Social Work Department
University of Wisconsin Oshkosh
Course Syllabus
Social Work 379: Generalist Practice Community Lab
Spring, 2010
Instructor:Donna Altepeter/
Class Meeting Time: T/TH
Office: Swart 235 Section 001: 8:00-9:30 tba
Phone: 424-1081 Section 002: 9:40-11:10 tba
Office Hours: to be announced Email: altepete
UNIVERSITY BULLETIN DESCRIPTION
Designed to be taken with Generalist Practice II, Research in Social Services and Social Welfare
Institutions courses. Guided by the Department’s vision statement, intensive hands-on participation and skill development for the community and organizational practice activities is offered within a practice framework of community development, social planning, social advocacy and social action. Prerequisite: Admission to BSW Degree, concurrent enrollment in social Work 340,368 and 378. (Three credits).
COURSE OBJECTIVES
Through completion of this course, the student should be able to:
1.
Become aware of the evolution of community organization practice, its relation to other social work methods, and its current state in the profession.
2. Develop and ecological understanding of social/political/economic institutions that
shape communities and influence the quality of life within them.
3.
Understand the evolving role and function of complex organizations as driving forces in community stability and change.
4.
Apply critical thinking and problem solving skills to recognize or assess community problems.
5.
Develop basic community organization skills, including an ability to assess and where
appropriate promote change actions, which address problems within the ethical principles of social work.
6.
Form an understanding of social justice and strategies to promote the just functioning of social institutions and to actively work toward eliminating institutional and structural barriers to inequity.

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7.
Understand the role of ideologies and person perceptions in influencing the definition of what constitutes a social problem.
8.
Recognize individual and group biases, which maintain community systems of oppression and discrimination.
9.
Articulate values congruent with the NASW Code of Ethics and the use of the values as a student and citizen to contribute to community change.
10.
Improve oral and written communication skills including clarity, conciseness, thoroughness and acquire skills in employing the generalist problems solving technique to a community organization environment including:
*Identifying and assessing situations where relationships between and among people and their environment need to be initiated, improved, restored, protected or terminated.
*Implementing plans for improving the well being of people, organizations and
communities.
*Enhancing the problem solving, coping, and developmental capacities of people.
*Linking people with systems that provide needed resources, services and opportunities.
*Actively participate with others in creating new, modified or improved services,
resources and opportunities.
* Consulting appropriately and effectively with instructors and colleagues.
11.
Address global issues of macro level practice, with respect to injustice, oppression, need , environment and equality and explore responses to creating global change.
REQUIRED TEXT(S)
Kirst-Ashman, Karen & G. Hull. (2006). Understanding Generalist Practice. (4th Edition)
Brooks/Cole Publishers: United States.
Kretzmann, John P., McKnight, John L. (1993).Building Communities From the Inside Out: A
Path Toward Finding and Mobilizing A Community’s Assets. Self Published.
Kahn, Si. (1991). Organizing. NASW Press: United States.
There will be multiple required readings on reserve at Polk. These will be online accessible.
DEFINITION OF SOCIAL WORK PRACTICE
The generalist approach to social work practice, supported by concepts drawn from social systems theory and utilizing an ecosystems perspective, is attentive to both person and environment and their interactions. Generalist practice is based on research-guided knowledge and uses a planned change process to determine the level or levels of intervention-individual, family, group, organization and/or community appropriate to addressing the issues presented. It recognizes the profession’s dual purpose and responsibility to influence social as well as

-3- individual change. Particular attention is given to work with diverse populations incorporating ideologies of democracy, humanism and social justice. Overarching and influencing the generalist approach are the values and ethics of the profession.
EXPECTATION OF STUDENTS
This is a professional skill-building course for practice with larger community systems. In this course, as a developing professional, you are expected to be active in your learning. That is, be present, listen, actively contribute and lead in promoting clarity, understanding and interpretations to what is read and discussed. This is an experiential course, which is based on an adult learning model, that is, one of a teaching and learning partnership.
You are expected to review the syllabus outline and clarify what is not understood. You are expected to have all assigned reading completed prior to class. This is imperative if you are to participate in class discussions and incorporate the material into your professional development.
Responsibility for class discussion is up to YOU! The discussion periods of class are intended as a means for you to discover and put into words your practice knowledge that will help you to function more effectively as a social worker. It is expected that you will include integration of reading material and classroom experience in your assignments.
1.
Attendance and Class Participation Policy
Attendance will be taken and it will impact your grade. You do receive credit for being on time and being present for the full class period, however the grade also consists of your being actively involved in class, raising and answering questions posed in class.
Thus, an average grade for attendance/participation (C+- C) would be reflected by a student being consistently on time and present and participating periodically in class.
An above average grade (B+- B-) would be reflected by a student being consistently on time and present, participating regularly in class.
An excellent student (A-A-) would be reflected by a student being consistently on time and present, participating regularly in class and aiding to lead in understanding of the prepared readings; taking on leadership organizationally in the class.
Below average students (C-D-) would be reflected by a student who is absent/late
periodically and does not participate in class.
A failing student (F) would be reflected by a student who chronically is absent/late and
does not participate in class.
2.
Additional Course Policies
Academic Misconduct: Plagiarism, cheating and all other forms of academic misconduct are not only considered a violation of university regulations, but are also a serious breach of the ethical code for the social work profession. Students are expected to abide by the ethical standards of the profession. The National Association of Social
Workers Code of Ethics is available on the NASW website ( www.socialworkers.org
).

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University Academic Dishonesty policies from the Student Disciplinary Code will be followed.

Regular class attendance is expected.
Assignments must be accomplished by the date due.

Opportunities for make-up dates for assignments are not offered.

The instructor reserves the right to alter the course syllabus in order to meet student-learning needs.

The Student Opinion survey will be administered at the end of the semester to gather information from students about the value of the course and the
effectiveness of the teaching.
3.
Special Needs/Accommodations Requests: Students with special needs
Or accommodations should notify the instructor immediately at the beginning of the semester so that available needs and accommodations can be made. Requests for special
Accommodations are handled through the Coordinator of Disabilities, Dean of Students
Office and must be based on appropriate documentation concerning the nature of the disability and demonstrated educational need. Instructors are not obligated to make special accommodations without having advanced information from the student about services they will be requesting during the semester.
NOTE: In addition to the course policies contained in this syllabus, please refer to the
Department of Social Work Student Handbook for more specific information about the instructional policies regarding academic dishonesty (including plagiarism) attendance and course participation, changing course sections, grievance and appeal, disclosure and confidentiality in class discussion, and special accommodation requests. The Handbook may be viewed by visiting the Social Work Department’s Home Page at: http: /www.uwosh.edu/departments/social_work/handbook.htm
ASSIGNMENTS
1.
Observation of a community meeting
You will select a community meeting (city council, school board, agency board meeting) to attend. Most cities publish in their newspaper, a listing of public meetings and dates/times. These meetings are generally open to the public. If you doubt whether you are welcome at a meeting, you might want to call ahead, explain your purpose and see whether they might allow you to attend. Not being allowed into the meeting is not reason for not completing this assignment in a timely manner. Following your observation you will write a 3-5 page paper, typed and double-spaced, demonstrating your ability in understanding how issues are dealt with at the macro level. While content is an important factor in assigning the grade to this paper, style and grammar is also important. Please edit your paper. See attached for the points to examine in the meeting. 20%
Due Tuesday, March 9.

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2.
Leading discussion of community mapping
Each class member will work in a pair. Half of the class, in these pairs, will “map”
associations in our community (Chapter 2, Kretzmann & McKnight). The other half of the class, also in their dyad, will map local institutions in our community (Chapter 3,
Kretzmann & McKnight). You will look for resources specific to Oshkosh that fit in each area. In both institutions and agencies, each group will include at least one resource that provides services related to sustainability. 15% Due Tuesday, March 2
3.
Major presentation The class will be divided into groups of three. Your task will be to visit an agency in the community. We will pick the agency in class to avoid duplication of agencies being approached by our students. You will develop an assessment of the agency’s role in the community along with its’ needs, strengths and possibilities. You will present this assessment to the class. These are to be thorough and professionally presented. I will assign a group grade, so make sure the work is equally distributed. To the extent that it appears that one person has done all the work, the group grade will suffer so be assertive and be fair and do your part. See attached for questions pertaining to the assessment. 20% Beginning April 7 and ending May 4.
4.
Community based event/paper You will be asked to pick an event (or create one!) in the community, which brings to awareness a community-based issue. This can be a march (Take back the night) or a fund-raiser event (Big Brothers/Big Sisters bowling, a fun-run for cancer, AIDS, homeless victims). You will write a 3-5 page paper describing and discussing the following: the event, its’ purpose as well as your assessment of whether it was effective in reflecting the purpose of the agency/organization it represents; did it meet the goals set for the event with respect to enhancing awareness and impacting change? In order to know this you will need to do a little investigating into the event. See attached for more details. Of special interest will be activities that relate to community sustainability. 20% Due Tuesday, May 11.
5.
Quizzes There will be 4 quizzes throughout the semester which will cover reading assignments with primary focus on the Kahn text. Each quiz is worth 10 points and the total quiz grade is worth 15% of your grade.
GRADING
Students will be evaluated on the basis of class participation and the listed assignments.
Observation/paper of community meeting 20%
Community mapping 15%
Agency assessment presentation 20%
Community based event paper 20%
Participation 10%
Quizzes 15%

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A 4.00
A- 3.67
B+ 3.33
B 3.00
B- 2.67
C+ 2.33
C 2.00
C- 1.67
D+ 1.33
D 1.00
D- .67
F 0.00
Course Schedule
Topic 1: Introduction to course Week 1, Feb 2-4
* Introductions/ Review/examination of student and instructor expectations
Discussion of course content and of class activities
Activities/Assignments/Readings:
Complete inventory p. 19/Sharing individual capacities in Kretzman/McKnight
Readings: Kretzmann/McKnight, Chpt. 1 “Releasing individual capacities”
Discussion of utilization of strengths from marginalized groups in community.
Topic 2 Review of Practice with Larger Systems Week 2, Feb. 9-11
Activities/Assignments/Readings:
Small and large group discussion of readings, integrating macro practice within the generalist framework; Nominal group technique; groups for neighborhood mapping exercise
Readings: On reserve:
Read: NASW Code of Ethics (NASW website)
“Jane Addams and Social Reform”(on line reserve/Polk)
Discussion of reform issues in the 21 st century as they relate to Addam’s work
“How to run a meeting” A. Jay (on line reserve/Polk)
“Approaches to leadership” Johnson/Johnson (on line reserve/Polk)
“Summary of Task and Maintenance Functions”
Topic 3: Understanding and working with families Week 3, Feb. 16-18
Activities/Assignments/Readings:
Strengths based assessment of your family; small group discussion
Begin work on major presentation; form groups of 3.
Read: Kirst-Ashman et al, Chpts. 9 & 10
Assessing client strengths: Ind, family, and community empowerment, Cowger and
Snively in Saleeby;
Kahn. Chapter 1, “Organizing”

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Topic 4: Capacity Mapping: Local Associations & Organizations Week 4, Feb. 23-25
Activities/Assignments/Readings:
Continue work on major presentation;
Half of the class will be assigned to map the capacities in our community as found in local associations and organizations. This includes agencies, religious groups, cultural organizations.
The other half of the class will be assigned to map the presence/capacities of institutions. This includes parks, libraries, schools, community colleges, police forces, hospitals. The major question for both groups to address is how information provided through community mapping can inform social workers in their planned change efforts with larger systems. Present this on
March 3. Read: Kretzmann & McKnight, Chpts. 2 & 3 and Kahn Chapter 2, “Leaders”
Quiz #1
Topic 5: Community Mapping Presentations Week 5, March 2-4
Activities/Assignments/Readings: Continue work on major presentation;
Read p. 253-260 in “Generalist Social Work Practice” Miley, O’Melia and DuBois (on line reserve/Polk) “Organizational Assessment” 253-254 and “Neighborhood & Community
Assessment” 254-260
Topic 6: Work day /Discussion Week 6, March 9-11
Activities/Assignments/Readings: Continue work on major presentation;
“Observation of a Community Meeting” paper due March 10 Discussion of observations
Topic 7: Ethnically/ Racially/Culturally Sensitive Social Work Practice Week 7, March 16-18
Activities/Assignments/Readings:
Read: “Kirst-Ashman, Chpt. 12
p. 249 in “Generalist Social Work Practice” Culturally sensitive assessment; Social
Networks in Miley, O’Melia & DuBois (on line reserve/Polk)
Kahn, Chapter 4, “Constituencies”/King,jr “Letter from the Birmingham Jail” reserve
Appendix notes of Kahn, “Toward a theory and practice of multi-racial organizing
Video: “The House We Live In”
SPRING BREAK! March 23-25
Topic 8: Gender sensitive Social Work Practice Week 8, March 30- April 1
Activities/Assignments/Readings: Presentations begin April 7
Read: Kirst-Ashman, Chpt. 13
Kahn, Chapter 5 “Issues”
Quiz #2
Topic 9: Assessing need/ Advocacy Week 9, April 6-8
Activities/Assignments/Readings: Presentations April 7

Read: Kirst-Ashman, Chpt. 14,
W. La Duke, “Dioxin, incinerators and breast milk” e-reserve; global activism....TBA/Uma Narayan “Working across the differences” e-reserve/Polk
Kahn, Chapter 8, “Strategies” and Chapter 10 “Tactics”
Campus tour of UW-O as a sustainable campus /change from the bottom up
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Topic 10: Program Evaluation Week 10, April 13-15
Activities/Assignments/Readings: Presentations continue April 14
Quiz #3
Topic 11: Proposal Writing Week 11, April 20-22
Activities/Assignments/Readings: Presentations continue April 21
Class discussion/ guest speaker on grants and proposal writing Read: p. 364-367 in “Generalist
Social Work Practice” Miles, O’Melia and DuBois, Resource Expansion
Topic 12: Professional development /Professional behavior Week 12, April 27-29
Activities/Assignments/Readings: Presentations continue April 28
Read: p.383-384 in “Generalist Social Work Practice” Miley, O’Melia and DuBois
Kahn, Chapter 11, “Training”
Kahn, Chapter 15, “Coalitions”
Quiz # 4
Topic 13: On being a Social Change Agent Week 13, May 4-6
Video
Topic 14: Final papers due May 12 Week 14, May 11-13
Video- continued
Discussion: Leading non-represented people toward representation and change.

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OBSERVATION OF A COMMUNITY MEETING
Take notes during the meeting to help you remember your observations. Some questions you should address:
What is the physical environment of the room like?
Is it conducive to the purpose of the meeting?
If it is not, discuss why not. If so, tell me the details!
What is the purpose of the meeting?
Who is conducting the meeting? Who is the formal leader? Is there an informal leader?
Who does the group represent and is there ample representation of those people seen in this group? Who is missing?
What is the emotional climate of the meeting? Tense? Relaxed? Excited?
Look for specific examples of cooperation and competition among persons at the meeting.
Is there a formal agenda?
How effective is the leader in keeping group members on task and following agenda.
If power is viewed as the ability to get things done, how is power used? Who has it?
Are people vying for power and around what issues?
Are there any observable differences in the behaviors/speech of women and men?
If so, what do you notice?
Evaluate whether the meeting was successful in accomplishing its purpose(s).
There may be more questions but these will get your started. On the basis of your observations, answer the following questions in your final report:
How do people grapple with important community issues?
How do people try to gain power to accomplish goals?
How does the group deal with dissent? (Add direct quotes if it can convey more clearly the point you are trying to make.)
The final paper should be 3-5 pages double-spaced typed and well written.

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MAJOR PRESENTATION:
Task: To assess an agency using the generalist framework, strengths approach and ecological model as your guides. You must present this to the class, identifying the needs, strengths and possibilities of the agency/program.
Intent of the assignment: to encourage you to think about group organization, and community assessment in a generalist framework, strengths approach and ecological context.
Explain the role of the agency/program. If possible, get an organizational chart and briefly describe the organization based on this chart. Identify whether the organization is a public, nonfor profit, a private non for profit or a for profit agency. Discuss the mission statement of the organization. Does it have a statement re: anti-discrimination. Who does it include? Is there anyone missing?
What systems are visible? What are the strengths of the program? What are the needs of the program? What are their resources? What could be viable resources that are not being tapped?
How did the agency evolve to the point they are at? Talk a bit about its’ history. Describe your assessment efforts and the steps you took to get the information you needed to develop this report. If changes were to be made to this program/agency, what would they be and how would you project them changing the agency/program? Consider who is not being served who could be served. Given your recommendations, what are the potential risks and benefits to the agency if change takes place? How will the focal system (those receiving services) be affected? Who within the current service delivery environment might be affected? the problem What social work roles might you assume in addressing?
How did this assignment prepare you for professional employment? What have you learned from completing this assignment?
In evaluating you presentation I will look at the following:
1. Content
A. How well you have used the generalist framework, strengths approach and ecological model in clearly defining and presenting your material.
B. How well your discussion/presentation reflect your understanding of the above frameworks as it pertains to comprehension of the needs, strengths, and limitations of the agency.
C. How informative and meaningful your presentation is. The more you involve different learning styles the greater the understanding of the class.
2. Process
A. Your partnership is well prepared and coordinated in your effort. Each person knows their roles and has carried them out smoothly.
B. Your presentation is interesting and captures the attention of the class. Make the content clear as well as interesting.

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COMMUNITY BASED EVENT PAPER
This assignment has two parts. The first is participating in a community-based event, which promotes to support, sustain or bring forth change in a community-based effort for the people in the community. Pick something that is fun and interesting. You can participate in the organizing or in the participating of the event. It is important that you are clear of your role and identify it when you write your paper.
The second part of this assignment is writing a paper that will describe the event, the agency/organization it is affiliated with, your role and your assessment of the impact of the event. The following information should be included in the paper:
Description of the event; date and time, length of time and the nature of your involvement; nature of involvement of other participants, (that is how many others do you estimate, participated in the event?), who organized the event? What was the purpose of the event? *What were the stated goals of the event? (Raise money, raise consciousness, inform the larger community about the issue, gather support, have fun).
Description of the sponsoring organization; name, purpose, clients it serves, size, geographic location and service location, source of funding; affiliation or coalition with any other agencies or organizations.
Your experience in participating in the event; describe what it was like for you to participate in this community based event. Personally, was it worth your while? What could have been done to improve it and to make you want to participate in it again? What was good about it? *Based on your experience, did it appear that the event met its’ goals? Based on any information you could gather from organizers, did the event meet its’ goals?
This paper should be pages in length, double-spaced, typewritten and well written!