sensing feelings of
individuals
_______________
_______________
17.Recognizing non-verbal
communication
_______________
_______________
18.Noting who is “left out”
_______________
_______________
19.Noting impact/responses of
own comments & behavior
_______________
_______________
_______________
_______________
_______________
_______________
20.Noting self-oriented
behavior
21.Other (Explain)
Problem Solving Skills
22.Eliciting/giving/ identifying
need for data
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_______________
_______________
_______________
_______________
_______________
_______________
26.Generating questions
_______________
_______________
27.Evaluating/analyzing ideas
_______________
_______________
_______________
_______________
Beginning of
Semester, 10/6
_______________
Final Role Play
11/17
_______________
_______________
_______________
23.Identifying/stating
problems, goals, “real” issue
24.Asking for ideas and
opinions from others
25.Giving ideas
28.Summarizing the
discussion
Comments
Due 11/24
29.Clarifying issues
_______________
_______________
_______________
_______________
30.Other (Explain
Morale Building Skills
31. Communicating interest
32. Working to prevent
members from being
ignored
33. Harmonizing, helping
members to reach
consensus / agreement /
common bond
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
34. Reducing tension
35. Supporting rights of the
individual in face of group
pressure
36. Expression of praise or
appreciation
37. Validating & supporting
others
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38. Other (Explain)
Emotional Expressiveness
39. Genuinely expressing my
feelings
_______________
_______________
40. Hiding my emotions
_______________
Beginning of
Semester, 10/6
_______________
_______________
Final Role Play
11/17
_______________
42. Expressing warm feelings
_______________
_______________
43. Being sarcastic
_______________
_______________
_______________
_______________
_______________
_______________
46. Openly facing conflict and
anger
_______________
_______________
47. Openly facing closeness
and affection
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
41. Disagreeing openly and
stating why
Comments
Due 11/24
Emotional Expressiveness
cont.
44. Recognizing when my self
disclosure can be
therapeutic; utilizing self
disclosure*
45. Other (Explain)
Facing and Accepting
Emotional Situations
48. Recognizing a need for
silence and utilizing it as an
intervention
49. Recognizing where there is
a need to break silence and
doing so
50. Working with tension when
it serves group process
51. Recognizing and coping
with hurt feelings
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Beginning of
Semester, 10/6
Final Role Play
11/17
53. Competing with others
_______________
_______________
54. Taking dominant/power
role
_______________
_______________
_______________
_______________
56. Trusting self
_______________
_______________
57. Being protective or preemptive
_______________
_______________
58. Calling attention to self
_______________
_______________
59. Standing up for self
_______________
_______________
60. Other (Explain)
_______________
_______________
61. Use of Self
_______________
_______________
62. Utilize confrontation in a
constructive way*
_______________
_______________
63. Responding to feedback on
own behavior / comments
_______________
_______________
64. Insight into own behaviors;
ability to evaluate self
_______________
_______________
_______________
_______________
Comments
Due 11/24
52. Other (Explain)
Social Relationships
55. Trusting others
Social Relationships cont.
Interpersonal
65. Accepting help/support
from others
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66. Having patience for group
members to deal with
process
Beginning of
Semester, 10/6
Final Role Play
11/17
_______________
_______________
_______________
_______________
_______________
_______________
Comments
Due 11/24
67. Balance both withdrawal
and active involvement
68. Taking risks which will
help group
Identification of the top five skill areas that require commitment for development
Top 5 Skill Areas & Assigned Rating
Due 10/12
Top 5 Skill Areas & Assigned Rating
Due 12/7
1.
2.
3.
4.
5.
3. Self-Evaluation of Practice (25 points)
For the final submission of the paper at the end of the semester, review the five group skills that you
identified as priority areas of group skill learning at the beginning of the course. Evaluate your progress
on these five skills and respond to the following questions. Double space your writing; be succinct.
a) Comment on the development of the five skills identified in #3 above, e.g., Goal Commitment
Listing. What was accomplished? Where is your future growth?
b) Where did you see your major change?
c) If you experienced minor change in your behavior and skill development, to what do you attribute
this?
d) Which goals were most difficult and which were manageable for you to develop and practice?
Explain what was difficult or manageable about your learning and practice.
e) What situational or group context factors do you perceive had a role in how your learning evolved?
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Skills Assessment Grade Rubric:
A
Conduct both reviews on 68 skills comprehensively, identify 5 skills to develop
during the semester, rate & comment on change or lack of change on 5 skills at
the end of the semester; include substantial commentary on the 68 skills with the
2nd review, submit on time.
B
Conduct both reviews on 68 skills, identify 5 skills to develop during the
semester, rate & comment on change or lack of change on 5 skills at the end of
the semester; include commentary on the 68 skills with the 2nd review, submit on
time.
C
Conduct partial review of 68 skills, identify 5 skills to develop during the
semester, partial rating and review on change or lack of change on 5 skills at the
end of the semester, include partial commentary on the 68 skills with the 2nd
review, submit on time.
Moderate to excessive inadequacies in all areas, late work,
D-F
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Social Work 227 Seminar in Advanced Social Work Practice with Couples and Families
(3 Units)
Catalog Statement
Prerequisite: SWRK 224, 225, 246, 282 & concurrent enrollment in SWRK 247 & 282. Analysis and
application of theories, principles, and techniques of social work practice with couples and families from
a strength based, empowerment perspective.
Course Rationale
The purpose of this seminar is to acquaint the student with the values, knowledge and skills necessary to
provide social work services to couples/families within a multisystem context. Building and expanding
upon foundation courses, this seminar also seeks to recognize, reaffirm and strengthen the primacy of the
family system in all of its many diverse forms and processes.
Course Description
This seminar is designed to prepare the student to establish effective working relationships with
couples/families, to formulate an assessment of the couple/family system within its context, and to
develop and implement an intervention strategy relevant to family and/or couple needs. The course is also
designed to prepare the student to create and operationalize an evaluation of practice plan within a context
of social work practice standards, values and ethics. Specific seminar content and discussion will focus on
the special needs of marginalized families and families at risk. Additional attention is also given to a
multicultural perspective in the service of developing an ethnically respectful practice posture and
multicultural competency. Central to the multisystems framework used in this seminar will be the
recognition of couples/families as an intergenerational system moving through time facing both
expectable developmental/transitional demands and unpredictable stressors in a global community.
Practice theories and interventions which facilitate the departmental mission of social justice,
empowerment and cultural diversity.
Educational Goals
1.
To facilitate student ability to apply knowledge of a multi contextual framework for family-centered
social work practice with diverse populations in a global community.
2.
To facilitate student development of knowledge and skills in assessment, intervention and evaluation
with family systems.
3.
To facilitate student understanding, empowerment, and social justice for marginalized
families/families at risk.
Learning Objectives/Outcomes
Based on the use of case material brought from the field setting (written or oral presentation), written
assignments, analysis of video materials, and/or performance in simulated situations in class/experiential
exercises, students will demonstrate ability to:
1.1
Identify social work’s historical place as a primary force in working with family systems and in
establishing the person-in situation/family-in situation perspective.
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1.2
Apply relevant social systems concepts/ecological principles to a family-centered social work
practice.
1.3
Identify the individual, immediate household, extended family, community, societal and global
components of a multi-contextual framework for family-centered social work practice.
1.4
Apply an understanding of culture/ethnicity, gender and social class components as central
elements in working with families.
1.5
Apply an understanding of selected ethnic families in the service of developing an ethnically
respectful family-centered practice approach.
1.6
Identify the profession’s values and ethics in shaping and implementing a family-centered practice
approach shaped by empowerment and social justice perspectives.
Based upon the use of case material brought from the field setting (written or oral presentation), written
assignments, analysis of video materials, and/or performance in experiential exercises/simulated situations
in class, students will demonstrate ability to:
2.1
Identify the initial practice tasks of beginning the family interview, joining/engaging all family
members, gathering information and contracting.
2.2
Identify presenting concerns and needs and relevant underlying issues with couples and families.
2.3
Identify and assess expectable developmental/transitional demands and tasks as well as
unanticipated stressors in the life of a family.
2.4
Assess the components of the family/multi-contextual interface through the construction of an ecomap, identifying domains for intervention and strategies for change.
2.5
Make advanced, sophisticated use of genograms and family chronologies from an intergenerational
perspective as major tools for assessment, treatment goal setting and intervention.
2.6
Identify and assess boundaries, sub-systems, authority and power, roles, rules, communication
patterns/processes, triangles, secrets, symptom formation and strengths in relationship to the
expectable developmental tasks/transitional demands of a family and/or the unanticipated stressors
in the life of a family.
2.7
Understand and select intervention methods/techniques from a range of multi-systemic and
functional family-centered practice models appropriate to the needs of the family.
2.8
Evaluate the effectiveness of one’s practice with marital/family systems by selecting, applying,
and interpreting appropriate clinical measures.
2.9
Critically assess and respond to ethical dilemmas in practice with couples and families.
2.10
Critically evaluate family practice approaches with respect to values, explanatory theory,
intervention methods and empirical support.
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Based on the use of case material brought from the field setting (written or oral presentation), written
assignments, analysis of video materials, and/or performance in experiential exercises/simulated situations
in class, students will demonstrate ability to:
3.1
Understand marginalized families/families at risk and identify the interventions necessary to
address both their needs and facilitate their empowerment:
a) migrating, international and refugee families
b) families living in poverty
c) substance abuse in families
d) violence in families
e) families with a member with acute/chronic physical or mental illness
f) families with a member who has a disability
g) abandonment, separation or divorce in families
h) death in families
3.2
Understand non-traditional families and identify the interventions required to address their needs
and facilitate their empowerment:
a) single-parent families
b) divorced/blended/remarried families
c) same sex couples and their families
d) ethnically diverse, intergenerational, multiracial families
3.3
Identify how women, people of color, gay men and lesbians who are members of the
aforementioned families warrant additional practitioner consideration in the
assessment/intervention process.
3.4
Identify how conventional/traditional or stereotypic views of women/men warrant practitioner
evaluation of gender bias/gender marginalization and disempowerment in families and family
practice models.
3.5
Identify and construct multisystem interventions which effectively impact organizational/structural
arrangement, in practice settings and in the larger socio-political realm, which empower or
disempower families and which enhance or obstruct family-centered social work practice.
Course Content
I. The Context of Multi systemic Couples and Family-Centered Practice
A. Historical and current social work practice focus on couples, families and family policy
B. Systems theory and ecological practice principles: a multi contextual and global perspective for
working with families and couples
C. Family theory for family-centered practice
D. Culture/ethnicity, gender, and social class
E. Selected ethnic families
F. Social work values and ethics in family-centered practice
II. Family and Couple Engagement, Assessment and Intervention
A. Agency and case management issues
B. Interviewing: Joining, engaging, and contracting
C. Ecological assessment and intervention
D. Intergenerational needs, concerns and issues: assessment and intervention
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E. Intra familial assessment of structure and communication process and intervention
F. Selected intervention methods/techniques
G. Current multi systemic, functional, and relationship theories and practice
G. Clinical measures for evaluating the effectiveness of one’s practice with marital/family systems
H. Evaluating practice theories
III. Marginalized couples/families/families at risk: Interventions to address needs and facilitate
empowerment
A. Migration, refugee status, and international families
B. Families living in poverty
C. Substance abuse in couples and families
D. Violence in couples and families
E. Families and couples with a member with acute/chronic physical or mental illness
F. Families and couples with a member who has a disability
G. Abandonment, separation or divorce in couples and families
H. Death in families
I. Single-parent families
J. Blended/remarried couples and families
K. Same sex couples and their families
Required Texts:
Carter, B. & McGoldrick, M. (Eds.) (2005). The expanded family life cycle: Individual, family, and
social perspectives. (3rd ed.). Boston, MA.: Allyn & Bacon.
Gurman, A. S. (Ed.) (2002). Clinical handbook of couple therapy. (4th ed.). New York: Guilford
Press.
Nichols, M. (2009). The essentials of family therapy. (4th ed. ) Boston, MA: Allyn & Bacon.
Recommended Texts:
Minuchin, S. & Fishman, H.C. (1981). Family therapy techniques. Cambridge, MA: Harvard
University Press.
Gottman, John. (1999). The seven principles for making marriage work. New York: Three Rivers
Press.
Hartman, A. & Laird, J. (1983). Family-centered social work practice. New York: The Free Press.
McGoldrick, M. (Ed.) (1998). Re-visioning family therapy: Race, culture and gender in
clinical practice. New York: The Guilford Press.
Ziegler, P. & Hiller, T. (2001). Recreating partnership: a solution-oriented collaborative approach
to couples therapy. New York: W.W. Norton & Co.
All recommended texts, except Gottman (1999) and Ziegler & Hiller (2001), are on reserve in the library.
In addition Satir, V., Banmen, J. , Gerber, J. & Gomori, M. (1991). The Satir model: Family therapy and
beyond. Palo Alto, CA: Science and Behavior Books, Inc. is also on Reserve as a resource for the Mid
Term Paper.
Methods of Instruction
Each seminar will meet three hours a week. There will be a combination of presentations by the
instructor, student presentations, readings, videos and classroom discussion, with an emphasis on student
participation. All students are expected to attend regularly, to read and to contribute to seminar
discussion. Case material will be introduced to illustrate and clarify discussions. Various teaching media
such as audio-tapes, video-tapes, films, role-playing, and experiential exercises may be used.
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Special emphasis will be placed upon assignments that illustrate multisystems practice issues in working
with culturally contrasting/diverse populations and at risk populations/ marginalized populations in a
global world. Ethical and value concerns, issues, and dilemmas will be addressed in case material
throughout the semester.
Web-based Instruction/Blackboard
The course syllabus, calendar, exercises, assignments, supplemental material, and announcements will be
posted on Blackboard. Should you require any additional copies of these materials, you will be able to
download them from the Blackboard site.
Your Bb LoginID/Password is your university email login and password. You MUST activate your
university email to access Blackboard. I will send email messages to the account designated in
Blackboard. I advise you to use your university/CVIP account AND a clear subject line in any email you
send me or risk having it filtered and deleted as spam. If students send me any work by email, I will reply
so you know I received it successfully. If you don’t get a reply, I did not receive the email (or it looked
like spam). ALWAYS put SW 271T PMHS on the subject line or you risk your email being deleted
unopened, and ALWAYS put your name on papers that you submit via Blackboard.
It is your responsibility to make sure you can access and negotiate Blackboard for class materials and
resources. You are responsible for checking for announcements and email sent through Blackboard. For
orientations to Blackboard contact the Digital Campus Resource Center. A brief navigational overview of
the site is on the CSUF web at:
http://www.csufresno.edu/digitalcampus/faculty/Digital_Campus_Quick_Start.htm
Digital Campus Resource Center in McKee Fisk, can address problems with access. The following
resources are available:
• Email digitalcampus@listserv.csufresno.edu
• Call Digital Campus Resource Lab at 278-7373, Monday through Friday, 8:00 a.m. to 5:00 p.m.
• The Help Desk can be reached after hours at Email <help@csufresno.edu> or call 278-7000 seven
days a week between 7:00 AM and 10:00 PM.
• The Digital Campus Office is located in McKee Fisk 110, telephone 559-278-6892.
• The Digital Campus Lab is located in McKee Fisk 111, telephone 559-278-7373.
http://www.csufresno.edu/digitalcampus/
Use of electronic devices (pagers, cell phones, laptops, etc.):
To minimize class disruptions, please turn off the audio on these devices during the class except where a
situation requires that you be “on call”. Please advise me of such situations at the beginning of class and
arrange to sit near the door, so you can exit, if needed, with minimal disruption to the class.
You are asked to communicate with the instructor if you plan to use your laptop in class
(i.e., no web surfing and reading email during class).
Grading:
Grading will be based on participation, a presentation, a brief paper, take-home assignments, midterm and
final paper. Handouts on each assignment will be distributed in class and/or available on Blackboard.
The basis for grading is described below.
Total points are allocated to assignments as follows for individual work and course grade:
92 - 100%
=A
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80 - 91%
70 - 79%
60 - 69%
59% & less
=B
=C
=D
=F
Assignments/Activities
Participation
Brief Paper
Midterm assignment
Final paper
Class Presentation
Total
Due Dates
Assignment
Brief Paper
Mid Term Paper
Final Paper
Points
5
20
30
30
15
100
Thursday Class
February 25
March 25
May 6
Brief Paper: A short paper that applies concepts to understanding individual behavior within a family
system context.
Midterm Assignment: a written paper that applies course theories and interventions, using assessment
tools to facilitate an understanding of one’s own family system and fieldwork practice.
Final Paper: An integrative assignment requiring critical thinking and application of course content to a
hypothetical practice situation with couples.
Oral and written communication skills are essential professional skills. Edit your work carefully before
turning it in. If you are unclear about the assignment or would like to review your work before submitting
it, please consult instructor. All work should be printed in hardcopy and use APA format. Late work will
not be accepted unless discussed and approved by the instructor in advance. Please see the instructor if
you require special arrangements.
The course grade is based on the following expectations: Students are expected to engage actively in class
discussions. It is important to read the assigned readings so that you will develop a thorough knowledge
of various theoretical perspectives. Class participation includes a balance of talking, listening, and the
ability to demonstrate and application of course concepts to practice examples. The student is encouraged
to demonstrate a willingness to take risks in discussing points of view, giving honest, constructive
feedback to others, and participating in experiential exercises.
Course Policies
Late Papers
Late papers are discouraged and will lead to reduction in grade. Two points are deducted for each day of
lateness. It is expected that you will communicate with the professor if you expect to submit a paper late.
Communication does not excuse the point deduction for late papers.
Attendance and Participation
Students are expected to be present, on time for all classes and to notify the professor in advance when
compelling circumstances make attendance impossible. After two absences, students will lose two points
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per missed class toward the final class grade. Students are responsible for checking with the instructor(s)
and getting informed on what was missed due to an absence. Arriving late or leaving early is construed as
missing half a class. Class participation is defined as active, respectful, thoughtful, engaged interaction
that demonstrates a capacity for giving and taking feedback related to practice theories, concepts, and
practice concerns.
University Policies
Services for Students with Disabilities: Students are asked to identify themselves to the professor and
the university students with disabilities office. Students will receive reasonable accommodation for
learning and evaluation. For more information contact Services to Students with Disabilities (278-2811)
in the University Center building, across from the Madden Library entrance.
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive acts
for the purpose of improving one's grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of
this definition that the term 'cheating' not be limited to examination situations only, but that it include any
and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or
deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published
and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so
used as one's own work.” Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more information on the
University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal
Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community adhere
to principles of academic integrity and mutual respect while engaged in university work and related
activities. Students should:
a) Understand or seek clarification about expectations for academic integrity in this course (including
no cheating, plagiarism and inappropriate collaboration)
b) Neither give nor receive unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading.
c) Take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I
have done my own work and have neither given nor received unauthorized assistance on this
work.” For more information, refer to the Code of Academic Integrity – Honor Code, APM 236,
www.csufresno.edu/aps/apm/236.pdf.”
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the necessary
communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in
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terms which are supportive of the learning process, creating an environment in which students and faculty
may learn to reason with clarity and compassion, to share of themselves without losing their identities, and
to develop and understanding of the community in which they live . . . Student conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize yourself with copyright and fair
use policies, the University encourages you to visit its copyright web page.
Digital Campus course web sites contains material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice
and any copyright notice originally included with the material. Beyond this use, no material from the
course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in
any way without the permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you were absent.
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Social Work 227 Advanced Social Work Practice with Couples and Families
Week 1:
Jan. 21
Introduction to the class and each other
Family Centered Social Work Practice Framework
The Multisystems Context of Practice
Reading:
Carter & McGoldrick.
McGoldrick, M. (1998).
Nichols.
Ch. 1. Overview: Expanded Family Life Cycle
Ch. 2. Self in Context
Ch. 1. Introduction: Revision family therapy through
A cultural lens. (p. 3-9). In Revisioning family therapy:
Race, culture and gender in clinical practice. New York:
The Guilford Press.
Chap. 1. Foundations of Family Therapy.
Recommended Reading (On Reserve):
Hartman, A. & Laird, J. (1983). Preface (vii-xiii) & Ch. 1 (p. 1-40). A family focus
in social work practice. In Family-centered social work practice.
Theoretical Perspectives
Week 2:
Jan. 28
Family in Context of Environment and Experience: Culture,
Socioeconomic Class, Multigenerational Transmission; Bowen Family
Systems Theory
Self Psychology
Genogram, Ecomap, & Timeline; Applying Bowen Theory
Reading:
Nichols,
Gurman
Ch. 5. Bowen Family Systems Therapy
Ch. 7. Transgenerational Couple Therapy (Roberto-Forman)
Recommended Reading (On Reserve):
Hartman & Laird (1983). The family policy context. Ch. 3 in
Family centered social work practice. (p. 41-58). New York:
The Free Press.
Kliman, J. (1998). Social class as a relationship: implications for
Family therapy. Ch. 5, p. 50-61. In McGoldrick, M. (Ed.).
Revisioning family therapy. New York: The Guilford Press.
Week 3:
Feb. 4
SocioCultural Constructions of Family; Culture & Families
Values and Ethics in Social Work with Families, Models, Contexts,
and Perspectives of Practice
History of Ethnic and Gender Bias in Family Therapy
Developmental Tasks of Families
Reading:
Carter & McGoldrick. Ch. 2. Self in Context
Ch. 3. History, Genograms, & the Family Life Cycle
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Nichols.
Ch. 2. The Evolution of Family Therapy
Ch. 3. Basic Techniques of Family Therapy
Recommended Reading (On Reserve):
Hartman, A & Laird. (1983). Ch. 2. The family today
Laird, J. Theorizing culture: narrative ideas and practice Principles, Ch. 2.
McGoldrick, MN. (Ed.) (1998), Revisioning Family therapy: Race, culture and
gender in clinical practice (p. 20-36). New York: Guilford Press.
Interventions with Families and Couples
Week 4:
Feb. 11
The Family as a Focus of Intervention: Family Functioning and
Processes; Ethnicity, Practitioner Perspectives, Family Structure
Applying Structural Family Concepts
Family Dynamics: Rules, Boundaries, Rituals, Secrets, Beliefs,
Cultural Diversity
Reading:
Carter & McGoldrick. Ch 4. Culture and the Life Cycle
Gurman
Ch. 11. Structural Couple Therapy (Simon)
Nichols
Ch. 4. Fundamental Concepts of Family Therapy
Ch. 7. Structural Family Therapy
Recommended Reading (On Reserve)
Green, Rovert-Jay. (1998). Race and the field of family therapy, Ch. 7.
In Mc-Goldrick, M. (Ed.) (1998). Revisioning family therapy. New York: The
Guilford Press.
Hartman, A. & Laird, J. (1983). Ch. 4 An epistemological framework. In Familycentered social work practice. New York: The Guilford Press
McGoldrick.
Ch. 11. White Privilege: Unpacking the Invisible Knapsack
Minuchin & Fishman.
Ch. 7. Enactment
Week 5:
Feb. 18
Assessment Tools: Ecomaps, Genograms, Timelines (Revisit)
Issues in Assessment: Ecological, intergenerational, special issues
Strategic Family Concepts
Strategic and narrative interventions and Social
Power
Gender Issues
Policy and Service Delivery Values
Reading:
Carter & McGoldrick. Ch. 6. Women and the Family Life Cycle
Gurman
Ch. 1. A Framework for the Comparative Study of Couple
Therapy, History, Models, and Applications (Gurman)
Ch. 23. Gender Issues in the Practice of Couple Therapy (Knudson-Martin)
Nichols.
Ch. 6. Strategic Family Therapy
Recommended Reading (On Reserve)>
Hartman & laird,
Ch. 8. The Family in Space: Ecological Assessment
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Ch. 10. Assessment in Time: The Intergenerational Perspective,
Ch. 14. Persistence, Coherence and Paradox
Week 6:
Feb. 25
Diversity in Families: Cultural Differences in Interventions with
Families
Socioeconomic Class
Narrative Therapy Concepts
Cognitive Behavioral Therapy
BRIEF PAPER DUE February 25
Reading:
Carter & McGoldrick. Ch. 5. Social Class and the Family Life Cycles
Gurman
Ch. 2: Cognitive Behavioral Couple Therapy (Baucom, et al.)
Ch. 8. Narrative Couple Therapy (Freedman & Combs)
Nichols
Ch. 10. Cognitive Behavioral Family Therapy
Ch. 13. Narrative Therapy
Recommended Reading (On Reserve)<
Garcia-Preto, N. (1998). Latinas in the United States: Bridging two
Worlds. Ch. 25 in McGoldrick, Ed. (1998) Revisioning Family Therapy: race,
culture, and gender in clinical practice. P. 330-344. New York: The Guilford Press.
Hartman, A. &. Laird. (1983). Family theory for family centered Practice. Ch. 5 in
Famly-centered social work practice. New York: The Free Press. p. 75-107.
Pinderhughes, E. (1998). Black genealogy revisited; Restorying an African American
family. Ch. 14. In McGoldrick, M. (Ed.) (1998). Revisioning family therapy: Race,
and gender in clinical practice. New York. The Guilford Press.
Week 7:
March 4
culture
Interventions with Families: Change Process Skills
Functional Family Therapies; Special Issues: African-American,
Latino Families and Couples
Functional Family Therapy
Program response to Alternate Interventions (e.g., natural healers,
self-help, faith-based interventions)
Reading:
Carter & McGoldrick, Ch. 8. The Latino Family Life Cycle, and
Ch. 19. The Family Life Cycle of African Americans
Gurman
Ch. 25. African American Couples in Therapy (Boyd-Franklin, Kelly & Durham)
Nichols
Ch. 8. Experiential Family Therapy
Recommended Reading (On Reserve):
Hartman, & Laird,
Ch. 6: Getting started: Agency and case management issues.
McGoldrick (1998) Ch 5: Beliefs, Spirituality, and Transcendence: Keys to Family
Resilience
Week 8:
March 11
Triangles; Special Issues: LGBTQ Families
Gay marriage controversy; LGBTQ families and community
Institutions
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Object Relations Family Concepts
Reading:
Carter & McGoldrick.
Gurman.
Nichols
Ch 7. Men in Transition;
Ch. 20. Gay Lesbian, Bi-sexual, Transsexual Families
Ch. 6. Object Relations Couple Therapy (Scharff &
Scharff)
Ch. 24. Gay & Lesbian Couples in Therapy (Green &
Mitchell)
Ch. 9. Psychoanalytic Family Therapy
Recommended Reading (On Reserve):
Falicov, C. J. (1998). The cultural meaning of family triangles. Ch. 3. in McGoldrick,
(Ed. ) Revisioning family therapy. New York: The Guilford Press.
Hartman & Laird, J. (1983). Inside the family: inner system assessment. In
Family-centered social work practice. Ch. 12 (p. 269-304). New York: The Free Press.
Week 9:
March 18
Change Process Skills
Multi-Systemic Family Concepts and Interventions
Brief Treatment/Intervention
Integrative Models
Reading:
Carter & McGoldrick.
Gurman
Nichols
Ch. 9. Siblings Through the Life Cycle
Ch. 29. Chronic Illness & Family Life Cycle
Ch. 10. Brief Strategic Couple Therapy (Shoham, Rohrbaugh & Cleary)
Ch. 13. Integrative Couple Therapy (Guzman)
Ch. 14. Integrative Models
Recommended Reading(On Reserve) :
Hartman & Laird. Ch. 9. Family-environment transactions as target and Resource for
Change
Ch. 11. The Intergenerational Family System as a Resource for Change;
Ch. 13. The Family Unit as a Resource and Target for Change.
Special Issues
Week 10
March 25
Working with Couples: Historical and Current Concepts
The Gottman Theory of the Sound Marital House
Special Couple Issues (Domestic Violence/Substance/Sexual
Abuse/Affairs)
MID TERM PAPER DUE March 25
Reading:
Carter & McGoldrick
Gurman.
Ch. 27. Alcohol Problems & Family Life Cycle;
Ch. 28. Violence and the Family Life Cycle
Ch. 5. Gottman Method Couple Therapy.
Ch. 14. Couple Therapy & Treatment of Affairs (Gordon,
et al.)
Ch. 18. Couple Therapy for Alcoholism & Drug Abuse
(Birchler, Fals-Stewart & O’Farrell).
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Highly Recommended Reading (On Reserve):
Gottman J. (1999). The seven principles for making marriage work. New York: Three
Rivers Press.
SPRING BREAK
Week 11:
April 8
Special Issues in Family Life: Divorce, Single Parenthood;
Multi-systemic and Psychoeducational approaches
Prevention Education either/and treatment
Reading:
Carter & McGoldrick Ch. 23. Divorce: Unscheduled Family Transition
Ch. 24. Single Parent Families
Ch. 25. Remarried Families
Gurman
Ch. 15. Separation & Divorce Issues (Lebow)
Nichols
Ch. 11. Family Therapy in the 21st Century (pp. 247-250);
& Ch. 16. Research on Family Intervention, p. 349.
(Psychoeducation)
Week 12:
April 15
Solution-Focused Couple Therapy and Coaching
Zeigler’s Solution Focused Couples Approach
Reading:
Carter & McGoldrick.
Gurman
Nichols
Ch. 26. Coaching
Ch. 9. Solution-focused Couple Therapy (Hoyt)
Ch.16. Couple Therapy & Physical Aggression (O’Leary)
Ch. 12. Solution Focused Therapy
Highly Recommended Reading(On Reserve) :
Ziegler, P. & Hiller, T. (2001). Recreating partnership: A solution-oriented
collaborative approach to couples therapy. New York: W.W. Norton &
Company.
Week 13
April 22
Adapting Interventions: Tuning in to Trauma, Loss &
Disruption in Families
Practice Refugee families (e.g., Ethnography)
Immigration Policy and Family Life
Reading:
Carter & McGoldrick
Gurman
Ch 11. Death & and Family Life Cycle;
Ch. 12. Creating Meaningful Rituals
Ch. 22. Couple Therapy and Medical Issues (Ruddy &
McDaniel)
Recommended Reading (On Reserve):
McGoldrick (1998) Ch. 26. Clinical Reflections on Refugee Families: Transforming
Crises into Opportunities.
Ch. 28. The Impact of Multiple Contexts on Recent Immigrant
Families
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Week 14
April 29
Reading:
Nichols
Week 15
May 6
Reading:
Nichols
Couples Work with Sexual Dysfunction
Ch. 21. Couple Therapy & the Treatment of Sexual Dysfunction.
(McCarthy & Thestrup)
Evaluation of Practice: Evidence Based and Best Practices
Summary/Conclusion of Couples and Families
Ch. 15. Comparative Analysis
Ch. 16. Research on Family Interventions: Family Treatment &
Intervention Programs
FINAL PAPER DUE Thursday, MAY 6.
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Social Work 246 Seminar in Social Work Practice with Formal Organizations
(3 units)
Catalog Statement
Prerequisites: SWRK 200 and concurrent enrollment in SWRK 282. Theory and practice
of the administration of formal social service organizations.
Course Rationale
The autonomous practice of social work administration is traditionally found within the context
of public and voluntary social service organizations and other institutions (such as medical
facilities) which rely on the professional social worker for general and specialized expertise in
the planning, organization, delivery, and evaluation of social services. The Master’s level
trained social worker is increasingly called upon to direct such organized delivery of services in
the roles of administrator, executive director, manager, or supervisor. Thus, this course begins
from the assumption that professional social workers need to be provided with an organized
body of knowledge about the theories, principles, and practices of social work administration to
be adequately prepared to undertake such responsibilities when and if such opportunities arise.
This course also assumes that professionally trained social workers are uniquely qualified to
carry out such administrative responsibilities in organizational settings, due to the knowledge,
skills, ethical commitments, and experience brought to the work.
Course Description
SWRK 246 is an advanced social work practice course within the multisystems concentration.
This course is designed to promote an in-depth understanding on the part of students, of the
settings, roles, functions and processes essential to the effective and competent execution of
administrative service. The linkage of social service and professional social work to the
Departmental mission promoting social justice and cross-cultural awareness is emphasized. The
course makes explicit reference to the historical development of social work administration
(drawing from the foundation courses in social policy). Course readings and written assignments
are complemented by classroom discussion of field practicum experiences and simulations to
maximize the synthesis of the comprehension of knowledge and the demonstration of application
of skill. Course content includes comprehensive coverage of: personnel management, leadership
and conflict management, program and organizational planning including budgeting,
implementation, program evaluation, planned innovation, and supervision.
Course Goals
1
2
3
4
To apply at the individual, mezzo and macro levels of the administrative process social
work values and ethical principles that promote social justice, cultural competency, and
empowerment within the context of an organization setting.
To accurately assess within the context of a multisystems approach client needs, the
organization’s external environment, and the organization’s internal strengths and
weaknesses and develop appropriate service delivery strategies.
To understand and apply within the context of a multi-systems approach sound
management practices for organizational leadership, staff supervision, resource
allocation, program development, and external relations.
To evaluate programs and services evaluating impact on micro, mezzo in macro levels
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and use research results to advocate for organizational change.
Learning Objectives/Outcomes
Students will demonstrate in discussion, class presentation, written assignments and group
projects the ability to:
1.1
Develop familiarity with the concept of participatory leadership and decision-making,
and become committed to a style and structure of administrative practice which includes
all levels of agency personnel in appropriate phases of policy and program development,
and which is sensitive to issues of ethnic culture, sexual orientation, gender, age, gender,
sexual orientation, race, disability, and oppressed group status.
1.2
Define the concept of cultural competency in organizations and identify techniques
that can be used to recruit and maintain diverse staff and clientele.
1.3
Successfully advocate for changes in programs and policies including assessing, strategy
selection, strategy implementation and evaluation in order to improve service delivery
and achieve social justice.
2.1
Apply organizational theories to the assessment of the internal and external environments
of an organization for the purposes of organizational maintenance or organizational
innovation and planned change.
2.2
Use assessment tools to analyze and identify organizational barriers to service delivery
that acquire feedback at the micro, mezzo, and macro levels.
2.3
Understand the interconnections between individual, group, family, community, and
socio-political systems and the organization in perpetuating or ameliorating the
problems of individual clients.
2.4
Understand the role of power and empowerment in the allocation of funding and
services in social service organizations.
2.5
Differentiate among various approaches for decision-making and leadership in
organizations including bureaucratic theory, Theory X, Theory Y, the human relations
model, the empowerment approach, Herbert Simon's Decision-Making Model and
transformative, servant, transactional, and charismatic leadership.
3.1
Design culturally competent organization policies, programs, and services that will
empower diverse populations along with agency workers and administrators.
3.2
Construct a budget and calculate unit costs of services.
3.3
Identify strategies to help an organization control its external environment including,
fundraising, marketing, collaboration, social action, and networking.
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3.4
Utilize social work relationship and engagement skills to participation in
organization teams, task groups, or inter-organizational collaboration.
3.5
Analyze personnel policies and the organization’s supervisory structure to understand
how job design. task assignment and team building can be used to motivate staff,
improve job performance, and contribute to the accomplishment of organizational goals.
3.6
Develop a plan for an organization to use that will improve service delivery, increase the
motivation or skills of staff members, or help the organization adapt to demands of its
external environment. Types of plans can include: funding proposals, program design,
cultural competency plans, performance evaluation plans, or marketing plans.
4.1
Understand the difference between performance evaluation of staff and program
evaluation.
4.2
Choose among a variety of evaluation types (e.g. formative, summative, outcome,
process, implementation analysis) in response to situational demands, research
questions, and resource availability. Understand how the type of evaluation determines
the data collection methods (quantitative or qualitative) to be utilized.
4.3
Articulate a program’s theory of action and understand the role of theory in program
evaluations.
4.4
Develop a set of program goals, objectives, and outcomes that are linked to
evaluation criteria.
4.5
Understand the benefits and limitations of participatory evaluation methods (e.g.
empowerment evaluation, participatory action research, and agency self-evaluation).
4.6
Understand the benefits and methodological limitations of using customer and/or client
satisfaction surveys to evaluate service delivery.
Course Content
I
Using Theoretical Frameworks and Models to Assess Organizations
A.
Systems Perspective and Ecological Theory
B.
Bureaucratic Theory
C.
Theories about Power in Organizations
D.
Theories about Organization Culture
E.
Theories about Organizational Adaptation to the External Environment
F.
Models of Management Practice: Theory X, Theory Y, Human Relations Total
Quality Management, Feminist Management, and Empowerment
II
Program Development and Planning
A.
Understanding the Structure of Social Service Organizations
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B.
C.
D.
E.
Improving Client Access to Services
Using Policies and Procedures to Improve Service Delivery
Program Goals, Objectives, and Outcomes
Understanding the Program’s Theory of Action
III
Fiscal Management
A.
Understanding Budgets
B.
Calculating Program Costs
C.
Tools for Monitoring Revenues and Expenditures
D.
Identifying Funding Sources
E.
Writing Grant Proposals
IV
Personnel Management
A.
Motivating Staff
B.
Supervision
C.
Performance Evaluation
D.
Hiring and Retention of Staff Members
E.
Team Building
F.
Job Analysis
G.
Hierarchies and Alternative Organization Structures
V
Values and Ethics
A.
Client Self-determination and Empowerment
B.
Characteristics of Culturally Competent Organizations
C.
Designing Cultural Competency Plans
D.
Using Social Service Organizations to Promote Social Justice
E.
Applying the NASW Code of Ethics in Organizations
F.
Implementing Policies that Prevent Discrimination
VI
Participatory Leadership and Empowerment
A.
Styles of Leadership
B.
Inclusion of Clients and Staff in Organization Decision-making
C.
Skills for Working with Boards, Committees and Task Groups
D.
Recruiting Volunteers and Board Members
E.
Encouraging Staff Autonomy and Advocacy
VII
External Relations
A.
Marketing
B.
Linking the Organization with Informal Helping Networks
C.
Collaboration with Other Organizations and Professional Disciplines
D.
Lobbying for Changes in Government Policies
E.
Promoting Political Empowerment
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VIII
Evaluation and Assessment
A.
Conducting Organization Assessments
B.
Using Assessment Tools
C.
Choosing the Best Evaluation Methods
D.
Conducting a Program Evaluation
E.
Involving Clients and Staff in Evaluation
Required Text
Hardina, D., Middleton, J., Montana, S., & Simpson, R. (2006). An empowering
approach to managing social service organizations. New York: Springer Publishing.
Addition required and recommended readings are to be downloaded from the Internet or the
BLACKBOARD. You are also required to have an email account for this class. Occasionally
announcements and discussion questions will be sent to all class members. All course materials
are posted on the class website/BLACKBOARD.
Method of Instruction
Methods of instruction include class discussions, lectures, role plays, and in-class
exercises.
Web-based Instruction/Blackboard
This course is web-supported. The course syllabus, assignments, readings, and
supplemental material are posted on Blackboard. To access Blackboard students need a
university email account and Internet connection. Your “my.csufresno.edu” login and
password gains you access to Blackboard. Go to
http://blackboard.csufresno.edu/index.shtml
YOU MUST USE THIS CAMPUS EMAIL ACCOUNT OR DESIGNATE YOUR
USUAL/PREFERRED EMAIL ADDRESS IN Bb IF YOU WANT TO RECEIVE EMAIL
FROM ME. I EMAIL TO MEMBERS OF THE CLASS USING THE EMAIL LIST IN
BLACKBOARD. I RECOMMEND USING YOUR CSUF ADDRESS; HOTMAIL, YAHOO,SBC ADDRESSES GET TAGGED AS SPAM. ALWAYS INCLUDE A SUBJECT LINE (SW
246/LAST NAME) ON YOUR EMAIL.
It is your responsibility to make sure you can access and negotiate Blackboard for class materials
and resources. For orientations to Blackboard contact the Technology Innovations for Learning
and Teaching (TILT) located on the first floor of the Henry Madden Library, Rooms 1110 and
1106. TILT/Blackboard Resource Center 278-7373.
Blackboard tutorials and other instructional services are available at
http://blackboard.csufresno.edu/students/index.shtml
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Grading Criteria
There are two assignments for this class: an organization assessment and an organization plan.
You will be expected to use information from your field agency to complete the assignments.
These assignments are “linked” to assignments that you will be expected to complete for your
field instructor. Each of the two assignments is "practice-oriented" rather than "theoretical." If
you cite authors or make refer to agency reports or documents, citations must be included in a
reference list (see APA formatting information below).
Assignments:
Activity
Organization Assessment
Group Assignment on
Cultural Competency
Organization Plan
Attendance
Weight
40%
Points
40
10%
10
40%
10%
40
10
Date Due:
Week 7
Week 10
Exam Week
Final grades will be based on accumulated points from each assignment. Grades will be based on
the following point spread:
93 – 100
80 – 92
70 – 79
60 – 69
50 – 59
A
B
C
D
F
C and D papers may be rewritten.
All papers must be typed and double-spaced. Papers should be well written. APA format must
be used. The two primary components of APA are in-text citations and the reference list. An
"A" paper must address all the issues listed in the assignment
Description of Exams/Major Assignments:
Organization Assessment: Students are required to conduct an assessment of an organization
(either their field agency or place of employment). The assessment must be conducted using a
specific theoretical framework or practice model selected by the student. The paper should
include a description of this framework, the identification of an organizational problem, and an
analysis of the origins of the problem using data from personal interviews, content analysis of
organization documents, surveys or data collected using standardized instruments, and
observation. The paper should also include a goal that will be achieved through resolution of the
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problem; a preliminary plan for addressing the problem, and criteria for assessing whether the
goal has been achieved.
Mini-Assignment on Cultural Competency: Working with a group of 3-5 people, students will
create a culturally competent service delivery framework and a set of practice principles for a
new organizations using the case scenario on pages 188-189 in the text for this course, Hardina
et al. (2006), An empowering approach for managing social service organizations.
Organizational Plan: Develop a plan for an organization to use that will improve service
delivery, increase the motivation or skills of staff members, or help the organization adapt to
demands of its external environment. Types of plans can include: funding proposals, program
design, cultural competency plans, performance evaluation plans, or marketing plans. Plans
should include the following items: a list of goals and objectives, evaluation criteria, budgets,
potential funding sources, a narrative describing the how the program or plan’s theory of action
(how it will work), and a time-line that lists major program activities.
Students can earn up to 10 points on the final grade by completing one of two extra credit
assignments: an analysis of client access to services in a social service organization or an
analysis of a social service or advocacy organization web page All students are expected to
attend class on a regular basis and be actively involved in the exercises during each class..
Course Policies
Attendance: Attendance will be taken during each class. Excused absences will be granted
for reasonable cause only if the instructor is notified in advance prior to the absence. Points
will be deducted from the student’s attendance grade for unexcused absences.
Late Papers: The instructor will accept late papers for reasonable cause. However, instructor
permission to submit the paper late must be obtained prior to the designated due date. 10 points
will be deducted from papers when permission for late submission has not been obtained.
Rewritten Papers: Poorly written or incomplete papers, graded “C” or lower, may be
rewritten and resubmitted by a due date assigned by the instructor. Students can receive an
“A” on rewritten papers. However, rewritten papers must demonstrate evidence of original
work and comply with all the expectations outlined in the assignment.
Use of electronic devices (pagers, cell phones, etc.): To minimize class disruptions, please turn
these devices off during the class. If you are required to be “on-call,” please advise me at the
beginning of class, turn off the “audio,” and sit near the door, so you can exit with minimal
disruption to the class. Please advise me if you would like to use your laptop in class, record the
lecture etc. Websurfing and reading email during class are not allowed.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
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more information, contact Services to Students with Disabilities in the building across from the
Madden Library (278-2811).
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Code of Academic Integrity – Honor Code
Members of the CSU Fresno academic community adhere to principles of academic integrity
and mutual respect while engaged in university work and related activities. CSU Fresno
students will:
a.
Understand or seek clarification about expectations for academic integrity (including no
cheating, plagiarism and inappropriate collaboration) as noted by faculty and on class syllabi,
university catalogue, university web sites and other referenced sources. (APM 235, 241)
b.
Sign a statement at the end of all exams and assignments that “I have done my own work and
have neither given nor received unauthorized assistance on this work.”
c.
Take responsibility to monitor academic dishonesty in any form and to report it to the
instructor or other appropriate official for action.
Referenced Policies from the University’s Academic APM
235--Policy on Cheating and Plagiarism
http://www.csufresno.edu/aps/apm/235.pdf APM
241--Policy on Course Syllabi and Grading
http://www.csufresno.edu/aps/apm/241CourseSyllabiandGradingMay2004 APM
336--University Statement on Faculty Rights and
http://www.csufresno.edu/aps/apm/336.pdf
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists
of the misuse of the published and/or unpublished works of others by misrepresenting the material
(i.e., their intellectual property) so used as one's own work.” Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the
university. For more information on the University's policy regarding cheating and plagiarism, refer
to the Class Schedule (Policy/Legal Statements) or the University Catalog (University policies).
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop and understanding of the community in
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which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page.
Innovations for Learning and Teaching (TILT) course web sites contains material protected by
copyrights held by the instructor, other individuals or institutions. Such material is used for
educational purposes in accord with copyright law and/or with permission given by the owners of
the original material. You may download one copy of the materials on any single computer for noncommercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it
only for the duration of this course, and (3) include both this notice and any copyright notice
originally included with the material. Beyond this use, no material from the course web site may be
copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without
the permission of the original copyright holder. The instructor assumes no responsibility for
individuals who improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating
circumstances. If you are absent from class, it is your responsibility to check on
announcements made while you were absent.
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S Wrk 246
COURSE SHEDULE
Course schedule subject to change
Date Topic
Week 1 Introduction
Aug.
26
Week 2 Theories
Sept.
2
Reading Assignment
Hardina, Middleton, Montana, & Simpson, Chapter 1
Hardina, Middleton, Montana, & Simpson, Chapter 2
Date
Class exercise
on theories
Recommended: Bartunek, J., & Spreitzer, G. (2006). The
interdisciplinary career of a popular construct used in
management: Empowerment in the late 20th century.
Journal of Management Inquiry, 15, 255-273. (Download
from Blackboard)
Hardina, Middleton, Montana, & Simpson, Chapters 3 and Class
11
Exercise from
NASW Code of Ethics. Download from
text
http://www.naswdc.org.
Week 3 Ethical
Sept. Practice:
9
Using Social
Work Values
and Advocating
for Change
Week 4 Organizational Hardina, Middleton, Montana, & Simpson, Chapter 4
Sept. Structure
16
Week 5 Consumer
Sept. Participation/
23
Boards &
Committees
Class Activity
Hardina, Middleton, Montana, & Simpson, Chapter 5
Vaughn, M., & Stamp, G. (2003). The empowerment
dilemma: The dialectic of emancipation and control in
staff/client interactions in shelters for battered women.
Communication Studies, 54(2), 154-158.
Download from:
http://findarticles.com/p/articles/mi_qa3669/is_200307/ai_n
9297703
Topic
Reading Assignment
Week 6 Program
Hardina, Middleton, Montana, & Simpson, Chapter 6, pp.
Sept. Design, Part I 129-145.
30
California State University, Fresno
Film, Start-up
Dot.com
(Download
Study Guide
from Class Web
Page)
Class Exercise
on Board
Meetings
Class
Activity
Class Exercise
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Week 7 Program
Oct.
Design,
7
Part II
Hardina, Middleton, Montana, & Simpson, Chapter 6, pp.
129-145.
Bliss, D. (2007). Implementing an outcomes measurement
system in substance abuse treatment programs.
Administration in Social Work, 31(14), 83-101. (Download
from Blackboard)
Week 8 Cultural
Hardina, Middleton, Montana, & Simpson, Chapter 7
Oct. 14 Competency Uttal, L. (2006). Organizational cultural competency:
Shifting programs from a client-centered to a communitybased orientation. American Journal of Psychology, 38,
251-262. (Download from Blackboard)
NASW Cultural Competency Standards
http://www.naswdc.org/practice/standards/NASWculturalst
andards.pdf
Week 9 Administrative Hardina, Middleton, Montana, & Simpson, Chapter 8
Oct.
Leadership
21
Class
Exercise
Assignment
#1 Due
Speaker on
Cultural
Competency
Class
Exercise on
Personnel
Policies
Week Staff
Hardina, Middleton, Montana, & Simpson, Chapters 9 & 10 Class Exercise
10
Motivation and Tsi, M., Ho, W., & Lam, C. (2005). The use of supervisory from text
Oct. 28 Team-Building authority in the Chinese cultural context. Administration in
Social Work, 29(4), 51-65. (Download from Blackboard)
Group
Assignment
on Cultural
Competency
Due
Week Resource
Hardina, Middleton, Montana, & Simpson, Chapter 12
Class Exercise
11
Development Foundation Center, Proposal writing course. Download
Nov. 4 and Budgeting from:
http://foundationcenter.org/getstarted/tutorials/shortcourse/i
ndex.html
Week
12
Nov.
11
Date
No Class on Wednesday, November 11 – Veteran’s Day
Topic
Week Evaluation
12
Nov.
18
Reading Assignment
Class
Activity
Hardina, Middleton, Montana, & Simpson, Chapter 13
Sullins, C. (2003). Adapting the empowerment model: A
mental health drop-in center case example. American
Journal of Evaluation, 24, 387-398.
Secret, Jordan & Ford (1999). Empowerment evaluation as
a social work strategy. Health & Social Work, 24(2), 120 127. (Download from Blackboard)
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Week No Class
13
Nov.
25
Thanksgiving
Week External
14
Relations
Dec. 2
Hardina, Middleton, Montana, & Simpson, Chapter 14
LeRoux, K. (2009). The effects of descriptive
representation on nonprofits’ civic intermediary roles: A
test of the “racial mismatch” hypothesis in the social
service sector. Nonprofit and Voluntary Sector Quarterly,
38 (5), 741-759. (Download from Blackboard)
Course wrap-up
Class
Exercise on
Collaboration
ASSIGNMENT #3 DUE DURING FINAL EXAM SLOT
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Social Work 247 Seminar in Social Work Practice with Communities
Catalog Statement
Prerequisites: SWRK 200 and concurrent enrollment in SWRK 283. Theory and practice of social
work intervention with communities.
Course Rationale
Social workers have an ethical obligation to participate in the life of communities, both from the
perspective of their professional employment within service agencies, but just as importantly, from
the perspective of the requirements of public citizenship. Such citizenship demands more than
simply the exercise of personal and civil liberties and participation in traditional forms of political
life (voting). It demands continuous commitment of lifelong learning about the contradictions
inherent in provider dominated service delivery systems, inequitable workplace practices, and
escalating cycles of racial/ethnic/class/gender oppression which exists throughout institutions,
organizations, businesses, and neighborhoods which support the life of communities everywhere.
Thus for social workers to merely exercise professional judgment within the context of narrow job
definitions may not simply be marginal to positive improvements in support of community, but may
actually reinforce oppressive structures unless concerted commitments to resist these forces are
made. The professional preparation of advanced social workers must therefore explicitly address the
knowledge, values and skills necessary to undertake interventive practice in support of community,
including the promotion of comprehensive educational goals and learning objectives to accomplish
these ends.
Course Description
The course is designed to prepare master’s level social work students for autonomous practice of
social work intervention with communities. The course is structured to allow students to emphasize
specific community intervention approaches that can be used in multi-systems practice including
electoral and grassroots organizing, social action, community development, social planning, and
transformative methodologies, while also providing in-depth grounding in theory and skills which
transfer across the boundaries of any intervention approach. Students are also strongly encouraged to
develop an understanding of the linkage of community intervention with other social work
intervention methods developed within the multi-systems concentration.
Course Goals
1.
To promote an understanding of community practice theories and the relationship of these
theories to practice that supports social justice, community empowerment, and cultural
diversity within a local, national, and global context.
2.
To generate and deepen participant understanding and commitment to community
intervention approaches particularly appropriate for use with low-income ethnic, or culturally
diverse populations and other oppressed groups (such as children, older people, women,
persons with disabilities, or people who are gay, lesbian, bi-sexual or transgendered), and
geographic areas.
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3.
To provide a comprehensive base of knowledge about contemporary community organization
models, strategies, tactics, and the ethical assumptions associated with social change
processes.
4.
To promote the acquisition of interpersonal and analytical skills for social work practice with
communities.
5.
To provide students with tools and appropriate skills for conducting needs assessment and
evaluation of practice.
Learning Objectives/Outcomes
Students will demonstrate in class discussion, role plays, and written assignments the
ability to:
1.1
Use political economy theory to analyze how global market places and the exchange of
goods and services contribute to individual, group, family, and community problems.
1.2
Apply competing theories of justice, power and conflict, particularly in reference to multiple
forms of discrimination, social and economic oppression, and power disparities affecting
women and people of color.
1.3
Describe how individual problems are related to oppressive institutional structures and apply
multi systems (micro, mezzo, and macro) approaches to social change that can be used to
alleviate common problems experienced by individuals, families, and groups in communities.
1.4
Identify community boundaries including geographic, collective identity, attribute, function,
interest, political entity, common social problems, and cultural or ethnic groups.
1.5
Engage in social justice advocacy as a component of one’s ethical responsibilities to clients,
the profession of social work, and society.
2.1
Define culturally competent practice with communities and describe the actions organizers
should take when working cross-culturally using case examples.
2.2
Describe those actions organizations should take to remove barriers to social change such as
classism, heterosexism, ableism, ageism, racism, and sexism.
2.3
Articulate the importance of the recruitment of indigenous leadership for organizing
campaigns.
2.4
Identify informal social networks and informal community leaders and link these individuals
and groups to organizations, coalitions, and social institutions.
2.5
Engage in activities designed to foster citizen participation in organization, community, and
political decision-making.
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3.1
Identify components of contemporary models of community practice including social action,
social planning, community development, social movement organizing, feminist organizing,
multicultural organizing, and the transformative approach.
3.2
Apply appropriate models of community organization to various problem situations.
3.3
Identify and utilize strategies and tactics that are congruent with the various models of
community practice.
3.4.
Use a range of social work engagement and inter-personal skills to influence the social
change process, establish partnerships with constituents, and influence public officials and
other key decision-makers. These skills include relationship building, dialogue, confrontation,
collaboration, and negotiation. Identify the strengths and weaknesses of each method as they
apply to specific models of community practice.
3.5
Conduct an analysis of ethical issues associated with models of practice, strategies, and
tactics.
4.1
Use traditional methods of force field and/or power analysis to examine organizational,
community, and/or political processes.
4.2
Use the problem-solving model to develop intervention plans with measurable objectives
4.3
Use computer technology to engage in on-line advocacy and to collect information that can be
used for social planning, lobbying for legislation, and power analysis.
4.4
Develop skills for multi-systems practice needed to intervene in community or political
systems including lobbying, union organizing, political campaigns, tenant organizing, and
establishing self-help or social movement organizations.
5.1
Use ethnographic and conversational interviews to learn about community culture, power
dynamics, social stratification, and problems.
5.2
Conduct a community needs assessment.
5.3
Use needs assessment data to identify community problems, develop intervention plans, and
design practice evaluations.
5.4
Apply appropriate qualitative and quantitative methods to the evaluation of community
practice.
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Course Content
I. Theoretical Framework
a. Oppression and Marginalization
b. Overview of the Political/Economic Structure
c. Theoretical Assumptions: Systems, Conflict, and Political Economy Theories
d. Purpose of Organizing/Role of the Organizer
e. Social Movements/Struggle for Social Justice
f. Linkages to Other Social Work Practice Approaches
II. Organizing in Diverse Communities
a. Impact of Oppressive Practices on Communities
b. Entry into the Community/Building Trust
c. Citizen Participation and Empowerment Oriented Practice
d. Cross-cultural Competency
e. The Impact of Classism, Racism, Ableism, Ageism, and Sexism on the Organizing
Process.
III. Models of Practice
a. Community Development
b. Social Action
c. Social Planning
d. Social Movement Organizing
e. Feminist Approach
f. Multicultural Organizing
g. Transformative Approach
IV. Skills
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Problem-solving Model
Needs Assessment
Planning
Implementation
Evaluation of Outcomes and Processes
Interpersonal Skill
Coalition-building and Collaboration
Confrontation Tactics and Direct Action
Power Analysis
Computer Applications
Required Purchases - Text
Hardina, D. (2002). Analytical skills for community organization practice. New York: Columbia
University Press.
Electronic readings are accessible through the library’s E-reserve. Your course outline also lists
readings that can be downloaded directly from the Internet. Cut and paste the complete URL address
in the address line in your web browser or use the assignment as posted in the course website.
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Method of Instruction
Methods of instruction include lectures, discussion, guest speakers, role plays, and class exercises.
Since much of the class content involves examining the interaction of social work
professionals/community organizers with large groups, we also will view a number of films that
portray aspects of the organizing process or that examine the impact of oppression on communities.
Students will be expected to complete three written assignments, to attend class and arrive for class
in a timely manner on a regular basis, and to be prepared to discuss the assigned reading material in
class.
In this course, a progressive political perspective regarding the distribution of wealth in the U.S. is
incorporated into class materials. This is in keeping with the theoretical assumptions that guide
community organization practice (See bibliography: Rivera & Erlich, 1998). For example, we will
discuss the distribution of resources in terms of the “haves” and the “have nots” (Alinksy, 1971). We
will also discuss the impact of oppression on marginalized groups. The “isms” discussed in class
include:
C
R
A
A
S
H
Classism
Racism
Ableism
Ageism
Sexism
Heterosexism
Web-based Instruction/Blackboard
This course is web-supported. The course syllabus, calendar, assignments, and supplemental
material are posted on Blackboard. Power points for lectures will be posted after the lecture is
presented in class. To access blackboard (Bb) students need a university email account and Internet
connection. Your “my.csufresno.edu” login and password gains you access to BlackBoard at
http://blackboard.csufresno.edu.
It is your responsibility to make sure you have access to and negotiate Blackboard for class materials
and resources. You are responsible for checking for announcements and email sent through
BlackBoard. For orientations to BlackBoard contact visit
http://blackboard.csufresno.edu/students/index.shtml. A Q&A section at
http://blackboard.csufresno.edu/students/faqs.shtml provides quick answers to some common
questions received from students.
Email: You are expected to check your university email regularly (csufresno.edu account) or
redirect email to the regular mail box you use. All email for this course is sent to your account listed
in BlackBoard. I respond to all program/course related student email. In particular I acknowledge
receipt of any assignments/attachments I receive. Thus, if you do not receive a reply it means I did
not get your email and/or it got filtered as possible spam. This often happens if you use an email
account like hotmail, AOL, etc. You should resend the email (and perhaps give me a call to alert me
to it). You should ALWAYS put SW 247 somewhere in the subject line or you risk your email
being deleted unopened.
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Assignments and Grading Criteria
Each of the three assignments is "practice-oriented" rather than "theoretical." If you cite authors or
make refer to agency reports or documents, citations must be included in a reference list (see APA
formatting information below).
Activity
Needs Assessment Paper
Power Analysis
Intervention Plan
Attendance
Weight
30%
30%
30%
10%
Points
30
30
30
10
Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread:
93-100
80-92
70-79
69 and below
A
B
C
F
C and D papers may be rewritten.
Description of Exams/Major Assignments:
Needs Assessment Paper: Students are required to conduct a needs assessment. The paper requires
the student to identify a community served by their field agency or another community that they
wish to study or suggested by the instructor, obtain statistical data that describes either the
community or problems experienced by that community, provide a description of the diversity or
lack of diversity in the community, and identify primary community problems. In the paper,
community decision-makers should be identified and efforts taken to address the problem should be
described. Service gaps or unmet community needs should also be identified. A recommendation
should be made for a solution or outcome to be addressed in response to the community problem
described in this assignment. Sources of data for this assignment include interviews with community
residents, clients, organization staff, or government officials, social indicators available from
government agencies, reports published by advocacy organizations, and newspapers or other media
reports.
Power-Analysis Assignment: Using force field or interest group research techniques described in
class, the student will identify influential decision-makers, their sources of power, allies, opponents,
and strategies and tactics used to influence organization, community, or political decisions.
Intervention Plan: Students are expected to develop a plan to address the community problem
identified in the Needs Assessment paper, and identify a model of community practice that would be
appropriate to address that problem. In the paper, the change target, the group taking action,
appropriate strategies and tactics, the power resources of all groups involved in the action, goals and
objectives, and a time-line must also be identified. Students shall also describe the resources needed
to carry out the plan, potential barriers to success, and evaluation criteria.
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APA format:
All papers must be typed and double-spaced. Papers should be well written. APA format (6th
edition, released December 2009) must be used. See Blackboard for resources for the latest edition
of APA. The Owl at Purdue website is another helpful resource:
http://owl.english.purdue.edu/owl/resource/560/01/. Simplified APA manuals are available from the
university bookstore.
Extra Credit Assignments (Choose one or two activities for a maximum of 10 points.)
Please note: YOU MUST NOTIFY THE INSTRUCTOR TWO WEEKS IN ADVANCE ABOUT
WHICH EXTRA CREDIT ASSIGNMENT(S) YOU CHOOSE AND WHEN YOU WILL TURN IT
IN.
E-mail a politician or other decision-maker about a social issue. Send a copy of the email to the
instructor and also provide the instructor with a copy of any reply that you receive). 5 points
Identify a minimum of 5 sites on the World Wide Web related to community organization practice,
issue advocacy, participatory action research, culturally competent organizing or campaign finance.
Distribute addresses for these sites to the instructor and your classmates. These must be sites not
already listed in the course textbook or in the assignments and exercises. 5 points
Participate in an organizing campaign or volunteer recruitment effort. Involve class mates in the
organizing the effort. Note: Class time can be used for organizing activities with the permission of
the instructor. 10 points
Design a web page or set up a LISTSERV for an organization or a specific organizing campaign. 10
points
Volunteer for at least two hours on a political campaign (canvassing, work on the phone bank,
stuff envelopes, etc.).Write up a one page summary with campaign details and your observations. 5
points
Select a website listed under Recommended Readings, Course Documents on Blackboard. Assess it
for evidence of community empowerment and organization. Specifically, what population and
issues are featured? How does the website support organized community efforts? Do these efforts
result in empowerment at the personal (individual, family) level, neighborhood level, or larger
community level? Describe how this occurs in 1-2 pages. 5 points
Assignment and Examination Schedule:
Date
March 4th
April 22nd
May 20th
Assignment
Needs Assessment Paper
Power Analysis Assignment
Intervention Plan
California State University, Fresno
Points
30
30
30
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Course Policies
Attendance: Attendance will be taken during each class. Excused absences will be granted for
reasonable cause only if the instructor is notified in advance prior to the absence. Five (5) points will
be deducted from the student’s attendance grade for unexcused absences. Two (2) points will be
deducted for each tardy arrival.
Late Papers: The instructor will accept late papers for reasonable cause. However, instructor
permission to submit the paper late must be obtained prior to the designated due date. Ten (10)
points will be deducted from papers when permission for late submission has not been obtained.
Rewritten Papers: Poorly written or incomplete papers, graded “C” or lower, may be rewritten and
resubmitted by a due date assigned by the instructor. In fairness to students who turn their work in
on time, rewritten papers may not receive higher than a “B”. Rewritten papers must demonstrate
evidence of original work and comply with all the expectations outlined in the assignment.
Use of electronic devices (pagers, cell phones, etc.): To minimize class disruptions, please turn
these devices off during the class. If you are required to be “on-call,” please advise me at the
beginning of class, turn off the “audio,” and sit near the door, so you can exit with minimal
disruption to the class. Please advise me if you would like to use your laptop in class, record the
lecture etc. Texting, websurfing and reading email during class are not allowed.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
more information, contact Services to Students with Disabilities in the building across from Madden
Library (278-2811).
Code of Academic Integrity – Honor Code
Members of the CSU Fresno academic community adhere to principles of academic integrity and
mutual respect while engaged in university work and related activities. CSU Fresno students will:
a. Understand or seek clarification about expectations for academic integrity (including no
cheating, plagiarism and inappropriate collaboration) as noted by faculty and on class syllabi,
university catalogue, university web sites and other referenced sources. (APM 235, 241)
b. Sign a statement at the end of all exams and assignments that “I have done my own work and
have neither given nor received unauthorized assistance on this work.”
c. Take responsibility to monitor academic dishonesty in any form and to report it to the
instructor or other appropriate official for action.
Referenced Policies from the University’s Academic
APM 235--Policy on Cheating and Plagiarism
http://www.csufresno.edu/aps/forms_policies/apm/documents/235.pdf
APM 241--Policy on Course Syllabi and Grading
http://www.csufresno.edu/aps/forms_policies/apm/documents/241_004.pdf
APM 336--University Statement on Faculty Rights and
http://www.csufresno.edu/aps/documents/apm/336.pdf
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Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists
of the misuse of the published and/or unpublished works of others by misrepresenting the material
(i.e., their intellectual property) so used as one's own work.” Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the
university. For more information on the University's policy regarding cheating and plagiarism, refer
to the Class Schedule (Policy/Legal Statements) or the University Catalog (University policies).
Please Note: The instructor will be using the Turnitin software to assess assignments for plagiarism.
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University Bookstore.
In the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop and understanding of the community in
which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page: http://www.csufresno.edu/library/information/copyright/index.shtml.
Digital Campus course web sites contain material protected by copyrights held by the instructor,
other individuals or institutions. Such material is used for educational purposes in accord with
copyright law and/or with permission given by the owners of the original material. You may
download one copy of the materials on any single computer for non-commercial, personal, or
educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of
this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the
original copyright holder. The instructor assumes no responsibility for individuals who improperly
use copyrighted material placed on the web site.
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Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you
are absent from class, it is your responsibility to check on announcements made while you were
absent.
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Social Work 247
Seminar in Social Work Practice with Communities
COURSE SCHEDULE
WEEK
Date
1
TOPIC AND READING ASSIGNMENT
Introduction
Hardina, Chapter 1
Jan 21st
Neighborhood Funders Group Website:
Community Organizing: The Basics
http://www.nfg.org/cotb/07whatisco.htm
(Read first three pages by clicking on “next page” at bottom of
screen.)
2
DUE DATES
AND
ACTIVITIES
GUEST
SPEAKER:
Reneeta
Anthony, NAMI
Fresno
Theoretical Framework
Hardina, Chapter 3
Jan 28th
The Last Stop Sign (Delgado)
http://www.nhi.org/online/issues/102/stopsign.html
Recommended:
SAMSHA’s Resource Center to Promote Acceptance, Dignity &
Social Inclusion
http://www.allmentalhealth.samhsa.gov/default.aspx
Silicon Valley De-Bug
http://www.siliconvalleydebug.org/
3
Models of Practice
Feb 4th
Hardina, Chapter 4
FILM: The
Ravendale
Project
Encyclopedia of Informal Education, Paulo Freire
http://www.infed.org/thinkers/et-freir.htm
4
FILM: The
Castro
Definitions of Community
Hardina, Chapter 5
Feb 11th
Hein, J. (2000). Interpersonal discrimination against Hmong
Americans. The Sociological Quarterly, 41, 413-429.
Recommended:
Kretzman, J. Building Communities from the Inside Out.
http://www.nhi.org/online/issues/83/buildcomm.html
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5
Feb 18th
6
Feb 25th
Assessment of Community Needs, Part 1
Hardina, Chapter 6, pp. 112-133
Exercise: Using Social Indicators and Census Data
Assessment of Community Needs,
Part 2
Hardina, Chapter 5, pp. 139-157 and Hardina, Chapter 7
Recommended:
Rondero Hernandez, et al. Local Solutions to Regional Issues
http://www.csufresno.edu/swert/projects_programs/ccassc/resources
/Resources/Methamphetamine%20Recovery%20Project%20Final%
20Report%20Online%20Version.pdf
7
Exercise on Social Networks
Legislative Analysis
Hardina, Chapter 8
ASSIGNMENT
#1 DUE:
Mar 4th
Recommended:
Preparing for 2010 NASW Legislative Lobby Days
http://guest.cvent.com/EVENTS/Info/Summary.aspx?e=0f81eaba0ecd-4864-9082-9807b3a69da8
Exercise on Lobbying (See exercises on p., 178 & p. 180 in text)
Political Analysis
Hardina, Chapter 9
8
Mar 11th
Exercise on Campaign Donations
9
GUEST
SPEAKER:
Louise Bauer
Davoli,
Candidate for.
District 5, Fresno
City Council
Ethics in Community Organization
Hardina, Chapter 2
Mar 18th
Exercise on Ethics (See exercises in Chapter 2 of text)
10
Intervention Planning
Hardina, Chapter 10
FILM
HIGHLIGHTS:
Boycott
Mar 25th
Recommended:
Ben Asher, M. Writing daily macro practice notes.
http://comm-org.wisc.edu/papers2002/benasher/benashernotes.htm
11
Role Play on Confrontation Tactics
Techniques for Culturally Competent Practice and
Empowerment
Apr 8th
Sohng, S. Participatory Research and Community
Organizing.
http://www.cdra.org.za/DialogueResources/Dialogue%20Resources.
California State University, Fresno
GUEST
SPEAKERS:
on Culturally
Competent
Practice with
Immigrant
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htm
Populations
Parker & Betz. Diverse Partners in Planning
and Decision Making.
http://cru.cahe.wsu.edu/CEPublications/wrep0133/wrep0133.html
Recommended
Zachary, E. (2000). Grassroots Leadership Training: A Case Study
of an Effort to Integrate Theory and Method. Journal of Community
Practice, 7(1), 71-93.
Role Play on citizen participation and consensus-building
12
Apr 15th
13
Apr 22nd
Taking Action
Dynamics of Community Organizing (Trapp)
http://tenant.net/Organize/orgdyn.html
Recommended
Castelloe, P., & Prokopy, J. (2001).
Recruiting participants for community practice interventions.
Journal of Community Practice, 9 (2), 31-48
Taking Action
Focus on Water Issues in the San Joaquin Valley
Public Acceptance of Smart Water Systems
Community Water Center/ El Centro Comunitario por el Agua
http://www.communitywatercenter.org/downloads.cfm?content=To
ols
FILM: Cesar
Chavez: The
Fight In The
Fields
ASSIGNMENT
#2 DUE:
GUEST
SPEAKER:
Diganta Adhikari,
Center for
Irrigation
Techology
25 Stories from the Central Valley
http://twentyfive.ucdavis.edu/support.aspx
Sustainable South Bronx Project
http://www.ssbx.org/index.php
Go to News, Updates & Press link and listen to the interview of
Miquela Craytor on the Leonard Lopate Show, March 5, 2009
Recommended:
Aponte, C. I. (2004). U.S. Navy versus Vieques, Puerto Rico: Social
Justice Through Civil Disobedience. [Article]. Journal of Poverty,
8(4), 59-73.
Montrie, C. (2005). From Dairy Farms to Housing Tracts:
Environment and Race in the Making of a Memphis Suburb.
Journal of Urban History, 31(2), 219-240.
14
Apr 29th
Social Planning;
Resource Development and Grant-writing
Hardina, Chapters 11-12
California State University, Fresno
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Itzhaky, H., & York, A. (2002). Showing results in community
organization. Social Work, 27 (2), 125-131.
15
Exercise: Linking Intervention Plans to Measurable Goals and
Objectives
Evaluation; Application of Technology to Community
Organization
May 6th
Hardina, Chapters 14& 15
Neighborhood Funders Group, Measuring
Results: How to Evaluate CO initiatives.
http://www.nfg.org/cotb/33measuring.htm
Exam
Week
May 20th
ASSIGNMENT
#3 DUE
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Social Work 260 Quantitative Social Work Research
(3units)
Catalog Statement
Foundation course on social work research and evaluation using quantitative methods that prepare
students for the master’s project/thesis. Course content focuses on the nature of inquiry, the
scientific method, ethics, research designs, sampling strategies and data analysis and presentation.
Course Rationale
Social work practitioners are increasingly challenged to evaluate the effectiveness of their practice
within a variety of human service settings. In order to do this, social workers must be able to
distinguish the scientific, analytical and ethical approaches to social work research and methods for
conducting practice evaluation and program evaluation. This course will prepare students to
conceptualize, design and carry out research activities that help them meet the requirements of the
culminating experience of completing a master’s project or master’s thesis.
Course Description
Social work research is often directed at groups in society who are considered to be at risk of
discrimination, economic hardship and oppression. Social Work 260 is a course in research methods
with an emphasis on quantitative approaches. It is designed to introduce students to the basic ethics,
concepts, procedures, benefits, and limitations of social work research and evaluation. Students will
acquire knowledge about research and evaluation content and processes through lecture, discussion,
review of research literature and quantitative data analysis applications. Emphasis will be placed on
the systematic nature of inquiry as it relates to social work practice.
Educational Goals
1. To prepare students for identifying and formulating topics for study that will add to their
knowledge about social work practice, policy and social service delivery, especially at they
pertain to populations-at-risk.
2. To prepare students for the utilization of theoretical, conceptual, and empirical literature in
formulating and justifying their social work research and evaluation activities.
3. To prepare students for developing and implementing a methodology which would include a
specific strategy, design, method, and technique for conducting social work research and
evaluation.
4. To prepare students to conduct a variety of quantitative data analysis strategies for
interpreting research and evaluation activities.
5. To prepare students for writing research and evaluation reports in a scholarly way with
regard to content and form.
6. To prepare students for conducting ethical, legal and culturally-sensitive research and
evaluation.
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Learning Objectives/Outcomes
1.1
Compare and contrast quantitative and qualitative research paradigms.
1.2
Describe the role of inductive and deductive processes and subjectivity in quantitative
research.
1.3
Use existing theory or conceptualization to identify and define a researchable topic,
preferably directed at populations-at-risk, for conducting a quantitative study.
1.4
Use existing theory or conceptualizations to define and study a topic or issue related to social
work practice.
2.1
Use library resources and the Internet to find empirical studies that incorporate the
quantitative approach in social work research and evaluation.
2.2
Conduct a critical review and examination of current literature that informs topics or issues
studied.
3.1
Develop a research question and hypothesis (if appropriate) that can be used to guide a study
that informs social work practice.
3.2
Differentiate among research designs (exploratory, descriptive, explanatory and evaluative)
in order to identify a design that is appropriate for a formal study.
3.3
Identify a population of interest and sampling procedures (probability or nonprobability) that
are suitable for the selected research design.
3.4
Develop a strategy for data collection, processing and analysis.
4.1
Distinguish and use different data analysis methods (descriptive and inferential statistics,
single case analysis and content analysis) that are suitable for a formal study.
4.2
Demonstrate an understanding and application of data analysis software.
4.3
Code, analyze and interpret results of quantitative data.
4.4
Differentiate between parametric and non-parametric statistical tests, as well as their
underlying assumptions.
5.1
Utilize gained knowledge, critical thinking, and analytical skills to prepare a research
proposal for one’s project/thesis.
5.2
Prepare and organize the content of a research proposal using APA style format.
6.1
Identify culturally competent research and sensitivity to issues of social and economic
justice, diversity, and the empowerment of disenfranchised and vulnerable populations.
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6.2
Identify how to conduct ethical research, including informed consent and protection of
human subjects, using a quantitative approach.
Course Content
I. Introduction
a. Philosophy of Research
b. History of Social Work Research
c. Introduction to the Scientific Method
d. Steps in the Research Process
II. Ethical, Cultural Competence and Empowerment Issues in Research
a. Formulation and Conceptualization of Culturally Competent Research
b. Culturally Sensitive Methodologies and Procedures
c. Engagement of Study Populations in the Research Process
d. Ethical Responsibilities in Research and Evaluation
III. Linkages Between Research and Theory
a. The Relationship Between Inductive and Deductive Thinking
b. The Generation and Use of Theory
c. Using Theory to Develop a Research Question and/or Hypothesis
IV. Types of Research
a. Exploratory Research
b. Descriptive Research
c. Explanatory Research
d. Practice Evaluation
e. Program Evaluation
V. Design Development
a. Inferring Causality
b. Threats to Internal & External Validity
c. Pre-experimental, Quasi-experimental, and Experimental designs
d. Single system designs
e. Survey research
f. Secondary analysis
VI. Measurement
a. Conceptualizations & Operational Definitions
b. Measurement Error
c. Levels of Measurement
d. Validity and Reliability
e. Instrument development
VII. Sampling
a. The Logic of Sampling
b. Probability Sampling
c. Nonprobability Sampling
d. Probability Theory & Sampling Error
e. Gender and Cultural Bias in Sampling
VIII. Descriptive Statistics
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a.
b.
c.
d.
Assumptions that Support the Use of Descriptive Statistics
Frequency Distributions and Frequency Tables
Using Measures of Central Tendency and Measures of Dispersion
Presentations of Descriptive Statistics
IX. Inferential Statistics
a. Assumptions that Support the Use of Inferential Statistics
b. Logic and Steps of Hypothesis Testing
c. Critical Values and Levels of Significance
d. Type I and Type II errors
e. Parametric and Nonparametric Statistics
f. Presentation of Inferential Statistics
X. Computer Applications in Social Work Research
a. Computer-Assisted Library Research
b. Existing and Web-Based Data Sources
c. Creating and Managing a Database in SPSS
d. Data Analysis using SPSS
Required Purchases – Text
Rubin, A. & Babbie, E. (2008). Research methods for social work (6th Edition). Belmont, CA:
Thompson Brooks/Cole.
Rubin, A. (2007). Statistics for evidence-based practice and evaluation. Belmont, CA: Thompson
Brooks/Cole.
Other Required Purchases
Flash Drive: Data Storage Device. Please see section on course policies in this syllabus regarding
the purpose and use of a flash drive for the course
Required Reading – Journal Articles: (These articles are available on Blackboard)
1.
Courtney, M. E. & Dworsky, A. (2006). Early outcomes for young adults transitioning from
out-of-home care in the USA. Child and Family Social Work, 11, 209–219.
2.
Gil-Kashiwabara, E., Hogansen, J., Geenen, S., Powers, K., & Powers, L. (2007). Improving
transition outcomes for marginalized youth. Career development for exceptional individuals,
30 (2), 80-91.
3.
Lemon, K., Hines, A. M., & Merdinger, J. (2005). From foster care to young adulthood: The
role of independent living programs in supporting
successful transitions. Children and Youth Services Review, 27, 251-270.
4.
Montgomery, P., Donkoh, C., & Underhill, K. (2006). Independent living programs for
young people leaving the care system: The state of the evidence. Children and Youth
Services Review, 28, 1435–1448.
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5.
Rashid, S. (2004). Evaluating a transitional living program for homeless, former foster care
youth. Research on Social Work Practice, 14, 240-248.
Recommended/Optional/Suggested Texts
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5th ed). Washington, D. C.: Author.
Kirkpatrick, Lee A. & Brooke, C. Feeney (2004). A simple guide to SPSS for Windows for version
12.0/13.0 (software CD included). Belmont, CA: Wadsworth/Thomson Learning
Pyrczak, F., Bruce, R. (2000). Writing empirical research reports. Los Angles: Pyrczak.
Methods of Instruction
This seminar course will meet three hours a week. This course will utilize formal lectures, large and
small group discussions, skill-building exercises, SPSS exercises, self-directed student study and
other participatory options.
Web-based Instruction/Blackboard
This course is web-supported. The course syllabus, assignments, readings, and supplemental
material are posted on Blackboard. To access Blackboard students need a university (CVIP) email
account and Internet connection. Your “my.csufresno.edu” login and password gains you access to
Blackboard. Go to http://blackboard.csufresno.edu
YOU MUST USE THIS CAMPUS EMAIL ACCOUNT OR DESIGNATE YOUR
USUAL/PREFERRED EMAIL ADDRESS IN Bb IF YOU WANT TO RECEIVE EMAIL FROM
ME. I EMAIL TO MEMBERS OF THE CLASS USING THE EMAIL LIST IN BLACKBOARD. I
RECOMMEND USING YOUR CSUF ADDRESS; HOTMAIL, YAHOO, SBC ADDRESSES GET
TAGGED AS SPAM. ALWAYS INCLUDE A SUBJECT LINE (SW 260/LAST NAME) ON
YOUR EMAIL.
It is your responsibility to make sure you can access and negotiate Blackboard for class materials
and resources. For orientations to Blackboard contact the Digital Campus Resource Center in McKee
Fisk #111; 278-6892). A brief navigational overview of the site is on the CSUF web at:
http://www.csufresno.edu/digitalcampus/fresno.Welcome_Top.html
A new Q&A section at http://www.csufresno.edu/digitalcampus website provides quick answers to
some common questions received from students.
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Grading Criteria
Assignments:
Activity
Lab exercises (4 @ 20 pts each)
Discussion Question Exercises (4 @ 20 pts each)
Midterm Exam
Final Exam (lab assignment)
Final Term Paper
Class Attendance
Total
Weight
Points
20 %
20 %
20 %
10 %
20 %
10%
100%
80
80
80
40
80
40
400
Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread (conventional rounding applied):
370 + pts
318 – 369 pts
278 – 317 pts
238 – 277 pts
237 pts or less
A
B
C
D
F
Description of Exams/Major Assignments
Lab Exercises (80 points)
Four (8) individual in-class exercises (internet exercise and/or data analysis exercises) valued at 20
points each administered in class over the course of the semester to strengthen the student’s
proficiency in computer related research skills. The purpose of these exercises is to increase
students’ understanding and skill in the use of SPSS and the various statistical tests and graphic
capabilities featured in this software. Students will be required to complete the exercises
independently while in class and develop a concise summary of the findings. These exercises are
related to concepts from lectures and readings for the week and will prepare students for the midterm
and the final exam.
Lab exercises are due at the beginning of class the following week. (See course schedule).
Discussion questions (80 points)
Four (4) out-of-class assignments based on journal articles that are required reading for the course
(see list of Required Reading – Journal Articles above). Note that there are five reading assignments
and sets of discussion questions. You are only required to complete four. Discussion questions will
be posted on Blackboard and a copy is attached to your syllabus. Students will be required to
individually complete the discussion questions for these articles and bring their responses (in typed
printout) to class on the due date indicated on the course scheduled below. Note that you read the
article and complete the discussion question in preparation for the class for which it is assigned.
Discussion question will be collected by the instructor during class.
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Midterm Exam—(80 points)
This exam will consist of questions and exercises related to the reading assignments on research
methodology from Rubin and Babbie (2008).
Final Exam—(40 points)
This exam will consist of a data analysis exercise that requires application of skills acquired during
in-class data analysis exercises and a written interpretation of the results.
Literature Review Assignment – Final Semester Paper (80 points)
This is an 10-12 page individually written assignment designed to advance and strengthen student
proficiency in writing a literature review pertinent to the topic the instructor has selected for the class
(this section will use the topic of ILP/independent living programs and issues for transitional/aging
out youth in the child welfare system). This paper builds on the discussion questions exercises (see
above) that are assigned and completed during the first half of the semester. The objective of this
assignment is to teach students how to interpret, analyze, summarize, and synthesize relevant
literature for a research study. All papers must utilize APA format and referencing/citation style.
Class Attendance and Participation – (40 points)
Students are expected to engage in class discussion and class activities throughout the semester.
You will be graded on the basis of attendance. You will not be marked down for excused absences,
however, you must notify the instructor in advance and an “excused absence” will be granted at the
instructor’s discretion. For example, illnesses and family emergencies are appropriate reasons for
absences.
Course Policies
Flash Drive: You will be required to have a flash drive storage device for this course. If you do not
have a flash drive storage device, they are available at the Kennel Bookstore on campus. For
purposes of this course, 1 GB is more than satisfactory. Flash drives can also be purchased at many
retail stores in Fresno and surrounding areas. You will be required to store data and assignments on
your flash drive (not on university computers) and submit completed assignment to your instructor
electronically or by hardcopy throughout the semester. Also, the flash drive will also allow you to
print assignments from various campus locations or from your home computer when necessary.
Late Papers: An assignment or exam may be made up only if absence is due to extenuating
circumstances and at the instructor’s discretion. The student is responsible for notifying the
instructor regarding an absence and making arrangements to turn in the assignment.
Attendance & Participation: University, School, and Departmental policies require all students to
attend class. In order to receive full credit for your participation grade you must attend class
sessions, be prepared for discussions by completing the readings and any take-home tasks, and
actively participate in the in-class activities/discussions. Attendance will be taken at the
beginning of each class session. Your attendance grade will be based on the percentage of classes
you attend during the semester.
You may be eligible for an excused absence, at the instructor’s discretion, if you notify the instructor
prior to the class on the day of the absence. However, excused absences will only be granted for
reasonable or legitimate reasons (for example, illness or family emergencies).
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Use of electronic devices (pagers, cell phones, etc.):To minimize class disruptions, please turn
these devices off during the class. If you are required to be “on-call,” please advise me at the
beginning of class, turn off the “audio,” and sit near the door, so you can exit with minimal
disruption to the class.
Web-sites frequently used
Formulating the research question
http://www.oneonta.edu/library/critical/INFOLIT/course/data/narrow.htm
Guide to Program Evaluation: http://www.mapnp.org/library/evaluatn/fnl_eval.htm
NASW Research Web Page
http://www.naswdc.org/research/default.asp
Needs Assessment Guide: http://hab.hrsa.gov/tools/assessment.htm
University of Minnesota Informed Consent Orientation, Social & Behavioral Sciences
http://www.research.umn.edu/consent
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
more information, contact Services to Students with Disabilities in the building across from Madden
Library (278-2811).
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists
of the misuse of the published and/or unpublished works of others by misrepresenting the material
(i.e., their intellectual property) so used as one's own work.” Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the
university. For more information on the University's policy regarding cheating and plagiarism, refer
to the Class Schedule (Policy/Legal Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community
adhere to principles of academic integrity and mutual respect while engaged in university work and
related activities. Students should:
a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is used by
the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor
or other appropriate official for action.
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Instructors may require students to sign a statement at the end of all exams and assignments that “I
have done my own work and have neither given nor received unauthorized assistance on this
work.” For more information, refer to the Code of Academic Integrity – Honor Code, APM 236,
www.csufresno.edu/aps/apm/236.pdf.”
Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services
(http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the
necessary communication links to the University's information resources."
Disruptive Classroom Behavior: “The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop and understanding of the community in
which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page:
http://www.csufresno.edu/library/libraryinformation/campus/copyright/copyrtpolicyfull.pdf
For copyright Questions & Answers:
http://www.csufresno.edu/library/libraryinformation/campus/copyright/faqcopyright.pdf
Digital Campus course web sites contains material protected by copyrights held by the instructor,
other individuals or institutions. Such material is used for educational purposes in accord with
copyright law and/or with permission given by the owners of the original material. You may
download one copy of the materials on any single computer for non-commercial, personal, or
educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of
this course, and (3) include both this notice and any copyright notice originally included with the
material.
Beyond this use, no material from the course web site may be copied, reproduced, re-published,
uploaded, posted, transmitted, or distributed in any way without the permission of the original
copyright holder. The instructor assumes no responsibility for individuals who improperly use
copyrighted material placed on the web site.
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Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you
are absent from class, it is your responsibility to check on announcements made while you were
absent.
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COURSE SCHEDULE
Social Work 260
WEEK/
Date
Week 1
August
23
WEEK
2
8/30
WEEK
3
9/6
WEEK
4
9/13
WEEK/
Date
WEEK
5
9/20
TOPIC
READING ASSIGNMENT
What is empirical research?
Course overview; review of
syllabus; scientific inquiry;
Defining empirical research
and the use of empirical
research: empiricism in
qualitative and quantitative
methods
Purpose, Philosophy, and
Theory in Research
Theoretical Foundations of
Quantitative Research;
Evidence-based Practice
Literature, resources, &
reviews
On-line and library resources;
type of literature. Research
topics. Structure of proposals
and reports; types of research;
importance of prior research;
evaluating empirical research.
Navigate through Blackboard
Read Rubin & Babbie, Chapter
1
LABOR DAY
No Class
Ethics and Culturally
Competent Research
Ethics in Research &
Institutional Review Boards,
Populations-at-Risk; Culturally
Competent Research,
Rubin & Babbie, Chapters 4 &
5
Gil-Kashiwabara et al. (2007).
Improving transition outcomes
for marginalized youth. Career
development for exceptional
individuals, 30 (2), 80-91.
TOPIC
READING ASSIGNMENT
Problem formulation
Identifying a research topic
appropriate to social work, e.g.
populations-at-risk ;
California State University, Fresno
Rubin & Babbie , Chapters 2 &
3, Appendix A
Montgomery, P., Donkoh, C., &
Underhill, K. (2006).
Independent living programs for
young people leaving the care
system. Children and Youth
Services Review, 28, 1435–1448
DUE DATES &
ACTIVITIES
Demo: Library
resources & lit
searching;
Discussion of
Literature
Reviews
Due
Discussion
Question #1
on Montgomery
et al. article*
(You must
complete 4 of the
5 discussion
question
assignments)
Due
Discussion
Question #2 Due
On GilKashiwabara et
al. article*
DUE DATES &
ACTIVITIES
Rubin & Babbie Chapters 6 & 7 Due
Discussion
Lemon, K., Hines, A. M., &
Question #3 on
Merdinger, J. (2005). From
Lemon et al.
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articulating a viable research
question; units of analysis
foster care to young adulthood:
The role of independent living
programs in supporting
successful transitions. Children
and Youth Services Review, 27,
251-270.
article*
Measurement
Measurement error; bias in
measurement, reliability &
validity, single and composite
measures
Rubin & Babbie, Chapters 8 &
9
Due
Discussion
Question #4 Due
on Courtney and
Dworsky article*
Constructing measurement
instruments/evaluating
existing measures
Questionnaire construction &
format; scaling procedures;
constructing culturally
sensitive instruments
Midterm Exam
Courtney, M. E. & Dworsky, A.
(2006). Early outcomes for
young adults transitioning from
out-of-home care in the USA.
Child and Family Social Work,
11, 209–219.
Sampling/Survey Research
The logic of sampling;
sampling concepts and
terminology; sampling theory
and sampling distribution; nonprobability & probability
sampling
Read: Rubin & Babbie Chapter
14 & 15
Conceptualization &
operationalization
conceptual vs. operational
definitions; relationship
between variables; variable
indicators and dimensions;
when to use a hypothesis
WEEK
6
9/27
WEEK
7
10/4
WEEK
8
10/11
WEEK
9
10/18
WEEK/
Date
Causal inference and Group
Design, Part I
Causality; internal & external
validity; Experimental &
Correlation Designs, Crosssectional & longitudinal
studies
TOPIC
California State University, Fresno
Rubin - SEBPE
Chapters 1-3
Read Rashid, S. (2004).
Evaluating a transitional living
program for homeless, former
foster care youth. Research on
Social Work Practice, 14, 240248.
Prepare for Lab Exercise #1 on
Data Management by
Constructing a Survey
Read: Rubin and Babbie
Chapters 10 & 11
READING ASSIGNMENT
Due
Discussion
Questions #5,
Rashid, et al. *
In-class, Group
Assignment:
Construct a
Survey
(Lab Exercise
1a)
DUE DATES &
LAB
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WEEK
10
10/25
WEEK
11
11/1
WEEK
12
11/8
WEEK
13
11/15
WEEK
14
11/22
Introduction to Data
Management and Statistical
Methods
Data Management and Coding
Frequencies and Graphing
Rubin-SEBPE, Chapters 4 & 5.
Appendix E
(Also see Appendix G for
SPSS instructions for Week
10-Week 14 lab assignments)
Using Single Systems Design
Measurement Issues,
Gathering Data, Types of
Designs; Baseline, Presenting
Findings
Measures of Central
Tendency & Dispersion
Means, Medians, Modes,
Standard Deviations, Z-scores
Inferential Statistics, Part 1
Hypothesis Testing, Parametric
and Non-Parametric Measures,
(Features, Distinction, and
Uses), Null Hypothesis,
Type I & II Errors, Statistical
Significance, Sample Size
association
Rubin & Babbie, Chapter 12
Inferential Statistics, Part II
Statistical Power Analysis:
Selecting a Statistical Test
Meta-analysis
Rubin & Babbie, Chapter 22
Rubin-SEBPE
Chapters 6, 7, & 19 (pp. 240241)
Rubin & Babbie Chapter 21
Rubin-SEBPE
Chapters 9, 10, & 12
Rubin-SEBPE
Chapters 16
Rubin And Babbie Chapter 13
Program Evaluation
Purposes of program
evaluation; types of program
Rubin-SEBPE
evaluations; problems and
Chapters 17 & 18
issues in program evaluation
Correlation and Relationship
Analysis;
Looking at Relationships
between two or more
California State University, Fresno
ACTIVITIES
Due
Return
Completed
Surveys (Step
#A) for Exercise
#1 by October
22th.
In-class
Lab Exercise #1
on Data
Management,
Due
Lab Exercises
#1b, Data
management;
In-class Lab
Exercise # 2
Frequencies and
Graphing
Due
Lab Exercise #2,
Frequencies and
Graphing
In class
Lab Exercise #3
Measures of
Central Tendency
Due
Lab Exercise #3
Measures of
Central
Tendency
In-class Lab
Exercises #5,
Chi-square
In-class Lab
Exercise #6
Correlations
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variables; Correlation &
Regression Analysis
WEEK/
Date
WEEK
15
11/29
TOPIC
Analyzing Existing Data
Secondary Analysis; Content
Analysis, Historical and
Comparative Analysis;
Introduction to Qualitative
Methods
READING ASSIGNMENT
Rubin and Babbie Chapter
16
Rubin-SEBPE
Chapters 11 & 15
T-tests and ANOVA
Making comparisons of means
among two or more groups
Week 16 Review for Final Exam
12/6
WEEK Take Home Final Exam Due
17
by 5 p.m.
Distribution of take-home
portion of final exam
DUE DATES &
LAB
ACTIVITIES
Due
Lab Exercise # 4,
Measures of
Dispersion,
Confidence
Levels, and Chisquare
In-class Lab
Exercise #7
t-test/ANOVA
Due: Literature
Review
12/15
Note: During Weeks 10/18 – 12/15, we will work on statistical exercises in SPSS during class.
Assignments related to these in-class exercises (Lab Exercises 1-4) will be due the following week.
Statistical exercises on the last three topics covered (correlation, t-tests, and ANOVA) will be on the
take home final exam).
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Social Work 261 Qualitative Social Work Research
(3 units)
Catalog Statement
Prerequisite: SWRK 200, 212, 220, 260 and 280. Concurrent enrollment in SWRK 203, 221, 281.
Foundation course on social work research and evaluation using qualitative methods that prepare
students for the master’s project/thesis: focus on the nature of qualitative inquiry, ethics, topic
selection, research approaches, methods of observation and data collection, and data analysis and
presentation.
Course Rationale
Social work practitioners are increasingly challenged to evaluate the effectiveness of their practice
within a variety of human service settings. The course explores theoretical and practice questions,
using examples and case studies to examine topics using qualitative research and evaluation
frameworks. This course will prepare students to conceptualize, design and carry out research
activities that help them meet the requirements of the culminating experience of completing a
master’s project or master’s thesis.
Course Description
Social Work 261 is a course that emphasizes qualitative research methodologies that assist in
exploring natural environments, human relationships and social phenomena found in field and
practice settings. It is designed to introduce students to the basic ethics, concepts, procedures,
benefits, and limitations of qualitative social work research and evaluation. Students will acquire
knowledge about the qualitative research paradigm through lecture, discussion, review of research
literature and collection and analyses of qualitative data.
Course Goals
1.
To prepare students for identifying and formulating topics for study using the inductive
method that will add to their knowledge about social work practice, policy and social service
delivery.
2.
To prepare students for the utilization of theoretical, conceptual, and empirical literature in
formulating and justifying their social work research and evaluation activities.
To prepare students to utilize appropriate qualitative approaches for conducting research and
evaluation in various practice settings.
3.
4.
To prepare students for developing and implementing a methodology which would include a
specific strategy, unit of study, data collection and analysis for the purposes of social work
research and evaluation.
5.
To prepare students for writing research and evaluation reports in a scholarly way with
regard to content and form.
6.
To prepare students for conducting ethical, legal and culturally-sensitive research and
evaluation.
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Learning Objectives/Outcomes
1.1
Discern appropriate application of qualitative and quantitative research methodologies.
1.2
Demonstrate appropriate use of inductive and deductive processes in addressing a qualitative
research question.
1.3
Use existing theory or conceptualization to identify and define a researchable topic for
conducting a qualitative study.
2.1
Use library resources and the Internet to find empirical studies that incorporate the qualitative
approach in social work research and evaluation.
2.2
Conduct a critical review and examination of current literature that informs topics or issues
studied.
3.1
Articulate the distinct features of various methods of qualitative research including case
study, ethnographic, feminist, grounded theory, narrative and participatory action research
approaches and the assumptions that support them.
3.2
Describe the strengths and weakness of different qualitative methods including case study,
ethnographic, feminist, grounded theory, narrative, and participatory action research
approaches.
3.3
Describe methods used in the identification of research questions using the qualitative
approach.
4.1
Establish a feedback loop with appropriate entities that insure for trusthworthiness and
authenticity of the data.
4.2
Articulate the characteristics of the relationship between the researcher and research subjects
in qualitative approaches.
4.3
Conduct qualitative data collection techniques in naturalistic settings.
4.4
Code, analyze and interpret qualitative data.
5.1
Utilize gained knowledge, critical thinking, and analytical skills to prepare a research
proposal.
5.2
Prepare and organize the content of a research proposal using APA style format.
6.1
Conduct culturally competent research and sensitivity to issues of social and economic
justice, diversity, and the empowerment of disenfranchised populations.
6.2
Conduct ethical research, including informed consent and protection of human subjects,
using a qualitative approach.
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Course Content
I. Basic Concepts
a. Qualitative Methods/Naturalistic Inquiry
b. Paradigmatic Assumptions & Distinctions between Qualitative and
Quantitative Research
c. Theoretical Origins of the Qualitative Method
d. Qualitative Research and Social Work Practice
e. Researcher as an Instrument
II. Ethical Issues
a. Socially Responsible Research
b. Disclosure and Information about the Study
c. Confidentiality and Informed Consent
d. Distress and Emotional Harm
e. Incentives & Accountability to Subjects
f. Risks to the Researcher
III. Selecting a Topic and Preparing a Qualitative Study
a. Studying the Familiar versus the Unfamiliar
b. Formulating a Research Question
c. Literature Review
d. Phases of Qualitative Research
e. Designing the Study/Sampling
f. Preparing to Enter the Field
IV. Data Collection Strategies
a. Methods of Observation
b. Recording Observational Data
c. Interviewing
d. Using Archival or Existing Data
e. Advantages and Disadvantages of Data Collections Methods
f. Preparing to Leave the Field
V. Establishing Rigor and Trustworthiness in Qualitative Research
a. Rigor and Relevance In Qualitative Research
b. Issues in Defining Rigor in Qualitative Research
c. Threats to Trustworthiness
d. Guidelines for Rigor
e. Strategies for Enhancing Rigor
VI. Analyzing and Interpreting Qualitative Data
a. Levels of Qualitative Data
b. Data Management
c. Coding the Data
d. Identifying Themes and Patterns
e. Negative Case Analysis & Causation
f. Computer Software Programs
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VII. Writing the Qualitative Research Report
a. Organizing the Report
b. Aligning Epistemology, Data & Interpretive Style
c. Skepticism and Critical Thinking
d. Developing a Writing Style
e. The Role of Social Work Values
f. Dissemination of Findings
Required Purchases - Text
Creswell, J. W. (2007). Qualitative inquiry and research design: choosing among the five
approaches. Thousand Oaks, CA: Sage Publications.
You will be assigned additional reading by the instructor over the course of the semester. She will
advise you whether they are electronic readings accessible on the internet or through the library’s Ereserve system. She will also be posting URL addresses she recommends in BlackBoard.
Method of Instruction
This seminar course will meet three hours a week. This course will utilize formal lectures, large and
small group discussions, skill-building exercises, self-directed student study and other participatory
options.
Collegiality is important in this course. Each of us should feel free to raise questions, share research
experiences during class, bring interesting articles to class, or make suggestions about how we do
things. The course is taught in an interdisciplinary fashion and it is expected that there will be a
diversity in disciplinary backgrounds and epistemological beliefs. As such, it is important that we
cultivate a culture of open-mindedness in the class.
ETS Criterion
Some of the assignments in this course will be use the ETS Criterion service. Criterion is a webbased, instructor-driven instructional tool that helps students plan, write and revise written
assignments. It only evaluates for the mechanics of writing; not the substance of what is written. It is
the instructor’s responsibility to determine if the student’s work meets the assignment requirements.
Web-based Instruction/BlackBoard
This course is web-supported. The course syllabus, calendar, assignments, and supplemental
material are posted on BlackBoard. Power points for lectures will be posted after the lecture is
presented in class. To access BlackBoard (Bb) students need a university email account and Internet
connection. Your “my.csufresno.edu” login and password gains you access to BlackBoard at
http://BlackBoard.csufresno.edu.
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It is your responsibility to make sure you have access to and negotiate BlackBoard for class
materials and resources. You are responsible for checking for announcements and email sent through
BlackBoard. For orientations to BlackBoard contact visit
http://BlackBoard.csufresno.edu/students/index.shtml. A Q&A section at
http://BlackBoard.csufresno.edu/students/faqs.shtml provides quick answers to some common
questions received from students.
Email: You are expected to check your university email regularly (csufresno.edu account) or
redirect email to the regular mail box you use. All email for this course is sent to your account listed
in BlackBoard. I respond to all program/course related student email. In particular I acknowledge
receipt of any assignments/attachments I receive. Thus, if you do not receive a reply it means I did
not get your email and/or it got filtered as possible spam. This often happens if you use an email
account like hotmail, AOL, etc. You should resend the email (and perhaps give me a call to alert me
to it). You should ALWAYS put SW 261 somewhere in the subject line or you risk your email
being deleted unopened.
Assignments and Grading Criteria
Activity
Article analyses (5 x 10 points)
Data collection exercises (2 x 10 points)
Literature review exercise
Project proposal
Attendance
Points
50
20
10
10
10
Weight
50%
20%
10%
10%
10%
Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread:
93-100
80-92
70-79
69 and Below
A
B
C
F
Description of Exams/Major Assignments:
Article analysis assignments (50 points)**
There are five article analysis assignments that correspond to each of the five qualitative traditions
explored during the course in two week increments. The task is to write a critique/analysis
comparing how the qualitative tradition and method is used in two studies that utilizes contrasting
approaches to the same qualitative approach. One article will be posted on BlackBoard. The second
article will appear in the text starting with Appendix B. Use APA style and good language skills.
Essays should be no longer than 1,000 words, double-spaced.
After reading the assigned articles, analyze the approach used in the studies in an essay that
examines:
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•
•
•
•
•
•
•
The paradigm/viewpoint/lens/interpretive allegiance used and assumptions the researchers
brought to the study [what is the viewpoint of this approach towards knowledge?]
Assumptions/viewpoint of the approach used linked to:
o Purpose
o Research problem
o Essential question(s)/research question
o What do you think that this study can tell you about the topic?
Type(s) of data collected; similarities and differences in characteristics of the data (this is
looking at the nature of the data and not so much what the data say) given the approach used
[how do they collect the data]
Analysis
Writing (rhetorical style and voice used)
Dealing with validation/evaluation of the study issues (see outlines for specific approaches in
Ch. 10 of Creswell)
Ethical considerations
Finally, reflect on which approach seemed more “effective” (convincing and persuasive) to you and
why. Please note that your emphasis is on comparing “HOW and WHY” the research was conducted.
Data collection exercises (2 x 10 points = 20 points) **
• “Interview”. This is a 1,000 word written assignment designed to advance and strengthen
your proficiency in using interviews as data. (10 points)
• “Observation”. This is a 1,000 word written assignment designed to advance and strengthen
your proficiency in using observation as data. (10 points)
Literature review exercise (10 points)
This is an 8-10 page written assignment is designed to advance and strengthen your proficiency in
reviewing literature pertinent to a problem that could be studied. In this exercise you will write a
critique/analysis comparing how a qualitative tradition and method is used in a pair of studies that
utilize contrasting approaches to a similar topic. The articles will be posted on BlackBoard or
available through the Library’s E-reserves. Proper use of APA style and good language skills are
expected.
Project proposal (10 points)
This is a 5-7 page written assignment designed to strengthen your ability to plan and conceptualize
the totality of a project/thesis.
Assignment and Examination Schedule:
Date
2/12/10
2/19/10
2/26/10
3/12/10
3/26/10
4/16/10
4/23/10
Assignment
Article analysis #1**
Data collection exercise:
“Interview”**
Article analysis #2**
Article analysis #3**
Article analysis #4**
Article analysis #5**
Data collection exercise:
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Points
10
10
10
10
10
10
10
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“Observation”**
4/30/10
Literature review
5/7/10
Project proposal
**Requires use of ETS Criterion
10
10
APA format:
All assignments must be typed and double-spaced. Papers should be well written and proper use of
APA style is expected. APA format (6th edition, released December 2009) must be used. See
BlackBoard for resources for the latest edition of APA. Simplified APA manuals are available from
the university bookstore. The Owl at Purdue website is another helpful resource:
http://owl.english.purdue.edu/owl/resource/560/01/.
Course Policies
ETS Criterion: This service will be used for article analysis and data collection assignments.
Criterion is a web-based, instructor-driven instructional tool that helps students plan, write and
revise written assignments. All assignments marked with a ** will require use of ETS Criterion.
Because this is the first time the instructor is using the Criterion service, assignments and/or
requirements may be modified so that maximum student gain is achieved. The value of this service
is that the program gives you immediate feedback about the strength and quality of your writing and
you have several opportunities to revise your work. Please note: Criterion only evaluates for the
mechanics of your writing; not the substance of what you write about. It is the instructor’s
responsibility to determine if your work meets the assignment requirements.
Attendance: Attendance will be taken during each class. Excused absences will be granted for
reasonable cause only if the instructor is notified in advance prior to the absence. Five (5) points will
be deducted from the student’s attendance grade for unexcused absences. Two (2) points will be
deducted for each tardy arrival.
Late Papers: The instructor will accept late papers for reasonable cause. However, instructor
permission to submit the paper late must be obtained prior to the designated due date. Ten (10)
points will be deducted from papers when permission for late submission has not been obtained.
Rewritten Papers: Poorly written or incomplete papers, graded “C” or lower, may be rewritten and
resubmitted by a due date assigned by the instructor. In fairness to students who turn their work in
on time, rewritten papers may not receive higher than a “B”. Rewritten papers must demonstrate
evidence of original work and comply with all the expectations outlined in the assignment.
Use of electronic devices (pagers, cell phones, etc.): To minimize class disruptions, please turn
these devices off during the class. If you are required to be “on-call,” please advise me at the
beginning of class, turn off the “audio,” and sit near the door, so you can exit with minimal
disruption to the class. Please advise me if you would like to use your laptop in class, record the
lecture etc. Texting, websurfing and reading email during class are not allowed.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
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more information, contact Services to Students with Disabilities in the building across from Madden
Library (278-2811).
Code of Academic Integrity – Honor Code
Members of the CSU Fresno academic community adhere to principles of academic integrity and
mutual respect while engaged in university work and related activities. CSU Fresno students will:
a. Understand or seek clarification about expectations for academic integrity (including no
cheating, plagiarism and inappropriate collaboration) as noted by faculty and on class syllabi,
university catalogue, university web sites and other referenced sources. (APM 235, 241)
b. Sign a statement at the end of all exams and assignments that “I have done my own work and
have neither given nor received unauthorized assistance on this work.”
c. Take responsibility to monitor academic dishonesty in any form and to report it to the
instructor or other appropriate official for action.
Referenced Policies from the University’s Academic
APM 235--Policy on Cheating and Plagiarism
http://www.csufresno.edu/aps/forms_policies/apm/documents/235.pdf
APM 241--Policy on Course Syllabi and Grading
http://www.csufresno.edu/aps/forms_policies/apm/documents/241_004.pdf
APM 336--University Statement on Faculty Rights and
http://www.csufresno.edu/aps/documents/apm/336.pdf
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists
of the misuse of the published and/or unpublished works of others by misrepresenting the material
(i.e., their intellectual property) so used as one's own work.” Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the
university. For more information on the University's policy regarding cheating and plagiarism, refer
to the Class Schedule (Policy/Legal Statements) or the University Catalog (University policies).
Please Note: The instructor will be using the Turnitin software to assess assignments for plagiarism.
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University Bookstore.
In the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
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in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop and understanding of the community in
which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page: http://www.csufresno.edu/library/information/copyright/index.shtml.
Digital Campus course web sites contain material protected by copyrights held by the instructor,
other individuals or institutions. Such material is used for educational purposes in accord with
copyright law and/or with permission given by the owners of the original material. You may
download one copy of the materials on any single computer for non-commercial, personal, or
educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of
this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the
original copyright holder. The instructor assumes no responsibility for individuals who improperly
use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you
are absent from class, it is your responsibility to check on announcements made while you were
absent.
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COURSE SCHEDULE
Social Work 261
WEEK/
Date
1
Jan 25th
2
Feb 1st
3
TOPIC
DUE DATES &
ACTIVITIES
Lecture, discussion,
group work
Introduction to course
Creswell, Chapter 1
Philosophical, Paradigm, and Interpretive
Frameworks
Creswell, Chapter 2
Approach: Narrative Research
Creswell, Chapter 2; pp. 53-56
Designing a Qualitative Study
Creswell, Chapter 3
Lecture, discussion,
group work
Approach: Narrative Research
Creswell, pp. 233-235
Lecture, discussion,
group work
DATA
COLLECTION:
INTERVIEW DUE
Feb 15th
PRESIDENT’S DAY HOLIDAY
NO CLASS
4
Feb 22nd
Introducing and Focusing the Study
Creswell, Chapter 6
Approach: Phenomenological Research
Creswell, pp. 57-62
Lecture, discussion,
group work
ARTICLE ANALYSIS
#1 DUE
(Narrative Approach)
Lecture, discussion,
group work
Feb 8th
5
Introducing and Focusing the Study (cont’d)
Creswell, Chapter 6
Mar 1st
6
Phenomenological Research
Creswell, pp. 235-237
Data Collection
Creswell, Chapter 7
Mar 8th
Approach: Grounded Theory Research
Creswell, pp. 62-67
7
Data Analysis and Representation
Creswell, Chapter 8
Lecture, discussion,
group work
ARTICLE ANALYSIS
#2 DUE
(Phenomenological
Approach)
Lecture, discussion,
group work
Mar 15th
8
Mar 22nd
Approach: Grounded Theory Research
Creswell, pp.237-241
Data Analysis and Representation
Creswell, Chapter 8
Approach: Ethnographic Research
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Lecture, discussion,
group work
ARTICLE ANALYSIS
#3 DUE
(Grounded Theory
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Creswell, pp. 68-72
Mar 29th
9
Approach)
SPRING BREAK
Writing a Qualitative Study
Creswell, Chapter 9
NO CLASS
Lecture, discussion,
group work
Apr 5th
10
Ethnographic Research
Creswell, pp. 241-244
Standards of Validation and Evaluation
Creswell, Chapter 10
Apr 12th
Case Study
Creswell, pp. 73-75
11
Apr 19th
12
Apr 20th
13
Blending qualitative and quantitative
methods in research: A mixed method
approach to inquiry; exploring rigor, relevance,
trustworthiness and subjectivity in qualitative
methods
Case study
Creswell, pp. 244-246
Ethical issues in qualitative research
Socially responsible research; ethics and the
qualitative researchers; confidentiality and
informed consent; Institutional Review Boards
“Turning the Story” and Conclusion
Creswell, Chapter 11
Apr 26nd
14
May 3rd
15
May 10th
May 17th
Lecture, discussion,
group work
ARTICLE ANALYSIS
#4 DUE
(Ethnography
Approach)
Lecture, discussion,
group work
DATA
COLLECTION:
OBSERVATION DUE
Lecture, discussion,
group work
OPTIONAL: NIH
HUMAN SUBJECTS
WEB EXAM
Lecture, discussion,
group work
ARTICLE ANALYSIS
#5 DUE
(Case Study
Approach)
Selecting a topic and developing a research
question for a qualitative study; the literature
review; designing the study; interviewing and
collecting observation data.
Lecture, discussion,
Evaluating data analysis/Writing up the
group work
qualitative study
Reviewing, describing, classifying, and
interpreting the data; patterns and themes in the
data
Telling the story, organizing the report,
audience, dissemination of findings, summary
& conclusions
Review & wrap-up of course
LITERATURE
REVIEW DUE
PROJECT PLAN
DUE
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Social Work 274 Advanced Social Work Practice in Schools
(3 Units)
Catalog Statement
Addresses the specific knowledge and skills required for advanced social work practice in school
settings. A requirement for the Pupil Personnel Services credential in school social work and child
welfare and attendance services.
Course Rationale
An understanding of how to work effectively in schools is essential to any area of social work
practice with youth. This seminar, taken concurrently with Field Instructed Practice (SWrk
282/283), is designed to provide the student with specific knowledge and skills required for social
work practice in school settings. It focuses on the theories, principles, procedures, skills, policies
and laws that are specific to practice in the schools. As such, this course is part of a program of
studies satisfying the requirements for the California Pupil Personnel Services Credential (P.P.S.C.)
with Advanced Specialization in School Social Work and Advanced Specialization in Child Welfare
and Attendance. The course is also offered as an elective to students who are not P.P.S. Credential
candidates but are engaged in field instructed practice with youth.
Course Description
In keeping with California Title 5 regulations pertaining to Pupil Personnel Services professional
preparation programs, this course is the first of two courses that cover the generic requirements for
all pupil personnel services specializations as well as those specific to school social work and child
welfare and attendance services. The theoretical framework through which this content is presented
is the ecological perspective, examining human behavior and development as it occurs in the social
environment. The mission of the Department of Social Work Education is infused throughout the
course with consideration of social justice and cultural/diversity phenomena from an empowerment
perspective. The seminar format of the course allows students to share field placement experiences
and assist in problem solving and contributing to the learning of others.
Educational Goals
1.
2.
3.
4.
5.
To acquire a comprehensive knowledge base of the school system as a context for social work
practice, including the roles and responsibilities of the school social worker.
To understand the influence and social justice implications of biological, psychological, social,
cultural and legal factors on the educational process and school social work services.
To acquire knowledge of the legal and policy parameters of public education as it relates to the
practice of social work and child welfare and attendance in schools.
To develop knowledge and skills in the delivery of school social work and child welfare and
attendance services at multiple systems levels that demonstrates a commitment to social justice,
diversity/cultural competency and empowerment.
To develop knowledge and skills in the evaluation of school social work practice.
Learning Objectives/Outcomes
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Based upon class discussions, class presentations, written examinations and/or papers, each student
will be able to demonstrate:
1.1 An understanding of the school system as a formal organization and social system.
1.2 Knowledge of the history of school social work, including child welfare and attendance
services.
1.3 An understanding of the ecological approach to social work services in schools.
1.4 An understanding of social work process in host settings, specifically the educational setting.
1.5 An understanding of the multiple roles of social workers in schools.
1.6 Applied knowledge of the NASW Code of Ethics and the NASW Standards for School Social
Work Services.
2.1 An understanding of the effect of the school setting, school climate and culture on youth
development, academic success and resiliency.
2.2 Applied knowledge of personnel and programmatic factors affecting school climate.
2.3 Knowledge of how to develop positive, culturally relevant learning environments, including
basic components of classroom management and effective school discipline.
2.4 Knowledge of the effects of grade retention on achievement, learning and social/emotional
development.
2.5 An understanding of how feelings and emotions affect learning.
2.6 Knowledge of systematic school safety planning.
2.7 Knowledge of school programs for peer mediation, conflict management and school violence
prevention.
3.1 Knowledge of state and federal laws governing school attendance, including alternative
education options.
3.2 Knowledge of the requirements for completion of education through high school.
3.3 Knowledge of state and federal laws governing pupil rights.
3.4 Knowledge of state and federal laws governing special education and the right to a free and
appropriate public education.
3.5 Knowledge of state and federal laws pertaining to equal educational opportunity: language,
race/ethnicity/culture, and gender.
3.6 Knowledge of appropriate compliance procedures relating to pupil personnel services.
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3.7 Knowledge of methods to keep informed regarding changing laws, regulations, and procedures
related to California public education.
4.1 Knowledge and skills in the assessment of the effects of bio-psycho-social, cultural, spiritual
and legal factors on the lives of pupils and on the educational process.
4.2 Skills in securing the participation of pupils, family, community groups, human service
agencies and school personnel in the definition, assessment and amelioration of problems
encountered by students and families.
4.3 Knowledge and skills in inter professional collaboration that facilitates individual and team
consultation with teachers, staff and parents.
4.4 Knowledge and skills in forming and sustaining effective inter and intra agency
collaborative relationships.
4.5 Knowledge and skills for effective pupil advocacy at multiple systems levels.
4.6 Knowledge of principles and methods to help pupils learn effective ways to plan and give
direction to their own learning.
4.7 Skills conducting assessment of student attendance, interpreting attendance laws to students and
parent(s)/guardian(s), and intervening effectively to resolve attendance problems of students.
4.8 Knowledge of existing remedial, developmental and special programs available to pupils in the
school and the community.
4.9 Knowledge of methods and skills in working with school staff and parents, including planned
prevention programs, to prevent school failure of pupils with special physical, social,
intellectual and emotional problems and needs and to increase pupil success in school.
5.1 Knowledge through self-assessment of the effect of the school social worker’s values and biases
upon the manner in which he/she provides services to pupils who come from differing
socioeconomic, racial and cultural backgrounds.
5.2 Knowledge and skills in utilizing various tools for the evaluation of one's professional social
work practice in the schools.
Course Content: (See attached Course Schedule for details)
Part One:
Practice
The School as a Context for Social Work and Child Welfare and Attendance
I. Overview of School Social Work
A.
PPS Competencies and Professional Dispositions
B.
Current Trends in Education: Funding, School Reform, etc.
C.
History of school social work, including child welfare and attendance services.
D.
Models of school social work practice.
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E.
Defining the role of social workers in schools.
II. The School as an Educational, Political and Social System
A.
The social organization of schools.
B.
The ecological perspective in school social work.
C.
Social work process in host settings, specifically educational settings, and the ethical
issues inherent to this context.
III. School Climate
A.
Assessing school climate
B.
Principles of classroom management; state adopted curriculum frameworks.
C.
Theories of learning.
D.
School safety and violence prevention.
E.
Peer mediation and conflict resolution.
F.
Personnel, programmatic and community factors in school climate.
IV. Consultation and Collaboration with School Personnel, Families and the Community
A.
Models of consultation.
B.
Issues in consultation and collaboration.
C.
Parental involvement: Family-school collaboration.
D.
Community-school collaboration.
Part Two:
The Legal and Policy Parameters of School Social Work and Child Welfare and
Attendance Services and Implications for Practice
V. Attendance
A.
Laws related to school attendance.
B.
Absenteeism, truancy, and dropout.
C.
Alternative enrollment options.
D.
Promotion and retention policies.
E.
Strategies for intervention.
VI. Student Rights and Issues
A.
Student discipline and corporal punishment.
B.
Child abuse reporting responsibilities.
C.
Family Educational Rights and Privacy Act of 1974.
D.
Suspension and expulsion.
VII. Special Education
A.
Federal legislation pertaining to disabled children.
B.
Seven principles of IDEA and due process.
C.
Learning disabilities and Attention Deficit Hyperactivity Disorder.
D.
Special education services.
VIII. Securing Equal Educational Opportunity: Language, Culture and Gender
A.
Issues related to language.
B.
Issues related to race/ethnicity/culture.
C.
Issues related to gender.
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Required Purchases
Allen-Meares, P. (2010). Social work services in schools (6th ed.). Boston: Allyn &
Bacon/Longman.
Franklin, C., Harris, M.B., & Allen-Meares, P. (Eds.). (2006). The school services sourcebook. New
York: Oxford University Press.
Note: Both of the above texts will be utilized for the two semester sequence of advanced social
work practice in schools, SWrk 274 and SWrk 275. However, different reading corresponding with
each course syllabus will be assigned.
NASW Standards for School Social Work Services (2002). Silver Spring, MD.: National
Association of Social Workers, Inc.
http://www.socialworkers.org/practice/standards/NASW_SSWS.pdf
Method of Instruction
The class will meet once a week for three hours. There will be a combination of lectures by the
instructor, student presentations, guest speakers, discussion of assigned readings and use of audiovisual materials as arranged by the instructor. Many of the delivery mechanisms will include
specific content related to the unique social and learning needs of educationally disadvantaged youth
such as the poor, specific ethnic/cultural groups, and learning disabled pupils.
Web-Based Instruction/Blackboard
Web-based instruction may take place as a delivery mechanism for course information. All students
in this course are required to have an email account and access to the Internet. If you cannot afford
or do not wish to purchase Internet service from your home, you may access the Internet through the
library or one of the campus computer labs. However, you must have a campus email account to do
so.
Grading Criteria
Grades for the course will be determined by performance on a combination of examinations, papers,
class presentations, attendance and participation. See course outline for more specific information.
The following is the grading scale that will be utilized:
90-100 = A
80-89 =B
70-79 = C
69-60 = D
0-59 = F
Description of Exams/Major Assignments (See attached Course Schedule)
1.
2.
3.
4.
School Social Work Service Plan (20%)
School Practice Paper (30%)
Attendance Assessment (20%)
Final Exam (20%)
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Course Policies
Late or Missing Assignments: Students are responsible for the completion of all reading, written,
and course assignments on or before the due date. Late assignments are subject to grade reduction.
Be sure to inform the instructor if an assignment is going to be late.
Attendance and Class Participation: Active and informed participation in this seminar are
expected. Active participation includes regular attendance (no more than 2 absences) and a balance
of talking and listening. Informed participation includes completion of readings before class and
contributing your thoughts, feelings, questions and feedback regarding readings,
presentations/discussions and/or school related field placement experiences. Attendance and class
participation account for 10% of the final course grade. However, students that accumulate more
than 3 absences will have their final grade reduced by a full letter grade and may jeopardize their
qualification for the PPS credential. If a student is going to be late or absent, please extend the
courtesy of calling the instructor to let her know.
Reserve Reading: All reserve readings are available via Black Board under Course Documents.
Readings are organized in the folders that correspond to the week for which they are assigned.
University Policies
Students with Disabilities: California State University, Fresno is strongly committed to
maintaining an environment that guarantees disabled students full access to its educational programs,
activities and facilities. All faculty are required to provide “reasonable accommodation” to ensure
full access of students with disabilities. Students are expected to completely fulfill all course
requirements. Students who are certified as disabled through CSUF’s Office of Services to Students
with Disabilities (278-2811) are responsible for registering SWrk 274 with this office. Students are
also responsible for informing the instructor of their disability and request for reasonable
accommodation.
Cheating and Plagiarism: "Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However,
it is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which
consists of the misuse of the published and/or unpublished works of others by misrepresenting the
material (i.e. their intellectual property) so used as one's own work." Penalties for cheating and
plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion
from the university. For more information on the University's policy regarding cheating and
plagiarism, refer to the Schedule of Courses (Legal Notices on Cheating and Plagiarism) or the
University Catalog (Policies and Regulations).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community
adhere to principles of academic integrity and mutual respect while engaged in university work and
related activities. Students should:
a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration)
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b) neither give nor receive unauthorized aid on examinations or other course work that is used by
the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor
or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I
have done my own work and have neither given nor received unauthorized assistance on this
work.” For more information, refer to the Code of Academic Integrity – Honor Code, APM 236,
www.csufresno.edu/aps/apm/236.pdf.”
Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically
and
are
available
from
Information
Technology
Services
(http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the
necessary communication links to the University's information resources."
Disruptive Classroom Behavior: "The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop an understanding of the community in
which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class."
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page:
http://www.lib.csufresno.edu/libraryinformation/campus/copyright/copyrtpolicy
full.pdf
Subject to Change Statement:
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you
are absent from class, it is your responsibility to check on announcements made while you were
absent.
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Social Work 274
Advanced Social Work Practice in Schools
(3 units)
Course Schedule – Fall 2010
Course Expectations and Requirements
This class will be taught as a seminar. It will be an opportunity to integrate school related field
placement experiences with the theory, policy and practice information pertaining to social work
services in schools. The following is a list of course expectations and requirements for effective
learning:
1.
You are expected to demonstrate initiative and responsibility to learn the specialized and
advanced practice content of this seminar.
2.
Active and informed participation in this seminar are expected. Active participation includes
regular attendance (no more than 2 absences) and a balance of talking and listening.
Informed participation includes completion of readings before class and contributing your
thoughts, feelings, questions and feedback regarding readings, presentations/discussions
and/or school related field placement experiences. Note: Students that accumulate more than
3 absences will have their final grade reduced by a full letter grade and may jeopardize their
qualification for the PPS credential.
3.
Courteous and respectful conduct is expected of all seminar participants at all times. Please
turn off cell phones, laptops, pagers, etc. and refrain from conduct that disrupts the learning
environment when class is in session (i.e. texting, emailing, private conversations, etc.).
4.
If you are going to be late or absent, please extend the courtesy of calling the instructor to let
her know.
5.
Completion of all reading, written, and course assignments on or before the due date. Late
assignments are subject to grade reduction. Be sure to inform the instructor if an assignment
is going to be late.
Assignments
1.
School Social Work Service Plan – 100 points (20%)
Due: September 14, 2010
In order to be considered valuable members of the educational team, school social workers
must demonstrate the relevance of their services to the mission and goals of the school. The
development of a School Social Work Service Plan provides direction for both the provision of
needed services and the evaluation of these services.
In collaboration with your field instructor and a school site administrator, develop a School
Social Work Service Plan for the 2010-11 school year for one of your school placement sites.
The plan should be informed by assigned course readings on evaluation of practice. The plan must
include the following components:
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A. School Information – provide a focused discussion (2-3 pages) of relevant information about
the school such as name, location, grade levels, enrollment, demographics, staffing, community
context, and the primary social service needs. This information provides the rationale for the
objectives in the service plan. (20 points)
B. School Social Work Service Plan – provide a heading for the plan that includes the school
name and year. Present the Plan in a table format with the following column headings:
a. Objectives (the “what”) – outline clear, specific, measurable objectives that can be
addressed in the provision of school social work services at this school site. Remember that
objectives state the outcome desired, not the services to be provided. The objectives should
address needs that have been identified in collaboration with your field instructor and school
site administrator and must include multiple systems levels – individual, family, group,
organization and community. Clearly indicate the system level being addressed for each
objective. For example: Individual: Decrease truancy by 10% for 5 individual students. (30
points)
b. Interventions (the “how”) – include the proposed school social work interventions to
address the identified objectives. Be sure that the interventions listed are adequate to achieve
the objective and reflect the advanced level of practice of a PPS practitioner. (20 points)
c. Evaluation – for each objective outlined, list the specific data and the evaluation tool(s)/data
source that will be used to measure the outcome of the services provided. Be sure that the
data sought actually measures the outcome of the objective. (30 points)
The School Social Work Service Plan should be 5-7 pages in length. It is expected to be well
organized, well written, typed and double spaced in APA format following the guidelines outlined
above. It will provide the basis for evaluation of your school social work practice and will culminate
in an End-of-the-Year Report. You will be graded on the organization and comprehensiveness of the
paper as well as your understanding and application of relevant readings, course information and
your writing skills. Submit one paper and one electronic copy of the plan by the due date.
2. School Practice Paper - 150 points (30%)
Due: October 12, 2010
One of the greatest challenges of school social work is learning to practice effectively in the host
setting of the public schools. In order to meet this challenge, a social worker must understand the
school as an organization (PPS Competency #2) and learn how to effectively “join” the educational
team (PPS Competencies #4 and #5).
Using course readings and class discussions, write an 8-10 page paper (excluding title and reference
pages) in which you address the challenges presented above. Be sure to organize the paper with the
headings listed below for each required area.
A. The School as an Organization: Describe the most important organizational components of the
school (i.e. structures, procedures, policies) that must be understood by a school social worker to
fit in as a member of the educational team. Support your ideas by explaining why each aspect
described is critical to your ability to function effectively within the organizational culture of the
school. (50 points)
B. Joining the Educational Team: Describe what you will do to become an accepted member of
the educational team. Provide specific examples of what you will do to establish your role and
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build professional relationships at ALL systems levels: students, staff, faculty, parents and the
community. (50 points)
C. “Old Tapes”: Present the personal and/or professional school experiences, or “old tapes”, that
may influence your practice as a school social worker. Discuss how they could affect your
practice and how you will professionally manage their influence. (30 points)
D. Be sure to utilize assigned readings and other relevant professional literature to support your
ideas and reference them appropriately. (20 points)
The paper is expected to be well organized, well written, typed and double spaced in APA format.
You will be graded on the organization and comprehensiveness of the paper as well as your
understanding and application of relevant readings, course information and your writing skills.
Submit one paper and one electronic copy of the school practice paper by the due date.
3.
Attendance Assessment – 100 points (20%)
Due: November 9, 2010
Select a pupil from your PPS field placement caseload for whom the primary reason for referral is a
problem with attendance. Conduct a multi dimensional assessment of the pupil. Concisely
summarize your findings for each of the areas listed below using the Multi Dimensional Assessment
electronic form provided by the instructor.
A. Identifying Information – fictitious name, gender, age, grade, primary language, reason for
referral, etc. (10 points)
B. Background Information – reason for referral, history of presenting concerns (include time
frames), academic performance and school adjustment, peer relationships, health history, student
strengths, etc. (25 points)
C. Neighborhood Information – summary of the neighborhood environment and the condition of
the home environment. (10 points)
D. Family and Support System Information – family members and family in the house hold,
extended family support systems and summary of family interaction, including parenting skills
and parent/guardian response to the presenting problem(s). (15 points)
E. Case Formulation – provide a concise summary paragraph of the major points of the
assessment. The case formulation provides the rationale for the service plan. Be sure to include
the problems/needs to be addressed in the plan.(15 points)
F. Service Plan – LIST short-term goals with timelines and the intervention plan. Be sure that the
service plan logically follows the case formulation and includes specific, evidence-based
interventions (i.e. refer to relevant assigned readings) to address the identified problems/needs.
(25 points)
The assessment is expected to be clear, concise, well-organized, and typed using the electronic form
provided by the instructor. The assessment will be evaluated based on how well each of the above
areas is addressed, including your understanding and application of relevant course information and
your assessment writing skills. Submit one paper and one electronic copy of the assessment by the
due date.
4. Final Exam - 100 points (20%)
Date: December 14, 2010 (Final Exam Schedule)
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An exam consisting of short answer questions will be given at the beginning of class. It will draw
upon information from classes 10-16 of this course. Further information on the exam will be
discussed in class.
5. Attendance and Class Participation – 50 points (10%)
Regular class attendance, as well as active and informed participation in this seminar, are expected
as described under Course Expectations and Requirements. The following criteria will be utilized to
determine points earned for attendance and participation:
A. Attendance – 2 points per class session; maximum of 30 points.
B. Participation – maximum of 20 points:
0 points
5 points
Does not participate in class discussions or activities.
Participates only in structured class activities.
10 points Participates in class activities and occasionally contributes to class
discussions.
20 points Participates in class activities and contributes regularly and
thoughtfully to class discussions.
Grading
1. Assignment # 1:
2. Assignment # 2:
3. Assignment # 3:
4. Assignment # 4:
5. Assignment # 5:
SSW Service Plan
School Practice Paper
Attendance Assessment
Final Exam
Attendance and Participation
100 points
150 points
100 points
100 points
50 points
(20%)
(30%)
(20%)
(20%)
(10%)
NOTE: Students that accumulate more than 3 absences will have their final grade reduced by a full
letter grade and may jeopardize their qualification for the PPS credential.
The following point ranges correspond with the final letter grade listed below:
A
B
C
D
F
450-500 points
400-449 points
350-399 points
300-349
299 or less
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Social Work 274
Advanced Social Work Practice in Schools
(3 Units)
Fall 2010
Schedule of Classes and Assignments
Part One: The School as a Context for Social Work and Child Welfare and Attendance Practice
Week 1: 8/24
Topic:
Introduction of course: Course overview, expectations and requirements.
PPS Competencies and Professional Dispositions
Current Trends in Education and School Social Work.
Read:
Allen-Meares, Chapter 1
Week 2: 8/31
Topic:
Overview of School Social Work, Assessment and Evaluation of Practice
(Focus on PPS Competencies 2 and 6)
Read:
Allen-Meares, Chapters 2 & 12
Franklin et al., Chapter 90 & 103
NASW Standards for School Social Work Services – (2002). Silver Spring, MD.:
National Association of Social Workers, Inc.
http://www.socialworkers.org/practice/standards/NASWSSWS.pdf
Reserve Reading:
McCullagh, J.G. (1982). Survival strategies for school social workers. Social Work in
Education, 4(3), p. 5-15.
Goren. S.G. (2006). The wonderland of social work in schools, or how Alice learned to
cope. In R. Constable, C.R. Massat, S. McDonald & J.P. Flynn (Eds.). School social
work: Practice, policy and research (6th ed.). Chicago: Lyceum Books, p. 58-66.
Garrett, K.J. (2006). Making the case for school social work. Children & Schools, 28(2),
p. 115-121.
Week 3: 9/7
Topic:
The School as an Educational, Political & Social System (Focus on PPS Competency 2)
Read:
Allen-Meares, Chapters 4 and 10
Reserve Reading:
Frey, A.J. & Dupper, D.R. (2005). A broader conceptual approach to clinical practice for
the 21st century. Children and Schools, 27(1), p. 33-44.
Pawlak, E.J. & Cousins, L. (2006). School social work: Organizational perspectives. In
R. Constable, C.R. Massat, S. McDonald & J.P. Flynn (Eds.). School social work:
Practice, policy and research (6th ed.). Chicago: Lyceum books, p. 225-239
Week 4:
9/14
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Topic:
Social Work Practice in Schools: Ethical Issues (Focus on PPS Competencies 1 and 5)
Read:
Franklin et al., Chapters 88 & 89
Review PPS Dispositions
Reserve Reading:
Reamer, F.G. (2005). Update on confidentiality issues in practice with children:
Ethics risk management. Children & Schools, 27(2), p. 117-120.
School Social Work Service Plan Due!!
Week 5: 9/21
Topic:
School Climate: Classroom Management (Focus on PPS Competencies 2, 4 and 11)
Read:
Franklin et al., Chapter 75
California Curriculum Frameworks: http://www.cde.ca.gov/ci/cr/cf/allfwks.asp
Reserve Reading:
Jackson, L. & Panyan, M.V. (2002). Positive behavioral support in the classroom:
Principles and practices. Baltimore, MD: Paul H. Brookes Publishing Co., p. 21-40.
Thompson, A.M. & Webber, K.C. (2010). Realigning student and teacher perceptions of
school rules: A behavior management strategy for students with challenging behaviors.
Children & Schools, 32 (2), p. 71-79.
Frey, A.J., Lingo, A. & Nelson, C.M. (2008). Positive behavior support: A call for
leadership. Children & Schools, 30(1), p. 5-14.
Week 6: 9/28
Topic:
School Climate: Violence in Schools (Focus on PPS Competency 9)
Read:
Allen-Meares, Chapter 6
Franklin et al., Chapter 44
Reserve Reading:
Trager, M., Jack, D.E., Ince, W., & Goecke, J. (2003). A perspective on school social
workers’ roles in preventing and responding to school violence. School Social Work
Journal, 27(2), p. 32-56.
Whitted, K.S. & Dupper, D.R. (2005). Best practices for preventing or reducing bullying
in schools. Children & Schools, 27(3), p. 167-175.
Week 7: 10/5
Topic: Consultation with School Personnel (Focus on PPS Competencies 4 and 5)
Read:
Franklin et al., Chapters 60 & 94
Week 8: 10/12
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Topic:
Collaboration with School Personnel, Families and Community
(Focus on PPS Competencies 4, 5 and 8)
Read:
Franklin et al., Chapter 77
Reserve Reading:
Bronstein, L. (2003). A model for interdisciplinary collaboration. Social Work,
48(3), p. 297-306.
Anderson-Butcher, D. & Ashton, D. (2004). Innovative models of collaboration to serve
children, youths, families and communities. Children & Schools, 26(1), p. 39- 53.
School Practice Paper Due!!
Part Two: The Legal and Policy Parameters of School Social Work and Child Welfare and
Attendance Services and Implications for Practice
Week 9: 10/19
Topic: Attendance (Focus on PPS Competencies 3 and 10)
Read:
Allen-Meares, Chapter 5, p. 115-124
Franklin et al., Chapters 36 & 38
Reserve Reading:
Epstein, J.L. & Sheldon, S.B. (2002). Present and accounted for: Improving school
attendance through family and community. Journal of Educational Research, 95(5), p.
308-320.
Baker, D. & Jansen, J. (2000). Using groups to reduce elementary absenteeism. Social
Work in Education, 22(1), p. 46-53.
Dube, S.R. & Orpinas, P. (2009). Understanding excessive school absenteeism as school
refusal behavior. Children & Schools, 31(2), p. 87-95.
Hernandez Jozefowicz-Simbeni, D. (2008). An ecological and developmental perspective
on dropout risk factors in early adolescence: Role of school social workers in dropout
prevention efforts. Children & Schools, 30(1), p. 49-62.
Week 10: 10/26
Topic:
Student Rights and Issues (Focus on PPS Competencies 1, 2 and 3)
Read:
Allen-Meares, Chapter 5, p. 88-115
Franklin et al., Chapters 32 & 34
Reserve Reading:
Cameron, M. (2006). Managing school discipline and implications for school social
workers: A review of the literature. Children & Schools, 28(4), p. 219-227.
Dupper, D.R., Theriot, M.T. & Craun, S.W. (2009). Reducing out-of-school suspensions:
Practice guidelines for school social workers. Children & Schools, 31(1), p. 6-14.
Week 11: 11/2
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Topic:
Special Education: Key Areas of Federal Legislation (IDEA)
(Focus on PPS Competencies 1, 3 and 8)
Read:
Allen-Meares, Chapter 7
Franklin et al., Chapter 86 & 91
Reserve Reading:
Nystrom, J.F., Medina-Gutierrez, B. & Acosta, V. (1991). Spanish-speaking families and
the special education system: analysis & guidelines for practitioners. Social Work in
Education, 13(5), p. 328-335.
Week 12: 11/9
Topic:
Special Education: Discipline and Policy Practice
(Focus on PPS Competencies 2 and 7)
Read:
Reserve Reading:
Hartwig, E.P. & Ruesch, G.M. (2000). Disciplining students in special education. The
Journal of Special Education, 33(4), p. 240-247.Gottlieb, J. & Polirstok, S. (2005).
Programs to reduce behavioral infractions and referrals to special education. Children &
Schools, 27(1), p. 53-57.Massat, C.R. & Constable, R. (2009). The school social worker
as policy practitioner. In C.R. Massat, R. Constable, S. McDonald & J.P. Flynn (Eds).
School social work: Practice, policy and research, (7th ed). Chicago: Lyceum Books, p.
155-175.
Attendance Assessment Due!!
Week 13: 11/16
Topic:
Special Education: Learning Disabilities and ADHD
(Focus on PPS Competencies 8 and 11)
Read:
Franklin et al., Chapters 4, 17 and 66
Reserve Reading:
Thomas, C. & Corcoran, J. (2003). Family approaches to attention-deficit hyperactivity
disorder: A review to guide school social work practice. Children and Schools,
25(1), p. 19-34.
Dane, E. (1990). Painful passages. Silver Spring:NASW Press, p. 27-52.
Massat, C.R., Constable, R. & Thomas, G. (2009). Response to intervention and the
school social worker. In C.R. Massat, R. Constable, S. McDonald & J.P. Flynn (Eds).
School social work: Practice, policy and research, (7th ed). Chicago: Lyceum Books,
p. 522-532.
Week 14: 11/23
No Class Meeting – Review and study course material from weeks 10-13 in
preparation for final exam.
Week 15: 11/30
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Topic:
Striving for Equal Educational Opportunity (Focus on PPS Competencies 1, 2 and 7)
Read:
Allen-Meares, Chapter 9
Reserve Reading:
Kozol, J. (1991). Savage inequalities. New York: Crown Publishers, Inc., p. 1-39.
Frey, A. & Wilson, M. (2009). The resegregation of public schools.
Children & Schools, 31(2), p. 79-86.
Joseph, A.L. & Broussard, C.A. (2001). School social workers and structured inequality:
A survey of attitudes and knowledge of tracking. School Social Work Journal, 25(2),
p. 59-75.
Berzin, S.C. (2010). Educational aspirations among low-income youths: Examining
multiple conceptual models. Children & Schools, 32(2), p. 112-124.
Week 16: 12/7
Topic:
Striving for Equal Educational Opportunity (Focus on PPS Competencies 1, 2 and 7)
Read:
Allen-Meares, Chapter 9
Reserve Reading:
Reimer, M. (2002). Gender, risk and resilience in the middle school context. Children
and Schools, 24(1), p. 35-47.
Week 17: 12/14
Final Exam: The final class meeting time is on TUESDAY, 12/14, from 11:00-1:00.
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Social Work 275 Advanced Social Work Practice in Schools II
(3 Units)
Catalog Statement
Prerequisite: SWrk 274, Advanced Social Work Practice in Schools. Addresses specific target
populations, strategies for intervention and evaluation of advanced social work practice in school
settings. A requirement for the Pupil Personnel Services credential in school social work and child
welfare and attendance services.
Course Rationale
An understanding of how to work effectively in schools is essential to any area of social work
practice with youth. This seminar, taken concurrently with Field Instructed Practice (SWrk 283), is
designed to provide the student with specific knowledge and skills required for advanced social work
practice in school settings. It focuses on target populations of at-risk students and strategies for
intervention that are specific to practice in the schools. As such, this course is part of a program of
studies satisfying the requirements for the California Pupil Personnel Services Credential (P.P.S.C.)
with Advanced Specialization in School Social Work and Advanced Specialization in Child Welfare
and Attendance. The course is also offered as an elective to students who are not P.P.S. Credential
candidates but are engaged in field instructed practice with youth.
Course Description
In keeping with California Title 5 regulations pertaining to Pupil Personnel Services professional
preparation programs, this course is the second of two courses that cover the generic requirements
for all pupil personnel services specializations as well as those specific to school social work and
child welfare and attendance. Utilizing the ecological perspective, practice and policy content
presented in SWrk 274, this course provides in depth examination of specific target populations in
the public schools and strategies for intervention at multiple systems levels. The mission of the
Department of Social Work Education is infused throughout the course with consideration of social
justice and cultural/diversity phenomena from an empowerment perspective. The seminar format of
the course allows students to share field placement experiences and assist in problem solving and
contributing to the learning of others.
Educational Goals
1.
2.
3.
4.
To develop advanced knowledge and skills in addressing the influence and social justice
implications of biological, psychological, social, cultural and legal factors on the educational
process and school social work services.
To develop knowledge and skills in the development, coordination and evaluation of social
work and child welfare and attendance services in schools, including the evaluation of one's
own practice.
To develop knowledge and skills in identifying and working with specific groups of pupils
who are at risk.
To develop advanced knowledge and skills in the delivery of advanced school social work
and child welfare and attendance services at multiple systems levels that demonstrate a
commitment to social justice, diversity/cultural competency and empowerment.
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Learning Objectives/Outcomes
Based upon class discussions, class presentations, written examinations and/or papers, each student
will be able to demonstrate:
1.1
Applied understanding of developmental theories as they relate to pupil progress.
1.2
Knowledge of positive influences on pupil development such as nutrition and fitness,
resiliency, peer and mentor relationships, and the home, school and community
environments.
1.3
Knowledge of factors that may impede pupil development such as stereotyping,
socioeconomic status, inadequate language development, negative school climate, and
discrimination and their social justice implications.
1.4
An understanding of self-esteem, the benefits of positive self-esteem, and its
impact on resiliency and learning.
1.5
An understanding of the role of schools, families and communities in the development and
maintenance of positive self-esteem and a strong sense of personal and social
responsibility.
1.6
Knowledge of appropriate models of assessment.
1.7
Knowledge and skills in communicating assessment information to parents, school staff and
the community.
2.1
Knowledge of methods to design social work and child welfare and attendance services for
pupils, families and school staff to increase pupil success in school.
2.2
Applied knowledge in developing, coordinating and evaluating curriculum
components and programs designed to meet the needs of pupils.
2.3
Knowledge of methods to evaluate the effectiveness of one's practice, including the effect of
the school social worker's values and biases upon the manner in which he/she provides
services to pupils who come from differing socioeconomic, racial and cultural backgrounds.
3.1
Knowledge of methods to identify pupils who may be at risk of failing in school.
3.2
Knowledge of the bio-psychosocial, cultural, spiritual and legal barriers to
educational success for specific groups of pupils at risk.
3.3
Knowledge of methods for effective intervention with specific groups of at risk pupils.
4.1
Knowledge and skills in the comprehensive assessment of strengths and assets as well as the
effects of bio-psychosocial, cultural, spiritual and legal factors on the lives of pupils and on
the educational process.
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4.2
Knowledge and skills in crisis intervention and management.
4.3
Applied knowledge of a variety of individual, family and group interventions, including
culturally appropriate communication styles and counseling techniques.
4.4
Skill in empowering parents as partners in education and facilitating the resolution of
differences between the school, family and the community.
4.5
Skill in interpreting pupil's development, educational status, and potential in order to enhance
families' understanding and cooperation.
4.6
Knowledge and skills in resource mapping and assisting pupils, families and school staff to
utilize available school resources and community based services.
4.7
Knowledge and skills in planning and facilitating staff development.
Course Content (See attached Course Schedule for details)
I.
Advanced Social Work Practice with Youth
A.
Youth development, resiliency and family support.
B.
Self-esteem, personal and social responsibility.
C.
Addressing child welfare and attendance concerns.
II.
Designing and Implementing Various SSW Interventions
A.
Crisis intervention.
B.
Behavior management.
C.
Social skills training.
D.
Play therapy.
E.
Groups.
F.
Parent involvement.
G.
Community practice and school-linked services.
III.
Identifying and Working with Students at Risk
A.
Abused and neglected youth; Foster youth.
B.
Adolescent parents.
C.
Delinquent youth.
D.
Educationally disadvantaged preschoolers and youth (Title I).
E.
Gay and lesbian youth/LGBTQ
F.
Gifted and talented youth.
G.
Homeless students and families.
H.
Migrant students and families.
I.
Racial/ethnic/cultural groups.
J.
Substance using/abusing youth.
IV.
Evaluation and Termination of School Social Work Services
A.
Accountability.
B.
Developing and utilizing effective evaluation tools.
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C.
D.
Barriers to evaluation.
The termination process.
Required Purchases
Allen-Meares, P. (2007). Social work services in schools (5th ed.). Boston: Allyn &
Bacon/Longman.
Franklin, C., Harris, M.B., & Allen-Meares, P. (Eds.). (2006). The school services sourcebook.
New York: Oxford University Press.
Note: Both of the above texts will be utilized for the two semester sequence of advanced social
work practice in schools, SWrk 274 and SWrk 275. However, different reading corresponding with
each course syllabus will be assigned.
Method of Instruction
The class will meet once a week for three hours. There will be a combination of lectures by the
instructor, student presentations, guest speakers, discussion of assigned readings and use of audiovisual materials as arranged by the instructor. Many of the delivery mechanisms will include
specific content related to the unique social and learning needs of educationally disadvantaged youth
such as the poor, specific ethnic/cultural groups, and learning disabled pupils.
Web-Based Instruction/Blackboard
Web-based instruction may take place as a delivery mechanism for course information. All students
in this course are required to have an email account and access to the Internet. If you cannot afford
or do not wish to purchase Internet service from your home, you may access the Internet through the
library or one of the campus computer labs. However, you must have a campus email account to do
so.
Grading Criteria
Grades for the course will be determined by performance on a combination of examinations, papers,
class presentations, attendance and participation. See course outline for more specific information.
The following grading scale will be utilized:
90-100
80-89
A
B
70-79
60-69
C
D
0-59
F
Description of Exams/Major Assignments (See attached Course Schedule)
1.
2.
3.
4.
Integration Assignment:
Quiz:
Class Presentation:
End-of-Year Report:
100 points (20%)
100 points (20%)
150 points (30%)
100 points (20%)
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Course Policies
Late or Missing Assignments: Students are responsible for the completion of all reading, written,
and course assignments on or before the due date. Late assignments are subject to grade reduction.
Be sure to inform the instructor if an assignment is going to be late.
Attendance and Class Participation: Active and informed participation in this seminar are
expected. Active participation includes regular attendance (no more than 2 absences) and a balance
of talking and listening. Informed participation includes completion of readings before class and
contributing your thoughts, feelings, questions and feedback regarding readings,
presentations/discussions and/or school related field placement experiences. Attendance and class
participation account for 10% of the final course grade. However, students that accumulate more
than 3 absences will have their final grade reduced by a full letter grade and may jeopardize their
qualification for the PPS credential. If a student is going to be late or absent, please extend the
courtesy of calling the instructor to let her know.
Reserve Reading: All reserve readings are available via Electronic Reserves in the Henry Madden
library. Log on to the library home page, www.lib.csufresno.edu and click on to Electronic
Reserves. The password for this course is SSW 275.
University Policies
Students with Disabilities: California State University, Fresno is strongly committed to
maintaining an environment that guarantees disabled students full access to its educational programs,
activities and facilities. All faculty are required to provide “reasonable accommodation” to ensure
full access of students with disabilities. Students are expected to completely fulfill all course
requirements. Students who are certified as disabled through CSUF’s Office of Services to Students
with Disabilities (Library 1202, 278-2811) are responsible for registering SWrk 275 with this office.
Students are also responsible for informing the instructor of their disability and request for
reasonable accommodation.
Cheating and Plagiarism: "Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However,
it is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which
consists of the misuse of the published and/or unpublished works of others by misrepresenting the
material (i.e. their intellectual property) so used as one's own work." Penalties for cheating and
plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion
from the university.
For more information on the University's policy regarding cheating and plagiarism, refer to the
Schedule of Courses (Legal Notices on Cheating and Plagiarism) or the University Catalog (Policies
and Regulations).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community
adhere to principles of academic integrity and mutual respect while engaged in university work and
related activities. Students should:
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a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration) b) neither give nor receive
unauthorized aid on examinations or other course work that is used by the instructor as the basis of
grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor
or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I
have done my own work and have neither given nor received unauthorized assistance on this
work.” For more information, refer to the Code of Academic Integrity – Honor Code, APM 236,
www.csufresno.edu/aps/apm/236.pdf.”
Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically
and
are
available
from
Information
Technology
Services
(http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class
assignments, students are presumed to have 24-hour access to a computer workstation and the
necessary communication links to the University's information resources."
Disruptive Classroom Behavior: "The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop an understanding of the community in
which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class."
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page:
http://www.lib.csufresno.edu/libraryinformation/campus/copyright/copyrtpolicy
full.pdf
Subject to Change Statement:
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you
are absent from class, it is your responsibility to check on announcements made while you were
absent.
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Social Work 275
Advanced Social Work Practice in Schools II
(3 units)
Course Schedule – Spring 2010
Course Expectations and Requirements
This class will be taught as a seminar. It will be an opportunity to integrate school related
field placement experiences with the theory, policy and practice information pertaining to social
work services in schools. The following is a list of course expectations and requirements for
effective learning:
1. You are expected to demonstrate initiative and responsibility to learn the specialized
and advanced practice content of this seminar.
2. Active and informed participation in this seminar are expected. Active participation
includes regular attendance (no more than 2 absences) and a balance of talking and
listening. Informed participation includes completion of readings before class and
contributing your thoughts, feelings, questions and feedback regarding readings,
presentations/discussions and/or school related field placement experiences. Note:
Students that accumulate more than 3 absences will have their final grade reduced by
a full letter grade and may jeopardize their qualification for the PPS credential.
3. Courteous and respectful conduct is expected of all seminar participants at all times.
Please turn off cell phones, pagers, etc. and refrain from conduct that disrupts the
learning environment when class is in session (i.e. using a computer, emailing,
texting, private conversations, etc.).
4. If you are going to be late or absent, please extend the courtesy of calling the
instructor to let her know.
5. Completion of all reading, written, and course assignments on or before the due date.
Late assignments are subject to grade reduction. Be sure to inform the instructor if an
assignment is going to be late.
Assignments
1.
Integration of PPS Competencies – 100 points (20%)
Due: February 16, 2010
This assignment will focus on the integration of two specific PPS competencies with your
practice as a school social worker. Read and respond, in order, to each of the
requirements/questions listed below. Please state the requirement/question and provide your
response directly below it. Repeat this format until all of the areas have been addressed.
I. PPS Competency # 3:
a.
Provide a concise summary of an experience from your PPS field placement that required
you to interpret and apply knowledge of California school attendance laws and the rights of
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b.
c.
minors (PPS competency #3). Be sure to protect confidentiality in the presentation of client
information (10 points)
What law(s) were relevant to the practice situation summarized above? List the category and
number of each specific law, i.e. EC 48200, Compulsory Attendance. (10 points)
Explain how you interpreted and applied your knowledge of the law(s) at multiple systems
levels to intervene in the example from I.a. Include specific, relevant, evidence-based
strategies in your response. (20 points)
II. PPS Competency # 11:
a.
b.
Provide a concise summary of an experience from your PPS field placement that required
knowledge of learning theories and factors influencing learning (PPS competency #11) (10
points)
What specific, evidence-based, multi systems intervention strategies/techniques would be
appropriate for a school social worker to implement in the example above to assist the
student in developing responsibility for his/her own learning? (30 points)
The responses are expected to be clear, concise, well written, well organized, and typed using APA
format. The responses will be evaluated based on the points listed above as well as how clearly and
thoroughly each of the questions is answered (10 points) and demonstrates understanding and
application of relevant course information. Be sure to use and reference evidence-based strategies
from course readings to support your responses. (10 points)
Submit one paper and one electronic copy of the assignment by the beginning of class on the due
date.
2.
Quiz – 100 points (20%)
Date:
March 16, 2010
A quiz consisting of multiple choice, short answers, and/or essay questions will be given at the
beginning of class. It will draw upon information from classes 4-7 of this course. Further
information on the quiz will be discussed in class.
3.
Class Presentation – 150 points (30%)
Due: Week 12-14 (see course schedule for dates and topics)
The class will be divided into six groups of students for class presentations. Each group will choose
a target group of pupils from those listed under weeks 12-14 in the course schedule and conduct
research on that population. The group is expected to share their findings with the class in a 60-70
minute presentation. Presentations are required to address the following:
A. Content of Presentation (120 points)
1. Background Information: Provide a summary of identifying information, history and important
characteristics of the target group. (20 points)
2. Risk Factors: Discuss why the group is considered educationally “at risk”. What are the
obstacles/barriers to educational success? (15 points)
3. Legal and Policy Factors: Address any legal or policy issues that may apply to this group.
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(15 points)
4. Interventions: Present detailed information from the professional literature about effective
interventions at all systems levels with this target group. Be sure to present this information in a
concise and summative manner to maximize its usefulness for the audience. Provide enough
information so that your classmates would know how to implement the interventions. (50 points)
5. Questions and Discussion: Welcome questions and discussion of the information presented and
demonstrate understanding of the subject matter in your responses. (10 points)
6. Effectiveness of Presentation: The presentation is well organized, relevant and maintains the
interest of the audience. (10 points)
B. Required Supporting Information (30 points)
Note: A rough draft of the outline of the presentation is due to the instructor one week before the
scheduled presentation. (10 points)
The remaining supporting information must be submitted to the instructor electronically (via email
attachment) 24 hours in advance of the scheduled presentation. The instructor will distribute the
relevant information to the class.
1. PowerPoint Presentation - provide an electronic copy of the presentation in PowerPoint format.
(5 points)
2. Reference List - provide a reference list of the professional resources used by the group to prepare
the presentation. (10 points)
3. Group Process Summary - provide one summary from all group members of the group process
that took place in preparing the presentation. (5 points)
The presentations are expected to be well organized, professional and effective. This includes
working together as a group, maintaining the interest of the audience, and adhering to the
allotted time frame. Be creative in your style, presentation and use of supporting materials. Be
sure to work together with your group throughout the preparation and presentation or your
effectiveness will be compromised. You will be graded as a group on the usefulness,
comprehensiveness and effectiveness of the presentation as well as your mastery of relevant
information using the criteria outlined above.
4.
End-of-Year Report - 100 points (20%)
Due: May 11, 2010
Using the SSW Service Plan developed in September, 2009, write a 5-7 page End-of-Year Report in
which you present the outcomes of your work as a PPS credential candidate at the selected school
site. The Report must include the following components and be organized using the headings for
each required area:
A.
Introduction – provide an introductory paragraph to orient the reader to the purpose of the
Report and the specifics of the placement (i.e. school name, location, year, etc.). (5 points)
B.
Overview of SSW Services Provided – provide a summary of the school social work services
that you provided at the school as an intern this year. Include total hours, number of
contacts at each system level, and the types of services provided. (15 points)
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C.
Outcomes of SSW Services – present the outcomes in table format with a heading and the
following column headings:
a. Objectives – use the objectives from your SSW Service Plan, including any necessary
revisions so that they are clear, measurable and address multiple systems (individual,
family, group, organization and community). (20 points)
b. Interventions – list the interventions provided to meet the objective. (10 points)
c. Data Collection Methods – list the tools/data sources utilized to measure outcomes.
(5 points)
d. Outcome – concisely present the aggregated outcome data for each objective. (15 points)
D.
Summary – present a summary paragraph of the major points and findings of the Report.
(5 points)
E.
Recommendations – present your recommendations for next school year based on the
outcome information presented. (15 points)
F.
Signature – the Report is signed by your field instructor
The End-of Year Report is expected to be well organized, well written, typed and double
spaced in APA format. It will be evaluated based on the points listed above as well as how
clearly and thoroughly each content area is addressed (5 points) and your ability to
demonstrate knowledge and application of relevant course information (5 points). Note:
Submit one paper and one electronic copy of the Report by the start of class on the due
date.
5. Attendance and Class Participation – 50 points (10%)
Regular class attendance as well as active and informed participation in this seminar are
expected as described under Course Expectations and Requirements. The following criteria
will be utilized to determine points earned for attendance and participation:
A. Attendance – 2 points per class session; maximum of 30 points.
B. Participation – maximum of 20 points:
0 points:
5 points:
10 points:
20 points:
Does not participate in class discussions or activities.
Participates only in structured class activities.
Participates in class activities and occasionally contributes to class
discussions.
Participates in class activities and contributes regularly and thoughtfully to
class discussions.
Grading
1.
2.
3.
4.
5.
Class Attendance and Participation
Assignment #1: Integration of PPS Competencies
Assignment #2: Quiz
Assignment #3: Class Presentation
Assignment #4: End-of-Year Report
California State University, Fresno
50 points
100 points
100 points
150 points
100 points
(10%)
(20%)
(20%)
(30%)
(20%)
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** NOTE: Students that accumulate more than 3 absences will have their final grade
reduced by a full letter grade and may jeopardize their qualification for the PPS credential.
The following point ranges correspond with the final letter grade listed below:
A
B
C
D
F
450-500 points
400-449 points
350-399 points
300-349 points
299 or less points
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Social Work 275
Advanced Social Work Practice in Schools II
(3 Units)
Spring 2010
Schedule of Classes and Assignment
Week 1: 1/26
Topic:
Introduction of Course: Course Overview, Expectations and Requirements
(Focus on PPS Competency 8)
Overview of youth development and implications for school social work practice.
Week 2: 2/2
Topic:
Advanced Social Work Practice with Youth (Focus on PPS Competencies 2 and 7)
Read:
1. Reserve Reading:



Corcoran, J. (1998). Solution-focused practice with middle and high school at-risk youth.
Social Work in Education, 20(4), p. 232-243.
Early, T.J. & Vonk, M.E. (2001). Effectiveness of school social work from a risk and
resilience perspective. Children and Schools, 23(1), p. 9-32.
Minnard, C.V. (2002). A strong building: Foundation of protective factors in schools.
Children & Schools, 24(4), p. 233-246.
Role Plays
Week 3: 2/9
Topic:
Assessment and Interventions to Address Child Welfare and Attendance Concerns
(Focus on PPS Competencies 1, 3, 6 and 10)
Read:
1.
Allen-Meares, Ch. 11
2.
Franklin et al., Ch. 6 and 67
3.
Reserve Reading:

Kearney, C.A. & Bates, M. (2005). Addressing school refusal behavior: Suggestions for
frontline professionals. Children & Schools, 27(4), p. 207-216.
Week 4: 2/16
Topic: Crisis Intervention
(Focus on PPS Competencies 1, 5 and 9)
Read:
1.
Franklin et al., Ch. 1, 52, and 53
2.
Reserve Reading:

Joe, S. & Bryant, H. (2007). Evidence-based suicide prevention screening in schools.
Children & Schools, 29(4), p. 219-227.
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Vignettes
Assignment # 1 Due – One electronic and one paper copy!
Week 5: 2/23
Topic:
Behavior Management and Social Skills Training
(Focus on PPS Competencies 2, 7 and 11)
Read:
1.
Franklin et al., Ch. 5 and 58
2.
Reserve Reading:



Anderson-Butcher, W., Newsome, S. & Nay, S. (2003). Social skills intervention during
elementary school recess: A visual analysis. Children & Schools, 25(3), p. 135-146.
Phillips, J.H., Corcoran, J. & Grossman, C. (2003). Implementing a cognitive-behavioral
curriculum for adolescents with depression in the school setting. Children & Schools, 25(3),
p. 147-158.
LeCroy, C.W. (2006). Social skills training in school settings: Some practical
considerations. In R. Constable, C. R. Massat, S. McDonald & J.P. Flynn (Eds.). School
social work: Practice, policy and research (6th ed.). Chicago:Lyceum Books, p. 599-617.
Week 6: 3/2
National School Social Work Week!!!
Topic: Groups
(Focus on PPS Competency 7)
Read:
1.
Franklin et al., Ch. 56
2.
Reserve Reading:

Johnson, J. (2006). The no-fault school: Understanding groups-understanding schools. .
In R. Constable, C. R. Massat, S. McDonald & J.P. Flynn (Eds.). School social work:
Practice, policy and research (6th ed.). Chicago:Lyceum Books, p. 579-698.
Week 7: 3/9
Topic:
Play Therapy
(Focus on PPS Competencies 7 and 10)
Read:
1.
Reserve Reading:



Drewes, A.A., Carey, L.J. & Schaefer, C.E. (Eds.) (2001). School-based play therapy. New
York: Wiley, p. 41-80.
Hall, T.M., Kaduson, H.G. & Schaefer, C.E. (2002). Fifteen effective play therapy
techniques. Professional Psychology: Research and Practice, 33(6), p. 515-522.
Hinman, C. (2003). Multi cultural considerations in the delivery of play therapy services.
International Journal of Play Therapy, 12(2), p. 107-122.
Week 8: 3/16
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QUIZ
(Focus on all PPS competencies)
Week 9: 3/23
Topic:
Parent Involvement
(Focus on PPS Competencies 1, 3 and 8)
Read:
1.
Franklin et al., Ch. 61, 62 and 63
2.
Reserve Reading:



Broussard, C.A. (2003). Facilitating home-school partnerships for multi-ethnic families:
School social workers collaborating for success. Children & Schools, 25(4), p. 211-217.
Allen, S.F. & Tracy, E.M. (2004). Revitalizing the role of home visiting by school social
workers. Children & Schools, 26(4), p. 197-208.
Sar, B.K. & Wulff, D.P. (2003). Family builders approach: Enhancing the well-being of
children through family-school partnerships. Children & Schools, 25(4), p. 241-251.
Week 10: 3/30
No Class – Spring Break!!!!
Week 11: 4/6
Topic:
Community Practice and School Linked Services
(Focus on PPS Competencies 1, 4 and 5)
Read:
1.
Franklin et al., Ch. 93 and 95
2.
Reserve Reading:


Anderson-Butcher, D., Lawson, H.A., Bean, J. Flaspholer, P. Boone, B. & Kwiatkowski, A.
(2008). Community collaboration to improve schools: Introducing a new model from Ohio.
Children & Schools, 30(3), p. 161-172.
Wooley, M.E., Grogan-Kaylor, A., Gilster, R.A. Karb, L.M., Reischl, T.M. & Alaimo, K.
(2008). Neighborhood social capital, poor physical conditions and school achievement.
Children & Schools, 30(3), p. 133-145.
Week 12: 4/13
Topic:
Identifying and Working with Students and Families At-Risk
(Focus on PPS Competencies 1, 3, 6 and 7)
Read:
1.
Allen-Meares, Ch. 8
2.
Franklin et al., Ch. 29, 70
3.
Reserve Reading:


Hernandez Jozefowicz-Simbeni, D. & Israel, N. (2006). Service to homeless students and
families: The McKinney-Vento act and its implications for school social work practice.
Children & Schools, 28(1), p. 37-44.
Corcoran, J., & Franklin, C. (2004). Adolescent pregnancy and parenting: A biopsychosocial framework. In P. Allen-Meares & M.W. Fraser (Eds.). Intervention with
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
children and adolescents: An interdisciplinary perspective. Boston: Pearson/Allyn-Bacon, p.
398-416.
Robbers, M.L.P. (2008). The caring equation: An intervention program for teenage mothers
and their male partners. Children & Schools, 30(1), p. 37-47.
Class Presentations: Homeless Students and Families; Adolescent Parents
Week 13: 4/20
Topic:
Identifying and Working with Students & Families At-Risk
(Focus on PPS Competencies 1, 3, 6 and 7)
Read:
1. Franklin et al., Ch. 22, 23, and 35
2. Reserve Reading:




Zetlin, A.G., Weinberg, L.A. & Shea, N.M. (2006). Seeing the whole picture: Views from
diverse participants on barriers to educating foster youth. Children & Schools, 28(3), p. 165173.
Jonson-Reid, M., Kim, J., Barolak, M., Citerman, B., Lawdel, C., Essma, A., Fezzi, N.,
Green, D., Kontak, D., Mueller, N. & Thomas, C. (2007). Maltreated children in schools:
The interface of school social work and child welfare. Children & Schools, 29(3), p. 182191.
Griffin, K.W. & Botvin, G.J. (2004). Prevention and treatment of adolescent drug abuse. In
P. Allen-Meares & M.W. Fraser (Eds.). Intervention with children and adolescents: An
interdisciplinary perspective. Boston: Pearson/Allyn-Bacon, p. 335-355.
Marsiglia, F.F., Holleran, L. & Jackson, K.M. (2000). Assessing the effect of external
resources on school-based substance abuse prevention programs. Children & Schools, 22(3),
p. 145-161.
Class Presentations: Foster Youth; Substance Using/Abusing Youth
Week 14: 4/27
Topic:
Identifying and Working with Students & Families At-Risk
(Focus on PPS Competencies 1, 3, 6 and 7)
Read:
1.
Franklin et al., Ch. 50, 51 and 83
2.
Reserve Reading:




Elze, D.E. (2003). Gay, lesbian and bisexual youths’ perceptions of their high school
environments and comfort in school. Children & Schools, 25(4), p. 225-240.
Longres, J.F. & Etnyre, W.S. (2004). Social work practice with gay and lesbian children
and adolescents. In P. Allen-Meares & M.W. Fraser (Eds.). Intervention with children and
adolescents: An interdisciplinary perspective. Boston: Pearson/Allyn-Bacon, p. 80-105.
Williams, J.H., Ayers, R.A., Van Dorn, A. & Arthur, M.W. (2004). Risk and protective
factors in the development of delinquency and conduct disorder. In M.W. Fraser (Ed.), Risk
and resilience in childhood: An ecological perspective, 2nd ed., p. 209-249. Washington,
D.C.: National Association for Social Workers.
Koffman, S. et al. (2009). Impact of a comprehensive whole child intervention and
prevention program among youths at risk of gang involvement and other forms of
delinquency. Children & Schools, 31(4), p. 239-245.
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Class Presentations: Gay, Lesbian and Bisexual Youth (LGBTQ); Delinquent Youth
Week 15: 5/4
Topic:
Panel of School Social Workers
(Focus on PPS Competency 4)
Week 16: 5/11
Topic:
Evaluation and Termination of School Social Work and Child Welfare
and Attendance Services
(Focus on PPS Competency 7)
Read:
1.
Allen-Meares, Ch. 12 - Review
2.
Franklin et al., Ch. 103 – Review
3.
Presentation of Major Findings from End-of-Year Reports
End-of-Year Report Due – One electronic and one paper copy!!
Week 17:
5/18, 11:00-1:00
Topic: PPS Candidate Exit Information
Note: PPS Candidate Portfolios Submitted Semester, year
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Social Work 280 Field Instructed Practice
(2 units)
Catalog Statement
Prerequisite: Permission of Field Coordinator and concurrent enrollment in SWRK 220. First of
two semesters applying foundation theories and concepts in field instructed practice with
individuals, families, groups, formal organizations and communities. Approved for RP grading.
CR/NC grading only. (Formerly SWRK 250).
Course Rationale
Historically, field practicum experience has been a central component of social work education. The
classroom content began as a supplement to apprenticeship in social work agencies. This model of
learning has been integrated into a formal educational program. The scope of the practicum is
intended to provide comprehensive experiences which consolidate material presented within the
classroom. It is essential for professional development that social work students demonstrate the
knowledge, values and skills of social work practice within the context of the field setting.
Course Description
SWRK 280 is the first of two semesters of foundation field instructed practice. It is expected to
provide students with a range of foundation learning assignments encompassing all areas of social
work practice. The field practicum provides supervised "hands on" experience of social work,
affording students the opportunity to develop, practice and enhance a range of professional practice
skills as well as to subsequently evaluate the effectiveness of interventions. The field practicum is
designed to require students to demonstrate in behavior with clients/constituents, agencies and
communities the knowledge and skills derived from the total curriculum. The field practicum
emphasizes multi-systems interventive strategies that address the following areas: 1) a commitment
to social justice, 2) the empowerment perspective, and 3) diversity/cultural awareness. The
practicum provides a multi systems social work practice emphasis focusing upon work with
individuals, families, small groups, organizations and communities. Students are placed in an
approved field agency for the academic year and complete 200 hours each semester, for a total of
400 hours of supervised foundation social work field instruction.
Educational Goals
To acquire foundation knowledge and skills for multi systems social work practice utilizing diversity
awareness, an empowerment perspective and principles of social justice in support of the following
educational goals for both semesters of the foundation year (SWRK 280 and SWRK 281):
1. To become socialized to the social work profession, developing awareness of its value
orientation and learning the fundamental components of professional development.
2. To apply foundation knowledge of human behavior and a multi systems approach to social
work practice.
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3. To develop foundation practice skills with individuals, families, groups, organizations and
communities and apply appropriate strategies for intervention at multiple systems levels.
4. To acquire foundation skill in the evaluation of one’s own performance and practice.
Learning Objectives/Outcomes
The following learning objectives/outcomes represent the continuum of learning for the first
semester of the foundation year of field instructed practice, SWRK 280:
1.1 To develop foundation knowledge of the range of professional social work practice through
observation and participation in a first year field placement.
1.2 To develop foundation skills in collaborating with other professionals and systems on behalf of
the client/consumer.
1.3 To apply core social work values, ethics and practice principles as outlined in the NASW Code
of Ethics in working with various client systems and colleagues.
1.4 To differentiate the value orientation, roles and activities of social work from other professions,
particularly in relation to populations-at-risk, diversity, disparities, empowerment and social
justice.
1.5 To actively and responsibly participate in one’s own learning by identifying learning needs,
seeking feedback and being open to the learning process.
1.6 To develop and present a professional sense of self through appearance and conduct with
clients/consumers and other professionals.
1.7 To demonstrate identification with the social work profession and an understanding of the life
long process of ongoing professional development.
2.1 To identify the interrelated influences of micro, mezzo and macro systems on the behavior of
individuals, families, groups, organizations and communities.
2.2 To identify variations of human behavior at micro, mezzo and macro systems levels.
2.3 To assess normative and non-normative biological, psychological, and social processes and
variations within spiritual/cultural practices and their effect on behavior at multiple systems
levels.
2.4 To apply foundation concepts from theoretical and empirical literature in identifying and
implementing social work interventions.
2.5 To demonstrate beginning ability to apply concepts of social justice and empowerment to
practice at multiple systems levels with a special emphasis on populations-at-risk and cultural
variables.
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3.1 To develop a multidimensional framework for assessment that incorporates diversity
awareness, strengths, and an empowerment perspective.
3.2
To understand and begin to apply the major phases of the problem solving model: assessment;
planning; intervention; evaluation; and termination at multiple systems levels.
3.3
To develop foundation helping skills, including engagement, verbal and non verbal following
skills for application at multiple systems levels.
3.4
To recognize and begin to effectively manage common verbal and non verbal barriers in social
work practice.
3.5
To apply core social work practice roles such as advocate, broker, case manager, consultant,
counselor/therapist, facilitator, etc. at multiple systems levels.
3.6
To apply beginning intervention methods such as support, confrontation, ethnographic
interviewing, information delivery, crisis intervention, use of self, social action, policy
practice, etc. at multiple systems levels.
3.7
To incorporate foundation understanding of applicable agency, state and federal policies and
laws in assessment and intervention at multiple systems levels, including policy practice.
3.8
To demonstrate foundation professional skill in verbal and written reporting.
4.1
To demonstrate developing self awareness by examining his/her values and biases and the
effects they have on professional practice as a social worker.
4.2 To identify the impact of culture, race, gender, socioeconomic status, sexual orientation, age
and disability on one’s delivery of effective social work practice.
4.3
To demonstrate the use of foundation concepts from the empirical literature to inform practice
and its evaluation.
4.4
To demonstrate the beginning use of both qualitative and quantitative methods to evaluate the
effectiveness of one’s practice.
Course Content
Upon confirmation of field practicum arrangements, all students are expected to establish and keep
a regular schedule for attendance at their field agencies and a verifiable record of their hours. An
orientation period is provided for students to become familiar with agency programs, policies,
procedures and staff. Following this, the Field Instructor and student identify learning goals and
practice assignments are chosen. A learning agreement is developed by approximately the fourth
week of the practicum, which is reviewed by the faculty liaison. The learning agreement includes
assignments that meet the goals and objectives of SWrk 280. It is updated and revised as necessary
during the practicum.
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Required Purchases
Students enrolled in SWRK 280 are required to purchase liability insurance. See the MSW 1 Field
Manual for details. It can be located and downloaded at the department website,
www.csufresno.edu/socwork.
A. Material
1.
2.
3.
4.
5.
Field calendar (available on line)
Learning agreement (available on line)
Student Performance, Field Instructor, and Agency Evaluation Forms (available on
line)
MSW 1 Field Manual (available on line)
Binder or Notebook for Journal/Evaluation of Practice Assignment
B. Reading
1.
MSW 1 Field Manual (available on line)
Readings as assigned by the field instructor
Method of Instruction:
Field instruction consists of weekly individual meetings for one hour with additional consultation as
needed. Students are expected to (a) accept increasingly complex and challenging assignments; (b)
practice in an increasingly autonomous fashion within the boundaries set by the practicum agency;
(c) promptly consult with the Field Instructor and Faculty Liaison on any matter regarding the
practicum that is presenting concerns. Students will receive both reading and writing assignments
from their field instructors and are expected to complete these in a timely fashion. Students
participate in evaluating their progress at the end of each semester of the practicum and also evaluate
the field instructor's performance and the agency as a practicum site. Students are encouraged to
avail themselves of in-service training or other staff workshops, staff meetings, use of agency
library, etc. within the guidelines established by the Department of Social Work Education and the
practicum agency.
Web-based Instruction/Blackboard: Web-based instruction regarding field placement
assignments follows policies of the agency and the field instructor.
Grading Criteria
SWRK 280 is graded on a CR/NC basis. Student evaluation forms are completed at the end of each
semester and the field instructor recommends the grade based on student performance and
department requirements (see MSW 1 Field Manual for more information). Students who do not
complete the required hours within the semester period may be given an "RP" grade which is
converted to CR/NC upon completion of the hours and receipt of a satisfactory final evaluation.
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Description of Exams/Major Assignments
The following are specific assignment for SWRK 280:
1.
2.
Internship attendance.
All students will develop a learning agreement which is due to the Field Office by the
fourth week of field placement and includes specific learning assignments congruent with
the educational goals and objectives of SWRK 280.
3. Students will maintain a weekly journal or complete evaluation of practice assignments
as provided by the field instructor and/or faculty liaison. The journal and/or assignments
will be utilized as a beginning step to evaluating one’s own practice. Journals are to be
referenced and submitted to the faculty liaison at mid-term and final each semester. A
schedule for submitting the journal to the field instructor can be negotiated between the
student and field instructor.
Course Policies
Late Papers: If you are unable to meet a deadline for a placement assignment, you are expected to
discuss this issue in advance with the instructor and/or liaison. Under certain conditions, it may be
possible to make arrangements for a later deadline. Late assignments may result in the inability to
accrue field placement hours until the assignment is satisfactorily completed.
Attendance & Participation: Students are expected to establish a regular schedule of 16 hours per
week for each semester of the first year of Field Instructed Practice, SWRK 280 and SWRK 281.
Expectations and policies regarding attendance and participation in the field practicum are outlined
in the MSW 1 Field Manual which is available on line at the department website referenced above.
Dismissal: The university and department policies on dismissal are outlined in the Graduate Field
Manual. All students are responsible for conducting themselves in a professionally appropriate and
ethical manner at all times during the field internship. All students are also responsible for knowing
and adhering to both university and department policy as outlined in the Graduate Field manual and
the University catalog.
Cell Phones: Policies concerning cell phone use are determined by the agency and the field
instructor.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
more information, contact Services to Students with Disabilities in the building across from Madden
Library (278-2811).
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
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but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means.
Plagiarism is a specific form of cheating which consists of the misuse of the published and/or
unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used
as one's own work.” Penalties for cheating and plagiarism range from a 0 or F on a particular
assignment, through an F for the course, to expulsion from the university. For more information on
the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal
Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community
adhere to principles of academic integrity and mutual respect while engaged in university work and
related activities. Students should:
a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is used by
the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor
or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that
“I have done my own work and have neither given nor received unauthorized assistance on this
work.” For more information, refer to the Code of Academic Integrity – Honor Code, APM
236, www.csufresno.edu/aps/apm/236.pdf.”
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University Bookstore.
In the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop an understanding of the community in
which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page.
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Digital Campus course web sites contains material protected by copyrights held by the instructor,
other individuals or institutions. Such material is used for educational purposes in accord with
copyright law and/or with permission given by the owners of the original material. You may
download one copy of the materials on any single computer for non-commercial, personal, or
educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of
this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the
original copyright holder. The instructor assumes no responsibility for individuals who improperly use
copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you
are absent from class, it is your responsibility to check on announcements made while you were
absent.
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TENTATIVE COURSE SCHEDULE
Social Work 280
WEEK
HOURS
FIELD PLACEMENT ACTIVITIES/ ASSIGNMENTS
1
3
Field Orientation
Graduate Field Manual; NASW Code of Ethics
2
16
Agency Orientation
Discuss use of supervision, learning needs and expectations
Review agency policy and documentation requirements
Discuss key social work roles, practice with populations at-risk,
and professional boundaries
3
16
Development of Learning Agreement
Attend agency staff meeting
Participant observation
Supervision
4
16
Interview culturally diverse staff in agency
Provide social work services to individual client/consumer
Address global aspects of practice with local populations at-risk
Supervision
5
16
Visit community agencies relevant to internship setting
Evaluation of Practice: Theoretical rationale for intervention
Supervision
6
16
Learning Agreement Due
Casework and documentation
Attend relevant agency meetings
Supervision
7
16
WEEK
8
HOURS
16
Complete bio psycho social assessment
Develop culturally relevant service plan
Complete process recording
Supervision
FIELD PLACEMENT ACTIVITIES/ ASSIGNMENTS
Conduct an ethnographic interview
Casework and documentation
Supervision
Evaluation of Practice: Advocacy regarding service delivery
9
16
Complete assessment of field placement agency
Attend relevant agency meetings
Supervision
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10
16
Attend NASW chapter meeting
Casework with client/consumer culturally different from self
Documentation
Supervision
11
16
Observe group dynamics in an agency meeting
Casework and documentation
Construct a family genogram
Supervision
12
16
Complete bio psycho social assessment
Develop culturally relevant service plan
Supervision
Evaluation of Practice: Ethnographic approach to understanding
identified problem
13
16
Conduct an ethics audit of the field placement agency
Complete process recording
Casework and documentation
Supervision
14
16
Attend an interagency or external meeting
Complete meeting minutes
Casework and documentation
Supervision
15
16
Preparation for semester break and termination
Supervision
Final Semester Evaluation for SWrk 280 Due–200 hours completed
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Social Work 280
Graduate Field Placement
LEARNING AGREEMENT
Fall Semester
Student Information:
FIRST NAME
MIDDLE INITIAL
STREET ADDRESS
HOME PHONE
LAST NAME
CITY
CELL PHONE
ZIP CODE
WORK PHONE
CAMPUS E MAIL ADDRESS
FIELD PLACEMENT SCHEDULE
ACADEMIC ADVISOR
WINTER BREAK SCHEDULE
PHONE
E MAIL ADDRESS
CITY
ZIP CODE
Agency Information:
AGENCY NAME
STREET ADDRESS
FIELD INSTRUCTOR (M.S.W.)
PHONE
E MAIL ADDRESS
AGENCY SUPERVISOR (non-M.S.W.)
PHONE
E MAIL ADDRESS
FACULTY LIAISON
PHONE
E MAIL ADDRESS
Signatures:
STUDENT SIGNATURE
DATE
M.S.W. FIELD INSTRUCTOR SIGNATURE
DATE
FACULTY LIAISON SIGNATURE
DATE
FIELD COORDINATOR SIGNATURE
DATE
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Field Supervision:
DAY AND TIME OF SUPERVISION
Format (Minimum Requirement. 2 hours per week – 1 hour individual and 1 hour individual or group)
Name of Backup/Emergency Supervisor
RESPONSIBILITY FOR PREPARATION OF SUPERVISION AGENDA
I. AGENCY OVERVIEW:
BRIEFLY DESCRIBE THE AGENCY’S ORGANIZATIONAL STRUCTURE AND THE AGENCY SERVICES AVAILABLE TO CLIENTS.
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Goal: To acquire foundation knowledge and skills for multi systems social work practice utilizing
diversity awareness, an empowerment perspective and principles of social justice. The first semester
field placement will include the activities/assignments listed below in three areas: professional
development; social work practice; and, evaluation of practice.
NOTE: Please use the right-hand column for your own use during supervision to document
completion of assignments using a specific date of completion.
Professional Development
1. Participate actively and responsibly in weekly supervision and
demonstrate ability to be open to learning.
Date
Completed
2. Discuss in supervision key social work roles and professional
boundaries. Keep a behavioral log for one month outlining
social work roles in which you engage and boundary issues
that arise.
3. Attend a local chapter meeting of NASW or other social work
related professional organization. Discuss your observations
in supervision.
4. Interview a minimum of three professional staff in your
agency that are ethnically/culturally different from self to
understand the influence of their cultural perspective on
professional practice.
5. Conduct an ethics audit of the field placement agency based
on Reamer’s model presented in SWrk 220.
6. Other Activities/Assignments:
6a.
6b.
6c.
6d.
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Multi Systems Social Work Practice
1. Complete a minimum of 2 bio psycho social assessments that
incorporate the strengths perspective, a developmental theory,
and one alternative theory.
Date
Completed
2. Complete a minimum of 2 culturally relevant service plans.
3. Complete 2 process recordings to evaluate foundation helping
skills and identify barriers at each system level.
4. Provide social work services to a minimum of 3 individual
clients/consumers, at least one of whom is culturally different
from self.
5. Construct a family genogram for an individual
client/consumer.
6. Complete an initial organizational description and assessment
of the placement agency utilizing the guidelines from SWrk
220.
7. Conduct one ethnographic interview utilizing the guidelines
from SWrk 220.
8. Observe the dynamics of a group meeting in the placement
agency using the information in SWrk 220 and discuss your
findings in supervision.
9. Visit community agencies relevant to the internship setting.
10. Attend an interagency or external meeting in which the
placement agency is linked to the larger community.
11. Complete at least one report writing assignment from each of
the following categories: e mail; meeting minutes; case
notes/narratives.
12. Other Activities/ Assignments:
12a.
12b.
12c.
12d.
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Evaluation of Practice
1. Conduct a review of the literature to identify at least 2
potential interventions for a problem/target issue. Discuss in
supervision the theoretical rationale and empirical evidence
for each intervention. Include considerations of
diversity/culture.
Date
Completed
2. Using an ethnographic approach, explore the cultural
meaning(s) of the problem(s)/target issue(s) that one
client/consumer brings to you.
3. Evaluate your practice in advocating for effective delivery of
services to clients. Include consideration of barriers, access
and the concepts of cultural diversity, oppression, social
justice and empowerment.
4. Other Activities/Assignments:
4a.
4b.
4c.
4d.
The Agency Agrees to Provide:
Field Instructor Initials:
1. Appropriate learning assignments as
required for SWrk 280.
2. A minimum of one hour of weekly
supervision with the M.S.W. field instructor.
3. Adequate space and resources to complete
agency related assignments.
Other:
____________
California State University, Fresno
____________
____________
___________
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Social Work 281 Field Instructed Practice II
(2 units)
Catalog Statement
S Wrk 281 Field Instructed Practice II (2). Prerequisite: S Wrk 280, concurrent enrollment in S
Wrk 221, and permission of Field Coordinator required. Second of two semesters applying
foundation theories and concepts in field instructed practice experience with individuals, families,
groups, formal organizations and communities. Approved for RP grading. CR/NC grading only.
Course Rationale
Historically, field practicum experience has been a central component of social work education. The
classroom content began as a supplement to apprenticeship in social work agencies. This model of
learning has been integrated into a formal educational program. The scope of the practicum is
intended to provide comprehensive experiences which consolidate material presented within the
classroom. It is essential for professional development that social work students demonstrate the
knowledge, values and skills of social work practice within the context of the field setting.
Course Description
SWRK 281 is the second of two semesters of foundation field instructed practice. It is expected to
provide students with a range of foundation learning assignments encompassing all areas of social
work practice. The field practicum provides supervised "hands on" experience of social work,
affording students the opportunity to develop, practice and enhance a range of professional practice
skills as well as to subsequently evaluate the effectiveness of interventions. The field practicum is
designed to require students to demonstrate in behavior with clients/constituents, agencies and
communities the knowledge and skills derived from the total curriculum. The field practicum
emphasizes multi-systems intervention strategies that address the following areas: 1) a commitment
to social justice, 2) the empowerment perspective, and 3) diversity/cultural awareness. The
practicum provides a multi systems social work practice emphasis focusing upon work with
individuals, families, small groups, organizations and communities. Students are placed in an
approved field agency for the academic year and complete 200 hours each semester, for a total of
400 hours of supervised foundation social work field instruction.
Educational Goals
To acquire foundation knowledge and skills for multi systems social work practice utilizing diversity
awareness, an empowerment perspective and principles of social justice in support of the following
educational goals for both semesters of the foundation year, SWRK 280 and SWRK 281:
1. To become socialized to the social work profession, developing awareness of its value
orientation and learning the fundamental components of professional development.
2. To apply foundation knowledge of human behavior and a multi systems approach to social
work practice.
3. To develop foundation practice skills with individuals, families, groups, organizations and
communities and apply appropriate strategies for intervention at multiple systems levels.
4. To acquire foundation skill in the evaluation of one’s own performance and practice.
California State University, Fresno
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Learning Objectives/Outcomes
The following learning objectives/outcomes represent the continuum of learning for the second
semester of the foundation year of field instructed practice, SWRK 281:
1.1
To continue to develop foundation knowledge of the range of professional social work
practice through observation and participation in a first year field placement.
1.2
To develop foundation skills in collaborating with other professionals and systems on behalf
of the client/consumer.
1.3
To apply core social work values, ethics and practice principles as outlined in the NASW
Code of Ethics in working with various client systems and colleagues.
1.4
To differentiate the value orientation, roles and activities of social work from other
professions, particularly in relation to populations-at-risk, diversity, disparities,
empowerment and social justice.
1.5
To actively and responsibly participate in one’s own learning by identifying learning needs,
seeking feedback and being open to the learning process.
1.6
To develop and present a professional sense of self through appearance and conduct with
clients/consumers and other professionals.
1.7
To demonstrate identification with the social work profession and an understanding of the
life long process of ongoing professional development.
1.1
To identify the interrelated influences of micro, mezzo and macro systems on the behavior of
individuals, families, groups, organizations and communities.
1.2
To strengthen ability to identify variations of human behavior at micro, mezzo and macro
systems levels.
1.3
To continue to assess normative and non-normative biological, psychological, and social
processes and variations within spiritual/cultural practices and their effect on behavior at
multiple systems levels.
1.4
To apply foundation concepts from theoretical and empirical literature in identifying and
implementing social work interventions.
1.5
To demonstrate increased ability to apply concepts of social justice and empowerment to
practice at multiple systems levels with a special
emphasis on populations-at-risk and cultural variables.
3.1
To develop a multidimensional framework for assessment that incorporates diversity
awareness, strengths, and an empowerment perspective.
3.2
To understand and apply the major phases of the problem solving model: assessment; planning;
intervention; evaluation; and termination at multiple systems levels.
California State University, Fresno
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3.3
To strengthen foundation helping skills, including engagement, verbal and non verbal
following skills for application at multiple systems levels.
3.4
To recognize and begin to effectively manage common verbal and non verbal barriers in social
work practice.
3.5
To apply core social work practice roles such as advocate, broker, case manager, consultant,
counselor/therapist, facilitator, etc. at multiple systems levels.
3.6
To apply beginning intervention methods such as support, confrontation, ethnographic
interviewing, information delivery, crisis intervention, use of self, social action, policy
practice, etc. at multiple systems levels.
3.7
To incorporate foundation understanding of applicable agency, state and federal policies and
laws in assessment and intervention at multiple systems levels, including policy practice.
3.8
To demonstrate foundation professional skill in verbal and written reporting.
4.1 To demonstrate developing self awareness by examining his/her values and biases and the
effects they have on professional practice as a social worker.
4.2 To identify the impact of culture, race, gender, socioeconomic status, sexual orientation, age
and disability on one’s delivery of effective social work practice.
4.3
To demonstrate the use of foundation concepts from the empirical literature to inform practice
and its evaluation.
4.4
To demonstrate the beginning use of both qualitative and quantitative methods to evaluate the
effectiveness of one’s practice.
Course Content
Upon confirmation of field practicum arrangements, all students are expected to establish and keep a
regular schedule for attendance at their field agencies and a verifiable record of their hours. An
orientation period is provided for students to become familiar with agency programs, policies,
procedures and staff. Following this, the Field Instructor and student identify learning goals and
practice assignments are chosen. A learning agreement is developed by approximately the fourth
week of the practicum, which is reviewed by the faculty liaison. The learning agreement includes
assignments that meet the goals and objectives of SWrk 281. It is updated and revised as necessary
during the practicum.
Required Purchases
Students enrolled in SWRK 281 are required to purchase liability insurance. See the MSW 1 Field
Manual for details. It can be located and downloaded at the department website,
www.csufresno.edu/socwork.
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A. Material
1.
2.
3.
4.
5.
Field calendar (available on line)
Learning agreement (available on line)
Student Performance, Field Instructor, and Agency Evaluation Forms (available on
line)
MSW 1 Field Manual (available on line)
Binder or Notebook for Journal/Evaluation of Practice Assignment
B. Reading
1.
2.
MSW 1 Field Manual (available on line)
Readings as assigned by the field instructor
Method of Instruction
Field instruction consists of weekly individual meetings for one hour with additional consultation as
needed. Students are expected to (a) accept increasingly complex and challenging assignments; (b)
practice in an increasingly autonomous fashion within the boundaries set by the practicum agency;
(c) promptly consult with the Field Instructor and Faculty Liaison on any matter regarding the
practicum that is presenting concerns. Students will receive both reading and writing assignments
from their field instructors and are expected to complete these in a timely fashion. Students
participate in evaluating their progress at the end of each semester of the practicum and also evaluate
the field instructor's performance and the agency as a practicum site. Students are encouraged to
avail themselves of in-service training or other staff workshops, staff meetings, use of agency
library, etc. within the guidelines established by the Department of Social Work Education and the
practicum agency.
Web-based Instruction/Blackboard: Students may participate in Web-based instruction if this
is part of their training experience at their field placement. Agency policy must be followed.
Grading Criteria
SWRK 281 is graded on a CR/NC basis. Student evaluation forms are completed at the end of each
semester and the field instructor recommends the grade based on student performance and
department requirements (see MSW 1 Field Manual for more information). Students who do not
complete the required hours within the semester period may be given an "RP" grade which is
converted to CR/NC upon completion of the hours and receipt of a satisfactory final evaluation.
Description of Exams/Major Assignments
The following are specific assignment for SWRK 281:
1. Internship attendance.
2. All students will develop a learning agreement which is due to the Field Office by the
fourth week of field placement and includes specific learning assignments congruent with
the educational goals and objectives of SWRK 281.
3. Students will maintain a weekly journal or complete evaluation of practice assignments
as provided by the field instructor and/or faculty liaison. The journal and/or assignments
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will be utilized as a beginning step to evaluating one’s own practice. Journals are to be
referenced and submitted to the faculty liaison at mid-term and final each semester. A
schedule for submitting the journal to the field instructor can be negotiated between the
student and field instructor.
Course Policies
Late Papers: If you are unable to meet a deadline for a placement assignment, you are expected to
discuss this issue in advance with the instructor and/or liaison. Under certain conditions, it may be
possible to make arrangements for a later deadline. Late assignments may result in the inability to
accrue field placement hours until the assignment is satisfactorily completed.
Attendance & Participation: Students are expected to establish a regular schedule of 16 hours per
week for each semester of the first year of Field Instructed Practice, SWRK 280 and SWRK 281.
Expectations and policies regarding attendance and participation in the field practicum are outlined
in the MSW 1 Field Manual which is available on line at the department website referenced above.
Dismissal: The university and department policies on dismissal are outlined in the MSW 1 Field
Manual. All students are responsible for conducting themselves in a professionally appropriate and
ethical manner at all times during the field internship. All students are also responsible for knowing
and adhering to both university and department policy as outlined in the Graduate Field manual and
the University catalog.
Cell phones: Students are expected to follow policies of the agency in which they are placed.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
more information, contact Services to Students with Disabilities in the building across from Madden
Library (278-2811).
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists
of the misuse of the published and/or unpublished works of others by misrepresenting the material
(i.e., their intellectual property) so used as one's own work.”
Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F
for the course, to expulsion from the university. For more information on the University's policy
regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal Statements) or the
University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community
adhere to principles of academic integrity and mutual respect while engaged in university work and
related activities. Students should:
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a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is used by
the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor
or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I
have done my own work and have neither given nor received unauthorized assistance on this
work.” For more information, refer to the Code of Academic Integrity – Honor Code, APM
236, www.csufresno.edu/aps/apm/236.pdf.”
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University Bookstore.
In the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop an understanding of the community in
which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page.
Digital Campus course web sites contains material protected by copyrights held by the instructor,
other individuals or institutions. Such material is used for educational purposes in accord with
copyright law and/or with permission given by the owners of the original material. You may
download one copy of the materials on any single computer for non-commercial, personal, or
educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of
this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the
original copyright holder. The instructor assumes no responsibility for individuals who improperly
use copyrighted material placed on the web site.
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Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you
are absent from class, it is your responsibility to check on announcements made while you were
absent.
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Social Work 281
COURSE SCHEDULE
WEEK
HOURS
FIELD PLACEMENT ACTIVITIES/ ASSIGNMENTS
1
16
Resume schedule for field internship
Discuss professional use of self and boundaries
Evaluation of Practice: Literature review to identify interventions
2
16
Development of Learning Agreement
Resume casework and/or assume new cases
Attend relevant agency meetings
Supervision
3
16
Observe a group
Participate in a multidisciplinary meeting
Casework and documentation
Supervision
4
16
Learning Agreement Due
Provide social work services to a family
Discuss culturally relevant barriers to your practice
Address global aspects of practice with local populations at-risk
Supervision
5
16
6
16
7
16
WEEK
8
HOURS
16
9
16
Complete a Multi dimensional assessment using P-I-E
Develop a culturally relevant service plan
Evaluation of Practice: Single system design
Supervision
Consult on an ethical issue in your practice
Complete a process recording
Casework and documentation
Attend relevant agency meetings
Supervision
Complete an organizational assessment of client access to services
Develop a culturally relevant plan to address barriers to access
Supervision
FIELD PLACEMENT ACTIVITIES/ ASSIGNMENTS
Casework with client/consumer culturally different from self
Documentation
Supervision
Evaluation of Practice: Conduct a needs assessment of an agency
program or policy
Complete a community map or genogram
Participate in a case staffing
Attend relevant agency meetings
Supervision
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10
16
Complete a Multi dimensional assessment using DSM IV-TR
Develop a culturally relevant service plan
Documentation
Supervision
11
16
Facilitate a psycho educational group
Develop an agenda and complete minutes for an agency meeting
Casework and documentation
Supervision
12
16
Provide social work services to a family
Supervision
Evaluation of Practice: Analysis of a client narrative
13
16
Attend relevant agency meetings
Complete process recording
Casework and documentation
Supervision
14
16
Policy practice: Recommendation regarding an agency policy
Casework and documentation
Supervision
15
16
Preparation for termination
Supervision
Final Semester Evaluation for SWrk 281 Due–200 hours completed
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Social Work 281
Graduate Field Placement
LEARNING AGREEMENT
Spring Semester, _______
Student Information:
_________________________________________________
FIRST NAME
MIDDLE INITIAL
LAST NAME
_________________________________________________
STREET ADDRESS
CITY
ZIP CODE
_____
_________________________________________________
HOME PHONE
CELL PHONE
WORK PHONE
____________________________________________________________________________________________________________________
CAMPUS E MAIL ADDRESS
__________________________________________________
FIELD PLACEMENT SCHEDULE
Spring Break Schedule
_______________________________________________________________
ACADEMIC ADVISOR
PHONE
E MAIL ADDRESS
Agency Information:
______________________________________________________________________________________________
AGENCY NAME
_____________________________________________________________________________________________________________________
STREET ADDRESS
CITY
ZIP CODE
____________________________________________________________________________________________________________________
FIELD INSTRUCTOR (M.S.W.)
PHONE
E MAIL ADDRESS
____________________________________________________________________________________________________________________
AGENCY SUPERVISOR (non-M.S.W.)
PHONE
E MAIL ADDRESS
_____________________________________________________________________________________________________________________
FACULTY LIAISON
PHONE
E MAIL ADDRESS
Signatures:
STUDENT SIGNATURE
DATE
M.S.W. FIELD INSTRUCTOR SIGNATURE
DATE
FACULTY LIAISON SIGNATURE
DATE
FIELD COORDINATOR SIGNATURE
DATE
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Field Supervision:
DAY AND TIME OF SUPERVISION
Format (Minimum Requirement: 1 hour individual)
Name of Backup/Emergency Supervisor
RESPONSIBILITY FOR PREPARATION OF SUPERVISION AGENDA
I. AGENCY OVERVIEW:
BRIEFLY DESCRIBE THE AGENCY’S ORGANIZATIONAL STRUCTURE AND THE AGENCY SERVICES AVAILABLE TO CLIENTS.
Goal: To acquire foundation knowledge and skills for multi systems social work practice utilizing
diversity awareness, an empowerment perspective and principles of social justice. The first semester
field placement will include the activities/assignments listed below in three areas: professional
development; social work practice; and, evaluation of practice.
NOTE: Please use the right-hand column for your own use during supervision to document
completion of assignments using a specific date of completion.
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Professional Development
1. Participate actively and responsibly in weekly supervision,
taking responsibility to articulate learning needs and being
open to the learning process.
Date
Completed
2. Discuss in supervision how the “professional use of self”
and professional boundaries have impacted the helping
process in at least two of your learning experiences.
3. Participate in a multidisciplinary meeting in the agency or
community. Discuss the role of the social worker and
strategies for effective participation.
4. Prepare and present for discussion either in supervision, or
in consultation with other staff, an analysis of an ethical
issue raised in one of your practice assignments.
5. Identify sensitive issues that arise from your cultural
background and create barriers to service delivery for you.
Discuss these in supervision and in a minimum of two
journal entries.
6. Other Activities/Assignments:
Multi Systems Social Work Practice
Date
Completed
1. Complete a minimum of 2 foundation multi dimensional
assessments utilizing 2 different assessment models from
SWrk 221 (DSM IV TR, P-I-E, etc.)
2. Complete a minimum of 2 culturally relevant service plans
and discuss the theoretical justification for the plan.
3. Complete an assessment of the organizational structure of
the field placement agency as it relates to client access to
services.
4. Complete an intervention plan to address 2 identified
problems from the organizational assessment regarding
client access to services.
5. Complete 2 process recordings to evaluate progression of
foundation helping skills and ability to manage barriers to
intervention.
6. Provide foundation social work services to a minimum of
3 individual clients/consumers using selected theoretical
frameworks and practice skills from SWrk 221. Note: At
least one client/consumer is culturally different from self.
7. Provide foundation social work services to a minimum of
2 families using selected theoretical frameworks and
practice skills from SWrk 221.
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8. Complete one of the following: community mapping, or a
community genogram using the knowledge base and
practice guidelines from SWrk 221.
9. Complete a foundation level group experience by
observing a group or facilitating a psycho educational or
task oriented group.
10. Complete at least one verbal and/or written assignment
from each of the following categories: consultation; case
staffing; case notes/narratives; agency memo; meeting
agenda and minutes; policy recommendation.
11. Other Activities/Assignments:
Evaluation of Practice
Date
Completed
1. Conduct a brief review of the literature to identify
potential interventions and supporting evidence for
effectively addressing a problem/target issue. In
supervision, explain your rationale for intervention and
include cultural considerations.
2. Conduct an evaluation of your practice with a client
system using a single system design. Provide a brief
discussion of your plan, target(s), measures, findings and
conclusions.
3. Conduct an evaluation of change through analysis of a
client narrative and/or your process recording.
4. Conduct a needs assessment, or a formative or summative
assessment, of a specific program or policy in your field
placement agency.
5. Other Activities/Assignments
The Agency Agrees to Provide:
Field Instructor Initials:
4. Appropriate learning assignments as
required for SWrk 281.
5. A minimum of one hour of weekly
supervision with the M.S.W. field instructor.
6. Adequate space and resources to complete
agency related assignments.
Other:
___________
___________
___________
___________
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Social Work 282 Advanced Field Instructed Practice I
(3 units)
Catalog Statement
SWRK 282 Advanced Field Instructed Practice (3). Prerequisites: SWrk 281, concurrent enrollment
in SWrk 224, SWrk 225, and SWrk 246, and permission of Field Coordinator. First of two
semesters applying advanced theories and concepts in field instructed practice with individuals,
families, groups, formal organizations and communities. Approved for RP grading. CR/NC grading
only. (Formerly SWRK 251).
Course Rationale
Historically, field practicum experience has been a central component of social work education. The
classroom content began as a supplement to apprenticeship in social work agencies. This model of
learning has been integrated into a formal educational program. The scope of the second year,
advanced field practicum is intended to provide comprehensive experiences which facilitate
integration with advanced concentration multi systems practice content presented in the classroom.
It is essential for professional development that social work students demonstrate the advanced
knowledge, values and skills of social work practice within the context of the field setting.
Course Description
SWRK 282, the first of two semesters of advanced field instructed practice, is expected to provide
students with a range of learning assignments encompassing all areas of social work practice. The
field practicum provides supervised, "hands on" experience of social work, affording students the
opportunity to develop, practice and enhance a range of professional practice skills as well as to
subsequently evaluate the effectiveness of interventions. The field practicum is designed to require
students to demonstrate in behavior with clients/constituents, agencies and communities the
knowledge and skills derived from the total curriculum. The field practicum emphasizes multisystems interventive strategies that address the following areas: 1) a commitment to social justice,
2) the empowerment perspective, and 3) diversity/cultural awareness. The first semester of
advanced field instructed practice provides a multi systems social work practice emphasis focusing
upon work with individuals, groups, and organizations in a diverse regional and global community.
Students are placed in an approved field agency for the academic year and complete 300 hours each
semester, for a total of 600 hours of supervised social work field instruction. Students also
participate in a campus-based, biweekly field integration seminar for one hour for a total of 8 hours
per semester which are included in the 300 required hours for each semester.
Course Goals
To acquire advanced knowledge and skills for multi systems and global social work practice
utilizing diversity awareness and culturally competent practice, an empowerment perspective and
principles of social justice in support of the following educational goals for both semesters of the
advanced concentration year (SWRK 282 and SWRK 283):
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1. To strengthen professional development, including advanced understanding and application
of social work ethics and values to complex issues and an ongoing commitment to one’s own
professional growth.
2. To develop an advanced working knowledge of and ability to assume professional roles and
relationships within the multi systems contexts of the individual, families, groups,
organizations and communities.
3. To develop advanced practice skills with individuals, families, groups, organizations and
communities and apply a range of theoretically supported intervention strategies at multiple
systems levels.
4. To strengthen skill in the evaluation of one’s own performance and practice.
5. To actively and continually integrate advanced multi systems practice knowledge and skill
from the classroom into the advanced field practicum
Learning Objectives/Outcomes
The following learning objectives/outcomes represent the continuum of learning for the first
semester of the advanced year of field instructed practice, SWRK 282:
1.1 To articulate and identify with the value orientation, roles and activities of social workers as
different from other professionals.
1.2 To apply and integrate core social work values and ethics, including the central practice
principles of diversity awareness, social justice and empowerment, in working with various
client systems and colleagues.
1.3 To develop and demonstrate the ability to professionally process ethical dilemmas.
1.4 To actively and responsibly participate in one’s own learning by identifying advanced
learning needs, seeking feedback and being open to the learning process.
1.5 To identify and apply theoretical concepts and principles and begin to formulate a theoretical
framework for practice.
1.6 To demonstrate professionalism in appearance, conduct with clients/consumers and other
professionals across systems, and in the planning, organizing and completion of all
responsibilities.
1.7 To strengthen professional identity and participate in ongoing professional development.
2.6 To understand and practice a multiplicity of professional roles in the delivery of social work
services from a multi systems and global perspective: advocate, broker, case manager,
community organizer, counselor/therapist, consultant, facilitator, mediator, policy analyst,
policy developer, supervisor and researcher.
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2.1
To develop an understanding of the concept of professional use of self and apply it by using
professional knowledge, values and experience.
2.2 To initiate and develop interpersonal and professional relationships with colleagues and other
agency personnel.
2.3
To participate appropriately in interdisciplinary consultation and collaboration to further
client/consumer goals and objectives.
3.1 To conduct multidimensional, multi systemic assessments that incorporate diversity awareness
and culturally competent practice, strengths, and an empowerment perspective as the basis for
multi systems social work practice.
3.2 To apply theoretical knowledge and strengthen skills in multi systemic diagnosis utilizing
DSM IV-TR, Mental Status Examination, and P-I-E (Person in Environment).
3.3 To engage clients/constituents in the process of problem identification, goal determination and
service planning.
3.4 To apply theoretical knowledge and practice skills to the planning phase of group development
3.5 To demonstrate advanced practice helping skills, including accurate empathy, joining,
analyzing, attending, focusing, responding, partializing, directing, and reframing at multiple
systems levels.
3.6 To identify and effectively respond to verbal and nonverbal barriers in social work practice,
particularly at the individual, group and organizational levels.
3.7 To effectively apply intervention methods from the advanced concentration courses such as
complex case management, solution-focused, ethnographic and narrative approaches, group
facilitation, constructive group decision-making, management of the phases of group process,
analysis of organizational settings, policy creation and social work administration.
3.8 To gain advanced social work experience with both task and socialization/treatment groups.
3.9 To demonstrate clear knowledge of the practicum setting and apply understanding of
administrative responsibilities within the setting, such as decision-making, personnel matters
and program planning.
3.10 To critically analyze the impact of applicable agency, state and federal policies/programs in
assessment and intervention at multiple systems levels, particularly with constituent groups and
vulnerable populations.
3.11 To actively participate in the development of policy at the organizational and community
levels.
3.12 To demonstrate an advanced understanding of services available in the agency and community
and link client/constituents/agencies to necessary services.
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3.13 To demonstrate professional skill in verbal and written reporting.
3.14 To complete the following minimum practice experiences: 3 individuals; 1 task group and 1
socialization/treatment group, and one organizational analysis.
4.1
To demonstrate self-awareness and utilize self-reflection in evaluating the effects of values,
biases, transference and counter transference on professional social work practice.
4.2
To understand and integrate the impact of age, culture, race, gender, socioeconomic status,
sexual orientation and disability into one’s delivery of culturally competent social work
services.
4.3
To demonstrate advanced use of both qualitative and quantitative methods to evaluate the
effectiveness of one’s practice.
5.1
To participate in a biweekly field integration seminar.
5.2
To integrate and apply an understanding of the interrelatedness of multiple systems and a
global perspective in all phases of social work service: assessment; planning; intervention;
evaluation; and, termination.
5.3
To critique and apply appropriate theoretical concepts and practice models with diverse and
oppressed persons, groups and systems, particularly focusing on an empowerment perspective.
Course Content
Upon confirmation of field practicum arrangements, all students are expected to establish and keep a
regular schedule for attendance at their field agencies and a verifiable record of their hours. An
orientation period is provided for students to become familiar with agency programs, policies,
procedures and staff. Following this, the Field Instructor and student identify learning goals and
practice assignments are chosen. A learning agreement is developed by approximately the fourth
week of the practicum, which is reviewed by the faculty liaison. The learning agreement includes
assignments that meet the goals and objectives of SWrk 282. It is updated and revised as necessary
during the practicum.
Required Purchases
Students enrolled in SWRK 282 are required to purchase liability insurance. See the MSW 2 Field
Manual for details. It can be located and downloaded at the department website,
www.csufresno.edu/chhs/depts_programs/social_work
A. Material
1.
2.
3.
4.
5.
Field calendar (available on line)
Advanced Learning Agreement (available on line)
Student Performance, Field Instructor, and Agency Evaluation Forms (available on
line)
MSW 2 Field Manual (available on line)
Binder or Notebook for Journal/Evaluation of Practice Assignment
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B. Reading
1.
2.
MSW 2 Field Manual (available on line)
Readings as assigned by the field instructor
Method of Instruction:
Field instruction consists of weekly individual meetings for one hour with additional consultation as
needed. Students are expected to (a) accept increasingly complex and challenging assignments; (b)
practice in an increasingly autonomous fashion within the boundaries set by the practicum agency;
(c) promptly consult with the Field Instructor and Faculty Liaison on any matter regarding the
practicum that is presenting concerns. Students will receive both reading and writing assignments
from their field instructors and are expected to complete these in a timely fashion. Students
participate in evaluating their progress at the end of each semester of the practicum and also evaluate
the field instructor's performance and the agency as a practicum site. Students are encouraged to
avail themselves of in-service training or other staff workshops, staff meetings, use of agency
library, etc. within the guidelines established by the Department of Social Work Education and the
practicum agency.
Web-based Instruction/Blackboard:
Web-based instruction may take place at the agency as part of student training experiences. Students
are expected to follow agency policy.
Grading Criteria
SWRK 282 is graded on a CR/NC basis. Student evaluation forms are completed at the end of each
semester and the field instructor recommends the grade based on student performance and
department requirements (see MSW 2 Field Manual for more information). Students who do not
complete the required hours within the semester period may be given an "RP" grade which is
converted to CR/NC upon completion of the hours and receipt of a satisfactory final evaluation.
Description of Exams/Major Assignments
The following are specific assignments for SWRK 282:
1. Attend internship according to the established practicum schedule and successfully
complete 300 hours of internship per semester.
2. Attend biweekly field integration seminar.
3. Develop a learning agreement which is due to the Field Coordinator by the fourth week
of field placement and includes specific learning assignments congruent with the
educational goals and objectives of SWRK 282.
4. Maintain a weekly journal or complete evaluation of practice assignments as outlined in
the semester learning agreements. The journal and/or assignments will be utilized as a
mechanism to evaluate one’s own practice. Journals are to be referenced and submitted
to the faculty liaison at the mid-term and final points of each semester. A schedule for
submitting the journal to the field instructor can be negotiated between the student and
field instructor.
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Course Policies
Readiness to Begin Internship: Work for any incompletes in prerequisite courses for the field
internship must be submitted by the 10th day of instruction in the fall semester or the student will be
withdrawn from the internship and co-requisite practice courses. In addition, some agencies require
interns to complete screening or orientation/trainings during the summer prior to beginning the
internship. Students who fail to complete these processes and, as a result, are unable to begin the
internship as scheduled in the fall, will be allowed no more than 3 weeks to clear requirements and
begin internship. Delays beyond 3 weeks will result in administrative withdrawal from internship
and the co-requisite practice courses. Replacement will only be considered when the delay is due to
significant, extraordinary factors that were beyond the student’s control.
Students who fail to report to their assigned field internship as scheduled, and who fail to notify the
office and their agency of non-attendance in first week of field, will be withdrawn from field and the
concurrent practice courses.
Late Papers: If you are unable to meet a deadline for a placement assignment, you are expected to
discuss this issue in advance with the instructor and/or liaison. Under certain conditions, it may be
possible to make arrangements for a later deadline. Late assignments may result in the inability to
accrue field placement hours until the assignment is satisfactorily completed; students cease to earn
credit for internship hours when learning agreements and/or evaluations are overdue by more than 2
weeks based on scheduled due date, or, for evaluations, earned hours.
Attendance and Class Participation: Students are expected to establish a regular schedule of 21
hours per week of agency-based field practicum experience for each semester of the second year of
Advanced Field Instructed Practice, SWRK 282 and SWRK 283. Students are also required to
attend a biweekly field integration seminar on campus for one hour (for a total of 8 hours per
semester). Expectations and policies regarding attendance and participation in the field practicum
are outlined in the Graduate Field Manual which is available on line at the department website
referenced above.
Dismissal: The university and department policies on dismissal are outlined in the MSW 2 Field
Manual. All students are responsible for conducting themselves in a professionally appropriate and
ethical manner at all times during the field internship. All students are also responsible for knowing
and adhering to both university and department policy as outlined in the MSW 2 Field manual and
the University catalog. Students are also responsible for knowing and adhering to policies specific
to their field internship agency.
Cell Phones: Students are expected to follow agency policies regarding cell phone use.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
more information, contact Services to Students with Disabilities in the Madden Library, Room 1202
(278-2811).
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Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists
of the misuse of the published and/or unpublished works of others by misrepresenting the material
(i.e., their intellectual property) so used as one's own work.” Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the
university. For more information on the University's policy regarding cheating and plagiarism, refer
to the Class Schedule (Policy/Legal Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community
adhere to principles of academic integrity and mutual respect while engaged in university work and
related activities. Students should:
a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is used by
the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor
or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that
“I have done my own work and have neither given nor received unauthorized assistance on this
work.” For more information, refer to the Code of Academic Integrity – Honor Code, APM
236, www.csufresno.edu/aps/apm/236.pdf.”
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University Bookstore.
In the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop an understanding of the community in
which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research.
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Other uses may require permission from the copyright holder. The user of this work is responsible
for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize yourself with
copyright and fair use policies, the University encourages you to visit its copyright web page.
Digital Campus course web sites contains material protected by copyrights held by the instructor,
other individuals or institutions. Such material is used for educational purposes in accord with
copyright law and/or with permission given by the owners of the original material. You may
download one copy of the materials on any single computer for non-commercial, personal, or
educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of
this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the
original copyright holder. The instructor assumes no responsibility for individuals who improperly
use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you
are absent from class, it is your responsibility to check on announcements made while you were
absent.
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Field Integration Seminar Calendar
Social Work 282
(Biweekly)
WEEK
DATE
1
TOPIC
Introductions, Overview of Course Purpose and Content
Orientation to Field Practicum
3
Development of the Advanced Learning Agreement
Negotiating Appropriate and Required Learning Experiences
5
Multi Dimensional, Multi Systemic Assessment and Service
Planning with Individuals, Groups, and Organizations
7
Advanced Practice with Individuals
Applying Individual Practice Models and Methods
9
Advanced Practice with Formal Organizations
Identifying Management Issues, Organizational Analysis
11
Advanced Practice with Groups
Facilitating Group Process and Group Decision-Making
13
Evaluation of Practice at Individual, Group and Organizational
levels
15
Termination
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Social Work 282
Graduate Field Placement
ADVANCED LEARNING AGREEMENT
Fall Semester, _______
Student Information:
_________________________________________________
FIRST NAME
MIDDLE INITIAL
LAST
_________________________________________________
STREET ADDRESS
CITY
ZIP CODE
_____
_________________________________________________
HOME PHONE
CELL PHONE
WORK PHONE
____________________________________________________________________________________________________________________
CAMPUS E MAIL ADDRESS
_________________________________________________
FIELD PLACEMENT SCHEDULE
Winter Break Schedule
ACADEMIC ADVISOR
______________________________________________________________
PHONE
E MAIL ADDRESS
Agency Information:
_____________________________________________________________________________________________
AGENCY NAME
____________________________________________________________________________________________________________________
STREET ADDRESS
CITY
ZIP CODE
____________________________________________________________________________________________________________________
FIELD INSTRUCTOR (M.S.W.)
PHONE
E MAIL ADDRESS
___________________________________________________________________________________________________________________
AGENCY SUPERVISOR (non-M.S.W.)
PHONE
E MAIL ADDRESS
___________________________________________________________________________________________________________________
FACULTY LIAISON
PHONE
E MAIL ADDRESS
Signatures:
STUDENT SIGNATURE
DATE
M.S.W. FIELD INSTRUCTOR SIGNATURE
DATE
FACULTY LIAISON SIGNATURE
DATE
FIELD COORDINATOR SIGNATURE
DATE
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Field Supervision:
DAY AND TIME OF SUPERVISION
Format (Minimum Requirement is one hour individual)
Backup/Emergency Supervision Plan
RESPONSIBILITY FOR PREPARATION OF SUPERVISION AGENDA
I. AGENCY OVERVIEW:
BRIEFLY DESCRIBE THE AGENCY’S ORGANIZATIONAL STRUCTURE AND THE AGENCY SERVICES AVAILABLE TO CLIENTS.
Goal: To demonstrate advanced knowledge and skills for multi systems social work practice
utilizing diversity awareness, an empowerment perspective and principles of social justice. The first
semester field placement will include the activities/assignments listed below in three areas:
professional development; multi systems social work practice; and, evaluation of practice.
NOTE: Please use the right-hand column for your own use during supervision to document
completion of assignments using a specific date of completion.
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Professional Development
1. Participate actively and responsibly in weekly supervision by
taking primary responsibility for developing an agenda for
supervision.
Date
Completed
2. Demonstrate awareness of one’s professional strengths and
weaknesses through self evaluation and ability to accept
constructive criticism. Develop a plan with supervisor to
address them.
3. Articulate one’s own theoretical framework for practice in the
context of a formal case presentation or written summary.
4. Identify and attend 2 professional development activities.
5. Attend a professional organization meeting (i.e. NASW) and
an activity in civic participation (i.e. Board of Supervisors
meeting).
6. Identify ongoing ethical dilemmas in your agency practice.
Present a summary of the situation and engage in a critical
analysis and a plan for resolution using an ethical decisionmaking model.
7. Other Activities/Assignments:
Multi Systems Social Work Practice
1. Complete a minimum of 2 multi-dimensional, multi-systemic
assessments with individuals and include use of DSM-IV-TR,
mental status exam, and/or P-I-E.
Date
Completed
2. Complete the assessment of group members to form a task
group and an intervention group.
3. Conduct an organizational assessment of your field placement
agency to identify an organizational challenge, problem, need
or change opportunity. Discuss your assessment of the
identified issue in supervision utilizing guidelines from SWrk
246.
4. Participate in the mutual development of goals and service
planning at the individual, group and organizational level.
5. Provide advanced social work services to a minimum of 3
individuals, at least one of whom is culturally different from
self. Specify in supervision a supporting theoretical
framework for practice with each individual.
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6. Plan and conduct one intervention group utilizing guidelines
from SWrk 225.
7. Plan and conduct one task group utilizing guidelines from
SWrk 225.
8. Complete 2 process recordings to evaluate advanced practice
skills and ability to effectively respond to verbal and nonverbal barriers.
9. Demonstrate skills in a minimum of 3 of the following
advanced social work practice approaches: complex case
management, solution-focused, ethnographic, narrative, group
facilitation, constructive group decision-making, policy
development, program design, organizational analysis.
Document/monitor through observed practice, written
summaries and agency presentations/consultations.
10. Attend a Board of Directors meeting or other administrative
meeting for your internship agency. Discuss in supervision
your observations regarding budget, personnel, decisionmaking and external relations.
11. Other activities/assignments.
Evaluation of Practice
1. Select and apply an appropriate research methodology (e.g.,
single subject design, goal attainment scaling) to evaluate the
effectiveness of a specific intervention on an individual’s
progress
Date
Completed
2. Select and apply an appropriate research methodology to
evaluate the effectiveness of a task group and/or a
social/treatment group.
3. Select and apply an appropriate research methodology to
evaluate the effectiveness of a specific intervention with an
organization or of an organizational process
4. Other Activities/Assignments:
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The Agency Agrees to Provide:
Field Instructor Initials:
1. Appropriate learning assignments as
required for SWrk 282.
2. A minimum of one hour of weekly
supervision with the M.S.W. field instructor.
3. Adequate space and resources to complete
agency related assignments.
Other:
California State University, Fresno
____________
____________
____________
____________
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Graduate Field Placement
Learning Agreement Addendum
PPS Credential Program Competencies
School Social Work and Child Welfare and Attendance
Student Name: ____________________________________________________________________
Placement Agency:
______________________________________________________________
Instructions: For each required program competency, the student lists the assignment(s) to be
completed in order to fulfill the competency. This addendum is to be attached to the required
graduate learning agreement for each semester of this academic year.
NOTE: Please use the right-hand column to document completion of assignments using a specific
date of completion.
PPS Requirements
1. One hundred clock hours of school-based practice with at least
ten pupils of a racial/ethnic background different from that of the
candidate.
Date
Completed
2. Completion of 450 clock hours of school social work field
experience. Field placement hours shall be provided in at least
two of four settings (preschool, elementary, middle, high
school). Candidates pursuing the PPS credential in School
Social Work and CWA must complete a minimum of 100 clock
hours at each setting. Candidates pursuing the additional
specialization in School Counseling must complete a minimum
of 200 clock hours at each setting.
3. Completion of 150 clock hours of field placement experience in
child welfare and attendance. Ninety (90) clock hours must be
school based; 30-60 hours of the total 150 clock hours must be
in interdisciplinary experiences in a setting outside the field
of education and will be arranged accordingly (specify locations
and hours):
a.
b.
c.
d.
Child Welfare (8 hours):
Juvenile Justice (8 hours):
Medical (6 hours):
Other (8 hours):
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PPS Competencies
Date
Completed
1.Candidate demonstrates socio-cultural competence in practice at
all systems levels, including assessment, intervention planning,
service delivery, communication, and mediation of cultural
conflicts in an effort to develop a positive, supportive learning
environment that is culturally congruent with the needs of pupils
and families.
2. Candidate demonstrates understanding of the importance of
school organizational and educational policies and procedures as
they relate to effective classroom management, positive adultpupil relationships, pupil advocacy, effective approaches to
discipline, and the development of personal and social
responsibility and self-esteem.
3. Candidate demonstrates skill in the interpretation and application
of laws and pupil/parent rights which influence education and
attendance, including attendance, child labor, child custody, and
child abuse reporting.
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PPS Competencies
Date
Completed
4.Candidate demonstrates skill in developing collaborative working
relationships with school staff and other professionals within the
school such as counselors, psychologists, and nurses.
5. Candidate demonstrates ability to use communication and
facilitation skills, collaborative and team building skills, and
consultation skills in cases, classrooms, schools, districts and
community systems of care such as health, mental health, child
welfare and juvenile justice to maximize positive outcomes for
pupils, schools, families and communities.
6. Candidate demonstrates skills in conducting appropriate
biopsychosocial assessments of pupils and families, including
identification of school and community factors that inhibit
learning progress and use this information to develop programs
and activities to promote pupil success.
7. Candidate demonstrates skill in implementing effective
prevention and intervention strategies, developing programs, and
utilizing community resources.
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PPS Competencies
Date
Completed
8. Candidate demonstrates skill in interpreting pupil’s
development, educational status and potential to families with
the specific purpose of enhancing families’ understanding and
utilization of available school and community resources.
9. Candidate demonstrates ability to participate in planning,
prevention and intervention to promote pupil well-being and
safety and reduce the incidence of school site violence.
10. Candidate demonstrates skill in assessment and intervention
with attendance problems and the appropriate use of alternatives
to regular school attendance.
11. Candidate demonstrates knowledge of learning theories and
factors influencing learning and utilizes effective strategies and
techniques to assist students in developing responsibility for their
own learning.
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Social Work 283 Advanced Field Instructed Practice II
(3 units)
Catalog Statement
SWRK 283 Advanced Field Instructed Practice I (3). Prerequisites: S Wrk 282, concurrent
enrollment in S Wrk 227, and S Wrk 247, and permission of Field Coordinator. Second of two
semesters applying advanced theories and concepts in field instructed practice with individuals,
families, groups, formal organizations and communities. Approved for RP grading. CR/NC grading
only. (Formerly SWRK 251).
Course Rationale
Historically, field practicum experience has been a central component of social work education. The
classroom content began as a supplement to apprenticeship in social work agencies. This model of
learning has been integrated into a formal educational program. The scope of the second year,
advanced field practicum is intended to provide comprehensive experiences which facilitate
integration with advanced concentration multi systems practice content presented in the classroom.
It is essential for professional development that social work students demonstrate the advanced
knowledge, values and skills of social work practice within the context of the field setting.
Course Description
SWRK 283, the second of two semesters of advanced field instructed practice, is expected to provide
students with a range of learning assignments encompassing all areas of social work practice. The
field practicum provides supervised, "hands on" experience of social work, affording students the
opportunity to develop, practice and enhance a range of professional practice skills as well as to
subsequently evaluate the effectiveness of interventions. The field practicum is designed to require
students to demonstrate in behavior with clients/constituents, agencies and communities the
knowledge and skills derived from the total curriculum. The field practicum emphasizes multisystems interventive strategies that address the following areas: 1) a commitment to social justice,
2) the empowerment perspective, and 3) diversity/cultural awareness. The second semester of
advanced field instructed practice provides a multi systems social work practice emphasis focusing
upon work with couples, families and communities in a diverse regional and global community.
Students are placed in an approved field agency for the academic year and complete 300 hours each
semester, for a total of 600 hours of supervised social work field instruction. Students also
participate in a campus-based, biweekly field integration seminar for one hour for a total of 8 hours
per semester which are included in the 300 required hours for each semester.
Course Goals
To acquire advanced knowledge and skills for multi systems and global social work practice
utilizing diversity awareness and culturally competent practice, an empowerment perspective and
principles of social justice in support of the following educational goals for both semesters of the
advanced concentration year (SWRK 282 and SWRK 283):
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1. To strengthen professional development, including advanced understanding and application
of social work ethics and values to complex issues and an ongoing commitment to one’s own
professional growth.
2. To develop an advanced working knowledge of and ability to assume professional roles and
relationships within the multi systems contexts of the individual, families, groups,
organizations and communities.
3. To develop advanced practice skills with individuals, families, groups, organizations and
communities and apply a range of theoretically supported intervention strategies at multiple
systems levels.
4. To strengthen skill in the evaluation of one’s own performance and practice.
5. To actively and continually integrate advanced multi systems practice knowledge and skill
from the classroom into the advanced field practicum
Learning Objectives/Outcomes
The following learning objectives/outcomes represent the continuum of learning for the second
semester of the advanced year of field instructed practice, SWRK 283:
1.1 To demonstrate identification with the value orientation, roles and activities of social workers as
different from other professionals.
1.2 To apply and integrate core social work values and ethics, including the central practice
principles of diversity awareness and cultural competence, social justice and empowerment, in
working with various client systems and colleagues.
1.3 To demonstrate the ability to professionally process complex ethical dilemmas.
1.4 To actively and responsibly participate in one’s own learning by identifying advanced learning
and continuing education needs, seeking feedback and being open to the learning process.
1.5 To identify and apply theoretical concepts and principles and begin to formulate a theoretical
framework for practice.
1.6 To demonstrate professionalism in appearance, conduct with clients/consumers and other
professionals across systems, and in the planning, organizing and completion of all
responsibilities.
1.7 To strengthen professional identity and participate in ongoing professional development.
2.1 To practice a multiplicity of professional roles in the delivery of social work services from a
multi systems and global perspective: advocate, broker, case manager, community organizer,
counselor/therapist, consultant, facilitator, mediator, policy analyst, policy developer, supervisor
and researcher.
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2.2 To demonstrate an understanding of the concept of professional use of self by using
professional knowledge, values and experience.
2.3 To continue to initiate and develop interpersonal and professional relationships with colleagues
and other agency personnel.
2.4 To participate appropriately in interdisciplinary consultation and collaboration to further
client/consumer goals and objectives.
3.1 To conduct multidimensional, multi systemic assessments that incorporate diversity awareness
and cultural competence, strengths, and an empowerment perspective as the basis for multi
systems social work practice.
3.2 To apply theoretical knowledge and practice methods to conduct a community needs
assessment.
3.3 To engage clients/constituents in the process of problem identification, goal determination and
social action/service planning.
3.4 To demonstrate advanced practice helping skills, including accurate empathy, joining, power
analysis, attending, focusing, responding, confronting, partializing, directing, and reframing at
multiple systems levels.
3.5 To identify and effectively respond to verbal and non verbal barriers in social work practice,
particularly at the family and community levels.
3.6 To effectively apply intervention methods from the advanced concentration courses such as
complex case management, family-centered and functional family practice, management of the
phases of community development, social action, social planning and transformative
approaches to organizing communities.
3.7 To actively participate in the development of policy at the organizational and community levels.
3.8 To apply appropriate models of community organization to various problem situations.
3.9 To demonstrate professional skill in verbal and written reporting.
3.10 To complete the following minimum practice experiences: 3 individuals; 2 families, and one
community needs assessment and action plan.
4.1
To demonstrate self-awareness and utilize self-reflection in evaluating the effects of values,
biases, transference and counter transference on professional social work practice.
4.2
To understand and integrate the impact of age, culture, race, gender, socioeconomic status,
sexual orientation and disability into one’s delivery of culturally competent social work
services, particularly at the group and community levels.
4.3
To demonstrate the integration of advanced concepts from the empirical literature on group and
community intervention to inform practice and its evaluation.
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4.4
To demonstrate advanced use of both qualitative and quantitative methods to evaluate the
effectiveness of one’s practice.
5.1
To participate in a biweekly field integration seminar.
5.2
To integrate and apply an understanding of the interrelatedness of multiple systems and a
global perspective in all phases of social work service with groups and communities:
assessment; planning; intervention; evaluation; and, termination.
5.3
To critique and apply appropriate theoretical concepts and practice models with diverse and
oppressed persons, groups and systems, particularly focusing on an empowerment perspective.
Course Content
Upon confirmation of field practicum arrangements, all students are expected to establish and keep a
regular schedule for attendance at their field agencies and a verifiable record of their hours. An
orientation period is provided for students to become familiar with agency programs, policies,
procedures and staff. Following this, the Field Instructor and student identify learning goals and
practice assignments are chosen. A learning agreement is developed by approximately the sixth
week of the practicum, which is reviewed by the faculty liaison. The learning agreement includes
assignments that meet the goals and objectives of SWrk 283. It is updated and revised as necessary
during the practicum.
Required Purchases
Students enrolled in SWRK 283 are required to purchase liability insurance. See the MSW 2 Field
Manual for details. It can be located and downloaded at the department website,
www.csufresno.edu/chhs/depts_programs/social_work
A. Material
1.
2.
3.
4.
5.
Field calendar (available on line)
Advanced Learning Agreement (available on line)
Student Performance, Field Instructor, and Agency Evaluation Forms (available on
line)
MSW 2 Field Manual (available on line)
Binder or Notebook for Journal/Evaluation of Practice Assignment
B. Reading
1.
2.
MSW 2 Field Manual (available on line)
Readings as assigned by the field instructor
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Method of Instruction
Field instruction consists of weekly individual meetings for one hour with additional consultation as
needed. Students are expected to (a) accept increasingly complex and challenging assignments; (b)
practice in an increasingly autonomous fashion within the boundaries set by the practicum agency;
(c) promptly consult with the Field Instructor and Faculty Liaison on any matter regarding the
practicum that is presenting concerns. Students will receive both reading and writing assignments
from their field instructors and are expected to complete these in a timely fashion. Students
participate in evaluating their progress at the end of each semester of the practicum and also evaluate
the field instructor's performance and the agency as a practicum site. Students are encouraged to
avail themselves of in-service training or other staff workshops, staff meetings, use of agency
library, etc. within the guidelines established by the Department of Social Work Education and the
practicum agency.
Web-based Instruction/Blackboard:
Web-based instruction may take place at the agency as part of student training experiences. Students
are expected to follow agency policy.
Grading Criteria
SWRK 283 is graded on a CR/NC basis. Student evaluation forms are completed at the end of each
semester and the field instructor recommends the grade based on student performance and
department requirements (see MSW 2 Field Manual for more information). Students who do not
complete the required hours within the semester period may be given an "RP" grade which is
converted to CR/NC upon completion of the hours and receipt of a satisfactory final evaluation.
Description of Exams/Major Assignments
The following are specific assignments for SWRK 283:
1. Attend internship according to the established practicum schedule and successfully
complete 300 hours of internship per semester.
2. Attend biweekly field integration seminar.
3. Develop a learning agreement which is due to the Field Coordinator by the fourth week
of field placement and includes specific learning assignments congruent with the
educational goals and objectives of SWRK 283.
4. Maintain a weekly journal or complete evaluation of practice assignments as outlined in
the semester learning agreements. The journal and/or assignments will be utilized as a
mechanism to evaluate one’s own practice. Journals are to be referenced and submitted
to the faculty liaison at the mid-term and final points of each semester. A schedule for
submitting the journal to the field instructor can be negotiated between the student and
field instructor.
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Course Policies
Readiness to Begin Internship: Work for any incompletes in prerequisite courses for the field
internship must be submitted by the 10th day of instruction in the fall semester or the student will be
withdrawn from the internship and co-requisite practice courses. In addition, some agencies require
interns to complete screening or orientation/trainings during the summer prior to beginning the
internship. Students who fail to complete these processes and, as a result, are unable to begin the
internship as scheduled in the fall, will be allowed no more than 3 weeks to clear requirements and
begin internship. Delays beyond 3 weeks will result in administrative withdrawal from internship
and the co-requisite practice courses. Replacement will only be considered when the delay is due to
significant, extraordinary factors that were beyond the student’s control.
Students who fail to report to their assigned field internship as scheduled, and who fail to notify the
office and their agency of non-attendance in first week of field, will be withdrawn from field and the
concurrent practice courses.
Late Papers: If you are unable to meet a deadline for a placement assignment, you are expected to
discuss this issue in advance with the instructor and/or liaison. Under certain conditions, it may be
possible to make arrangements for a later deadline. Late assignments may result in the inability to
accrue field placement hours until the assignment is satisfactorily completed; students cease to earn
credit for internship hours when learning agreements and/or evaluations are overdue by more than 2
weeks based on scheduled due date, or, for evaluations, earned hours.
Attendance and Class Participation: Students are expected to establish a regular schedule of 21
hours per week of agency-based field practicum experience for each semester of the second year of
Advanced Field Instructed Practice, SWRK 282 and SWRK 283. Students are also required to
attend a biweekly field integration seminar on campus for one hour (for a total of 8 hours per
semester). Expectations and policies regarding attendance and participation in the field practicum
are outlined in the MSW 2 Field Manual which is available on line at the department website
referenced above.
Dismissal: The university and department policies on dismissal are outlined in the MSW 2 Field
Manual. All students are responsible for conducting themselves in a professionally appropriate and
ethical manner at all times during the field internship. All students are also responsible for knowing
and adhering to both university and department policy as outlined in the Graduate Field manual and
the University catalog. Students are also responsible for knowing and adhering to policies specific
to their field internship agency.
Cell Phones: Cell phone policies are determined by the agency and the field instructor.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
more information, contact Services to Students with Disabilities in the Madden Library, Room 1202
(278-2811).
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Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists
of the misuse of the published and/or unpublished works of others by misrepresenting the material
(i.e., their intellectual property) so used as one's own work.” Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the
university. For more information on the University's policy regarding cheating and plagiarism, refer
to the Class Schedule (Policy/Legal Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community
adhere to principles of academic integrity and mutual respect while engaged in university work and
related activities. Students should:
a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is used by
the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor
or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I
have done my own work and have neither given nor received unauthorized assistance on this
work.” For more information, refer to the Code of Academic Integrity – Honor Code, APM
236, www.csufresno.edu/aps/apm/236.pdf.”
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University Bookstore.
In the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop an understanding of the community in
which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class.”
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Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page.
Digital Campus course web sites contains material protected by copyrights held by the instructor,
other individuals or institutions. Such material is used for educational purposes in accord with
copyright law and/or with permission given by the owners of the original material. You may
download one copy of the materials on any single computer for non-commercial, personal, or
educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of
this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the
original copyright holder. The instructor assumes no responsibility for individuals who improperly
use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you
are absent from class, it is your responsibility to check on announcements made while you were
absent.
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Field Integration Seminar Calendar
Social Work 283
(Biweekly)
WEEK
DATE
TOPIC
1
Introductions, Overview of Second Semester of Field Practicum
3
Development of the Advanced Learning Agreement
Negotiating Appropriate and Required Learning Experiences
5
Multi Dimensional, Multi Systemic Assessment of Couples,
Families and Community Needs; Action and Service Plans
7
Advanced Practice with Communities:
Identifying and Analyzing Community Needs
9
Advanced Practice with Communities
Applying Models of Practice to Community Problems
11
Advanced Practice with Couples and Families
Utilizing Family Chronologies and Inter Generational Genograms
Family Centered Practice
13
Evaluation of Practice at Couples, Family and Community Levels
15
Termination
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Social Work 283
Graduate Field Placement
ADVANCED LEARNING AGREEMENT
Spring Semester, _______
Student Information:
________________________________________________
FIRST NAME
MIDDLE INITIAL
LAST
________________________________________________
STREET ADDRESS
CITY
ZIP CODE
_____
________________________________________________
HOME PHONE
CELL PHONE
WORK PHONE
_________________________________________________________________________________________________________________
CAMPUS E MAIL ADDRESS
________________________________________________
FIELD PLACEMENT SCHEDULE
Spring Break Schedule
ACADEMIC ADVISOR
____________________________________________________________
PHONE
E MAIL ADDRESS
Agency Information:
__________________________________________________________________________________________
AGENCY NAME
_________________________________________________________________________________________________________________
STREET ADDRESS
CITY
ZIP CODE
_________________________________________________________________________________________________________________
FIELD INSTRUCTOR (M.S.W.)
PHONE
E MAIL ADDRESS
________________________________________________________________________________________________________________
AGENCY SUPERVISOR (non-M.S.W.)
PHONE
E MAIL ADDRESS
_________________________________________________________________________________________________________________
FACULTY LIAISON
PHONE
E MAIL ADDRESS
Signatures:
STUDENT SIGNATURE
DATE
M.S.W. FIELD INSTRUCTOR SIGNATURE
DATE
FACULTY LIAISON SIGNATURE
DATE
FIELD COORDINATOR SIGNATURE
DATE
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Field Supervision:
DAY AND TIME OF SUPERVISION
Format (Minimum Requirement is one hour individual)
Name of Backup/Emergency Supervisor
RESPONSIBILITY FOR PREPARATION OF SUPERVISION AGENDA
I. AGENCY OVERVIEW:
BRIEFLY DESCRIBE THE AGENCY’S ORGANIZATIONAL STRUCTURE AND THE AGENCY SERVICES AVAILABLE TO CLIENTS.
Goal: To demonstrate advanced knowledge and skills for multi systems social work practice
utilizing diversity awareness, an empowerment perspective and principles of social justice. The
second semester field placement will include the activities/assignments listed below in three areas:
professional development; multi systems social work practice; and, evaluation of practice.
NOTE: Please use the right-hand column for your own use during weekly supervision to
document completion of assignments using a specific date of completion.
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Professional Development
1. Demonstrate integration of core social work values
(diversity awareness/cultural competence, social justice,
and empowerment), professional theoretical frameworks
and use of professional self through analysis in oral
presentation or written documentation reviewed in
supervision and/or through presentation to staff.
Date
Completed
2. Prepare and present for discussion either in supervision, or
for formal consultation with other staff, an analysis of a
complex ethical issue raised in one of your practice
assignments.
3. Explore professional licensure and/or post-graduate
certification/training through discussion with field work
supervisor and/or participation in related training activities
(i.e. attend “Job Readiness” workshop on licensure,
explore the BBS website, etc.).
4. Develop a post-graduate professional development plan.
5. Identify and demonstrate affiliation with the social work
professional network and community by joining one or
more professional groups (i.e. NASW), participation on
local, regional, or state boards, or community stakeholder
groups.
6. Other Activities/Assignments:
Multi Systems Social Work Practice
Date
Completed
1. Complete a minimum of 2 multi-dimensional, multisystemic assessments with couples/families utilizing an
intergenerational genogram, family eco-map and timeline
informed by guidelines from SWrk 227.
2. To complete assignment in SWrk 247, identify a need in
the community served by the field placement agency.
Conduct an assessment of the needs and/or assets by
gathering information from 3 sources (staff, community
residents, clients, government officials, and/or other
stakeholders.)
3. Participate in the mutual development of goals and
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measurable objectives for service/action planning at the
couples/family and community level.
4. Provide advanced social work services to a minimum of 3
individuals, at least one of whom is culturally different
from self. Articulate in supervision a supporting
theoretical framework for practice.
5. Provide advanced social work services to a minimum of 2
couples/families utilizing a family-centered approach to
practice.
6. Identify one model of community practice and apply it to
address an identified need in the community.
7. Demonstrate skill and flexibility in assuming multiple
practice roles (e.g., advocate, broker, case manager,
community organizer, counselor/therapist, consultant,
facilitator, mediator, policy analyst, policy developer,
supervisor) in delivering social work services across
systems, utilizing a global perspective.
8. Complete 2 process recordings to evaluate progressive
development of advanced practice skills (including
accurate empathy, joining, power analysis, attending,
focusing, responding, confronting, partializing, directing
and reframing) and ability to manage barriers to
intervention.
9. Demonstrate skills in a minimum of 3 of the following
advanced approaches: complex case management, familycentered and functional family practice, management of
phases of community development, social action, social
planning and transformative approaches to organizing
communities.
10. Complete at least one formal case summary, policy
analysis/recommendation or program evaluation report for
presentation (e.g., to constituents, community).
11. Other Activities/Assignments:
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Evaluation of Practice
Date
Completed
1. Select and apply an appropriate research methodology
(e.g., single subject design, goal attainment scaling) to
evaluate the effectiveness of a specific intervention on a
family’s progress.
2. Conduct a process or outcome evaluation of a community
service offered by your agency.
3. Other Activities/Assignments
The Agency Agrees to Provide:
Field Instructor Initials:
1. Appropriate learning assignments as
required for SWrk 283.
2. A minimum of one hour of weekly
supervision with the M.S.W. field instructor.
3. Adequate space and resources to complete
agency related assignments.
4. Other:
California State University, Fresno
___________
___________
___________
___________
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Social Work 292 Project/Thesis Seminar
(2 units)
Catalog Statement
Seminar for developing and implementing thesis or project research that adds to social work practice
and knowledge. Prerequisites: Successful completion of Social Work 291 and advancement to
candidacy.
Course Rationale
This seminar is the first of two semesters students are required to complete in fulfilling their Social
Work 298/299 Project/Thesis course requirements for the MSW degree. It is expected that training
for advanced, autonomous social work practice will culminate in the independent production of a
research product (thesis or project) that will evidence originality, appropriate organization, clarity of
purpose, critical analysis, and accuracy and completeness of documentation. It is expected that
students will produce research that includes a significant critical analysis of the practice of social
work and of the knowledge for social work practice. This expected course outcome will add to the
student's preparation for evaluating his/her social work practice.
This one semester, required course, will provide students with guided instruction and consultation
for ensuring the successful completion of an approved 298/299 prospectus, which will include the
formulation of a social work problem, the development of the methodology for solving a problem,
and a plan for convening a chair, and implementing and completing the thesis/project by the end of
the second semester of thesis/project enrollment.
Students will enroll in the second semester of Social Work 298/299 with a chairperson for
independent instruction in completing the research project or thesis developed by them in the SWRK
292 seminar. It is expected that the sequencing and format of the two courses will afford all students
to complete their SWRK 298/299 requirements within two consecutive semesters and within the
framework of a two year full time or six semester part time enrollment graduation plan.
Course Description
This course will utilize a combination of seminar discussion, classroom instruction, and small group
task oriented formats for successfully completing graded assignments. The course will concentrate
on helping students to identify a social work problem that meets the expectation of adding to social
work practice and knowledge. Students will draw upon the knowledge about research methodology
learned in SWRK 260 and SWRK 261 and develop their interests for an acceptable thesis or project
(SWRK 298/299). By the end of the semester students will have 1) completed an approved research
project/thesis plan, 2) identified a chair person and committee for enrollment in the second semester
for completing their project or thesis, 3) engaged their chair in approving their proposed research
plan during the semester enrolled in this SWRK 292 seminar, 4) completed the development of data
collection instruments or information sources for answering the research questions that guide their
proposed thesis or project, 5) identified a sampling frame, 6) identified a sampling strategy and
select a sample, 7) developed a data analysis computer program (if applicable) and, if available,
enter data for analysis, and 8) completed a draft of the first three chapters of a final research report.
It is stressed that the SWRK 292 seminar is designed to enable all students to independently identify
and develop their research interests and to use the seminar for creating the appropriate technology
for carrying out their research.
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No student will be expected to formulate research which is not their own creation. All students will
be helped to formulate their ideas into researchable plans and will receive instruction about the use
of appropriate methodology for completing their research. Student and instructor will adhere to the
expectations and guidelines developed by the department for Social Work 298/299 which have been
approved by the faculty and are published by the department as formal curriculum expectations.
Course Goals
1.
Formulate a research problem that contributes to social work knowledge and practice and
complete a formal written proposal that meets Departmental standards and is approved by an
identified faculty chair and committee.
2.
Identify a chairperson and committee for project/thesis and acquire written approval of
research project/thesis proposal.
3.
Identify or create data collection instruments or information sources for answering a research
question and develop a plan for data collection.
4.
Select a sample or information sources.
5.
Develop a plan for data entry and data analysis.
6.
Complete a draft of the first three chapters of final research report.
Learning Objectives/Outcomes
The student will be able to:
1.1
Understand and adhere to the Department's published requirements for
acceptable/unacceptable SWRK 298 or SWRK 299 project/thesis.
1.2
Develop legal and ethical protocols for the protection of human subjects.
1.3
Adhere to the Department's published Minimum Requirements for SWRK 298 and SWRK
299.
1.4
Identify a social work problem and explain how the proposed research will add to social
work practice and knowledge.
1.5
Identify and apply an appropriate research design for answering the proposed research
questions or testing research hypotheses.
1.6
Identify and apply appropriate methodologies consistent with the research design chosen for
carrying out the proposed research.
1.7
Produce a research proposal, containing the required components for SWRK 298 or SWRK
299, including approved writing style and formatting.
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2.1
Obtain a signed agreement with a faculty person of the student's choosing that the faculty
person will chair the student's thesis/project during the student's second semester enrollment
in SWRK 298/299.
2.2
Submit draft copies of SWRK 298 or SWRK 299 proposals to faculty chair and written
comments by faculty chair for revisions in SWRK 292.
2.3
Receive proposal approval from the student’s faculty chair for SWRK 298 (project) or
SWRK 299 (thesis) by mid-semester of SWRK 292.
2.4
Enroll with a project/thesis chairperson through Department policy and procedures for the
second semester of SWRK 298 or SWRK 299.
2.5
Complete the protection of human subjects document and have it signed by 2 department
faculty (Follow dept. policy; may NOT be signed off by your chair).
3.1
Identify and/or create data collection instruments or information sources.
3.2
Pre-test data collection instruments or information sources.
3.3
Develop an appropriate data collection plan.
4.1
Identify a sampling frame.
4.2
Identify sampling protocols.
4.3
Select a sample.
5.1
Create a computer program for analyzing data or establish a data analysis
framework.
5.2
Develop an appropriate plan for data entry.
5.3
Develop a plan for data analysis that is appropriate for the research design and the level of
measurement of the variables.
6.1
Complete a draft copy of first three chapters of the final project/thesis report (problem
identification, literature review, and methodology).
Course Content
Section I. Overview and review of Departmental requirements for SWRK 298 and SWRK 299.
A.
B.
C.
D.
E.
Experiences acceptable and unacceptable as either SWRK 298 or SWRK 299.
Minimum requirements for SWRK 298 or SWRK 299.
Review of steps in the research process.
Content of the research proposal.
Ensuring legal and ethical protection of human subjects.
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F.
G.
Steps in selecting faculty chair and committee members for thesis/project.
Project scheduling for accomplishing project/thesis tasks and meeting deadlines.
Section II
A.
B.
C.
D.
Identification of social work research problem that adds to social work practice
and knowledge.
Social work practice sources.
Social work theory and conceptual knowledge sources.
Identifying researchable problems in agency based internship practice.
Steps in the problem identification process.
Section III.
Formulation of identified research problem.
A.
B.
C.
Overview of problem formulation.
Using the literature for problem formulation and justification for proposed research.
Using the literature for identifying and formulating variables in operational terms.
D.
Using the literature for identifying and formulating a research design and other
methodological components (e.g. data collection instruments, sampling, data analysis tools
and analysis, etc.)
Components of written problem identification, theoretical basis, justification, implications
and literature review.
E.
Section IV.
A.
B.
C.
D.
E.
F.
G.
H.
Selecting an appropriate design for answering research questions or
hypothesis testing.
Formulating research questions or hypotheses.
Identifying and defining variables.
Identifying and developing procedures for sample selection.
Identifying and creating data collection instruments.
Identifying data analysis tools and a plan for data analysis.
Identifying and creating computer programs for data analysis.
Developing procedures for human subject informed consent, protection against harm, and
agency, and University approval.
Section V.
A.
B.
C.
D.
E.
Conceptualization and development of research methodology.
Developing written proposal and negotiating for a Chair and committee.
Components of the written proposal.
Writing style for written proposal and completed project/thesis report.
The practical side of negotiating with faculty for chairing a project/thesis.
The political side of selecting a chair and committee.
Involving a chair and committee in meeting the requirement for approval of proposed
project/thesis.
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Section VI.
A.
B.
C.
D.
E.
F.
Initiating research project or thesis.
Creating data collection instruments and/or selecting standardized data collection
instruments.
Pre-testing data collection instruments.
Identifying and selecting a sampling frame.
Developing sampling protocols and selecting a sample.
Creating computer based data analysis program for data entry and data analysis or creating a
qualitative data analysis plan.
Completing draft of Problem Identification, Literature Review, and Methodology chapters of
final project or thesis report.
Recommended Purchases - Text
Pyrczak, F., & Bruce, R. (2010). Writing empirical research reports (6th ed.). Los Angeles: Pyrczak.
Rubin, A., & Babbie, E. (2005). Research methods for social work (5th ed.) Pacific Grove, CA:
Brooks/Cole.
American Psychological Association. (2001). Publication manual of the American Psychological
Association (5th ed). Washington, D. C.: Author.
(Except as noted, all assignments are to be typed with 1-inch margins and should be formatted using
the APA style manual. Please submit an electronic file as an email attachment with an identifiable
subject line AND a paper copy. Do not use the digital drop box in Blackboard. Use a running head
and paginate your papers; and make sure your name is on the paper.
Method of Instruction
Each seminar class will meet for two hours a week. For instruction purposes, this class will utilize
large and small task oriented group process, class discussion and student presentation, self directed
student study and preparation, and lectures.
Web-based Instruction/Blackboard
THIS COURSE IS WEB-SUPPORTED: The course syllabus, calendar, assignments, and
supplemental material are posted on Blackboard. Power points for lectures will be posted after the
lecture is presented in class. TO ACCESS BLACKBOARD (Bb) students need a university (CVIP)
email account and Internet connection. Your “my.csufresno.edu” login and password gains you
access to BlackBoard. Go to http://blackboard.csufresno.edu
It is your responsibility to make sure you can access and negotiate Blackboard for class materials
and resources. You are responsible for checking for announcements and email sent through
BlackBoard. For orientations to Blackboard contact the Digital Campus Resource Center in McKee
Fisk #111; 278-6892. A brief navigational overview of the site is on the CSUF web at:
http://www.csufresno.edu/digitalcampus/fresno.Welcome_Top.html
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A new Q&A section at http://www.csufresno.edu/digitalcampus website provides quick answers to
some common questions received from students.
Email: You are expected to check your university email regularly (csufresno.edu account) or
redirect email to the regular mail box you use. I send email to the account listed in BlackBoard. I
respond to all program/course related student email. In particular I acknowledge receipt of any
assignments/attachments I receive. Thus, if you do not receive a reply it means I did not get your
email and/or it got filtered as possible spam. This often happens if you use an email account like
hotmail, AOL. You should resend the email (and perhaps give me a call to alert me to it). You
should ALWAYS put SW 292 somewhere in the subject line or you risk your email being deleted
unopened.
Assignments and Grading Criteria
Grades will be determined based on the quality and quantity of work completed toward the required
course assignments. Quality will be assessed based on demonstrated critical thinking, conceptual
integrity in applying research knowledge, adherence to departmental standards for SWRK 298 or
SWRK 299, written communication, and writing style. Quantity will be assessed based on the
number of education goals accomplished by the end of the semester.
Activity
Participation
Chapter 2
Chapter 3
Chapter 1 (draft) cr/no cr
Final Submission
2 x Presentations @ 5 pts. each
Total
Points
10
20
20
15
25
10
100
Final grades will be based on accumulated points from each assignment. Grades will be based on the
following point spread:
92-100
80-91
70-79
60-69
59 or below
A
B
C
D
F
Description of Exams/Major Assignments:
CREDIT/GRADING FOR PARTICIPATION; CR/NC AND GRADED ASSIGNMENTS
•
Participation (10 points [10%]): The participation grade will be based on your preparation
for, and participation in class discussions. Discussion participation also extends to
discussions on Blackboard in which you give substantive responses to other students’
postings (Note: “Substantive” means more than “yeah, that sounds good,” or “I agree.” You
should respond with ideas, useful suggestions and questions, sharing of references and
resources. Blackboard activities in calendar can be used to stimulate discussions.)
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•
Human Subjects online training: Found at: http://phrp.nihtraining.com/users/login.php
Complete by 10/07/2010 or you lose 1 point/day late. Turn in copy of certificate of
completion; attach a copy of the certificate to your human subjects review request.
•
The graded “Written assignments” (Initial chapter drafts and final submission of chapters
listed below) must be submitted on time (i.e., at the beginning of class on the date due) to receive
full credit. The final grade on late assignments will be reduced by 5 points for each 24-hour
period post due. You SHOULD turn in whatever you have for a given draft on the due date no
matter how rough it is. If it needs further work, you will contract with me to make the necessary
revisions. I expect you to meet the contracted deadlines. You must turn in these revisions to
“work up” to a passing grade or higher. You must get all 3 chapters approved (passed) by me.
•
NOTE: The purpose of revising the drafts is to improve your document over the course of the
semester. Hence, each student will have their chapters evaluated twice during the semester. The
first submission score is treated as a “baseline.” The revised chapter submitted as the “final” for
the course will be rescored; the final score for the chapter contributing to your overall grade
should be the “baseline” score or higher unless you start from scratch and submit an entirely new
document.
Additional Notes: All proposals (even exempt projects using, for example, secondary analysis of
public data), will undergo a human subjects review by the 292 instructor and the student’s chair and
be reviewed and signed off by 2 DSWE faculty (not including your chair). The university requires
university level review of all proposals involving vulnerable populations; specific groups defined by
the university are minors, incarcerated persons, and pregnant women. (See university and
department guidelines; available in department office and links on Blackboard.)
Course expectations are rigorous. It is anticipated that some aspects of project development can be
subject to unanticipated delays beyond student’s control, e.g., receiving Human Subjects Approvals
from agencies or university. Consult with instructor for consideration of these delays in final
evaluation of your work; you are expected to state your rationale and intentions with respect to all
aspects of the proposal.
•
AN IMPORTANT NOTE ON HUMAN SUBJECTS: Your proposal must be reviewed by the
department committee. To do this before the winter break, I should submit your request TO ME
by December 1st. As part of your grade for Ch. 3, I must clear your Ch. 3 and human subjects
materials for DSWE review by the last day of classes. IF your proposal involves a vulnerable
population or situation that must be reviewed by the University IRB, be advised that their last
meeting for 2010 is Nov. 20 and they don’t meet again until Feb. 12. This clearly can affect your
timetable for collecting data; you may not begin data collection until you receive IRB approval.
Advise submission by Nov 1st.
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Assignment and Examination Schedule:
Date
9/30/10
Assignment
Chapter 1, part 1 (Intro/Statement of Problem)
10/21/10
11/4/10
12/9/10
10/7/10
9/9/10 and
16/10;
10/7/10 &
10/14/10
Draft of Chapter 2 (Literature review)
Draft of Chapter 3 (Method/Human Subjects)
Final submission of 3 chapters (overall assess)
Completion of online Human Subjects training
Presentations (2 x 5 pts)
Points
feedback
only cr/no
cr (15 pts)
20
20
25
0
10
Course Policies
Attendance: Class Attendance (earn 5 points toward total grade; deductions can end up exceeding 5
points): University, School, and Departmental policy requires all students to attend class. In order to
receive full credit for your participation grade you must attend class sessions, be prepared for
discussions/completed the readings, and actively participate in the in-class activities/discussions.
A sign-in sheet will be circulated at the beginning of each class or your section. Two (2) class
sessions (or equivalent in partial absences) may be missed without penalty; 1 point will be deducted
from the student’s overall grade for each full class (1/2 point deduction for partial absence) missed
beyond the two classes, regardless of reason.
Late Papers/Make-up: All late assignments will be reduced by 5 points for every day that it is late
and will not be accepted after the third day. Exceptions to this rule are at the discretion of the
instructor and will be granted only for rare, extenuating circumstances that can be documented. An
assignment or exam may be made up only if absence is due to extenuating circumstances and at the
instructor’s discretion. The student is responsible for notifying the instructor regarding an absence
and making arrangements to turn in the assignment.
Use of electronic devices (pagers, cell phones, etc.): To minimize class disruptions, please turn
these devices off during the class. If you are required to be “on-call,” please advise me at the
beginning of class, turn off the “audio,” and sit near the door, so you can exit with minimal
disruption to the class. Please advise me if you would like to use your laptop in class, record the
lecture etc. Websurfing and reading email during class are not allowed.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
more information, contact Services to Students with Disabilities in the building across from Madden
Library (278-2811).
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Code of Academic Integrity – Honor Code
Members of the CSU Fresno academic community adhere to principles of academic integrity and
mutual respect while engaged in university work and related activities. CSU Fresno students will:
a. Understand or seek clarification about expectations for academic integrity (including no cheating,
plagiarism and inappropriate collaboration) as noted by faculty and on class syllabi, university
catalogue, university web sites and other referenced sources. (APM 235, 241)
b. Sign a statement at the end of all exams and assignments that “I have done my own work and have
neither given nor received unauthorized assistance on this work.”
c. Take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Referenced Policies from the University’s Academic
APM 235--Policy on Cheating and Plagiarism
http://www.csufresno.edu/aps/apm/235.pdf
APM 241--Policy on Course Syllabi and Grading
http://www.csufresno.edu/aps/apm/241CourseSyllabiandGradingMay2004
APM 336--University Statement on Faculty Rights and
http://www.csufresno.edu/aps/apm/336.pdf
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists
of the misuse of the published and/or unpublished works of others by misrepresenting the material
(i.e., their intellectual property) so used as one's own work.” Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the
university. For more information on the University's policy regarding cheating and plagiarism, refer
to the Class Schedule (Policy/Legal Statements) or the University Catalog (University policies).
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University Bookstore.
In the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop and understanding of the community in
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which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page.
Digital Campus course web sites contains material protected by copyrights held by the instructor,
other individuals or institutions. Such material is used for educational purposes in accord with
copyright law and/or with permission given by the owners of the original material. You may
download one copy of the materials on any single computer for non-commercial, personal, or
educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of
this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the
original copyright holder. The instructor assumes no responsibility for individuals who improperly
use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you
are absent from class, it is your responsibility to check on announcements made while you were
absent.
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Project/Thesis Seminar
Social Work 292
Fall 2010
COURSE SCHEDULE
WEEK/DATE
Aug. 26, 2010 •
•
•
•
•
•
•
•
•
•
•
•
ACTIVITY
Introductions, overview, ideas for project/thesis
Criteria for Thesis/Project Proposal (298/299)
Thesis/Project process; selecting a chair & committee
Structure of a research proposal/research report
Human Subjects Issues/online training
APA writing style (see APA manual/reference)
Review of the research process; your competencies &
needs
Program evaluation & “basic research”
Using Blackboard, on-line resources, & libraries
Literature search/strategies
Form small work groups for activities
Required & possible elements of Chapter 1
Due Dates
WEEK’S ACTIVITIES:
1) Exercise #1 Not graded. Bring to class discussion
NEXT WEEK (9/2):
A) Read in your area of interest.
B) Discuss possible research problems/questions with your
field supervisor and a faculty member. Bring your topic
ideas and the major feedback received for each idea to the
next class for discussion; give me a copy.
C) Find out what the policy is for conducting
research/empirical study wherever you plan to obtain your
data. Bring to class for discussion.
2) Exercise #2: Start Draft Chapter 1, part 1. Select your
likely topic. Draft a statement of the problem, what is the
problem, scope, what you want to study, the
question/hypothesis/es. (see outline for Ch. 1)
Sept. 2, 2010
Discuss list of ideas for project/thesis, feedback and
development of intro/statement of the problem
STATEMENT OF THE PROBLEM/CHAPTER 1, Part
1
• Identifying and stating a research problem, scope,
relevance
• Identifying and stating a study question, possibly
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•
•
•
•
hypothesis
Developing the rationale for the study
What makes a good/effective introduction & problem
statement
Formulating your specific research question and
hypotheses
Justifications for the research
WEEK’S ACTIVITIES:
1) Exercise #3: Draft Chapter 1, part 1. Draft a statement
of the problem, what is the problem, scope, what you want
to study, the question/hypothesis/es. (see outline Ch. 1).
2) Discuss your ideas with potential reader(s) if you
haven’t already. Share your draft with potential chair and
readers; work toward getting commitment of readers.
Sept. 9, 2010
Sept. 16, 2010
Discussion of Chapter 1 plans – each student presents and
posts it on BB discussion board
THE LITERATURE REVIEW
• Purpose
• Theoretical/conceptual framework
• Critical analysis of empirical literature
• Developing/organizing your review
• Potential sources for literature
Focus will be on purpose of lit review and
theoretical/conceptual framework
Presentations 1 [5
students]
Presentations 1 [5
students]
WEEK’S ACTIVITIES:
1) Exercise #4: Work on outline for the theoretical and
conceptual literature review, complete an outline of this
section. Bring your outline to the next class (9/23) and post
for discussion.
Sept. 23, 2010
Continued discussion on theoretical/conceptual
framework
LITERATURE REVIEW – Empirical literature
Focus on purpose and organization & critique of
empirical literature; Develop a topics list to guide your
empirical lit review
WEEK’S ACTIVITIES:
1) Exercise #4: Complete theoretical/conceptual lit review
outline. Create an outline for empirical literature review,
begin to fill in content/references. Bring your outline to the
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next class and post for discussion.
Sept. 30, 2010
LITERATURE REVIEW
Critique of empirical lit & completing your literature
review
Draft of Chapter 1,
part 1 due for
feedback only; not
graded (cr/ no cr)
WEEK’S ACTIVITIES:
1) Exercise #5: Complete lit review outline. Bring outline
to class for discussion. Use outline to write chapter.
2) Exercise #6: Using the outline for the Methodology
(excluding human subjects) to draft a study plan (with
references) relevant to your study question. Bring your
outline to the next class for discussion. Post on Blackboard
for discussion.
Oct. 7, 2010
Discussion of Chapter 2 plans – each student presents and
posts it on BB discussion board
Oct. 14, 2010
METHODS AND SUBJECTS
• Identifying potential methods for study of your question
• Specify the populations and a sampling strategy
Presentations 2 [5
students]
Due: Human
Subjects Training
(if you have not
already done this);
all students should
submit a copy of
your certificate.
Presentations 2 [5
students]
Focus will be on “best” feasible/doable methods to meet
question/research purpose
WEEK’S ACTIVITIES:
1) Exercise #7: Complete methods outline. Bring outline to
next class for discussion. (10/14) Use outline to write
chapter. Begin designing/formatting data collection
instrument, identify measures, interview guide etc. that you
will need.
2) Exercise #8: Using the outline for the Human Subjects
Procedures and Informed Consent, outline discussion of
human subjects issues in your study, your plan, informed
consent documents. Bring your outline to the next class for
discussion.
Oct. 21, 2010
PLAN FOR PROTECTION OF HUMAN SUBJECTS
• Based on method you have planned; discuss your plans
for procedures to Protect Human Subjects
California State University, Fresno
Due: Draft of
Chapter 2
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WEEK’S ACTIVITIES:
1) Exercise #9: Complete human subjects plan and
documents. Post work for feedback on Blackboard. Use
outline to write chapter and prepare request for
departmental review.
.
Oct. 28, 2010
WEEK’S QUANTITATIVE DATA ANALYSIS;
STATS REVIEW
• Which stats do I use to answer which questions and
why?
• How do my data affect the stats I use
• Plan analyses for your project given the research
questions/hypotheses and level of measurement of the
data
• Get faculty consultation if you are new to stats
INTERPRETATION & PRESENTATION OF
QUANTITATIVE DATA
1) What do the stats results mean?
2) Explain results/interpretations Organizing around
hypotheses/research questions
3) Designing tables/figures – when to use
QUALITATIVE DATA ANALYSIS AND
PRESENTATION
1) Content analysis
2) Qualitative analytic methods for text data
3) Content analysis
Qualitative analytic methods for text data
WEEK’S ACTIVITIES:
1) Prepare Graded assignment completion of Chap. 1:
Complete your Chapter 1 Assignment. I suggest getting
feedback on BlackBoard
ACTIVITIES:
Get documents prepared for review for human subjects
(if not done already) to review BEFORE winter break;
work on Chapter 3
Nov. 4, 2010
WEEK’S ACTIVITIES:
Suggest giving your chair copy of your first 3 chapters
IMPORTANT: Make an appointment to meet with me
California State University, Fresno
Due: Draft of
Chapter 3
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between November 12 and November 22 for an
individual consultation regarding the drafts you turned
in. You want to have time to make revisions on your
final submission for the class.
Nov. 11, 2010
VETERAN'S DAY -- NO CLASS
Nov. 18, 2010
Wrap up of qualitative methods/analysis discussion;
Discussion of issues raised by seminar members.
Consultations as requested.
WEEK’S ACTIVITIES:
Work on your chapters.
Nov. 25, 2010
THANKSGIVING HOLIDAY – ENJOY
Dec. 2, 2010
Wrap up of the semester. Discussion of next steps for
research.
Due: IF YOU
PLAN TO
COLLECT DATA
BEFORE OR
DURING THE
BREAK AND DO
NOT REQUIRE
UNIVERSITY
REVIEW, YOU
STILL MUST
RECEIVE
CLEARANCE
FROM DSWE
HUMAN
SUBJECTS
FIRST.
Final submission
due (12/9/10)
Individual consultations by appointment over reading
period.
Consider having your reader(s) review draft depending on
your contract with them. I also suggest that you meet with
your chair to plan what, if anything, you will do to work on
your project over the winter break as well as set up a time
line for next semester.
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Social Work 298/299Thesis/Project
(2 units each)
Catalog Statement
A.
SWRK 298 - Project. (2 units)
Prerequisites: SWRK 292 and Advancement to Candidacy. See Criteria for Thesis and
Project. Preparation, completion, and submission of an acceptable project for the master’s
degree. Approved for RP grading.
B.
SWRK 299 – Thesis (2 units).
Prerequisites: SWRK 292 and Advancement to Candidacy. See Criteria for Thesis and
Project. Preparation, completion, and submission of an acceptable thesis for the master’s
degree. Approved for RP grading.
Course Rationale
It is expected that training for advanced, autonomous social work practice would culminate in the
independent production of a research project or thesis. The final project should provide evidence of
originality, appropriate organization, clarity of purpose, critical analysis, and accuracy and
completeness of documentation. This effort should be a significant critical analysis of the practice of
social work. It is presumed that this experience will prepare one to better evaluate his/her own social
work practice.
Work toward completion of the project should be started in SWRK 272T, Project/Thesis Seminar.
SWRK 272T requires, at minimum, that students complete the problem statement and methodology
chapters of their project or thesis and a draft of their literature review chapter. Students are also
encouraged to complete literature reviews, develop instruments, and initiate data collection in
SWRK 272T.
In SWRK 298/299, students are to complete their data collection and analysis and produce a
completed project with the assistance of their project/thesis chair. Enrollment in SWRK 298/299 is
contingent upon the completion of SWRK 272T with a grade of “C” or better.
Students are expected to complete their thesis/project in SWRK 298/299 during the last semester of
the MSW program. This is the semester subsequent to their enrollment in SWRK 272T,
Project/Thesis Seminar. Students, who have not completed their work, must re-register for the total
units through regular registration. In some cases, this may require reapplication to the University if a
student has not been in continuous enrollment. Fees are listed in the Schedule of Courses. Faculty is
not available for summer advising.
CSUF General Catalog (2000-2001) contains the following information about project and thesis:
No academic distinction is made between a thesis and a project. Either one is equally
acceptable as a means of fulfilling the requirements for the master’s degree. Specific
departmental instructions or requirements should, however, be ascertained by the
candidate before enrollment in courses 298 or 299.
The instructor of record for thesis or project must issue a letter grade on the Master’s
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Degree Clearance form through the Division of Graduate Studies.
Critical and independent thinking should characterize every project. Mere
description, cataloging, compilation, and other superficial procedures are not
adequate (p. 476).
Course Goals
1.
To implement a research study (based on a research proposal completed in SWRK 272T,
Project/Thesis Seminar) that contributes to social work practice knowledge
2.
To collect and analyze data for the research study, using methods appropriate to the research
question/hypothesis and the student’s research paradigm.
3.
To provide a concrete research experience that also demonstrates sensitivity and
understanding of the impact of culture, ethnicity, race, class, gender, sexual orientation,
disability, and age.
4.
To demonstrate compliance with the NASW Code of Ethics and CSUF human subjects
guidelines in data collection, analysis, and the reporting of findings.
5.
To complete a written report that includes a problem statement, literature review,
methodology, data analysis, and conclusions/recommendations. The final report must
conform to the style guidelines issued by the American Psychological Association (Fourth
Edition).
Learning Objectives/Outcomes
Students will demonstrate through the written production of a project or thesis the ability to:
1.1
Complete a problem statement that indicates the purpose of the study, the problem’s link to
social work practice, and the scope of the problem addressed.
1.2
Relate research findings to a theoretical literature review and/or a conceptual model and an
empirical literature review.
1.3
Implement research methodology to test hypotheses or to answer researchable questions.
1.4
Use a completed and faculty approved research proposal to guide data collection, data
analysis, and final report writing in consultation with project/thesis chair and readers.
2.1
Implement research design and data collection strategies that are consistent with the research
questions and epistemological paradigms.
2.2
Implement data collection methods that maximize the validity and reliability of findings
within the paradigm used.
2.2
Implement data analysis methods that are appropriate for the research question addressed and
the concepts and variables measured.
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2.3
Use computer technology and software to analyze data as appropriate.
2.5
Interpret findings from the data analysis and present them appropriately using charts, graphs,
or narrative.
3.1
Incorporate culture, ethnicity, gender, sexual orientation, disability, and age in the
conceptualization of a social work problem.
3.2
Incorporate culture, ethnicity, class, gender, sexual orientation, disability, and age in the
design of the research study.
3.3
Incorporate culture, ethnicity, class, gender, sexual orientation, disability, and age in the
researcher’s interaction with research subjects and the development of human subjects
protections.
3.4
Implement instrumentation, data collection, analysis, and reporting procedures that are
population specific and culturally appropriate to accurately incorporate the values, behaviors,
cultural symbols, knowledge, and perspectives of the populations studied.
4.1
Implement a human subjects protocol that protects the confidentiality, privacy, and safety of
research subjects.
4.2
Implement procedures to protect vulnerable populations at-risk. Most importantly,
procedures must be developed to protect members of populations who may not be able to
freely give “informed consent” to participate in the study (such as children, people with
mental disabilities, and prisoners).
4.3
Develop and apply appropriate methods for storing data so that the identities of research
subjects are protected.
5.1
Summarize research findings and link them to previous research in the field.
5.2
Based on findings propose a solution for the identified problem that is consistent with the
research findings.
5.3
Describe the implications of the findings for social work practice, theory, social welfare
policy, and future research.
5.4
Identify the strengths and limitations of the research project.
5.5
Report research findings with the quality of writing, format, and content that meet the
standards appropriate for publication in a scholarly social work journal. The format for the
project/thesis must conform to the style described in Publication Manual of the American
Psychological Association (4th ed.).
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Course Content
A.
Statement of Purpose/Questions/Goals
1.
What is the purpose of your project/thesis?
2.
What are the primary research questions/goals?
3.
What is the scope of the problem to be addressed?
B.
Statement of Implications
1.
What are the implications of your project/thesis for social work practice?
2.
How can your project/thesis address existing needs?
C.
Statement of Theoretical/Conceptual Framework (applicable for quantitative and descriptive
studies).
1.
What theories/conceptual frameworks exist which can help to explain how the
variables in your project/thesis operate?
2.
How does theory suggest that the variables may be associated or related to one
another?
3.
What hypotheses or research questions are offered linked to your study questions and
are based upon theoretical literature?
For qualitative studies, address the following issues:
1.
Description of value assumptions and approaches inherent in various types of
qualitative research (applicable for qualitative studies only).
D.
2.
Describe the limitations of previous theoretical frameworks used to study this
research problem. (For example, if your study involves a feminist approach for
research on women in prison you might describe the methodological assumptions
behind this approach and review previous literature that explores why women are
incarcerated. The limitations of this literature can be used to justify the use of a
feminist research approach to this topic area.)
3.
Identify the primary research questions and concepts addressed.
Review of Relevant Empirical Literature
1.
How has the literature defined the major variables or concepts that areas addressed by
your project/thesis?
2.
3.
E.
What previous studies have addressed these areas and what findings currently exist?
Describe the limitations of previous empirical literature in relation to this topic area.
Identify any “gaps” in the literature including those that may pertain to specific
subpopulations or cultural groups. Justify the need for the study.
Methodology
1.
What method will you employ to answer your research questions, test your
hypotheses, or achieve you project/ thesis goals.
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2.
Define your:
a.
Concepts/variables (as applicable)
b.
Research design.
c.
Measurement approach.
d.
Sampling strategy.
e.
Data collection process.
f.
Methodological limitations
g.
Human subjects protections.
3.
What data analysis methods were used to obtain your results?
F.
Findings, Results, Conclusions:
1.
Present appropriate data, graphs or charts, or construct a written narrative using to
describe your results
2.
Was the hypothesis confirmed or were the research questions adequately addressed
with the data collected? If not, why?
3.
What are the major findings/results/conclusions from your project/thesis?
4
Are your findings consistent with the previous literature?
5
How can the findings be used?
6.
How do the findings contribute to social work theory?
7.
What are the implications of the findings for social work practice?
8.
Do the findings suggest that any changes in government or agency policies are
needed?
9.
What further research/work needs to be done within the topic area?
G.
Reference List
H.
Appendix (research instrument, consent forms, related documents, charts, graphs, coding
information, human subjects approvals, agency permissions, informed consent forms, letters
of transmittal, and miscellaneous material not placed within the text).
Required Purchases - Text
Publication Manual of the American Psychological Association (4th ed.).
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Grading Criteria
Criteria
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Met
Conditions
Conditions
Not Met
Problem statement provides information about the scope
and origin of the problem (Minimum of 5-10 reference
sources).
Problem statement links the problem to social work
practice and describes the purpose of the study.
Problem statement clearly identifies the approach to
research or the research paradigm used to conduct the
study; the unit of analysis is identified.
Theoretical Framework identifies recent literature (less
than 10 years old) that contains information about cause
& effect relationships that pertain to the problem
(quantitative approach), the strengths and weakness of
this literature or offer information about factors expected
to be associated with the problem (descriptive study). a
For qualitative research or needs assessment studies,
information on research gaps may be substituted using
literature that describes appropriate approaches for
conducting research among underserved populations (for
example, women or ethnic communities. Give evidence
that supports that findings may vary among different
population groups.
Theoretical literature review contains a minimum of 1020 reference sources.
Empirical literature review contains a critical review of
research published during the last 10 years using a
minimum of 20 empirical articles from professional
journals, books, or research reports published by
government and private organizations. b
Methodology section provides a realistic and concrete
framework for research design, sampling, data collection,
and analysis; choice of methods is logically derived from
the student’s review of the literature and the purpose of
the study.
Research questions/hypotheses are clearly identified and
are derived from the theoretical and empirical literature.
Primary research concepts are clearly defined and
operationalized.
Human subjects protections are described that are
realistic and will protect at-risk populations and provide
confidentiality to respondents. Appropriate steps have
been taken to ensure informed consent.
Data collection employs one of the following methods:
content analysis, observation, surveys, interviews, or
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12
13.
14.
statistical analysis of existing data sets.
Student has taken appropriate steps to ensure that
research instruments, human subjects material, and data
collection instruments are appropriate in terms of
language, cultural sensitivity, and social class.
An appropriate research instrument has been chosen or
constructed.
Student has provided information on the
validity/reliability of the instrument used or has taken
steps to assess validity/reliability of constructed
instruments.
15.
Sufficient data has been collected to answer the research
question. (Minimum of 10 subjects for a comprehensive
qualitative study or 30 subjects for a quantitative study).
15.
Data analysis methods are utilized that are appropriate
for the concepts and variables measured. Appropriate use
is made of charts, graphs, and written narrative.
Computer technology and software is used as appropriate
to analyze data.
Conclusion chapter summarizes major findings and links
these findings to the previous literature in the field
Conclusion chapter contains recommendations for social
work practice or social policy that are derived from the
study’s findings. Implications for future research as also
described.
APA style used for text, including proper format for
citations and headings.
APA style is used for the reference list.
Writing style is adequate to communicate concepts and
findings.
Text of the report (exclusive of reference list and
appendices) contains a minimum of 50 pages.
17.
18.
19.
20.
21.
22.
23.
a. In a small number of instances, classic articles or texts that are more than 10 years old may
be substituted. It is also appropriate to included references to legislation, regulations, and
other programmatic materials or newspaper accounts that are used to describe legislative or
political processes (primary source material). Note: this is only permitted for policy analysis
projects.
b. One or two classic studies may be appropriate.
20 or more criteria
A
17 –19 criteria
B
14-16 criteria
C
12-13 criteria
D
Less than 11 criteria
F
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Course Policies
Late Papers: Assignments are due at the beginning of class on the respective due dates. Late
assignments will be accepted, however, the assigned grade will be decreased by 5 points for each 24
hour period beyond the due date/time. An assignment may be re-submitted/re-written, after
consultation with the instructor, ONLY IF 1) the assignment was originally turned in on time and 2)
the original grade received is a “D” or lower (equivalent in points for the assignment). The final
grade for the assignment will be an average of the original grade and re-evaluation. The student
must request the opportunity to re-work the assignment within a week of receiving the graded paper
and consult with the instructor re: areas of improvement and a re-submission date.
Attendance and Evaluation: The instructor has developed this course to be strenuous and intensive to
achieve individual learning regarding human behavior and the social environment. It is anticipated
that everyone takes this course seriously. All assigned reading must be read prior to class.
University policy supports the learning process with the expectation of class attendance. Two (2)
absences will be allowed without deduction; absences for any reason beyond the two (2) allowed
absences will result in a 2-point deduction from your total points for each ½ to full class session
missed and 1 point deduction for up to ½ class session missed. Note that, with excessive absences,
this can result in a loss of more than the 10 participation points from your total. If you are absent
from class, it is your responsibility to check on any announcements made and to catch up with the
content that was missed (most handouts and important announcements will be posted on Blackboard
but you should check with me and your classmates). If you must be absent from class, I would
appreciate being notified by phone or email.
Use of electronic devices (pagers, cell phones, etc.): To minimize class disruptions, please turn
these devices off during the class. If you are required to be “on-call,” please advise me at the
beginning of class, turn off the “audio,” and sit near the door, so you can exit with minimal
disruption to the class. Please advise me if you would like to use your laptop in class, record the
lecture etc. Websurfing and reading email during class are not allowed.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university,
students with disabilities will receive reasonable accommodation for learning and evaluation. For
more information, contact Services to Students with Disabilities in the building across from Madden
Library (278-2811).
Code of Academic Integrity – Honor Code
Members of the CSU Fresno academic community adhere to principles of academic integrity and
mutual respect while engaged in university work and related activities. CSU Fresno students will:
a. Understand or seek clarification about expectations for academic integrity (including no
cheating, plagiarism and inappropriate collaboration) as noted by faculty and on class syllabi,
university catalogue, university web sites and other referenced sources. (APM 235, 241)
b. Sign a statement at the end of all exams and assignments that “I have done my own work and
have neither given nor received unauthorized assistance on this work.”
c. Take responsibility to monitor academic dishonesty in any form and to report it to the
instructor or other appropriate official for action.
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Referenced Policies from the University’s Academic
APM 235--Policy on Cheating and Plagiarism
http://www.csufresno.edu/aps/apm/235.pdf
APM 241--Policy on Course Syllabi and Grading
http://www.csufresno.edu/aps/apm/241CourseSyllabiandGradingMay2004
APM 336--University Statement on Faculty Rights and
http://www.csufresno.edu/aps/apm/336.pdf
Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive
acts for the purpose of improving one's grade or obtaining course credit; such acts also include
assisting another student to do so. Typically, such acts occur in relation to examinations. However, it
is the intent of this definition that the term 'cheating' not be limited to examination situations only,
but that it include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists
of the misuse of the published and/or unpublished works of others by misrepresenting the material
(i.e., their intellectual property) so used as one's own work.” Penalties for cheating and plagiarism
range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the
university. For more information on the University's policy regarding cheating and plagiarism, refer
to the Class Schedule (Policy/Legal Statements) or the University Catalog (University policies).
Computers: “At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended
standards for the workstations and software, which may vary by academic major, are updated
periodically and are available from Information Technology Services or the University Bookstore.
In the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources.”
Disruptive Classroom Behavior: “The classroom is a special environment in which students and
faculty come together to promote learning and growth. It is essential to this learning environment
that respect for the rights of others seeking to learn, respect for the professionalism of the instructor,
and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns
should be expressed in terms which are supportive of the learning process, creating an environment
in which students and faculty may learn to reason with clarity and compassion, to share of
themselves without losing their identities, and to develop and understanding of the community in
which they live . . . Student conduct which disrupts the learning process shall not be tolerated and
may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have
produced the material. The copy in this course has been provided for private study, scholarship, or
research. Other uses may require permission from the copyright holder. The user of this work is
responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize
yourself with copyright and fair use policies, the University encourages you to visit its copyright
web page.Digital Campus course web sites contains material protected by copyrights held by the
instructor, other individuals or institutions. Such material is used for educational purposes in accord
with copyright law and/or with permission given by the owners of the original material. You may
download one copy of the materials on any single computer for non-commercial, personal, or
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educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of
this course, and (3) include both this notice and any copyright notice originally included with the
material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the
original copyright holder. The instructor assumes no responsibility for individuals who improperly
use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you
are absent from class, it is your responsibility to check on announcements made while you were
absent.
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Part III: Assessment
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California State University Fresno
PPS Credential Program: School Social Work and CWA
Assessment
Introduction
The PPS credential program in school social work and child welfare and attendance systematically
gathers assessment data regarding candidate performance throughout the program and upon
completion. This assessment data is reported to the California Commission on Teacher
Credentialing every two years. The 2008-10 Biennial Report included two categories of assessment.
First, key assessments used to and through recommending the credential were reported. Second,
additional information collected on completer performance and program effectiveness was also
reported. For the purposes of this report, the assessment tools and methodology for the key
assessments will be presented. The six key assessments include:
1.
2.
3.
4.
5.
6.
Program decision points data
Grades in SWrk 274
Grades in SWrk 275
PPS candidate dispositions evaluation
PPS field evaluation
PPS candidate portfolio
Matrix 1 depicts the Generic Pupil Personnel Services standards and denotes the standards evaluated
in the key assessments listed above. Matrix 2 outlines the school social work and CWA
specialization standards and also denotes the key assessment that measures each standard. The
matrices are followed by a description of each key assessment. Copies of the assessment tools are
hyperlinked in this section and also located in the Appendix.
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Matrix 1
Generic Standards Assessment
GENERIC
STANDARDS
1. Program Design, Rationale &
Coordination
Program
Decision
Points
Grades Grades in
in S Wrk S Wrk 275
274
Dispositions PPS Field
Evaluation Evaluation
√
PPS
Portfolio
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
7. Family-School Collaboration
√
√
√
√
√
8. Self-esteem and Personal and
Social Responsibility
√
9. School Safety/Violence
Prevention
√
√
√
√
√
√
√
√
√
√
√
√
12. Leadership Development
√
√
13. Collaboration and
Coordination of Pupil
Support Services
√
2. Growth & Development
√
3. Socio-Cultural Competence
4. Assessment
5. Prevention & Early
Intervention for Achievement
√
6. Ethics & Legal Mandates
√
√
√
10. Consultation
√
11. Learning Theory
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
14. Human Relations
15. Technological Literacy
√
√
16. Supervision and Mentoring
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Matrix 2
Specialization Standards Assessment
SSW STANDARDS
1.
Foundations
2.
Professional Ethics
Program
Decision
Points
√
Grades Grades in
in S Wrk S Wrk 275
274
√
√
PPS
Dispositions PPS Field
Evaluation Evaluation Portfolio
√
√
√
√
√
√
√
√
√
√
√
3. Wellness & Resiliency
√
√
√
4. Direct Support Services
√
√
√
√
√
√
5. System Level Services
√
√
√
√
√
√
6. Linkages & Partnerships
√
√
√
√
√
7. Research
√
√
√
√
8. Field Experience
√
√
√
√
9. Candidate Competence
√
√
√
√
√
√
1. Professional Role of
CWA
2. CWA Laws
√
√
√
√
√
√
√
√
√
√
3. Leadership &
Management
4. Collaboration &
Partnerships
5. School Culture
√
√
√
√
√
√
√
√
√
√
√
√
√
6. Assessment &
Evaluation
7. Field Experience
√
√
√
√
√
√
√
√
√
8. Candidate Competence
√
√
√
√
√
CWA STANDARDS
√
√
California State University, Fresno
√
√
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Program Decision Points Data
The program decision points include aggregated assessment data for each major phase of the PPS
credential program from admission through recommendation for the credential. The first three
phases are direct reporting of the number of individuals that apply to the MSW program, the number
who are admitted, and the number that are admitted to the PPS program.
Admission to the MSW program is managed at the department level through the admissions
committee. Applicants to the program complete a university and department application. The
department application includes careful review of grades, work and internship experience, applicant
statement of purpose (see Appendix A), professional references, and writing ability. Applications
are reviewed by two committee members and scored on a scale of 1-42 using a standardized rating
scale (see Appendix B). The weighting of points in the admissions process is depicted in the
following graphic:
2,
Series1,
Series1, Series1, ORG,2009-2010
5%
GPA,
5, 12%
WRITING, 4,
10%
Series1,
MANAGE, 2, 5%
Series1,
PILLARS, 4,
9%
Series1,
CONGRUENCE,
5, 12%
Series1,
MOTIVE, 4, 9%
Series1,
INTERN, 3,
7%
Series1, WORK,
5, 12%
Series1, REF, 5,
12%
Series1,
BACKGRND, 3,
7%
If the scoring between committee members varies by more than three points, a third committee
member reviews and scores the application and a mean is used from all three scores. Once the
review process is completed, the applicants are rank ordered based on their scores. Committee
discussion occurs regarding any applicant for whom there is identified concern for readiness in
social work and for those who may have fallen short in the scoring for highly unusual reasons that
warrant further consideration. Admission if offered to those applicants who rank in the top 70-75 of
the applicant pool.
Admission to the PPS program requires acceptance into a second year field internship in a school
setting and completion of the PPS program prerequisites. The placement process includes an
application for S Wrk 282/283, Advanced Field Instructed Practice, an interview with the PPS
Coordinator, an interview at a PPS placement with an MSW/PPS field instructor, acceptance of the
placement from both the field instructor and the student, and successful completion of all state and
district level clearances. Additional PPS program prerequisites include an overall GPA of 3.0 or
higher in the MSW program, proof of issuance of a Certificate of Clearance from CCTC, and the
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Basic Skills Requirement, which is usually fulfilled by taking the C-BEST and submitting the scores
to the PPS Coordinator.
Once students are admitted to the PPS program, specific data regarding their progress in meeting the
competencies of the program are gathered. The aggregated data is presented in the Program
Decision Points section of the Biennial Report as percentage completing clinical practice, percentage
of completers, and percentage completed of admitted. The specific assessment tools and
methodology for gathering this data are reported in the key assessment areas that follow.
Grades in SWrk 274
S Wrk 274, Advanced Social Work Practice in Schools I, is taught in the fall semester concurrently
with the first semester of supervised field internship in the schools. This course is a requirement of
all PPS candidates. It covers the core generic and specialization standards content on the school as a
context for practice and the laws that govern public education in the state. The PPS Coordinator is
the instructor for this course and there is only once section of it offered each year. PPS candidates
are required to earn a grade of “B” or above to meet program benchmarks.
The grades earned in SWrk 274 include five areas of assessment that result in a final grade for the
course. Course assignments are carefully designed and graded using standardized rubrics to assess
candidate comprehension and application of this required content. The areas of assessment include
participation, a school social work service plan, a school practice paper, an attendance assessment,
and a final exam. Each assignment is fully described in the course syllabus.
Participation is defined as follows in the S Wrk 274 syllabus:
Active and informed participation in this seminar are expected. Active participation includes
regular attendance (no more than 2 absences) and a balance of talking and listening. Informed
participation includes completion of readings before class and contributing your thoughts, feelings,
questions and feedback regarding readings, presentations/discussions and/or school related field
placement experiences. Note: Students that accumulate more than 3 absences will have their final
grade reduced by a full letter grade and may jeopardize their qualification for the PPS credential.
The criteria utilized to assess participation include a clear allocation of points. The course instructor
uses a weekly sign in sheet for attendance and tracks student participation on the same sheet each
week. For attendance, students earn 2 points per class session for a maximum of 30 points. For
participation, students can earn a maximum of 20 points using the following criteria:
0 points
5 points
10 points
20 points
Does not participate in class discussions or activities.
Participates only in structured class activities.
Participates in class activities and occasionally contributes to class
discussions.
Participates in class activities and contributes regularly and thoughtfully to
class discussions.
The School Social Work Service Plan is a written assignment that is completed at the beginning of
the field internship in the schools. Candidates collaborate with their PPS field instructor and a
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school site administrator to identify areas of need and to formulate school social work service
objectives for the year.
The assignment includes a section on school information and a service plan in table format that
includes multi systems objectives, interventions to accomplish the objective, and proposed methods
for evaluating outcomes. The rubric for evaluating this assignment is located in Appendix C.
The School Practice Paper is another written assignment for S Wrk 274. It requires candidates to
integrate course material o