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.
3. To prepare students to utilize appropriate qualitative approaches for conducting research and
evaluation in various practice settings.
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.
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.
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
2.
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
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.
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:
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 Ereserves. 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
Assignment
Article analysis #1**
Data collection exercise:
“Interview”**
2/26/10
Article analysis #2**
3/12/10
Article analysis #3**
3/26/10
Article analysis #4**
4/16/10
Article analysis #5**
4/23/10
Data collection exercise:
“Observation”**
4/30/10
Literature review
5/7/10
Project proposal
**Requires use of ETS Criterion
Points
10
10
10
10
10
10
10
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
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 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.
COURSE SCHEDULE
Social Work 261
WEEK/ Date
1
Jan 25th
2
Feb 1st
3
Feb 8th
Feb 15th
4
Feb 22nd
5
Mar 1st
6
Mar 8th
TOPIC
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
Approach: Narrative Research
Creswell, pp. 233-235
PRESIDENT’S DAY HOLIDAY
Introducing and Focusing the Study
Creswell, Chapter 6
Approach: Phenomenological Research
Creswell, pp. 57-62
Introducing and Focusing the Study (cont’d)
Creswell, Chapter 6
Phenomenological Research
Creswell, pp. 235-237
Data Collection
Creswell, Chapter 7
Approach: Grounded Theory Research
Creswell, pp. 62-67
7
Mar 15th
8
Data Analysis and Representation
Creswell, Chapter 8
Approach: Grounded Theory Research
Creswell, pp.237-241
Data Analysis and Representation
Creswell, Chapter 8
Mar 22nd
Approach: Ethnographic Research
Creswell, pp. 68-72
Mar 29th
SPRING BREAK
DUE DATES &
ACTIVITIES
Lecture, discussion, group work
Lecture, discussion, group work
Lecture, discussion, group work
DATA COLLECTION:
INTERVIEW DUE
NO CLASS
Lecture, discussion, group work
ARTICLE ANALYSIS
#1 DUE (Narrative Approach)
Lecture, discussion, group work
Lecture, discussion, group work
ARTICLE ANALYSIS
#2 DUE (Phenomenological
Approach)
Lecture, discussion, group work
Lecture, discussion, group work
ARTICLE ANALYSIS
#3 DUE (Grounded
TheoryApproach)
NO CLASS
9
Apr 5th
10
Apr 12th
11
Apr 19th
Writing a Qualitative Study
Creswell, Chapter 9
Ethnographic Research
Creswell, pp. 241-244
Standards of Validation and Evaluation
Creswell, Chapter 10
Case Study
Creswell, pp. 73-75
Blending qualitative and quantitative methods in
research: A mixed method approach to inquiry;
exploring rigor, relevance, trustworthiness and
subjectivity in qualitative methods
Lecture, discussion, group work
Lecture, discussion, group work
ARTICLE ANALYSIS
#4 DUE (Ethnography Approach)
Lecture, discussion, group work
DATA COLLECTION:
OBSERVATION DUE
Case study
Creswell, pp. 244-246
12
Apr 20th
13
Apr 26th
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
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.
14
May 3rd
15
May 10th
May 17th
Evaluating data analysis/Writing up the 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
Lecture, discussion, group work
LITERATURE
REVIEW DUE
PROJECT PLAN DUE
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. 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 understand 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 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.
5. To develop knowledge and skills in the evaluation of school social work practice.
Learning Objectives/Outcomes
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.
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
I.
The School as a Context for Social Work and Child Welfare and Attendance
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.
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.
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%)
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)
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.
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:
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.
B. 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)
C. 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
build professional relationships at ALL systems levels: students, staff, faculty, parents and the
community. (50 points)
D. “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)
E. 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)
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
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
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
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
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
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.
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. 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.
2. 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.
3. To develop knowledge and skills in identifying and working with specific groups of pupils who
are at risk.
4. 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.
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.
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.
F. Groups.
G. Parent involvement.
H. 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.
I. Migrant students and families.
J. Racial/ethnic/cultural groups.
K. Substance using/abusing youth.
IV. Evaluation and Termination of School Social Work Services
A. Accountability.
B. Developing and utilizing effective evaluation tools.
C. Barriers to evaluation.
D. 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
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%)
F
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:
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.
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
minors (PPS competency #3). Be sure to protect confidentiality in the presentation of client
information (10 points)
b. 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)
c. 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. 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)
b. 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.(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)
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
G. 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
50 points
100 points
100 points
150 points
100 points
(10%)
(20%)
(20%)
(30%)
(20%)
** 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
Social Work 275
Advanced Social Work Practice in Schools II
(3 Units)
Spring 2010
Schedule of Classes and Assignment
Week 1:
Topic:
1/26
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:
Topic:
2/2
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:
Topic:
2/9
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:
Topic:
2/16
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.
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: 3/16QUIZ
(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
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.
165-173.
 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. 182-191.
 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. 80105.
 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.
Class Presentations: Gay, Lesbian and Bisexual Youth (LGBTQ); Delinquent Youth
Week
Topic:
15:
5/4
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
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.
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.
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.
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. Field calendar (available on line)
2. Learning agreement (available on line)
3. Student Performance, Field Instructor, and Agency Evaluation Forms (available on line)
4. MSW 1 Field Manual (available on line)
5. 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.
Description of Exams/Major Assignments
The following are specific assignment for SWRK 280:
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 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,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.
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.
TENTATIVE COURSE
SCHEDULE Social Work 280
WEEK
HOURS
FIELD PLACEMENT ACTIVITIES/ ASSIGNMENTS
1
3
Field Orientation
Graduate Field Manual; NASW Code of Ethics
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
2
16
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
Complete bio psycho social assessment
Develop culturally relevant service plan
Complete process recording
Supervision
8
16
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
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
14
16
15
16
Conduct an ethics audit of the field placement agency
Complete process recording Casework
and documentation Supervision
Attend an interagency or external meeting
Complete meeting minutes Casework and
documentation Supervision
Preparation for semester break and termination
Supervision
Final Semester Evaluation for SWrk 280 Due–200 hours completed
Social Work 280
Graduate Field Placement
LEARNING AGREEMENT
Fall Semester
Student Information:
FIRST NAME
MIDDLE INITIAL
STREET ADDRESS
HOME PHONE
CITY
CELL PHONE
LAST NAME
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
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.
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.
Date Completed
Professional Development
1. Participate actively and responsibly in weekly supervision and
demonstrate ability to be open to learning.
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.
Multi Systems Social Work Practice
1. Complete a minimum of 2 bio psycho social assessments that
incorporate the strengths perspective, a developmental theory, and
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
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.
Date
Completed
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.
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.
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:
Date
Completed
4a.
4b.
4c.
4d.
The Agency Agrees to Provide:
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:
Field Instructor Initials:
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.
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.
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.
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)
2. 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 assignmentswill 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:
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.
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 281
COURSE SCHEDULE
WEEK
HOURS
1
16
2
16
3
16
4
16
5
16
6
16
7
16
8
16
9
16
10
16
11
16
12
16
13
16
FIELD PLACEMENT ACTIVITIES/ ASSIGNMENTS
Resume schedule for field internship
Discuss professional use of self and boundaries
Evaluation of Practice: Literature review to identify interventions
Development of Learning Agreement
Resume casework and/or assume new cases Attend
relevant agency meetings Supervision
Observe a group
Participate in a multidisciplinary meeting
Casework and documentation
Supervision
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
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
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
Complete a Multi dimensional assessment using DSM IV-TR
Develop a culturally relevant service plan
Documentation
Supervision
Facilitate a psycho educational group
Develop an agenda and complete minutes for an agency meeting
Casework and documentation
Supervision
Provide social work services to a family
Supervision
Evaluation of Practice: Analysis of a client narrative
Attend relevant agency meetings
Complete process recording Casework
and documentation Supervision
14
16
15
16
Policy practice: Recommendation regarding an agency policy
Casework and documentation
Supervision
Preparation for termination
Supervision
Final Semester Evaluation for SWrk 281 Due–200 hours completed
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
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.
Professional Development
Date Completed
1. Participate actively and responsibly in weekly supervision,
taking responsibility to articulate learning needs and being
open to the learning process.
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
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.
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.
Date Completed
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:
1. Appropriate learning assignments as
required for SWrk 281.
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:
Field Instructor Initials:
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):
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.
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.
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. Field calendar (available on line)
2. Advanced Learning Agreement (available on line)
3. Student Performance, Field Instructor, and Agency Evaluation Forms (available on line)
4. MSW 2 Field Manual (available on line)
5. Binder or Notebook for Journal/Evaluation of Practice Assignment
B. Reading
1. MSW 2 Field Manual (available on line)
2. 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.
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).
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.
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.
Field Integration Seminar Calendar
Social Work 282
(Biweekly)
WEEK
1
3
5
7
9
11
13
15
DATE
TOPIC
Introductions, Overview of Course Purpose and Content
Orientation to Field Practicum
Development of the Advanced Learning Agreement
Negotiating Appropriate and Required Learning Experiences
Multi Dimensional, Multi Systemic Assessment and Service
Planning with Individuals, Groups, and Organizations
Advanced Practice with Individuals
Applying Individual Practice Models and Methods
Advanced Practice with Formal Organizations
Identifying Management Issues, Organizational Analysis
Advanced Practice with Groups
Facilitating Group Process and Group Decision-Making
Evaluation of Practice at Individual, Group and Organizational
levels
Termination
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
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.
Professional Development
Date Completed
1. Participate actively and responsibly in weekly supervision by taking
primary responsibility for developing an agenda for supervision.
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 decision- making model.
7. Other Activities/Assignments:
Multi Systems Social Work Practice
Date Completed
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.
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.
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 non- verbal 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 decisionmaking, 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, decision- making and external relations.
11. Other activities/assignments.
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 an individual’s progress
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:
The Agency Agrees to Provide:
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:
Field Instructor Initials:
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
Date
Completed
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.
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):
PPS Competencies
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.
Date
Completed
2. Candidate demonstrates understanding of the importance of school
organizational and educational policies and procedures as they relate to
effective classroom management, positive adult- pupil 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.
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.
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.
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 campusbased, 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):
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.
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.
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.
4.
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. MSW 2 Field Manual (available on line)
2. 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 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.
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).
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. 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.
Field Integration Seminar Calendar
Social Work 283
(Biweekly)
WEEK
1
3
5
7
9
11
13
15
DATE
TOPIC
Introductions, Overview of Second Semester of Field
Practicum
Development of the Advanced Learning Agreement
Negotiating Appropriate and Required Learning Experiences
Multi Dimensional, Multi Systemic Assessment of
Couples, Families and Community Needs; Action and
Service Plans
Advanced Practice with Communities:
Identifying and Analyzing Community
Needs
Advanced Practice with Communities
Applying Models of Practice to Community Problems
Advanced Practice with Couples and Families
Utilizing Family Chronologies and Inter Generational
Genograms
Family Centered Practice
Evaluation of Practice at Couples, Family and Community
Levels
Termination
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
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.
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.
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.
Date
Completed
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
1. Complete a minimum of 2 multi-dimensional, multi-systemic assessments
with couples/families utilizing an intergenerational genogram, family ecomap 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 measurable objectives for
service/action planning at the couples/family and community level.
4. Provide advanced social work services to a minimum of 2 couples/families
utilizing a family-centered approach to practice.
5. Identify one model of community practice and apply it to address an
identified need in the community.
6. 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.
7. 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.
Date
Completed
8. Demonstrate skills in a minimum of 3 of the following advanced approaches:
complex case management, family- centered and functional family practice,
management of phases of community development, social action, social
planning and transformative approaches to organizing communities.
9. Complete at least one formal case summary, policy analysis/recommendation
or program evaluation report for presentation (e.g., to constituents,
community).
10. 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 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:
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:
Catalog Statement
Field Instructor Initials:
Date
Completed
Social Work 292 Project/Thesis Seminar
(2 units)
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.
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.
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.
F. Steps in selecting faculty chair and committee members for thesis/project.
G. 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.
D.
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.
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.)
E. Components of written problem identification, theoretical basis, justification, implications
and literature review.
Section IV.
Conceptualization and development of research methodology.
A. Selecting an appropriate design for answering research questions or
hypothesis testing.
B. Formulating research questions or hypotheses.
C. Identifying and defining variables.
D. Identifying and developing procedures for sample selection.
E. Identifying and creating data collection instruments.
F. Identifying data analysis tools and a plan for data analysis.
G. Identifying and creating computer programs for data analysis.
H. Developing procedures for human subject informed consent, protection against harm, and
agency, and University approval.
Section V.
A.
B.
C.
D.
E.
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.
Section VI.
Initiating research project or thesis.
A. Creating data collection instruments and/or selecting standardized data collection
instruments.
B. Pre-testing data collection instruments.
C. Identifying and selecting a sampling frame.
D. Developing sampling protocols and selecting a sample.
E. Creating computer based data analysis program for data entry and data analysis or creating a
qualitative data analysis plan.
F. 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
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.)
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.
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).
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
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.
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
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
Due Dates
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
Sept. 9, 2010
Sept. 16, 2010
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
d of Chapter 1 plans – each student presents and
Discussion
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
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
Presentations 1 [5
students]
Presentations 1 [5
students]
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
Due: Draft of
Chapter 2
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
Due: Draft of
Chapter 3
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.
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.
Catalog Statement
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)
Social Work 298/299Thesis/Project
(2 units each)
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
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.
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.).
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).
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.
D. Review of Relevant Empirical Literature
1. How has the literature defined the major variables or concepts that areas addressed by your
project/thesis?
2. What previous studies have addressed these areas and what findings currently exist?
4. 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.
E. Methodology
1. What method will you employ to answer your research questions, test your
hypotheses, or achieve you project/ thesis goals.
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.).
Grading Criteria
Criteria
1.
2.
3.
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.
4.
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.
5.
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
6.
7.
8.
9.
10.
11.
Met
Conditions
Conditions
Not Met
12
13.
14.
15.
15.
17.
18.
19.
20.
21.
22.
23.
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.
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).
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.
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
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.
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
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.
Part III: Assessment
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.
Matrix 1
Generic Standards Assessment
GENERIC STANDARDS
Program
Decision
Points
Grades
in S Wrk
274
Grades in Dispositions
S Wrk 275 Evaluation
1.
Program Design,
Rationale & Coordination
2.
Growth & Development
√
√
√
3.
Socio-Cultural Competence
√
√
√
4.
Assessment
√
√
5.
Prevention & Early
Intervention for
Achievement
Ethics & Legal Mandates
√
6.
7.
8.
9.
Family-School
Collaboration
Self-esteem and Personal
and Social Responsibility
School Safety/Violence
Prevention
√
PPS Field PPS
Evaluation Portfolio
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
10. Consultation
√
√
√
√
11. Learning Theory
√
√
√
√
12. Leadership Development
√
√
13. Collaboration and
Coordination of
Pupil Support
Services
14. Human Relations
√
√
√
√
√
√
15. Technological Literacy
√
√
√
16. Supervision and Mentoring
√
√
√
√
√
√
√
√
√
√
Matrix 2
Specialization Standards Assessment
SSW STANDARDS
Program
Decision
Points
Grades in
Grades in
S Wrk
S Wrk 275
274
Dispositions
Evaluation
PPS Field
Evaluation
PPS
Portfolio
1. Foundations
√
√
√
√
√
√
2. Professional Ethics
√
√
√
√
√
√
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
√
√
√
√
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:
Series1, Series1, ORG2, 020, 9-2010 Series1,
GPA, 5, 12%
5%
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,
Series112,%
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
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
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 on the school as a context for social work practice. Specifically, key
components of the school as a formal organization must be identified and their relevance to
becoming an effective member of the educational team must be articulated. The assignment also
requires discussion and examples of multi systems level practice strategies for “joining” the
educational team. Finally, candidates reflect on their own schooling experiences and the influence
of these experiences on their current practice. The rubric for evaluating this assignment is located in
Appendix D.
Another written assignment for S Wrk 274 is a multi dimensional Attendance Assessment.
Candidates select a pupil from their internship that has been referred for services due to an
attendance problem. They conduct a multi dimensional assessment of the pupil and concisely report
their findings using a template provided by the instructor. The assessment culminates in a case
formulation and a proposed intervention plan. The rubric for evaluating the Attendance Assessment
is located in Appendix E.
A final exam is given in SWrk 274 which evaluates candidate understanding and application of core
policy areas covered in class. The exam consists of 12-13 short answer questions from which 10
must be answered. The exam is evaluated based on how completely and correctly each question is
answered. A sample exam from last fall is located in Appendix F.
Grades in S Wrk 275
S Wrk 275, Advanced Social Work Practice in Schools II, is taught in the spring semester
concurrently with the second semester of supervised field internship in the schools. This course is a
requirement of all PPS candidates. It covers generic and specialization standards content on the
school as a context for practice and advanced strategies for intervention. 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 275 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, an integration of PPS competencies paper, a quiz, a class presentation, and an end-ofthe year report. Each assignment is fully described in the course syllabus.
Participation is defined as follows in the S Wrk 275 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 Integration of PPS Competencies paper requires candidates to focus on two specified program
competency areas. For each area, a concise summary of a relevant field experience is presented and
a discussion is provided regarding how the knowledge area and practice skills of that competency
area were applied to practice. The selection of the competencies for the assignment is based on
program outcomes from the previous year. Competency areas with weaker outcomes are selected in
an effort to increase student understanding and application of this content. In 2009, the competency
areas addressed were PPS Competency #3 (skill in interpretation and application of attendance and
CWA laws) and PPS Competency #9 (planning, prevention and intervention to promote well-being,
safety and reduce school violence). In 2010, PPS Competency #3 and #11 (knowledge of learning
theories) were addressed. The rubric used to evaluate the Integration of PPS Competencies paper is
located in Appendix G.
Another assignment used in the final grade for S Wrk 275 is a mid-term quiz. The quiz evaluates
candidate understanding and application of advanced practice strategies covered in class. The quiz
consists of 12 short answer questions from which 10 must be answered. The quiz is evaluated based
on how completely and correctly each question is answered. A sample quiz from last spring is
located in Appendix H.
Candidates in S Wrk 275 are also required to complete a Class Presentation on a target group of atrisk pupils. The presentation is a small group assignment that requires extensive research regarding
background information, risk factors, legal and policy factors, and multi systems interventions.
Students collaborate regarding the selection of content, and then organize and deliver the content in a
60-70 minute presentation. The rubric for evaluation of the class presentation is located in
Appendix I.
The final assignment for S Wrk 275 is the End-of-the Year Report. Using the School Social Work
Service Plan that was developed at the beginning of the academic year, candidates report the
outcomes of their work as interns. An overview of school social work services is provided,
aggregated outcomes are reported for each objective, a summary of the major findings is presented,
and recommendations for next year are offered. The rubric used to evaluate the End-of-the Year
Report can be found in Appendix J.
PPS Candidate Dispositions Evaluation
One recommendation from the joint NCATE/CCTC program review in 2006 was the need for a
specific evaluation of candidate dispositions for programs outside of the Kremen School of
Education and Human Development. As a result, an evaluation tool was developed and utilized to
specifically evaluate candidate acquisition of professional dispositions in the PPS program for school
social work and CWA (see Appendix K). The dispositions were selected by all credential program
faculty and apply to all programs in the unit. The six dispositions are:
Reflection :
We encourage the dispositional tendency to reflect.
Critical Thinking :
We cultivate critical thinking.
Professional Ethics : We foster the disposition to make well-reasoned, fair, and ethical
judgments.
Valuing Diversity:
We foster an appreciation for learner context that includes the dispositional
tendency to value diversity: cultural, linguistic, cognitive and physiological.
It also includes a commitment to the belief that all students can learn.
Collaboration:
We promote a collaborative disposition.
Life-Long Learning: We imbue candidates with the dispositional tendency to maintain life- long
learning.
PPS field instructors were provided with orientation and training regarding the use of this new
instrument beginning in the spring of 2008. This data is now collected at the end of each semester
that candidates are engaged in their PPS field placement. Candidate demonstration of each
disposition is rated by the field instructor on a scale of 1-4, with one representing unsatisfactory and
four representing above average. A rating of three represents satisfactory and is considered the
benchmark for meeting program requirements. Data for the first semester is compared to outcomes
for the second semester to measure growth in the dispositions over the year.
PPS Evaluation of Student Performance in Field Placement
A comprehensive evaluation of candidate knowledge and skills is conducted by the MSW/PPS field
instructor at the end of the 600 hour PPS field internship. The evaluation documents hours and
program requirements completed. It addresses professional development, professional values and
identity, multi systems practice and the PPS competencies, and evaluation of practice (see Appendix
L). Candidate performance is rated on a scale of 1-5.
In 2009, the scale was applied with one representing excellent, three indicating average, and five
being poor. A rating of three is satisfactory and is considered the benchmark for meeting program
requirements. In 2010, the scale was reversed to be consistent with all other field and PPS
evaluation instruments with five representing excellent and one representing poor.
PPS field instructors complete a mandatory on-line training regarding all aspects of fulfilling the role
of field instructor. Included in this training is information regarding evaluation of student
performance. Faculty liaison support and weekly updates from the PPS Coordinator supplement this
training and help to ensure fair and accurate performance evaluations of PPS candidates.
PPS Candidate Portfolios
Upon program completion, PPS candidates submit a portfolio that is a compilation of classroom and
field placement assignments representing achievement of program requirements. The portfolio is
organized into four content areas: professional development; multi systems practice; school social
work and CWA competencies; and, evaluations.
The professional development section of the portfolio includes evaluation of the following: an
ethical decision making assignment in S Wrk 282; a post-graduate professional plan in S Wrk 283;
and, the School Social Work Service Plan in S Wrk 274.
The multi systems practice section of the portfolio consists of signature assignments representing
each of the required systems levels in the advanced concentration: individual, family, group,
organizations, and communities. Specifically, the assignments evaluated include the attendance
assessment in S Wrk 274, a family eco-map in S Wrk 227, a group paper in S Wrk 225, the school
practice paper in S Wrk 274, and a community needs assessment in S Wrk 247.
The PPS competencies are evaluated in the portfolio using grades or ratings in the following: the
final exam in S Wrk 274; the integration of PPS competencies in S Wrk 275, the quiz in S Wrk 275,
and the PPS competencies from the PPS field evaluation.
The final area assessed for the portfolio is evaluation. Ratings from all final field placement
evaluations are used: fall and spring dispositions; S Wrk 282 and S Wrk 283; PPS field performance
evaluation; and, the end-of-the year report from S Wrk 275.
The portfolio is evaluated using a standardized rubric (see Appendix M). Grades from class
assignments are recorded based on points earned and are converted to percentages for the purpose of
valid comparison. Ratings from field placement evaluations are also converted to percentages. A
subtotal is calculated for each content area and a total percentage is computed. Candidates must
achieve an overall portfolio rating of 80% or higher in order to be recommended for the credential.
Summary
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. Six key assessments used to and through recommending the credential were described
in this section of the report. They included: program decision points data; grades in S Wrk 274;
grades in S Wrk 275; PPS credential candidate dispositions evaluation; evaluation of PPS student
performance in field; and evaluation of PPS candidate portfolios. These assessments represent a
broad range of relevant knowledge and skills based on program standards and adequately address all
candidate competencies (see Matrix 1 and 2). Copies of the assessment instruments and grading
rubrics are located in the Appendix.
Part IV: Program Summary
Program Summary
PPS Credential: School Social Work and Child Welfare and Attendance
Program Design
California State University, Fresno is one of twenty three universities in the California State
University system. Fresno State began as a normal school in 1911 and has a strong history of service
and preparation of education professionals. The Dean of the Kremen School of Education and
Human Development (KSOEHD), Paul Beare, is the Unit Head that oversees 16 credential
programs. He is responsible to the Provost/Vice-President for Academic Affairs, who reports to the
President.
The Pupil Personnel Services (PPS) credential with specializations in school social work and child
welfare and attendance (CWA) is part of the Master of Social Work (M.S.W.) degree program. The
program is offered through the Department of Social Work Education which is one of eight
departments in the College of Health and Human Services at California State University, Fresno.
Under the direction of the department chair, E. Jane Middleton, business is conducted in assemblies,
retreats, and regular meetings of the faculty in which all matters of the program and its curriculum
are managed. The coordination of the PPS program is assigned to Andrea Carlin. She is responsible
for overseeing the delivery of the PPS program and participates actively with all stakeholders to
ensure program coherence and alignment with all accreditation standards.
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.
The M.S.W. and PPS is a two year, full-time program of 60 units: 50 units of course work and 10
units of concurrent field placement study. Three important goals of the Master of Social Work
Degree program include the development of 1) a commitment to social justice, 2) diversity
awareness/competence, and 3) an empowerment perspective. The PPS credential program
incorporates these educational goals 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 concurrent field instructed
practice in the schools. This curriculum model ensures that students experience the breadth and
depth necessary to be prepared for social work practice in the public schools.
The faculty in the Department of Social Work Education reconfigured the curriculum in the M.S.W.
and PPS programs and has been delivering this modified program during the past two years. The
changes feature strengthened foundation coursework in practice and research, closer integration of
practice coursework and concurrent field internship assignments, standardized learning agreements
and evaluations to guide all four semesters of internship, an integrative field seminar during the
advanced year, and a more coherent delivery of the advanced research curriculum.
Program modifications to the PPS program include the addition of a dispositions evaluation, a unit
exit survey, and a PPS portfolio for outcomes purposes.
Opportunities for stakeholder input occur regularly through a variety of channels. Candidates
provide input during the planning of the second year internship as well as through advising,
supervision, representation on the PPS Credential committee, and program exit and alumni surveys.
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.
A faculty member with a PPS credential is assigned as a liaison to oversee the internship and
provide support to the field instructor and student. This role provides for regular exchange of
information between the department and the school districts and facilitates stakeholder input.
Finally, input from local districts and schools occur 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 input regarding program
delivery and outcomes.
Course of Study
The M.S.W. and PPS is a 60 unit, advanced credential program. Foundation coursework and
concurrent field internship for 400 hours are completed in the first year of the program. The
advanced, multi systems social work practice concentration is delivered in the second year. It
consists of advanced coursework in all five levels of the multi systems concentration and concurrent
advanced field internship, including the content specific to the PPS program. The second year
internship requires completion of 600 hours of supervised practice, a minimum of 100 hours at two
developmental levels, and work with a minimum of 10 pupils ethnically different from the candidate
for a minimum of 100 hours. The course of study for a full-time PPS candidate is depicted in Table
1. Field instruction is closely aligned with practice content and guided by standardized learning
agreements with assignments linked to each practice course. A PPS learning agreement addendum is
also utilized to ensure that all program requirements and competencies are addressed in the
internship experience.
Table 1: Course of Study: Full-Time PPS Credential Program
FOUNDATION: 1ST YEAR
Fall
Units
Spring
Units
SWRK 200
SWRK 203
Social Welfare Policy I
(3)
Social Welfare Policy II
(3)
SWRK 212
SWRK 213
Human Behavior in the Social
Human Behavior in the Social
Environment: A Multi Systems
Environment: Cultural Diversity
Approach
(3)
and Oppression
(3)
SWRK 220
SWRK 221
Social Work Practice I
(4)
Social Work Practice II
(4)
SWRK 260
SWRK 261
Quantitative Research
(3)
Qualitative Research
(3)
SWRK 280
SWRK 281
Field Instructed Practice I
(2)
Field Instructed Practice II
(2)
15 Units
15 Units
ADVANCED: 2ND YEAR
Fall
Units
Spring
Units
SWRK 224
SWRK 227
Advanced Practice with
Advanced Social Work Practice
Individuals
(3)
with Couples and Families
(3)
SWRK 225
Advanced Practice
with Groups
(3)
SWRK 246
SWRK 247
Advanced Practice with
Advanced Practice
Formal Organizations
(2)
with Communities
(3)
SWRK 282
SWRK 283
Advanced Field Instructed
Advanced Field Instructed
Practice I
(3)
Practice II
(3)
SWrk 274
SWrk 275
Advanced Social Work Practice
Advanced Social Work Practice
in Schools I
(3)
in Schools II
(3)
SWRK 292 Project/Thesis
SWRK 298
Seminar
(2)
Project/SWRK 299 Thesis
(2)
16 Units
14 Units
Field placements for the PPS program are available in a number of K-12 school districts throughout
the central San Joaquin valley. Placements must be approved by the Department of Social Work
Education as meeting the requirements of the MSW and PPS program. There are typically about 20
candidates participating in the program each year and there have been a sufficient number of
placements available to meet the demand.
Oversight of the field internship experience is structured and well organized in the M.S.W. and PPS
program. Candidates participate in several program orientation meetings prior to beginning field
instruction in the schools. Requirements of the program are reviewed and compliance is confirmed
by the PPS Coordinator prior to beginning internship. Field instructors complete mandatory
departmental training to fulfill their instructional role and also participate in annual, on-going
training and professional development. Candidates meet with the assigned MSW/PPS field
instructor for supervision a minimum of one hour per week. Department designated learning
agreements from the MSW 2 Field Manual and a PPS addendum guide the learning experience and
serve as the basis for evaluation of candidate performance at four points during the academic year.
Finally, a faculty liaison with a PPS credential oversees the learning experience and provides support
to the field instructor and student. The liaison role requires a minimum of four site visits per
academic year.
Assessment of Candidates
Upon matriculation into the MSW program, all students participate in a mandatory graduate student
orientation in which university and program requirements are carefully reviewed. Students are
referred to the University catalog, Division of Graduate Studies, and the Department of Social Work
Education website for access to important policies, requirements and documents. A faculty advisor
is assigned for each student with the expectation that the student will meet with the advisor at least
once each semester to review progress toward program completion. PPS candidates participate in
additional orientation regarding PPS requirements and receive a PPS Candidate Handbook. Specific
program benchmarks such as grades, field performance, and the PPS portfolio are reviewed.
Candidate assessment of program competencies occurs throughout the program in the completion of
course and field internship assignments. Students receive feedback on their performance, primarily
in the form of grades and field evaluations, and progress through the program if their performance
meets program benchmarks. Students that do not meet academic standards are placed on academic
probation per university policy and cannot proceed in practice courses or internship until their grades
improve. Candidates that demonstrate performance problems in field placement may be placed on a
Corrective Action plan and will only continue in placement if performance problems are
satisfactorily resolved. Specific program checkpoints include Advancement to Candidacy at the
completion of 9 units, completion of the MSW program, and recommendation for the credential
based on a summative determination of candidate competence.
University and program exit surveys are completed by all graduates of the program. Alumni survey
data is also collected every three years. These surveys provide important information regarding
program effectiveness and outcomes. This data is used to identify program strengths and to identify
target areas for program improvement.
Appendix
Appendix A: Statement of Purpose for MSW Admissions
INSTRUCTIONS FOR STATEMENT OF PURPOSE
Write a “statement of purpose.” You must address EACH of the areas listed below in order. This
statement must be typewritten and approximately 1,600 to 2,000 words in length. It should enable
the Admissions Committee to make an informed decision about your potential for success in the
graduate social work program.
1. Describe a) your background, b) the experiences you have had, and c) the skills that you have
that may be of value in preparing you for entry into professional social work. Include in your
presentation a discussion of any paid and/or volunteer social work experience(s) and its effect
on you.
2. Explain the development of your interest in becoming a professional social worker. Include a discussion
of your understanding of the social work profession and its mission. If this is a change of career goals,
please indicate your reasons for the change.
3. Describe your career goals for the 3 to 5 years following completion of your MSW. Discuss your
understanding of the social work profession and its values and specifically link your goals to the social
work profession and its values.
4. Discuss your personal and professional development with regard to a) a commitment to social
justice, b) cross-cultural awareness, and c) an empowerment perspective, which are the pillars in
the Department of Social Work Education’s mission statement. Provide relevant illustrations
from your life experiences that reflect your commitment to these pillars.
5. Graduate school is a challenging experience. How do you anticipate your responses to the rigors
of graduate school? Discuss your plan for completing the program, including a 16- 21 hour/week
field internship, given your work and family responsibilities.
In preparing your statement, you may find it helpful to review introductory social work and social
welfare texts and the websites of two major social work professional organizations (listed below).
www.cswe.org
www.naswdc.org
Appendix B: MSW Admissions Rating Scales
PRE-SCREENING – MSW APPLICATION
Applicant:
Full Part 3 or 4 Unk
ADMIT (date)
STATUS:
CLASSIFIED
CONDITIONAL
1. Pre-requisites coursework:
WAIT LIST
DENY
BA/BS
GPA
HB
Met by (course title)
DATA
DIV
Sem or Qtr/Year
Data analysis
Human Bio Development
over the Life Span
Diversity/culture
Liberal Arts base: OK No
Spring/summer 2010 grad: Y N
Applying to/Interest in:
GPA: Cum GPA/ Major:
Post Bac GPA:
5
4
3
2
1
Title IV-E
PMHS
PPS
60 unit GPA:
(min of 12 units);
= 3.75+
= 3.5 – 3.74
= 3.25 – 3.49
= 3.0 – 3.24
= 2.75 - 2.99
INTERNSHIP: Internship (min 1 semester supervised)
3 = Social Work or related human services (2 semester/15 hour/week)
2 = Other human services related (e.g, psych, teaching – 1-2 sem/15 hour/week)
1 = Other type of “internship” where worked with people (e.g., business
incubator) OR less than 15hr/week for 1 semester equivalent
0 = none
Comment:
WORK: Total years of human services work/volunteer experience:
Points for years experience on 0-5 scale
Comment:
REFERENCES Mean:
Committee Evaluation Meeting Date:
[1)
2)
3)
DEPARTMENT OF SOCIAL WORK EDUCATION
MSW PROGRAM MSW RATING SCALE FOR STATEMENT OF PURPOSE
APPLICANT NAME:
EVALUATOR:
_________________________________________________
_____________________________________________________________
Background for field of social work
SCORE
3 = overall good personal and/or professional background for field.
2 = indicates some good points in terms of background for the field.
1 = touches upon background issues but fails to elaborate.
0 = little or no discussion of pertinent background for social work.
Interest/Motivation – Statement of purpose appears to indicate:
SCORE
4 = extensive thinking about becoming a professional social worker.
3 = some thought about becoming a professional social worker
2 = superficial thinking in choosing the career of social work.
1 = undirected thinking in terms of the career of social work.
0 = little or no thinking in the career choice.
Congruence between professional values and career goals (Total of 5 points possible)
SCORE
1 point for identifying values of profession
1 point for identifying professional/career goals
0 points if does not address
Subtotal
Up to 3 points for linking values and goals
Subtotal
Links 3 Pillars to life experiences
SCORE
4 = Integrates own experience with all three pillars and links to the
social work program mission
3 = Integrates own experience with one or two pillars and links to the social
program mission
2 = States definition only of all 3 pillars and mission
1 = States definition only of 1-2 concept (out of 3 pillars and mission)
0 = Shows no understanding of the concepts; just names pillars
Plan to manage graduate school
SCORE
work
2 = well expressed strategy for making it through the program.
1 = presents a strategy but there are potential issues.
0 = little or no discussion of a strategy to make it through the program or
unrealistic
Writing Skills (technical – circle number)
SCORE
4 = Spelling/grammar errors rare; excellent sentence construction
3 = Spelling/grammar errors rare; good sentence construction throughout
2 = Occasional spelling/grammar errors; in general, good sentence construction
1 = Frequent spelling/grammar errors; occasional lapses in sentence
construction
0 = Frequent spelling/grammar errors; poor sentence construction throughout
Organization and content of statement given outline - (circle number)
SCORE
2 = Excellent organization, conceptualization, focus on topic/follows
instructions
1 = Good organization and focus on topic; conceptualization limited
0 = Marginal or lacks organization, conceptualization, focus; does not follow
instructions
SUBTOTAL (24 MAX POSSIBLE)
SUMMARY:
Exceptional Asset
Concern/Lack/Reservation
COMMENTS:
Academic/GPA
Experience
Writing
(technical)
Conceptual (pillars/values)
Integration (pillars/values/goals)
Judgment
Motivation
Special circumstance
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2. (
3. (
4. (
5. (
6. (
7. (
8. (
)
)
)
)
)
)
)
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8. (
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)
From: the NASW Code of Ethics
The mission of the social work profession is rooted in a set of core values. These core values,
embraced by social workers throughout the profession's history, are the foundation of social work's
unique purpose and perspective:
service
social justice
dignity and worth of the person
importance of human relationships
integrity
competence
This constellation of core values reflects what is unique to the social work profession. Core values,
and the principles that flow from them, must be balanced within the context and complexity of the
human experience.
Appendix C: School Social Work Service Plan Rubric
SWrk 274
Advanced Social Work Practice in Schools
Evaluation of SSW Service Plan
Name:
Note: Be sure to also review the comments in the text of your paper.
School Information (20 points)
Relevant, identifying information included (4 pts)
Relevant demographics included (4 pts)
Primary social service needs identified (5 pts)
Content reflects understanding of course material (4 pts)
Presented as a well organized, concise summary (3 pts)
SSW Plan Objectives (30 points)
Objectives are clear, specific and measurable (10 pts)
Objectives address identified needs (10 pts)
Objectives include multiple systems (10 pts)
SSW Plan Interventions (20 points)
Interventions address identified objectives (5 pts)
Interventions are comprehensive and advanced level (10 pts)
Content reflects understanding of course material (5 pts)
SSW Plan Evaluation (30 points)
Data to measure outcome is listed for each objective (10 pts)
Specific, relevant evaluation tools/data sources are listed for
each objective (10 pts)
Content reflects understanding of course material (5 pts)
Evaluation plan is clear and well organized (5 pts)
Total Points (100 possible)
Addressed
Points
Appendix D: School Practice Paper Rubric
SWrk 274
Advanced Social Work Practice in Schools
Evaluation of School Practice Paper
Name:
School as an Organization (50 points)
Organizational aspects of school described (15)
Aspects are most relevant to effective practice (20)
Support for their importance is provided (10)
Discussion is well organized and well written (5)
SSW as a Team Member (50 points)
Strategies for becoming a team member described (20)
Strategies are relevant (10)
Multiple systems level practice examples provided (15)
Discussion is well organized and well written (5)
“Old Tapes” (30 points)
Relevant personal/professional issues are identified (10)
Influence on practice addressed (10)
Professionally managing their influence addressed (5)
Discussion demonstrates appropriate self awareness (5)
References (20 points)
Relevant readings & course material used to support ideas (10)
Discussion reflects understanding of course material(10)
Total Points (150 Possible)
Addressed
Points
Appendix E: Attendance Assessment Rubric
SWrk 274
Evaluation of Attendance Assessment
Name:
Identifying Information (10 points)
Relevant, identifying information provided
Background Information (25 points)
History of presenting concern(s) with time frames (7)
Academic performance and school adjustment (5)
Peer relationships (5)
Student strengths (5)
Other – Health, risk factors, etc. (3)
Neighborhood Information (10 points)
Summary of neighborhood environment (5)
Summary of home environment (5)
Family and Support Information (15 points)
Family members and family in household presented (5)
Extended family support presented (5)
Summary of family interaction and response to problem (5)
Case Formulation (15 points)
Concise summary of major points provided, including
identified needs
Service Plan (25 points)
Short term goals are listed with timelines (5)
Goals address needs and specify outcomes (5)
Intervention plan addresses identified goals (5)
Intervention plan is evidence-based (10)
Total Points (100 Possible)
Addressed
Points
Appendix F: Sample S Wrk 274 Final Exam
SWrk 274
Final Exam
Short Answer Questions (100 points)
Select TEN questions from those written below. Answer each question concisely but completely.
Each complete and correctly answered question is worth ten points. NOTE: There is no “extra
credit” for answering additional questions.
1. Explain the basis upon which school personnel can engage in search and seizure procedures. Include in
your explanation the relevance of the Supreme Court ruling in Redding v. Safford (2009).
2. The principal has requested that you provide an in-service training for teachers to help reduce the
number of behavioral referrals and suspensions at the school. Based on the Cameron (2006) and
the Dupper et.al (2009) reserve readings, list five practice strategies that you will include in the
training.
3. Define an educational record and briefly explain parental rights regarding access to pupil
records according to federal (FERPA) and state (Education Code) laws.
4. The SST has recommended a special education evaluation for Gracie, but the parent has not
responded to school requests to sign the consent. The principal asks you to do a home visit
with the parent, Mrs. Lopez. Based on course material on special education, list five points to
be included in your meeting with Mrs. Lopez that might help the parent to make an informed
decision regarding participation in special education.
5. Briefly explain the major similarities and differences between an IEP (Individual Education Plan) and a
504 plan.
6. Provide a brief summary of the findings in the Gottlieb & Polirstok (2005) reading on the
effect of teacher training on discipline and special education referrals.
7. Victor is a special education student who has had repeated behavior problems this year. He has
already been suspended for 9 days so far this year and is now in trouble again for fighting. The
IEP team needs to meet to conduct a manifestation determination review. List three questions
that need to be answered in this review.
8. Based on the Massat, Constable & Thomas (2009) reading, briefly explain how a school
social worker can contribute to the process of Response to Intervention, or RTI.
9. Ryan is an 11 year old, sixth grade student who has been diagnosed with Attention Deficit
Hyperactivity Disorder (ADHD). He takes stimulant medication as prescribed by his family
physician. He demonstrates significant problems with impulse control and attention span,
causing problems with his behavior and academic performance in the classroom. He is
constantly getting in trouble for talking, fidgeting, and not completing his work. List five
evidence-based strategies from course material that can be implemented to address the
identified problems.
10. You are a school social worker at an elementary school in Fresno that has an overwhelming
population of poor, ethnic minority students. You have been asked to serve on a task force to
develop procedures for voluntary desegregation that comply with the recent Seattle/Louisville
Supreme Court decision. List three suggestions that you could offer to promote diversity in the
school population.
11. You have been hired as a consultant to the East St. Louis schools as described in the Kozol
(1991) reading. List three recommendations that you would provide from a school social
work perspective to address concerns about equal educational opportunity.
12. List five school social work interventions from course material that can be provided to
address the specific needs of English Language (EL) Learners.
13. Based on the Reimer (2002) reading, briefly discuss the influence of gender on the types of
adolescent mental health issues commonly referred to school social workers.
Appendix G: Integration of PPS Competencies Rubric
SWrk 275
Advanced Social Work Practice in Schools II Evaluation of
Assignment #1: Integration of PPS Competencies
Name:
Note: Be sure to also review the comments in the text of your paper.
CWA Laws (50 points)
Concise example of PPS competency # 3 is provided (10 pts)
Laws relevant to example are listed (10 pts)
Interpretation & application of laws to practice is explained (10
pts)
Relevant multi systems intervention strategies are presented (10
pts)
Reflects understanding and use of relevant course material (5
pts)
Responses are well organized and well written (5 pts)
Learning Theories (50 points)
Concise example of PPS competency # 11 is provided (10 pts)
Relevant multi systems strategies for intervention are presented
(20 pts)
Interventions based on relevant learning theories (10 pts)
Reflects understanding and use of relevant course material (5
pts)
Responses are well organized and well written (5 pts)
Total Points (100 Possible)
Addressed
Points
Appendix H: Sample S Wrk 275 Quiz
S Wrk 275
Quiz
Short Answer Questions (100 points)
Select TEN questions from those written below. Answer each question concisely but
completely. Each complete and correctly answered question is worth ten points. Note: There is no
“extra credit” for answering additional questions.
1. Four students were killed over the weekend in a drunken driving accident. You are a school
social worker at the high school and a co-leader of the school crisis team. LIST the SIX steps
in the crisis intervention process and briefly explain each one.
2. Based on the Joe & Bryant (2007) reading, explain the difference between a risk factor and
a warning sign for suicide. Provide an example of each to support your explanation.
3. Joanne has been referred to you for evaluation of suicide risk. The teacher reports that she has
been tearful and despondent for several days and her friends have expressed concern that she is
talking about wanting to die. LIST the most important aspects of her functioning that you
need to assess when you meet with Joanne to evaluate her suicidality.
4. You have students on your caseload at the middle school that have problems with defiance,
anxiety, and social skills. List two behavioral interventions that are effective for each of
these three problem areas (i.e. a total of 6 interventions). Briefly explain how the
interventions are different for the three different problem areas.
5. David is a 10 year old student in the 4th grade who has been referred by the teacher because of
problems with behavior in the classroom. David talks too much, doesn’t complete his work,
disrupts lessons, and daydreams. Develop a contingency contract to address the presenting
concerns.
6. LIST the SIX essential components of the cognitive-behavioral curriculum presented in the Phillips,
Corcoran & Grossman (2003) reading.
7. The principal at one of your schools has asked you to provide anger management groups to
help reduce discipline referrals. Based on course material on groups, LIST FIVE practice
guidelines that will be necessary to follow in order to provide effective anger management
groups.
8. Briefly explain the “no fault” principle of group process in schools that was addressed in the
Johnson (2005) reserve reading.
9. Name two techniques for counseling resistant adolescents from the Hanna (2008) training
that was presented in class. Briefly explain the effectiveness of the techniques named.
10. Javier is an 8 year old, Hispanic male in the third grade who has been referred to you for
problems with bullying and fighting. He is easily angered when frustrated and has poor
impulse control. Name three play therapy techniques that you would use in your work
with Javier and briefly explain why they are appropriate choices.
11. Select two play therapy techniques from the Hall, Kaduson & Schaefer (2002) reading. Briefly
describe each technique and provide an example of an appropriate application of each one.
12. Based on course material, briefly explain the challenges of implementing play therapy in a
school setting.
Appendix I: Class Presentation Rubric
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:
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. (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)
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.
Appendix J: End-of-the Year Report Rubric
SWrk 275
Advanced Social Work Practice in Schools II
Evaluation of End-of-Year Report
Name:
Note: Be sure to also review the comments in the text of your paper.
Introduction and Overview (20 points)
Introduction has relevant, identifying information (5 pts)
Overview includes hours & number of contacts (5 pts)
Services provided are included (5 pts)
Services reflect multiple systems (5 pts)
Outcomes of SSW Services (50 points)
Objectives are clear, specific and measurable (10 pts)
Objectives include multiple systems (10 pts)
Interventions address the objectives (10 pts)
Appropriate data collection methods identified (5 pts)
Outcome data presented for each objective (15 pts)
Summary and Recommendations (30 points)
Summary includes major points of Report (5 pts)
Recommendations are evidence based (15 pts)
Reflects understanding of course material (5 pts)
Report is well written and well organized (5 pts)
Total Points (100 possible)
Addressed
Points
Appendix K: PPS Dispositions Evaluation
California State University,
Fresno
Department of Social Work
Education
Evaluation of PPS Credential Candidate
Dispositions
Date:
Student Name:
Field Instructor:
Instructions: Please read the description of each credential candidate disposition listed and evaluate
the student’s demonstration of each using the scale below. CIRCLE the number on the scale that
best represents the extent to which the student now demonstrates the disposition in carrying out their
responsibilities as a PPS candidate.
4
3
2
1
Above Average: demonstrates internalization of qualities described; demonstration is natural
and integrated seamlessly into practice.
Satisfactory: consistent demonstration of qualities described; demonstration is more deliberate
but progressing to internalization.
Below Average: demonstration of qualities described is inconsistent and requires close
supervision.
Unsatisfactory: demonstration of qualities described is very inconsistent or absent.
1. Candidate demonstrates the ability to REFLECT. (A broad knowledge base, an effective
practice posture, and a range of appropriate practice skills at multiple systems levels are
developed and applied through careful reflection and evaluation of practice).
Above Average
4
Satisfactory
3
Below Average
2
Unsatisfactory
1
2. Candidate demonstrates CRITICAL THINKING skills. (The ability to analyze multiple
dimensions of a situation and its multi systems context for informed decision-making and
practice).
Above Average
4
Satisfactory
3
Below Average
2
Unsatisfactory
1
3. Candidate demonstrates PROFESSIONAL ETHICS. (The ability to carry out all professional
activities in accordance with the NASW Code of Ethics, including the ability to make wellreasoned, fair and ethical decisions that demonstrate cultural competence and that promote
empowerment and social justice).
Above Average
4
Satisfactory
3
Below Average
2
Unsatisfactory
1
4. Candidate demonstrates that s/he VALUES DIVERSITY. (The ability to demonstrate cultural
competence in response to diverse influences on learning and behavior: cultural, linguistic,
cognitive and physiological. It also includes demonstration of the belief that all students can
learn).
Above Average
4
Satisfactory
3
Below Average
2
Unsatisfactory
1
5. Candidate demonstrates understanding of the importance of COLLABORATION. (The ability
to work in cooperation with education team members, parents/caregivers, students and other
relevant constituents in the service of supporting educational success).
Above Average
4
Satisfactory
3
Below Average
2
Unsatisfactory
1
6. Candidate demonstrates a commitment to the importance of LIFE-LONG LEARNING. (The
ability to take responsibility for ongoing professional growth and development).
Above Average
4
Satisfactory
3
Below Average
2
Unsatisfactory
1
7. Overall, candidate demonstrates the dispositions expected of a school professional and is
adequately prepared for school social work practice.
Above Average
4
Satisfactory
3
Below Average
2
Unsatisfactory
1
The PPS candidate participated in this evaluation:
Read and Agree
Read and Accept with Reservations
Read and Disagree
Student Signature
Date
Field Instructor Signature
Date
Faculty Liaison Signature
Date
Field Coordinator Signature
Date
Appendix L: PPS Evaluation of Student Performance
PPS Credential Program
Evaluation of Student Performance
S Wrk 282/283
(To be completed at the end of the PPS internship in May)
Student Name:
Date:
Field Instructor Name: _
Faculty Liaison Name: _
Field Instructor PPS Credential Document Number:
Fill in the dates for both semesters:
Fall Semester: August __
- December
Spring Semester: January
- May
, Year
, Year
PPS Field Placement:
School Sites:
STUDENT SPECIALIZATION (check all that apply):
Advanced Specialization in School Social Work (requires a minimum of 450 hrs.)
Advanced Specialization in Child Welfare and Attendance (requires a minimum of 150
hours.)
School Social Work Specialization Hours (450 Hours)
(Requires a minimum of 450 field placement hours at a minimum of 2 different developmental levels, with
no less than 100 hours at any level. Candidates pursuing the additional specialization in school counseling
must complete a minimum of 200 clock hours at each level. In the course of completing the 450 hours, 100
hours of internship must be completed with at least 10 pupils ethnically different from the candidate)
1.
Developmental Levels (Fill in the hours completed at each level, total = 450):
2.
Cultural Diversity
Pre-School
Middle School
Elementary
High School
(Part of the 450 hours documented above):
Hours
(minimum of 100 hours)
Number of Diversity Cases
(minimum of 10 cases)
Child Welfare and Attendance Specialization Hours (150 Hours)
(Requires a minimum of 150 total field placement hours in addition to the 450 above for a total of 600
field placement hours).
1. Child Welfare and Attendance Hours:
School-based clock hours (Fill in hours completed at each level,
minimum of 90 hours)
Pre School
Middle School
Elementary
High School
Outside of Education (30-60 hours). Attach Hours Log Forms to
verify completion of hours.
Please specify location(s):
Evaluation of PPS Candidate Performance
Using the following scale, please write in the number that best describes the PPS candidate’s
performance during field placement this academic year:
5. Excellent
4. Above Average
3. Average
2. Less than average
1. Poor
Professional Development
Organizes, plans and carries through work effectively and efficiently, with an
1.
appropriate level of autonomy.
Demonstrates initiative and resourcefulness.
2.
Seeks formal and informal opportunities to learn within the agency and
community.
Has and uses basic theoretical knowledge about individual dynamics, group dynamics,
3.
formal organizations and social systems.
Plans for and utilizes supervision time with field instructor to increase practice skills,
4.
knowledge and self-understanding.
Can “hear” and utilize feedback to improve his/her effectiveness.
Appropriately shares information with the field instructor about field-related activities and
concerns.
Demonstrates ability to communicate clearly in written and oral forms.
Demonstrates socio-cultural competence in practice at all systems levels (PPS Competency
#1).
Professional Values and Identity
1.
Practices in an ethical manner, as defined by the NASW Code of Ethics and NASW
Standards for School Social Work Services.
2.
Understands and identifies with the role of school social worker.
3.
Can effectively form professional social work relationships.
4.
Functions as an effective member of the education team.
5.
Demonstrates awareness of ability to address special issues resulting from client race,
ethnicity, class, gender and sexual preference.
Multi Systems Practice
1. Demonstrates a basic working knowledge of the mission, programs, finances,
organizational structure and environment of the agency.
2. Demonstrates understanding of the importance of school organizational and
educational policies and procedures as they relate to effective classroom
management, positive adult-pupil relationships, pupil advocacy, effective approaches
to discipline, and the development of personal and social responsibility and selfesteem (PPS Competency #2).
3.
Is able to critically examine the agency and work for constructive changes as
appropriate to a student role.
4.
Demonstrates skill in developing collaborative working relationships with
school staff and other professionals within the school such as counselors,
psychologist, and nurses (PPS Competency # 4).
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 (PPS Competency # 5).
5.
6.
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 (PPS Competency #3).
7.
Is able to effectively and appropriately advocate for client needs within and
outside of the agency.
8.
Can appropriately and responsibly use the resources of the agency and the
community.
9.
Demonstrates skills in conducting appropriate bio-psycho-social 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 (PPS Competency #6).
10. Demonstrates skill in assessment and intervention with attendance
problems and the appropriate use of alternatives to regular school attendance (PPS
Competency #10).
11.
Can develop an effective and workable intervention plan.
12. Demonstrates ability to participate in planning, prevention and intervention to
promote pupil well-being and safety and reduce the incidence of school site violence
(PPS Competency #9).
13.
Is willing and able to use a variety of levels and types of intervention.
14. Demonstrates skill in implementing effective prevention and intervention
strategies, developing programs, and utilizing community resources to meet the needs
of pupils, families and the school community (PPS Competency # 7).
15.
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 (PPS Competency #8).
16. 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 (PPS Competency #11).
Evaluation of Social Work Practice
1.
Is willing to critically examine the effects of his/her behavior, values and beliefs on
his/her practice as a social worker.
2.
Understands the application of research to practice and can evaluate the effectiveness
of intervention.
Recommended Grade (Credit or No Credit):
I participated in this evaluation
Date
Read and Agree:
Read and Disagree:
Read and Accept with Reservation:
Signature of Student/Date
Signature of Instructor/Supervisor/Date
Signature of the Faculty Liaison/Date
Signature of the PPS Coordinator/Date
California State University, Fresno
Program Assessment: PPS in School Social Work and CWA |
460
Appendix M: Evaluation of PPS Portfolio Rubric
California State University, Fresno
Department of Social Work Education
Final Evaluation of Candidate Portfolio
Candidate: ___________________________________ Date: _____________
Portfolio Organization and Appearance
Meets
Requirements
Needs
Improvement
Points
Earned
Percentage of
Total
Points
Earned
Percentage of
Total
3 Ring Binder provided
Cover sheet with identifying information
All required documents are included
Content: Multi Systems Practice
School Social Work Service Plan (SWrk 274)
Attendance Assessment (SWrk 274)
Family Map/Eco-Map (SWrk 227)
Group Paper (SWrk 225)
School Practice Paper (SWrk 274)
Community Needs Assessment (SWrk 247)
Subtotal:
Content: PPS Competencies
Final Exam (SWrk 274)
Integration of Competencies Paper (SWrk 275)
Quiz (SWrk 275)
PPS Final Evaluation of Student Performance
(ratings of PPS Competencies):
Professional Development, Item 9
Multi Systems Practice, Items 2, 4, 5, 6, 9,
10, 12, 14, 15, and 16
Subtotal:
California State University, Fresno
Program Assessment: PPS in School Social Work and CWA |
461
Content: Evaluations
Fall Semester Dispositions Evaluation
Spring Semester Dispositions Evaluation
SWrk 282 Performance Evaluation
SWrk 283 Performance Evaluation
End-of-the-Year Report (SWrk 275)
Subtotal:
Total Percentage:
_____________________
Overall Performance:
_____ Excellent (90-100%)
_____ Satisfactory (80-89%)
_____ Unsatisfactory (Below 80%)
California State University, Fresno
Program Assessment: PPS in School Social Work and CWA |
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