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.
b. 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.
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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 Describe the components of organization structure that impede or enhance service delivery.
4.4 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.
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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 multi- systems
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.
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)
V. 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
5
February
22 & 24
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
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-in- the-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
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
Take-home Assignment #5:
Practice with differential
diagnosis
Due: Wednesday, 3/3/10
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6
March
1&3
7
March
8 & 10
8
March
15 & 17
9
March 22
& 24
March 29
& 31
11
April
5&7
12
April
12 & 14
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, African- American 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 & 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.
SPRING BREAK – NO CLASSES
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
STUDENT CASE
PRESENTATION
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.
STUDENT CASE
PRESENTATION
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.
STUDENT CASE
PRESENTATION
California State University, Fresno
Program Assessment: PPS in School Social Work and CWA |
195
13
April
19 & 21
14
April
26 & 28
15
May
3&5
16
May
10 & 12
May 17
11:001:00
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
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
STUDENT CASE
PRESENTATION
STUDENT CASE
PRESENTATION
STUDENT CASE
PRESENTATION
Final Exam Due
Hard copy of exam turned to
me in PHS 118
Program Assessment: PPS in School Social Work and CWA |
196
Class Attendance Rubric
15 Points
Performance
Element
Class
Attendance
Exemplary
(15 points)
No classes missed
in the semester
Always on time
Stays until class is
over
Accomplished
(10 points)
Three absences in the
semester; or
Combination of
absence and tardiness
or early departure
that equals three
episodes
Incomplete
(5 points)
Four or more
absences in the
semester;
or
Combination of
absence and
tardiness or early
Participation Rubric
Performance
Element
Class
participation
Exemplary
(15 points)
Student takes a
consistent and
voluntary, active role
in own learning.
Through
participation and
inquiry, student
consistently
demonstrates a desire
to learn and share
ideas in class.
Student initiates
discussion, asks
significant questions.
Student willingly
takes risks, to offer
an opinion and
support it, and to
listen actively to
others. Student
consistently
demonstrates class
preparation by
responding to
questions about
readings and
participates in class
activities.
Accomplished
(10 points)
Student takes an
active role in own
learning. Student
participates often in
class discussion,
volunteering own
ideas, and asking
questions. Student
listens respectfully
to classmates.
Student often
demonstrates class
preparation by
responding to
questions about
readings and
assignments and
willingly
participates in class
activities.
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.
15 Points
California State University, Fresno
Program Assessment: PPS in School Social Work and CWA |
197