KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name SW 7700 / Social Work
Department
Social Work and Human Services
Degree Title (if applicable) Master of Social Work (MSW)
Proposed Effective Date August, 2012
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. ___xx_simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO NOT
constitute a Minor Change, and must go through the full course revision proposal
approval process.
3.
Changes that appear to be more than simple editing changes must go through the full
course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the twoweek submission prior to the first reading rule
Submitted by:
Faculty Member
Approved
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
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Vice President for Academic Affairs Date
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President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog
Course Prefix and Number SW 7700
Course Title Social Work Foundations: Diversity, Social Justice, and Ethics
Class Hours_3_____Laboratory Hours_0_____Credit Hours_3______
Prerequisites Admission to the MSW Program
Description:
This course is organized around the following assumptions:
1. Membership in a population-at-risk substantially affects the person’s life
experiences, world view.
2. Membership in a population-at-risk group increases risk factors for exposure to
discrimination and economic stress.
3. Professional social work practice requires a solid knowledge of ethical standards.
4. Culturally sensitive practice is essential to intervention and,
5. Practitioners must learn to apply social justice approaches to influence assessment,
planning, access to resources, intervention, and research.
This course provides a framework of values and ethical standards to evaluate practice
related to ethical dilemmas in a systematic way. Supplementary readings, handouts, and
cases provide students with an opportunity to explore diversity and understand the
importance of culturally competent practice. Students will examine how personal and
professional values affect their practice and will learn models for ethical decision-making
and intervention
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number ________________________________
Course Title ___________________________________________
Class Hours______Laboratory Hours______Credit Hours_______
Prerequisites
Description
As an introductory course, Social Work Foundations: Diversity, Social Justice and Ethics,
provides a conceptual framework for students by addressing the foundation knowledge,
values and skills associated with the profession, and the ethical standards and principles
embedded in the SW Code of Ethics. Knowledge of discrimination, oppression, social and
2
economic justice are explored. The course explores the value base of the profession and
affords opportunities for students to engage in activities to develop skills associated with
cultural and ethnic sensitive practice.
III.
Justification:
Course description has been modified to provide a succinct and
consistent description between both website and syllabus.
3
VII. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course changes have been approved by the Office of the President.
DISCIPLINE
Social Work
COURSE NUMBER
SW 7700
COURSE TITLE FOR LABEL
Social Work Foundations
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
3-0-3
Approval, Effective Term
Fall, 2012
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
N/A
Learning Support Programs courses which are
required as prerequisites
N/A
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
4
Current Syllabus
5
MASTER OF SOCIAL WORK PROGRAM
SW 7700: Social Work Foundations: Diversity, Social Justice and Ethics
Instructor
Carol S Collard, PhD, LMSW
Meeting Time
TBA
Semester Credits
3 Credit Hours
Email Address
ccollard@kennesaw.edu
Phone Number
678-797-2448
Office
Prillaman Hall, Room #2206
Office Hours
Mondays and Wednesdays 12:30-3:30p
Thursdays 3:30-6:30p, and by appointment
COURSE DESCRIPTION
As an introductory course, Social Work Foundations: Diversity, Social Justice and Ethics
provides a conceptual framework for the social work student by addressing the
foundation knowledge, values and skills associated with the profession, and the ethical
standards and principles according to the Social Work Code of Ethics. Knowledge of the
concepts of discrimination, oppression, social and economic justice are explored relative to
the role of the social worker as an advocate for empowerment of marginalized groups and
oppressed persons based on race, gender, age, religion, social class, sexual orientation,
religion, and mental and physical capabilities; and how group affiliation places one at risk
for discrimination and oppression. This course provides avenues of learning that explore
the value base of the profession to develop and enhance sensitivity to and appreciation for
diversity. Students will be afforded opportunities to engage in in-class and out of class
6
activities and assignments to develop skills associated with cultural and ethnic sensitive
practice.
This course is organized around the following assumptions: 1. Membership in a populationat-risk substantially affects the person’s life experiences and world view. 2. Membership in
a population-at-risk increases risk factors for exposure to discrimination and economic
stress. 3. Culturally sensitive practice is essential to intervention. 4. Professional social
work practice requires a solid knowledge of ethical standards. 5. Practitioners must learn
to apply social justice approaches to influence assessment, planning, policy, practice, and
research.
COURSE OVERVIEW
This course provides a framework of values and ethical standards to evaluate practice
related to ethical dilemmas in a systematic way. Supplementary readings, handouts, and
cases provide students with an opportunity to explore diversity and understand the
importance of culturally competent practice. Students will examine how personal and
professional values affect their practice and will learn models for ethical decision-making
and intervention planning. By exploring these issues and cases, students will learn about
the relativity of values, the standards of the profession, and the thinking of experts in the
field.
REQUIRED TEXTS:
Appleby, G. A., Colon, E. & Hamilton, J. 2010. Diversity, Oppression and Social Functioning:
Person-In-Environment Assessment and Intervention. Boston, MA: Pearson
Publishers
Supplemental readings will be distributed throughout the term and/or placed on reserve at
the library. Students will also be responsible for any additional readings assigned.
COURSE RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM
The Master of Social Work Program at Kennesaw State University was established to
address increasing problems in two major areas, family and children services, and
community mental health. We are committed to making a positive difference in the
community and in these two areas. This course is related to and consistent with the
mission of the Master of Social Work Program as it provides students with a conceptual
framework from which to develop the knowledge, values and skills associated with the
profession, and the ethical standards and principles according to the Social Work Code of
Ethics.
7
COURSE OBJECTIVES
Knowledge Objectives: Students completing this course will be able to describe…
1. The dynamics and effects of social, cultural, economic, political, and psychological
oppression on and by individuals and families. (EP 2.1.4)
2. The special needs of numerical and political minorities, the social and cultural sources of
those special needs, and how they shape behaviors among minority and majority
individuals and families. (EP 2.1.4)
3. How various social-ecological systems within society promote, limit or deter the full
development and maintenance of optimal functioning of individuals and families. (EP
2.1.4)
4. Social work practice methodologies that are most relevant for work with culturally
diverse persons and populations. (EP 2.1.1, 2.1.4)
5. Personal and professional values, knowledge and skills that support social justice. (EP
2.1.1, 2.1.4, 2.1.5)
Value Objectives: Students completing this course will have an awareness of and
sensitivity to…
1. The values and ethics that guide professional practice. (EP2.1.2)
2. The importance of assessing one’s own values relative to oppressed people. (EP2.1.1;
2.1.2)
3. Diversity and the spheres of diversity. (EP2.1.4; 2.1.5)
Skills Objectives: Students completing this course will be able to…
1. Demonstrate an awareness of and sensitivity to the spheres of diversity and how they
impact practice via papers, exams, and in-class interactions. (EP2.1.1; 2.1.4)
2. Critically analyze and assess the dynamics of oppression on individuals and groups. (EP
2.1.3; 2.1.3; 2.1.4; 2.1.5)
3. Articulate best practices with oppressed individuals and groups from a strengths
perspective. (EP 2.1.1; 2.1.4; 2.1.6; 2.1.10)
COURSE METHODS
8
This course will be delivered in a manner that projects the various learning styles of
students including cognitive, affective and experiential modes of learning. The cognitive
dimension will be delivered via lectures, class discussions, assigned readings, and papers.
Affective and experiential dimensions will be delivered via in-class exercises, student-tostudent interactions, small group interactions, instructor-to-student interactions, and
exams. Students will be expected to have read materials before each class meeting and be
prepared to discuss reading assignments. Students will not be able to participate in
experiential exercises and class discussions unless they are present in class. Therefore,
class attendance and participation is imperative.
COURSE EXPECTATIONS
Attendance is expected in all classes. Failure to attend class and/or frequent tardiness
may affect your grade. (Please see section on “Criteria for Student Evaluation” on page 7)
Please turn off all cell phones and pagers during class. Students may use laptop
computers, iPads or similar devices to take notes or to follow PowerPoint presentations.
Anyone caught using email, Facebook, Twitter, instant messaging or any non-course
related activity during class will not be allowed to use them for the rest of the
semester.
Make-up Policy- Make-up exams, as a rule, will not be permitted. Only in extraordinary
circumstances will this be considered. The professor reserves the right to determine the
format of any make-up exam.
Incomplete Policy- Only emergency situations that prohibit a student from completing the
course will warrant a grade of “I”. Therefore, it will not be given automatically.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
CRITERIA FOR STUDENT EVALUATION
Class Attendance & Participation - Students are required to attend classes as scheduled and
be on time. Students are expected to participate positively in the learning process. Such
participation includes: full and active participation in all class activities, asking questions,
active listening, seeking out and valuing the opinion of others, and showing respect for
peers and the instructor. Students may be awarded up to 5 points for class participation.
Failure to participate positively may affect this portion of the student’s grade. Attendance is
key to your class participation grade. Students attending classes will be eligible for an
additional five points according to the following schedule:
9
Missing two or fewer classes:
5 pts.
Missing three classes:
4 pts.
Missing four classes:
3 pts.
Missing five classes:
2 pts.
Missing six classes:
1 pt.
Missing seven or more classes:
0 pt.
GRADING SCALE
1. Class Attendance & Participation
10 pts.
2. Term Paper
30 pts.
3. Group Presentation
30 pts.
4. Exam
20 pts.
5. In-class assignments
10 pts.
100 pts.
There are possible 100 points to be earned in this class. Grades will depend on the
cumulative number of earned points and will be interpreted as follows:
90-100 = A; 80-89 = B; 70-79 = C; 65-69 = D; Below 65 = F
ASSIGNMENTS
There will be a ten percent (10%) grade penalty for a late assignment. An assignment
is considered late at the end of the class period in which it was due. In addition, no
assignment will be accepted after one week (7 days) except in cases of documented serious
emergencies. NO EXCEPTIONS.
Term Paper: due November 2nd
Each student must write a paper which demonstrates their understanding of how the three
broad areas of social work knowledge, values and skills contribute to effective practice
with oppressed groups. The paper which will elucidate your conceptual framework for
practice will require that the student engage in the following activities:
10
1. Provide an overview of how social work knowledge, values and skills are associated
with culturally sensitive practice with diverse populations
2. Engage in a self-awareness exercise by self-administering a value-based assessment,
and cultural competency inventory;
3. Engage in a thoughtful analysis and discussion of your strengths and weaknesses as
it pertains to your cultural competency and answer how you plan to improve;
Papers should be between 5 – 7 pages, excluding title page. Papers are to be typed, doublespaced, 12-point font size, and written according to APA guidelines regarding margins,
pagination, and non-sexist and biased language. Please include a title page, and edit papers
for grammar, typos, spelling and syntax. Include at least 5 sources (journal articles and or
books) to substantiate your discussion, and be sure to include a reference page.
Population-at-Risk Group Presentations
Each group will select a population at-risk and present information to the class on engaging
in cross-cultural social work practice with the specific population. Students are expected to
have prepared for the presentation by reviewing peer-reviewed articles and/or research
studies in professional journals, and ideally, interviewing professional social workers
and/or members of the population under study. Each presentation should last
approximately 30-45 minutes, with a lecture for a minimum of 20 minutes that can be
followed by an exercise created by the group that will reinforce the learning process for
approximately 15 minutes. Any remaining time will involve engaging class in reflections
and discussion of your topic as well as responding to their queries. A copy of handouts or
other visual aids must be made available to the instructor. The following criteria will be
judged for grading:
1. Discussion of the featured population and the factors or circumstances that
characterize them as oppressed or at-risk.
2. Discussion of all issues of social justice relative to this population.
3. Discussion of what social work values and ethics are relevant to serving this
population.
4. Create a scenario where services would be needed and identify what cross-cultural
practices you would utilize to best meet the needs of this population.
5. Minimum of 5 sources, documented in APA writing format on your handouts and/or
PowerPoint.
11
6. Evidence of group cohesion and preparedness as reflected in a professional
presentation process, organized, meaningful & useful handouts, and conduct.
7. Five points of your total grade will be derived from a self/group mate
assessment. Instructor to provide more detail in class.
Exams: Students will take written exams on course materials and discussion.
In-class assignments: students will be engaged in group discussion and reflection on
various ethical dilemmas.
12
ASSIGNMENTS
COURSE SCHEDULE
The instructor reserves the right to revise the course outline to accommodate the needs of
the class, with notice.
WEEK
Topic
Reading & Assignment
1
Course Introduction and
Overview
NASW Code of Ethics (available
on-line at
http://www.naswdc.org
8/17
Definition of Major Concepts
NASW Standards for Cultural
Competence {available on-line at
http://www.naswdc.org
NASW Code of Ethics, NASW
Standards for Cultural
Competence
2
Framework for Practice with
Diverse and Oppressed Clients
Chapter 1, Appleby et al
Optional reading:
Marsh, Jeanne C. Social work in a
multicultural society, Social Work,
Jan. 2004, Vol. 49, Issue 1.
8/24
3
8/31
Culture, Social Class and Social
Identity Development
Chapters 2-3, Appleby et al
Optional reading:
Mama, Robin Sakina, Preparing
social work students to work
Ethnic Identity Development
in culturally diverse settings.
Social Work Education, Jun. 2001,
Vol. 20 Issue 3, p373.
13
WEEK
Topic
Reading & Assignment
4
Dynamics of Oppression and
Discrimination
Chapter 5, Appleby et al
9/7
Optional reading:
Pelton, Leroy H., Social justice and
social work, Journal of Social
Work Education, Fall 2001, Vol.
37, Issue In class assignment
5
Women and Sexist Oppression
Chapter 7, Appleby et al
Optional reading:
For early adolescent girls.
Adolescence, Fall 2004, Vol. 39,
Issue 155.
9/14
6
Ableism: Social Work Practice
with Physically Disabled
Individuals
Chapters 12 -13, Appleby et al
Optional reading:
Newhill, Christina E. Korr, Wynne
S. Practice with people with
severe mental illness. Health &
Social Work, Nov 2004, Vol. 29,
Issue 4, p297.
9/21
Ableism: Social Work Practice
with Mentally and Emotionally
Challenged People
7
A Multi-diversity Perspective on
Latinos: Oppression and Social
Functioning
Chapter 8, Appleby et al
Optional reading:
Gutierrez, Lorraine, Yeakley,
Anna, and Ortega, Robert.
09/28
Educating students for social
work with Latinos: Issues
For the new millennium, Journal
of Social Work Education, Fall
2000, Vol. 36, Issue 3.
14
WEEK
Topic
Reading & Assignment
8
Asian Americans: Ethnocentrism
and Discrimination.
Chapter 10, Appleby et al
10/5
Optional reading:
Agbayani-Siewert, Pauline.
Assumptions of Asian American
Similarity: The Case of Filipino
and Chinese American Students.
Social Work, Jan 2004, Vol. 49
Issue 1, p39.
9
Native Americans: Oppression
and Social Work Practice
Chapter 9, Appleby et al
Optional reading:
Miller-Cribbs, J; Byers, L, Moxley,
D. Serving older Native
Americans: The challenges facing
gerontological social work in
Indian Country. (Oct 2009).
Journal of Ethnic & Cultural
Diversity in Social Work,
Vol.18,Iss.4;p.277-291
10/12
In class assignment
10
Exam
10/19
15
WEEK
Topic
Reading & Assignment
11
African Americans:
Consequences of Discrimination
Chapter 6, Appleby et al
Optional reading:
Leach, Monica T.; Williams,
Sheara A. (Feb 2007). The Impact
10/26
of the Academic Achievement Gap
on the African American Family:
A Social Inequality Perspective.
Journal of Human Behavior in the
Social Environment, Vol.15,
Iss.2/3, p.39-59.
12
11/2
Lesbian, Gay, Bisexual and
Transgender
Chapter 11, Appleby et al
Optional reading:
People Confront Heterosexism,
Heterosexism and Homophobia
Saulnier, Christine Flynn.
Deciding Who to See: Lesbians
Discuss Their Preferences in
Health and Mental Health
Care Providers. Social Work, Oct
2002, Vol. 47 Issue 4, p355.
Term paper due 11/2
13
Group Presentations
11/9
14
Group Presentations
11/16
16
WEEK
Topic
15
Thanksgiving holiday
Reading & Assignment
11/23
16
Group Presentations
11/30
17
Group Presentations
12/7
17
List of Supplemental Reading
Anonymous. (May 2003). The wealth divide: The growing gap in the United States between the
rich and the rest. Multinational Monitor 24(5), Washington.
Appleby, G. A.,Colon, E. & Hamilton, J. (2007). Diversity, Oppression and Social Function:
Person-In-Environment Assessment and Intervention. Needham Heights, MA: Allyn
Bacon
Boehm, A. & Staples, L. (Oct 2002) The functions of the social worker in empowering: The
voices of consumers and professionals, 47(4). Social Work. New York.
Brecheen, M & Kleiner, B. (2000) New developments concerning religious discrimination.
Equal Opportunities International, 19(6/7).
Bureau of Citizenship and Immigration Services. Naturalization Self Test. [Available on-line
at http://www.immigration.gov/graphics/exec/natz/natztest.asp]
Devore, W., & Schlesinger, E. (1999). Ethnic-sensitive social work practice. Boston, MA: Allyn
& Bacon.
Dhooper, S. S., & Moore, S. E. (2001). Social work practice with culturally diverse people.
Thousand Oaks, CA: Sage.
Erera, P. I. (2002). Family diversity: Continuity and change in the contemporary family.
Thousand Oaks: Sage.
Ewalt, P. L., Freeman, E. M., Fortune, A. E., Poole, D. L., & Witkin, S. L.(Eds.) (1999).
Multicultural issues in social work: Practice and research. Washington, DC: NASW
Press.
Fong, R., & Furuto, S. (2000). Culturally competent practice: Skills, interventions, and
evaluations. Boston: Allyn & Bacon.
Freire, P. (1971). Pedagogy of the oppressed. New York: Herder & Herder.
Geron, S. (Fall 2002) Cultural competency: How is it measured? Does it make a difference?
Generations, 26 (3).
Green, J. (1999). Cultural awareness in the human services: A multi-ethnic approach. Boston,
MA: Allyn & Bacon.
18
Harrison, T. (Mar 2003) Adolescent homosexuality and concerns regarding disclosure, The
Journal of School Health, 73(3).
Hogan-Garcia, M. (2003). Four skills of cultural diversity competence: A process of
understanding and practice (2nd ed.). Thousand Oaks, CA: Brooks/Cole.
Kendall, G., & Wickham, G. (2001). Understanding culture. Sage: Thousand Oaks, CA. (HM 623
K46)
Keys, C. B., & Dowrick, P. W. (2001). People with disabilities: Empowerment and community
action. Binghamton, NY: Haworth.
Laird, J. (Nov 1996) Family-centered practice with lesbian and gay families Families in
Society, 77(9).
Leigh, J. W. (1998). Communicating for cultural competence. Boston: Allyn & Bacon.
Lum, D. (1999). Culturally competent practice: A framework for growth and
action.Wadsworth: Belmont, CA. (www.wadsworth.com)
Lum, D. (2000). Social work practice with people of color: A process-stage approach.
Wadsworth: Belmont, CA.
Mackelprang, R., & Salsgiver, R. (1999). Disability: A diversity model approach in human
service practice. Belmont, CA: Brooks/Cole.
Mallon, G. P. (Ed.). (2000) Social services with transgendered youth. Binghamton, NY:
Haworth.
Moreales, A. T., Sheafor, B. W. (2001) Social work: A profession of many faces (9th). Boston:
Allyn & Bacon.
National Association of Social Workers [Available on-line at http://www.naswdc.org].
Palmore, E. (Oct 2001). The ageism survey: First findings/Response. The Gerontologist 41(5).
Pederson, P. B., Draguns, J. G., Lonner, W. J., & Trimble, J. E. Eds.) (2002). Counseling across
cultures (5th ed.). Thousand Oaks, CA: Sage. (www.sagepub.com)
Perry, P. White means never having to say you're ethnic. (Feb 2001). Journal of
Contemporary Ethnography, 30(1).
Pinderhughes, E. (1989). Understanding race, ethnicity, and power: The key to efficacy in
clinical practice. New York, NY: Free Press.
19
Plous, S. (2003) Understanding Prejudice. Social Psychology Network [Available on-line at
http://www.understandingprejudice.org
Rothman, J. C. (2003). Social work practice across disability. Boston: Allyn & Bacon.
Samantrai, K. (2004). Culturally competent public welfare practice. Belmont, CA: Brooks/Cole.
Soo-Hoo, T. (Apr-Jun 1999) Brief strategic family therapy with Chinese Americans. The
American Journal of Family Therapy, 27(2); New York
Sue, D. W., & Sue, D. (2002). Counseling the culturally diverse: Theory and practice. San
Francisco: Jossey-Bass (Wiley).
Watts-Jones, D. (Winter 2002) Healing internalized racism: The role of a within-group
sanctuary among people of African descent. Family Process, 41(4).
20
Revised Syllabus
21
MASTER OF SOCIAL WORK PROGRAM
SW 7700: Social Work Foundations: Diversity, Social Justice and Ethics
Instructor
Carol S Collard, PhD, LMSW
Meeting Time
TBA
Semester Credits
3 Credit Hours
Email Address
ccollard@kennesaw.edu
Phone Number
678-797-2448
Office
Prillaman Hall, Room #2206
Office Hours
Mondays and Wednesdays 12:30-3:30p
Thursdays 3:30-6:30p, and by appointment
COURSE DESCRIPTION
As an introductory course, SW Foundations: Diversity, Social Justice and Ethics provides a
conceptual framework for students by addressing the foundation knowledge, values and
skills associated with the profession, and the ethical standards and principles embedded in
the SW Code of Ethics. Knowledge of discrimination, oppression, social and economic
justice are explored. The course explores the value base of the profession and affords
opportunities for students to engage in activities to develop skills associated with cultural
and ethnic sensitive practice.
22
COURSE OVERVIEW
This course provides a framework of values and ethical standards to evaluate practice
related to ethical dilemmas in a systematic way. Supplementary readings, handouts, and
cases provide students with an opportunity to explore diversity and understand the
importance of culturally competent practice. Students will examine how personal and
professional values affect their practice and will learn models for ethical decision-making
and intervention planning. By exploring these issues and cases, students will learn about
the relativity of values, the standards of the profession, and the thinking of experts in the
field.
REQUIRED TEXTS:
Appleby, G. A., Colon, E. & Hamilton, J. 2010. Diversity, Oppression and Social Functioning:
Person-In-Environment Assessment and Intervention. Boston, MA: Pearson
Publishers
Supplemental readings will be distributed throughout the term and/or placed on reserve at
the library. Students will also be responsible for any additional readings assigned.
COURSE RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM
The Master of Social Work Program at Kennesaw State University was established to
address increasing problems in two major areas, family and children services, and
community mental health. We are committed to making a positive difference in the
community and in these two areas. This course is related to and consistent with the
mission of the Master of Social Work Program as it provides students with a conceptual
framework from which to develop the knowledge, values and skills associated with the
profession, and the ethical standards and principles according to the Social Work Code of
Ethics.
23
COURSE OBJECTIVES
Knowledge Objectives: Students completing this course will be able to describe…
1. The dynamics and effects of social, cultural, economic, political, and psychological
oppression on and by individuals and families. (EP 2.1.4)
2. The special needs of numerical and political minorities, the social and cultural sources of
those special needs, and how they shape behaviors among minority and majority
individuals and families. (EP 2.1.4)
3. How various social-ecological systems within society promote, limit or deter the full
development and maintenance of optimal functioning of individuals and families. (EP
2.1.4)
4. Social work practice methodologies that are most relevant for work with culturally
diverse persons and populations. (EP 2.1.1, 2.1.4)
5. Personal and professional values, knowledge and skills that support social justice. (EP
2.1.1, 2.1.4, 2.1.5)
Value Objectives: Students completing this course will have an awareness of and
sensitivity to…
1. The values and ethics that guide professional practice. (EP2.1.2)
2. The importance of assessing one’s own values relative to oppressed people. (EP2.1.1;
2.1.2)
3. Diversity and the spheres of diversity. (EP2.1.4; 2.1.5)
Skills Objectives: Students completing this course will be able to…
1. Demonstrate an awareness of and sensitivity to the spheres of diversity and how they
impact practice via papers, exams, and in-class interactions. (EP2.1.1; 2.1.4)
2. Critically analyze and assess the dynamics of oppression on individuals and groups. (EP
2.1.3; 2.1.3; 2.1.4; 2.1.5)
3. Articulate best practices with oppressed individuals and groups from a strengths
perspective. (EP 2.1.1; 2.1.4; 2.1.6; 2.1.10)
COURSE METHODS
24
This course will be delivered in a manner that projects the various learning styles of
students including cognitive, affective and experiential modes of learning. The cognitive
dimension will be delivered via lectures, class discussions, assigned readings, and papers.
Affective and experiential dimensions will be delivered via in-class exercises, student-tostudent interactions, small group interactions, instructor-to-student interactions, and
exams. Students will be expected to have read materials before each class meeting and be
prepared to discuss reading assignments. Students will not be able to participate in
experiential exercises and class discussions unless they are present in class. Therefore,
class attendance and participation is imperative.
COURSE EXPECTATIONS
Attendance is expected in all classes. Failure to attend class and/or frequent tardiness
may affect your grade. (Please see section on “Criteria for Student Evaluation” on page 7)
Please turn off all cell phones and pagers during class. Students may use laptop
computers, iPads or similar devices to take notes or to follow PowerPoint presentations.
Anyone caught using email, Facebook, Twitter, instant messaging or any non-course
related activity during class will not be allowed to use them for the rest of the
semester.
Make-up Policy- Make-up exams, as a rule, will not be permitted. Only in extraordinary
circumstances will this be considered. The professor reserves the right to determine the
format of any make-up exam.
Incomplete Policy- Only emergency situations that prohibit a student from completing the
course will warrant a grade of “I”. Therefore, it will not be given automatically.
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
CRITERIA FOR STUDENT EVALUATION
Class Attendance & Participation - Students are required to attend classes as scheduled and
be on time. Students are expected to participate positively in the learning process. Such
participation includes: full and active participation in all class activities, asking questions,
active listening, seeking out and valuing the opinion of others, and showing respect for
peers and the instructor. Students may be awarded up to 5 points for class participation.
Failure to participate positively may affect this portion of the student’s grade. Attendance is
key to your class participation grade. Students attending classes will be eligible for an
additional five points according to the following schedule:
25
Missing two or fewer classes:
5 pts.
Missing three classes:
4 pts.
Missing four classes:
3 pts.
Missing five classes:
2 pts.
Missing six classes:
1 pt.
Missing seven or more classes:
0 pt.
GRADING SCALE
1. Class Attendance & Participation
10 pts.
2. Term Paper
30 pts.
3. Group Presentation
30 pts.
4. Exam
20 pts.
5. In-class assignments
10 pts.
100 pts.
There are possible 100 points to be earned in this class. Grades will depend on the
cumulative number of earned points and will be interpreted as follows:
90-100 = A; 80-89 = B; 70-79 = C; 65-69 = D; Below 65 = F
ASSIGNMENTS
There will be a ten percent (10%) grade penalty for a late assignment. An assignment
is considered late at the end of the class period in which it was due. In addition, no
assignment will be accepted after one week (7 days) except in cases of documented serious
emergencies. NO EXCEPTIONS.
Term Paper: due November 2nd
Each student must write a paper which demonstrates their understanding of how the three
broad areas of social work knowledge, values and skills contribute to effective practice
with oppressed groups. The paper which will elucidate your conceptual framework for
practice will require that the student engage in the following activities:
26
4. Provide an overview of how social work knowledge, values and skills are associated
with culturally sensitive practice with diverse populations
5. Engage in a self-awareness exercise by self-administering a value-based assessment,
and cultural competency inventory;
6. Engage in a thoughtful analysis and discussion of your strengths and weaknesses as
it pertains to your cultural competency and answer how you plan to improve;
Papers should be between 5 – 7 pages, excluding title page. Papers are to be typed, doublespaced, 12-point font size, and written according to APA guidelines regarding margins,
pagination, and non-sexist and biased language. Please include a title page, and edit papers
for grammar, typos, spelling and syntax. Include at least 5 sources (journal articles and or
books) to substantiate your discussion, and be sure to include a reference page.
Population-at-Risk Group Presentations
Each group will select a population at-risk and present information to the class on engaging
in cross-cultural social work practice with the specific population. Students are expected to
have prepared for the presentation by reviewing peer-reviewed articles and/or research
studies in professional journals, and ideally, interviewing professional social workers
and/or members of the population under study. Each presentation should last
approximately 30-45 minutes, with a lecture for a minimum of 20 minutes that can be
followed by an exercise created by the group that will reinforce the learning process for
approximately 15 minutes. Any remaining time will involve engaging class in reflections
and discussion of your topic as well as responding to their queries. A copy of handouts or
other visual aids must be made available to the instructor. The following criteria will be
judged for grading:
8. Discussion of the featured population and the factors or circumstances that
characterize them as oppressed or at-risk.
9. Discussion of all issues of social justice relative to this population.
10. Discussion of what social work values and ethics are relevant to serving this
population.
11. Create a scenario where services would be needed and identify what cross-cultural
practices you would utilize to best meet the needs of this population.
12. Minimum of 5 sources, documented in APA writing format on your handouts and/or
PowerPoint.
27
13. Evidence of group cohesion and preparedness as reflected in a professional
presentation process, organized, meaningful & useful handouts, and conduct.
14. Five points of your total grade will be derived from a self/group mate
assessment. Instructor to provide more detail in class.
Exams: Students will take written exams on course materials and discussion.
In-class assignments: students will be engaged in group discussion and reflection on
various ethical dilemmas.
28
ASSIGNMENTS
COURSE SCHEDULE
The instructor reserves the right to revise the course outline to accommodate the needs of
the class, with notice.
WEEK
Topic
Reading & Assignment
1
Course Introduction and
Overview
NASW Code of Ethics (available
on-line at
http://www.naswdc.org
8/17
Definition of Major Concepts
NASW Standards for Cultural
Competence {available on-line at
http://www.naswdc.org
NASW Code of Ethics, NASW
Standards for Cultural
Competence
2
Framework for Practice with
Diverse and Oppressed Clients
Chapter 1, Appleby et al
Optional reading:
Marsh, Jeanne C. Social work in a
multicultural society, Social Work,
Jan. 2004, Vol. 49, Issue 1.
8/24
3
8/31
Culture, Social Class and Social
Identity Development
Chapters 2-3, Appleby et al
Optional reading:
Mama, Robin Sakina, Preparing
social work students to work
Ethnic Identity Development
in culturally diverse settings.
Social Work Education, Jun. 2001,
Vol. 20 Issue 3, p373.
29
WEEK
Topic
Reading & Assignment
4
Dynamics of Oppression and
Discrimination
Chapter 5, Appleby et al
9/7
Optional reading:
Pelton, Leroy H., Social justice and
social work, Journal of Social
Work Education, Fall 2001, Vol.
37, Issue In class assignment
5
Women and Sexist Oppression
Chapter 7, Appleby et al
Optional reading:
For early adolescent girls.
Adolescence, Fall 2004, Vol. 39,
Issue 155.
9/14
6
Ableism: Social Work Practice
with Physically Disabled
Individuals
Chapters 12 -13, Appleby et al
Optional reading:
Newhill, Christina E. Korr, Wynne
S. Practice with people with
severe mental illness. Health &
Social Work, Nov 2004, Vol. 29,
Issue 4, p297.
9/21
Ableism: Social Work Practice
with Mentally and Emotionally
Challenged People
7
A Multi-diversity Perspective on
Latinos: Oppression and Social
Functioning
Chapter 8, Appleby et al
Optional reading:
Gutierrez, Lorraine, Yeakley,
Anna, and Ortega, Robert.
09/28
Educating students for social
work with Latinos: Issues
For the new millennium, Journal
of Social Work Education, Fall
2000, Vol. 36, Issue 3.
30
WEEK
Topic
Reading & Assignment
8
Asian Americans: Ethnocentrism
and Discrimination.
Chapter 10, Appleby et al
10/5
Optional reading:
Agbayani-Siewert, Pauline.
Assumptions of Asian American
Similarity: The Case of Filipino
and Chinese American Students.
Social Work, Jan 2004, Vol. 49
Issue 1, p39.
9
Native Americans: Oppression
and Social Work Practice
Chapter 9, Appleby et al
Optional reading:
Miller-Cribbs, J; Byers, L, Moxley,
D. Serving older Native
Americans: The challenges facing
gerontological social work in
Indian Country. (Oct 2009).
Journal of Ethnic & Cultural
Diversity in Social Work,
Vol.18,Iss.4;p.277-291
10/12
In class assignment
10
Exam
10/19
31
WEEK
Topic
Reading & Assignment
11
African Americans:
Consequences of Discrimination
Chapter 6, Appleby et al
Optional reading:
Leach, Monica T.; Williams,
Sheara A. (Feb 2007). The Impact
10/26
of the Academic Achievement Gap
on the African American Family:
A Social Inequality Perspective.
Journal of Human Behavior in the
Social Environment, Vol.15,
Iss.2/3, p.39-59.
12
11/2
Lesbian, Gay, Bisexual and
Transgender
Chapter 11, Appleby et al
Optional reading:
People Confront Heterosexism,
Heterosexism and Homophobia
Saulnier, Christine Flynn.
Deciding Who to See: Lesbians
Discuss Their Preferences in
Health and Mental Health
Care Providers. Social Work, Oct
2002, Vol. 47 Issue 4, p355.
Term paper due 11/2
13
Group Presentations
11/9
14
Group Presentations
11/16
32
WEEK
Topic
15
Thanksgiving holiday
Reading & Assignment
11/23
16
Group Presentations
11/30
17
Group Presentations
12/7
33
List of Supplemental Reading
Anonymous. (May 2003). The wealth divide: The growing gap in the United States between the
rich and the rest. Multinational Monitor 24(5), Washington.
Appleby, G. A.,Colon, E. & Hamilton, J. (2007). Diversity, Oppression and Social Function:
Person-In-Environment Assessment and Intervention. Needham Heights, MA: Allyn
Bacon
Boehm, A. & Staples, L. (Oct 2002) The functions of the social worker in empowering: The
voices of consumers and professionals, 47(4). Social Work. New York.
Brecheen, M & Kleiner, B. (2000) New developments concerning religious discrimination.
Equal Opportunities International, 19(6/7).
Bureau of Citizenship and Immigration Services. Naturalization Self Test. [Available on-line
at http://www.immigration.gov/graphics/exec/natz/natztest.asp]
Devore, W., & Schlesinger, E. (1999). Ethnic-sensitive social work practice. Boston, MA: Allyn
& Bacon.
Dhooper, S. S., & Moore, S. E. (2001). Social work practice with culturally diverse people.
Thousand Oaks, CA: Sage.
Erera, P. I. (2002). Family diversity: Continuity and change in the contemporary family.
Thousand Oaks: Sage.
Ewalt, P. L., Freeman, E. M., Fortune, A. E., Poole, D. L., & Witkin, S. L.(Eds.) (1999).
Multicultural issues in social work: Practice and research. Washington, DC: NASW
Press.
Fong, R., & Furuto, S. (2000). Culturally competent practice: Skills, interventions, and
evaluations. Boston: Allyn & Bacon.
Freire, P. (1971). Pedagogy of the oppressed. New York: Herder & Herder.
Geron, S. (Fall 2002) Cultural competency: How is it measured? Does it make a difference?
Generations, 26 (3).
Green, J. (1999). Cultural awareness in the human services: A multi-ethnic approach. Boston,
MA: Allyn & Bacon.
34
Harrison, T. (Mar 2003) Adolescent homosexuality and concerns regarding disclosure, The
Journal of School Health, 73(3).
Hogan-Garcia, M. (2003). Four skills of cultural diversity competence: A process of
understanding and practice (2nd ed.). Thousand Oaks, CA: Brooks/Cole.
Kendall, G., & Wickham, G. (2001). Understanding culture. Sage: Thousand Oaks, CA. (HM 623
K46)
Keys, C. B., & Dowrick, P. W. (2001). People with disabilities: Empowerment and community
action. Binghamton, NY: Haworth.
Laird, J. (Nov 1996) Family-centered practice with lesbian and gay families Families in
Society, 77(9).
Leigh, J. W. (1998). Communicating for cultural competence. Boston: Allyn & Bacon.
Lum, D. (1999). Culturally competent practice: A framework for growth and
action.Wadsworth: Belmont, CA. (www.wadsworth.com)
Lum, D. (2000). Social work practice with people of color: A process-stage approach.
Wadsworth: Belmont, CA.
Mackelprang, R., & Salsgiver, R. (1999). Disability: A diversity model approach in human
service practice. Belmont, CA: Brooks/Cole.
Mallon, G. P. (Ed.). (2000) Social services with transgendered youth. Binghamton, NY:
Haworth.
Moreales, A. T., Sheafor, B. W. (2001) Social work: A profession of many faces (9th). Boston:
Allyn & Bacon.
National Association of Social Workers [Available on-line at http://www.naswdc.org].
Palmore, E. (Oct 2001). The ageism survey: First findings/Response. The Gerontologist 41(5).
Pederson, P. B., Draguns, J. G., Lonner, W. J., & Trimble, J. E. Eds.) (2002). Counseling across
cultures (5th ed.). Thousand Oaks, CA: Sage. (www.sagepub.com)
Perry, P. White means never having to say you're ethnic. (Feb 2001). Journal of
Contemporary Ethnography, 30(1).
Pinderhughes, E. (1989). Understanding race, ethnicity, and power: The key to efficacy in
clinical practice. New York, NY: Free Press.
35
Plous, S. (2003) Understanding Prejudice. Social Psychology Network [Available on-line at
http://www.understandingprejudice.org
Rothman, J. C. (2003). Social work practice across disability. Boston: Allyn & Bacon.
Samantrai, K. (2004). Culturally competent public welfare practice. Belmont, CA: Brooks/Cole.
Soo-Hoo, T. (Apr-Jun 1999) Brief strategic family therapy with Chinese Americans. The
American Journal of Family Therapy, 27(2); New York
Sue, D. W., & Sue, D. (2002). Counseling the culturally diverse: Theory and practice. San
Francisco: Jossey-Bass (Wiley).
Watts-Jones, D. (Winter 2002) Healing internalized racism: The role of a within-group
sanctuary among people of African descent. Family Process, 41(4).
36