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Department of Social Work
Indiana State University
Spring 2011
Guatemala: Family and Child Welfare
SOWK 400, 3 credit hours
Office Hours: Tuesdays & Thursdays
8:15am-9:15am, Mondays 10:00 am to Noon,
and by Appointment
Instructor: Jennifer Todd
Office: Erickson Hall, Room #537
Office Telephone: (812) 237-8948
Email: Jennifer.Todd@indstate.edu
COURSE DESCRIPTION
The course will examine family and child welfare issues in Guatemala within a social work
framework. The course provides instruction related to Guatemalan culture, history,
demographics, the legal system, social welfare institutions, health care systems, and preventative
services being introduced into the region. Human rights and ethical issues will also be addressed
as they pertain to children and families. This course is designated for Indiana State University
students interested in learning more about family and child welfare issues from an international
perspective including how health care and social welfare services are delivered in a country
outside of the United States. The relationship between physical, emotional and social health will
also be addressed in the course.
This course also includes a cross-cultural experience in Guatemala from March 4th to 12th, 2010.
Students and the instructor will travel to Guatemala City and El Triunfo during which they will
visit an urban area (Guatemala City) and then live with families in a rural community (El
Triunfo). During the visit to El Triunfo students will stay with host families. As a group they
will visit the health center, the municipality, the local school, and various neighborhoods
surrounding the area. This trip is in conjunction with “The Guatemalan Project” and will be
coordinated with the organization. "The Guatemalan Project" is a private non-profit organization
which works with the people of "El Triunfo" in their effort of building a sustainable community
(see http://www.guatemalanproject.com/ for more information). Spanish language knowledge is
helpful but not required for the trip.
Students who successfully complete this course will meet a 2010 Foundational Studies UpperDivision Integrative Elective Requirement.
PREREQUISITES
The student must have successfully completed SOWK 130, SOWK 240 and SOWK 270 (or
concurrently enrolled in SOWK 270). This course is open to non-social work majors. Students
who do not meet prerequisites requirements must receive permission from the instructor to enroll
in the course.
RELEVANT PROFESSIONAL, UNIVERSITY, FOUNDATIONAL STUDIES, AND
DEPARTMENT CURRICULUM STANDARDS
1. Educational Policy and Accreditation Standards per CSWE
a. Program Mission and Goals (1.0, 1.1, 1.2) – See Student Handbook
b. Explicit Curriculum
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1) Educational Policy 2.0 through, and including Educational Policy 2.2 –
See grids in Student Handbook
2) Educational Policy 2.1 with special emphasis on 2.1.1, 2.1.4, 2.1.5,
2.1.7, & 2.1.9 (Core Competencies) – See course grid (Departmental
Objectives are consistent with Educational Policy Core Competencies)
3) Educational Policy B2.2 (Generalist Practice)
c. Implicit Curriculum
i.
Educational Policy 3.0 (The Learning Environment)
ii. Educational Policy 3.1 (Diversity)
iii. Educational Policy 3.2 (Student Development) – See Student
Handbookregarding Departmental policies and procedures
2. University Standards (University Handbook)
a. Courses are open only to ISU students who have enrolled in this course.
3. Foundational Studies (REFER TO COURSE OBJECTIVES CHART)
a. Students who have completed “Guatemala: Family and Child Welfare” will meet
a 2010 Foundational Studies Upper-Division Integrative Elective requirement.
b. The course will move students towards competence in the following Foundational
Studies learning objectives:
i. Locate, critically read, and evaluate information to solve problems;
ii. Critically evaluate the ideas of others;
iii. Apply knowledge and skills within and across the fundamental ways of
knowing (natural sciences, social and behavioral sciences, arts and
humanities, mathematics, and history);
iv. Demonstrate an understanding of diverse cultures within and across societies;
v. Demonstrate the skills to place their current and local experience in a global,
cultural, and historical context;
vi. Demonstrate an understanding of the ethical implications of decisions and
actions;
vii. Apply principles of physical and emotional health to wellness;
Express themselves effectively, professionally, and persuasively both orally
and in writing.
c. Foundational Studies Learning Objectives for UDIE Integration of “Multiple
Ways of Knowing”:
i. Describe how individual choices and/or evolving social institutions affect
human decision-making (Social and Behavioral Sciences)
ii. Utilize social work methodologies to predict an individual or social
outcome (Social and Behavioral Sciences)
iii. Connect social work content and methodology to contemporary social
issues (Social and Behavioral Sciences)
iv. Explain how Social Work informs and contributes to other disciplines
(Social and Behavioral Sciences)
v. Analyze the origins and consequences of historical events and the roles of
individuals and societal forces in bringing about change over time
(Historical Studies)
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vi. Explain historical events and changes as a continuous movement through
time rather than as discrete and disconnected moments in time (Historical
Studies)
vii. Locate and evaluate sources of evidence within the context of time, place,
and culture (Historical Studies)
viii. Use an historical perspective to understand the world today and address
contemporary issues (Historical Studies)
ix. Demonstrate knowledge of cultures and worldviews (Global Perspectives
and Cultural Diversity)
x. Identify social, economic, political, and environmental inter-relationships
between cultures and worldviews (Global Perspectives and Cultural
Diversity)
xi. Use multiple lenses such as race and ethnicity, gender, social class,
regional culture, and religion to evaluate one’s culture in comparison to
those studied (Global Perspectives and Cultural Diversity)
xii. Articulate how the social construction of culture and worldviews shapes contemporary soc
(Global Perspectives and Cultural Diversity)
xiii. Apply course material to real world scenarios (Ethics and Social Responsibility)
xiv. Participate in experiential learning (Ethics and Social Responsibility)
d. Foundational Studies Skill Applied Learning Requirements - The course will
assist students in developing and improving their critical thinking, information
literacy, written communication skills, ability to read and critically analyze
sophisticated and complex text, and their integration of various “ways of
knowing” using the following course assignments:
i. Required reading (critical thinking skills and information literacy, )
ii. Class discussion (critical thinking skills)
iii. Written assignments and Culminating Project(critical thinking;
information literacy; read and analyze sophisticated and complex text;
and written communication skills and write intensively)
iv. Group discussions during cross cultural experience (critical thinking
skills)
v. Post cross cultural experience reflection (critical thinking and written
communication skills)
4. Department Curriculum Standards
a. Students who do not meet prerequisite requirements for this course must receive
permission from the instructor to enroll in the course.
INDIANA STATE UNIVERSITY DEPARTMENT OF SOCIAL WORK PROGRAM
GOALS
Indiana State University Bachelor of Social Work program goals are to:
1. Provide a challenging BSW curriculum that is grounded in a strong liberal arts foundation.
2. Prepare graduates who are competent generalist social work practitioners who operate from a
practice framework which integrates knowledge, values, skills, ethics, diversity and a theoretical
base.
3. Prepare students for graduate education.
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4. Prepare graduates who are committed to social and economic justice, and improving service
delivery systems.
5. Prepare students who are actively engaged in the community.
6. Prepare students to contribute to the development of the social work profession, their
communities and global society.
7. Contribute to the social work profession’s body of knowledge.
8. Engage in leadership roles and activities in the profession and in the community.
DEPARTMENT OF SOCIAL WORK CORE COMPETENCIES
Graduates demonstrate the ability to:
1. Identify as a professional social worker & conduct oneself accordingly.
2. Apply social work ethical principles to guide professional practice.
3. Apply critical thinking to inform and communicate professional judgments.
4. Engage diversity and difference in practice.
5. Advance human rights and social and economic justice.
6. Engage in research-informed practice and practice-informed research.
7. Apply knowledge of human behavior and the social environment.
8. Engage in policy practice to advance social and economic well-being and to deliver effective
social work services.
9. Respond to contexts that shape practice.
10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and
communities.
a. Engagement
b. Assessment
c. Intervention
d. Evaluation
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COURSE OBJECTIVES
SOWK 300 Course Objectives
Program
Goals
Core
Competency
Students will be able to:
Implementation
Course Topic Content:
Readings, Lectures Discussions
3,4,5,7,9
1.Describe how individual choices and/or evolving social
institutions affect human decision-making (Social and
Behavioral Sciences)
Unit 1, Unit 2, Unit 3
1,3,4,7,9
2.Utilize social work methodologies to predict an individual
or social outcome (Social and Behavioral Sciences)
3.Connect social work content and methodology to
contemporary social issues (Social and Behavioral Sciences)
Unit, Unit 2, Unit 3
1,3,5,6
4.Explain how Social Work informs and contributes to other
disciplines (Social and Behavioral Sciences)
Unit 1, Unit 2, Unit 3
3,5,8,9
5.Analyze the origins and consequences of historical events
and the roles of individuals and societal forces in bringing
about change over time (Historical Studies)
6.Explain historical events and changes as a continuous
movement through time rather than as discrete and
disconnected moments in time (Historical Studies)
7.Locate and evaluate sources of evidence within the context
of time, place, and culture (Historical Studies)
8.Use an historical perspective to understand the world
today and address contemporary issues (Historical Studies)
Unit 1, Unit 2, Unit 3
9.Demonstrate knowledge of cultures and worldviews
(Global Perspectives and Cultural Diversity)
10.Identify social, economic, political, and environmental
inter-relationships between cultures and worldviews (Global
Unit 1, Unit 2, Unit 3
1,2,3,5,7,8,
9
5,9
3,5,6,9
3,5,8,9
4,5
3,4,5,9
Unit 1, Unit 2, Unit 3
Unit 1, Unit 2, Unit 3
Unit1, Unit 2
Unit 1, Unit 2, Unit 3
Unit 1, Unit 2, Unit 3
Method of Measurement/
Assignments
Readings, Written Assignments,
Group Discussion, Culminating
Project, Community Service Project,
Cross Cultural Experience & Post
Meeting
Readings
Readings, Written Assignments,
Group Discussion, Culminating
Project, Community Service Project,
Cross Cultural Experience & Post
Meeting
Group Discussions, Community
Service Project, Cross Cultural
Experience
Readings, Written Assignments,
Culminating Project, Cross Cultural
Experience
Readings, Written Assignments,
Culminating Project, Cross Cultural
Experience
Readings, Written Assignments,
Culminating Project
Readings, Written Assignments,
Culminating Project, Cross Cultural
Experience, Community Service
Project
Written Assignments, Culminating
Project, Cross Cultural Experience
Readings, Group Discussions,
Written Assignments, Cross Cultural
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1,3,4,5
1,3,4,5,8,9
1,2,3,4,5,6,
7,8,9,10
1,3,4,5,7,10
Perspectives and Cultural Diversity)
11.Use multiple lenses such as race and ethnicity, gender,
social class, regional culture, and religion to evaluate one’s
culture in comparison to those studied (Global Perspectives
and Cultural Diversity)
12.Articulate how the social construction of culture and
worldviews shapes contemporary social and political issues
(Global Perspectives and Cultural Diversity)
13.Apply course material to real world scenarios (Ethics and
Social Responsibility)
14.Participate in experiential learning (Ethics and Social
Responsibility)
Unit 1, Unit 2, Unit 3
Experience
Readings, Group Discussions,
Written Assignments, Culminating
Project, Cross Cultural Experience
Unit 1, Unit 2, Unit 3
Written Assignments, Culminating
Project, Group Discussion
Unit 1, Unit 2, Unit 3
Written Assignments, Cross Cultural
Experience, Group Discussion, Post
Meeting
Cross Cultural Experience
Unit 2
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REQUIRED READINGS
Shea, M.E. (2008). Culture and customs of Guatemala. Westport, CT: Greenwood Press.
Other readings and printed materials as assigned in the course outline.
REQUIRED FOR SOCIAL WORK MAJORS
American Psychological Association. (2010). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Indiana State University Department of Social Work. (2010). Social work student
handbook.
To access go to the Departmental web site: http://www.indstate.edu/socwork/
(go to Student Resources link, then Student Handbook)
COURSE PROCEDURES
1. Attendance
a. Students are required to attend the classes scheduled both prior to the cross cultural
experience and post experience. Failure to attend the required classes may result in
failure of the course. During the cross cultural experience attendance will also be
taken at both the University sponsored activities and daily group meetings.
b. To be counted as attending classes, activities, and daily group meetings, students
must be present, awake and focused on the current course content or activity.
2. Participation:
a. The student is expected to participate in class discussions and activities and to be
prepared to discuss the readings (readings should be read before coming to class). The
ability to participate fully in discussions and activities are skills needed in social work
practice and when interacting across cultures.
3. Timeliness
a. All assignments are due at the beginning of the class period on the date specified.
b. Late assignments will receive a 5% reduction in grade for each day they are
delinquent.
c. Students must turn in all assignments to pass this course.
4. Class Format
This class will utilize a variety of methodologies due to different student learning styles
(i.e.: class discussion, lectures, group work, videos, and guest speakers). The
studentshould come to class prepared and anticipate being called upon by the instructor
for this purpose. A portion of this class will also occur during the cross cultural
experience in Guatemala.
5. Class Etiquette
a. Class discussion: Students should discuss topics related to the course and listen to
other students and the professor.
b. Cell phone: Students are not permitted to have their cell phones on during class time.
Students are not permitted to conduct telephone conversations during class time.
c. Students are not to leave the room once class has begun without the permission of the
instructor.
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6. Communication
a. Students are encouraged to consult with the instructor, especially if there is an issue
or concern. Hours for consultation with the instructor are posted by the instructor’s
office. Appointments can be made with the Instructor if the student is unable to meet
during regular office hours. Students may also contact the instructor by telephone and
e-mail.
b. E-mail (Sycamore Login – MyISU): Students are expected to check their campus email regularly (recommendation is to do this daily).
7. Computers/Technology
a. Laptop Not Required for Course: Usage Permitted
i. While there will be no examinations for which the laptop will be used, your use
of a laptop is generally permitted and encouraged during class discussions as long
as such usage remains within the bounds of the Code of Student Conduct and it
conforms to the provisions of its use as laid out in this syllabus. There may be
occasions where laptop usage is forbidden and if that occurs, failure to comply
with this direction will be viewed as a violation of the Code of Student Conduct.
b. Blackboard – The course utilizes Blackboard technology. The syllabus and other
course documents are posted on the course website. You may access Blackboard via
MyISU (http://myisu.indstate.edu/cp/home/loginf), then go under My Courses and
select this course; or go directly to the Blackboard website
(http://blackboard.indstate.edu/) and then use your portal identification.
c. SafeAssign
i. All students must post all written assignment to SafeAssign by the due date of
each assignment. SafeAssign is accessed through this course on Blackboard.
ii. You will not receive a grade for your written work until you have turned the
work in to SafeAssign.
iii. It is the student’s responsibility to ensure the correct work has been posted.
d. No form of technology (e.g., laptop, cell phone) may be used in the classroom during
exams
8. APA Format
a. All students are required to use the APA Manual on how to format and write papers.
b. All papers are to be typed and double-spaced.
c. All papers should have a cover page, which should include the title of the paper, the
student’s name, submission date, and course number located clearly in the center of
the page.
d. Remember that when you quote other authors you must cite this information in your
paper. Plagiarism will not be tolerated – please consult the ISU Code of Academic
Integrity.
9. Academic Integrity.
The following is from the Indiana State University Code of Student Conduct (2008-2009):
Because academic integrity is a cornerstone of the University’s commitment to the
principles of free inquiry, students are responsible for learning and upholding
professional standards in research, writing, assessment, and ethics. In the academic
community the high value of honesty mandates a corresponding intolerance of
dishonesty. Written or other work which students submit must be the project of their own
efforts and must be consistent with appropriate standards of professional ethics.
Academic dishonesty, which includes cheating, plagiarism, and other forms of dishonest
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or unethical behavior, is prohibited.
A summary of behaviors that constitute academic dishonesty appears below….They are
not all-inclusive. Questions regarding this policy or requests for additional clarification
should be directed to the Office of the Provost, the Vice President for Student Affairs, or
Student Judicial Programs. The types of academic dishonesty described include:

Cheating on examinations

Plagiarism

Falsification, forgery, and obstruction

Multiple submissions

Facilitating academic dishonesty

Misconduct in research and creative endeavors

Misuse of academic resources

Misuse of intellectual property

Violation of ethical and professional standards
A Notification of Academic Integrity Violation Form is now in place for faculty to use with
students who appear to be in violation of the policy. For detailed information please go to the
Academic Integrity web site (http://www1.indstate.edu/academicintegrity/index.htm), read
the University Student Code of Conduct booklet, go to the University Student Judicial
Programs web site, (http://www1.indstate.edu/sjp/code.htm) and see the instructor if you
have any questions.
The Department of Social Work expects students to abide by the University Code
of Student Conduct, (http://www1.indstate.edu/sjp/), the Department of Social Work Code of
Student Conduct, (http://www1.indstate.edu/socwork/), and the NASW Code of Ethics,
(http://www.socialworkers.org/).
10. The Sycamore Standard
Students at Indiana State University are expected to accept certain personal responsibilities
that constitute the "standard" for behavior in a community of scholars. As a student at
Indiana State University: I will practice personal and academic integrity; I will commit my
energies to the pursuit of truth, learning, and scholarship; I will foster an environment
conducive to the personal and academic accomplishment of all students; I will avoid
activities that promote bigotry or intolerance; I will choose associations and define my
relationships with others based on respect for individual rights and human dignity; I will
conduct my life as a student in a manner that brings honor to me and to the University
Community; I will discourage actions or behaviors by others that are contrary to these
standards.
Adopted by the Indiana State University Student Government Association April 17, 2002
11. Accommodations and Support
Indiana State University seeks to provide effective services and accommodation for
qualified individuals with documented disabilities. If you need an accommodation
because of a documented disability, you are required to register with Disability Support
Services at the beginning of the semester. Contact the Director of Student Support
Services. The telephone number is 237-2301 and the office is located in Gillum Hall,
Room 202A. The Director will ensure that you receive all the additional help that Indiana
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State offers. If you will require assistance during an emergency evacuation, notify your
instructor immediately. Look for evacuation procedures posted in your classrooms. Courses
in the Department of Social Work maintain an environment of non-discrimination and
support the Americans with Disabilities Act (ADA).
12. Emergency Warning System
Indiana State University has a warning system in case of emergencies. There are two sirens
that may be heard in case of emergencies:
a. Outdoor siren (All Hazard Warning) – If outside when hearing this siren, go in to the
nearest building to ascertain what is occurring. If inside, stay in doors.
b. Indoor siren – If the siren goes off within the building, leave the building
immediately.
Indiana State University Public Safety Department will provide information about campus
emergencies in the following ways:
a. Global e-mail will be posted
b. Individual e-mails will be posted on students MyISU Portal account
c. Novel accounts will have a pop-up message posted
d. Telephone extension 7777 for information
e. Listen to a local radio and television station
13. Teaching Philosophy – consult the Department of Social Work website
(www.indstate.edu/socwork/)
a. Department of Social Work
b. Instructor
14. Course Adjustments/Disclaimer
a. This syllabus has been created as a guide to the class and is as accurate as possible.
However, all information is subject to change as class needs change. Any changes
will be discussed during class sessions with electronic notification to follow.
b. The instructor reserves the right to change the grade allocation of assignments if
students demonstrate they are not completing the reading assignments and pop
quizzes become a necessity.
15. HIPAA Policy
Indiana State University social work programs comply with all federal laws related to the
confidentiality of student/patient/client medical information including the Privacy
Regulations issued pursuant to the Health Insurance Portability and Accountability Act of
1996. Students are required to comply with such laws and the medical record confidentiality
policies and procedures of any health care encounters they are assigned.
16. Academic Freedom
"Teachers are entitled to freedom in the classroom in discussing their subject, but they should
be careful not to introduce into their teaching controversial matter which has no relation to
their subject."
a. The preceding comes from the American Association of University Professors
statement on academic freedom. Though the entire statement speaks to many issues,
it is this portion on the conduct of the course that is most relevant. For the purpose of
Foundational Studies courses this means that faculty have the right to conduct their
class in a fashion they deem appropriate as long as the material presented meets the
learning objectives laid out by the entire faculty.
(http://www.aaup.org/AAUP/pubsres/policydocs/contents/1940statement.htm)
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COURSE ASSIGNMENTS
1. Assigned Readings.
Specific readings will be assigned for each class. They are detailed in the course outline.
2. Prior to Cross Cultural Experience
a. Students will attend a required class held prior to the cross cultural experience.
Students will be expected to actively participate in the group discussion during
the class.
b. Students will use the ISU “Study Guide” for completing a cross cultural
experience (provided by instructor) and complete “Part I” of the handbook
prior to the scheduled class.
c. Students will participate in a community service activity during which they
will identify an area of need for the community they plan to visit and then
arrange to provide a service related to that need. The planning of this activity
will take place prior to the cross cultural experience. The course instructor and
contact person with “The Guatemalan Project” will assist in guiding the
students in selecting an area of need. Students will write a one page paper
reflecting on their participation in this experience to be turned in during the
post experience meeting.
3. Cross Cultural Experience
a. Students will complete a daily one page journal entry (total of 8 entries)
detailing their experiences while traveling to and living in Guatemala. The
journal entry will include the following:
1) A summary of the day’s experiences and activities
2) A summary of student’s thoughts and feelings related to the day
b. Students must demonstrate active participation in daily excursions planned by
the instructor/host community which may include: the health center, the
municipality, the cemetery, and the various neighborhoods in the area of
Gualan. The instructor will take attendance at each required event while in
Guatemala.
c. Students must participate in daily “group meetings” and discussion questions
provided by the instructor.
4. Post Cross Cultural Experience
a. Culminating Project - Students will complete a Culminating Project of their
travel experiences with required content assigned by the instructor. The
project will consist of a 10 page paper and a presentation to an approved
group. The paper will utilize a minimum of eight journal articles from the
Department of Social Work approved journal list and two other sources. The
paper will address the following:
1) A summary of the following:
I. Guatemalan culture (Global Perspectives and Cultural Diversity)
II. History and demographics (Historical Studies)
III. Social welfare institutions (Social and Behavioral Sciences, Ethics
and Social Responsibility)
IV. Preventative services being introduced into the region (Ethics and
Social Responsibility)
2) Assigned questions in Part III of the ISU “Study Guide” for students
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completing a cross cultural experience (provided by instructor).
(Global Perspectives and Cultural Diversity, Social and Behavioral
Sciences, and Ethics and Social Responsibility)
b. Then, based on your paper, complete a 15 minute presentation to a group
approved by the instructor that describes your cross cultural experience.
5. Post cross cultural experience group meeting – Students will participate in a required post
experience meeting to turn in the Culminating Project paper, reflect on the experience,
and complete an evaluation of the experience.
GRADING
Course Requirements
Written Assignments (prior to trip)
Participation in Excursions
while abroad
Participation in Group
meetings while abroad
Journal Entries
Community Service Paper
Culminating Project
% of grade
20%
20%
20%
10%
10%
20%
100%
Grading Scale
A+ = 100 - 97
A = 96 - 93
A- = 92 - 90
B+ = 89 - 87
B = 86 - 83
B- = 82 - 80
C+ = 79 - 77
C = 76 - 73
C- = 72 - 70
D+ = 69 - 67
D = 66 - 63
D- = 62 - 60
F = 59 - 0
COURSE OUTLINE
All classes will include a discussion period where students are expected to ask questions and
dialogue with the professor on the scheduled reading.
Unit 1: Prior to Cross Cultural Experience Class (ISU)
 Course content and course expectations
 APA review
 Guatemalan History, Culture and People (Foundational Studies: Social and Behavioral
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Sciences, Historical Studies, Global Perspectives and Cultural Diversity)
Readings: Shea, M.E. (2008). Culture and customs of Guatemala. Westport, CT:
Greenwood Press.
Universidad de San Carlos de Guatemala website
(http://www.microsofttranslator.com/bv.aspx?ref=SERP&br=ro&mkt=enUS&dl=en&lp=ES_EN&a=http%3a%2f%2fwww.usac.edu.gt%2f)

The Social Welfare, Health Care and Legal Systems in Guatemala (Foundational
Studies: Social and Behavioral Sciences, Global Perspectives and Cultural Diversity, and
Ethics and Social Responsibility)
Readings: Shea, M. E. (2008). Culture and customs of Guatemala. Westport, CT:
Greenwood Press.
McCreery Bunkers, K. ,Groza, V. , & Lauer, D. P. (2009). International
adoption and the child protection in Guatemala: A case of the tail
wagging the dog. International Social Work, 52, 649-660.
doi:10.1177.0020872809337676
Karabanow, J. (2003). Creating a culture of hope: Lessons from street
children agencies in Canada and Guatemala. International Social Work,
46, 369-386. doi:10.1177/00208728030463008
Coope, C. M., & Theobald, S. (2006). Children at risk of neglect:
Challenges faced by child protection practitioners in Guatemala City.
Child Abuse & Neglect, 30, 523-536. doi:10.1016/j.chiabu.2005.11.007
Singhal, A., & Chitnis, K. (2005). Community organizing for health: A
people-centered vision of health. MICA Communications Review, 2(1),
47-54.

International Social Work - Human Rights and Ethical Issues (Foundational Studies:
Social and Behavioral Sciences, Global Perspectives and Cultural Diversity, and Ethics
and Social Responsibility)
Readings: The Guatemalan Project website – “Visiting El Triunfo” (answer
questions provided by instructor)
Abell, M. L. (2004). One social worker’s retirement. Affilia, 19, 211-215.
doi:10.1177/0886109903262771
National Association of Social Worker. (2009). Social work speaks:
National association of social workers policy statements 20092012.Washinton, DC: NASW Press. (Read the following chapters:
Cultural and Linguistic Competence in the Social Work Profession;
Immigrants and Refugees; Peace and Social Justice; and Role of
Government, Social Policy and Social Work)
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UN Convention on the Rights of the Child http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/General
Comment7Rev1.pdf
UN Millennium Development Goals http://www.un.org/en/mdg/summit2010/

Preparing for Cross Cultural Experience (Foundational Studies: Social and Behavioral
Sciences, Global Perspectives and Cultural Diversity, and Ethics and Social
Responsibility)
Readings: International Social Work in Guatemala Participant Manual
ISU Academic Programs Abroad -Info for Parents (website provided by
instructor)
“Culture Shock: Guide For Students” provided by Janis Halpern, ISU
Study Abroad Coordinator
Culture Shock and Adaptation article by M. Winkelman (provided by
instructor)

Community Service Activity (Foundational Studies: Global Perspectives and Cultural
Diversity and Ethics and Social Responsibility)
Unit 2: During Cross Cultural Experience (Foundational Studies Social and Behavioral
Sciences, Historical Studies, Global Perspectives and Cultural Diversity, and Ethics and Social
Responsibility)
 Guatemala City & El Triunfo:
 Participate in activities planned in El Triunfo such as visits to the health
center, the municipality, the local school, and various neighborhoods
surrounding the community.
 Participate in activities planned in Guatemala City including a visit to a
local community center and exchange with local Social Work students.
 Complete community service project
 Complete daily journal entries
 Participate in daily group meetings/reflections
Unit 3: Post Cross Cultural Experience (Foundational Studies Social and Behavioral Sciences,
Historical Studies, Global Perspectives and Cultural Diversity, and Ethics and Social
Responsibility)
 Submit journal entries and Culminating Project paper/presentation information
 Participate in required group reflection meeting at ISU and complete evaluation of course
15
Date
Feb. 19
Mar 4-12
TBD
SOWK 400 Guatemala: Family and Child Welfare
Schedule
Assignment
Other
Pre Experience Class
Cross Cultural Experience
Post Experience Required Meeting
Bibliography
Abell, M. L. (2004). One social worker’s retirement. Affilia, 19, 211-215.
doi:10.1177/0886109903262771
Campoverde, C. (2003). International social work in Guatemala participant manual . Retrieved
from
http://www.guatemalanproject.com/clientuploads/INTERNATIONALSOCIALWORK/Trave
lingManual2008.pdf
Coope, C. M., & Theobald, S. (2006). Children at risk of neglect: Challenges faced by child
protection practitioners in Guatemala City. Child Abuse & Neglect, 30, 523-536.
doi:10.1016/j.chiabu.2005.11.007
Halpern, J. (2005) Culture shock: Guide for students. Terre Haute, IN: Indiana State University.
Indiana State University (2010). Academic programs abroad: Info for parents. Retrieved
from http://www.indstate.edu/studyabroad/parentinfo.htm
Karabanow, J. (2003). Creating a culture of hope: Lessons from street children agencies in
Canada and Guatemala. International Social Work, 46, 369-386.
doi:10.1177/00208728030463008
McCreery Bunkers, K. , Groza, V., & Lauer, D. P. (2009). International adoption and the child
protection in Guatemala: A case of the tail wagging the dog. International Social Work,
52,649-660. doi:10.1177.0020872809337676
National Association of Social Workers (2009). Social work speaks: National association of
social workers policy statements 2009-2012.Washinton, DC: NASW Press.
Shea, M. E. (2008). Culture and customs of Guatemala. Westport, CT: Greenwood Press.
Singhal, A., & Chitnis, K. (2005). Community organizing for health: A people-centered vision
of health. MICA Communications Review, 2(1), 47-54.
The Guatemalan Project (2010) Visiting El Triunfo. Retrieved from
http://www.guatemalanproject.com/index.php?src=gendocs&ref=VISITINGELTRIUNFO&c
ategory=Main
Universidad de San Carlos de Guatemala (2010). Universidad de San Carlos de Guatemala.
http://www.microsofttranslator.com/bv.aspx?ref=SERP&br=ro&mkt=enUS&dl=en&lp=ES_EN&a=http%3a%2f%2fwww.usac.edu.gt%2f