Summer 2014
Libby Houston, LCSW
Class/Lab Location: D105
Office Location/Hours: Upon individual appointment
Class Meeting Time: 6:00pm-10:00 pm
Ehouston@ben.edu
Class Dates: Mondays; 06/02/14, 06/16/14, 06/30/14, 07/14/14, 07/28/14
Pre-Assignment
Please read chapter 1 of the required textbook.
SOCL 265 INTRODUCTION TO SOCIAL WORK
I.
COURSE DESCRIPTION
Values and history which underlie social work practice; discussion of the profession of social work
and its concern with human welfare and fields of service.
II.
TEXTBOOK AND MATERIALS
Ambrosino, R., Ambrosino, R., Heffernan, L., Shuttlesworth, G., (2012). Social Work and Social
Welfare, Seventh Edition, United States: Cengage Learning..
ISBN: 978-1-111-30476-8 ISBN: 1-111-304-769
It is appropriate and students are encouraged to bring laptop computers to class for in class
discussions and assignments. No texting or emailing.
Desire2Learn is the preferred Course Management System used in this course. Students will be
expected to access this program throughout the five weeks.
III.
MISSION STATEMENT
Benedictine University is dedicated to the education of undergraduate and graduate students
from diverse ethnic, racial and religious backgrounds. As an academic community committed to
liberal arts and professional education distinguished and guided by our Roman Catholic tradition
and Benedictine heritage, we prepare our students for a lifetime as active, informed and
responsible citizens and leaders in the world community.
IV.
GOALS, OBJECTIVES, AND STUDENT LEARNING OUTCOMES
A. Benedictine Core Goals
Benedictine University's core mission is to prepare students for active participation in an
increasingly interconnected world. Its Core Curriculum advances this mission by enabling
students to attain a broad range of learning goals, listed below:
1. Demonstrate an effective level of cognitive, communicative, and research skills;
2. Achieve a college level of computational skills and an ability to understand and interpret
numerical data;
3. Acquire knowledge of the history and heritage of western civilization, to include:
 the contributions of religious faith and philosophical thought to understanding the person
in community,
 the relationship of the individual to society: membership and participation in groups and
institutions,
 scientific literacy through a knowledge of the history, the methods, and the impact of
science on the individual, society, and the environment, artistic and literary heritage;
4. Develop an understanding of global society: cultural diversity, mutual relationships, interdependence of peoples and nations;
5. Apply liberal learning in problem-solving contexts as preparation for active participation in
society;
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6. Make informed ethical decisions that promote personal integrity, the legitimate rights and
aspirations of individuals and groups, and the common good.
B. Course Objectives/Outcomes
As a distribution course within the Core Curriculum, SOCL 265 was designed with the above
Core Goals in mind. Thus, upon successful completion of SOCL 265 course, the student will be
able to demonstrate their mastery of the following goals, objectives and student learning
outcomes:
1. Demonstrate an understanding of the principal fields of the Social Work profession.
2. Communicate effectively in oral and written forms as well as apply concepts of critical thinking
about the career and implications of Social Work.
3. Seek information about the relationship of Social Work to societal issues.
C. Course-Based Student Learning Objectives.
The student will be able to:
1. Demonstrate an understanding of career opportunities and issues in the Social Work
professions.
2. Apply information about the tools of Social Work to problems in the society.
3. Apply information through the creative problem solving techniques to selected issues facing
the social worker.
V.
TEACHING METHODS/DELIVERY SYSTEM
The classroom is a writing and discourse community. This course is a combination of lecture, inclass discussion, presentation topics, and persuasive essay (using SMARTHINKING, BU
Resource Center and Safe Assign). Regular, brief quizzes will be administered to ensure that
readings have been completed; these quizzes may take place on paper or in discussion Q&A.
This class is very interactive. In order to complete the course successfully, students must come
to class and must be prepared to discuss the reading assignments and to do the in-class work.
Open Access Internet Content used in this course has been meticulously evaluated for its
reliability and validity. Due to the nature of the web design of these materials, commercials will
appear and are not sponsored or affiliated with the University.
Paced Independent Study: Students are encouraged to work with each other in addition to the
instructor, in between modules, as resources and consultants, facilitating critical thinking,
processing, and understanding the readings and assignments. The exception is with Written
Exams. If applicable, these must be done independently and be the student’s original work. In
other words, academic honesty in the completion of assignments is expected.
VI.
COURSE REQUIREMENTS
Attendance Policy
1. Attendance is required during all five class sessions.
2. Notifying the instructor that you will not be able to attend or will be late is considered a
professional courtesy. Email is sufficient means of notification.
3. Showing up more than fifteen minutes late to class for any reason will result in half an
absence.
4. Leaving class early for any reason will result in one-half to one full absence, depending upon
the time of departure.
5. If you miss the equivalent of two full classes or more, you will be asked to retake the course.
6. Please check your email the day of class to see if there are any changes to the class meeting
time and location.
7. Inclement weather warnings will be announced via Benedictine University’s telephone
introduction 217-525-1420 and the main Benedictine Web page http://www1.ben.edu/springfield/
8. If you miss all or part of a class, please make arrangements with a classmate to review notes,
collect handouts, and discuss possible changes in course calendar.
This course is highly accelerated, and students will need to take a great deal of responsibility for
their own learning outcomes. Attendance is required in each class meeting for the full period of
time. Any absence must be due to extraordinary circumstances and will require documentation
for it to be considered excused. Documentation must be provided immediately in order to
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determine what, if any, accommodations are reasonable or possible. Class attendance will
directly impact your final grade, and each undocumented absence will be considered unexcused
and will result in a 20% reduction in the final grade for the course.
Again, NOTE: This policy includes any prearranged absences. In other words, the absence
counts and all parts of the policy apply whether the absence is prearranged or not.
Due to the accelerated nature of the course, should you experience a medical condition which
prevents you from completing assignments, appropriate medical documentation must be
provided immediately to the instructor so it may be determined what, if any, accommodations
are reasonable or possible.
Instructors Availability
1. I will be 30 minutes early to each class to assist with any individual work. If you need to meet
with me at a different time, this can be arranged. I will also be available after class.
2. I am also available via email that connects to my cell phone. ehouston@ben.edu Feel free to
email me. I will return your email within 24 hours on weekdays. Weekend emails are returned on
Monday unless it is a holiday.
3. Email is the best way to let me know if you are going to be late or unable to attend.
Technology Requirements
To support participation in the online components of this course, the following technology
specifications are suggested: High-speed Internet access; a sound card and speakers; Windows
XP (minimum) /Windows 7 (recommended) or Mac OS X 10.5 or higher; and browser compatible
with D2L tool. It is also highly recommended that students have access to a microphone or
webcam for optional audio/video recording, scanning services for submitting handwritten
documents, and knowledge of Microsoft Word and Excel tools.
Technology Skills: Students will need to be able to attach and post in the drop box feature of
D2L.
Benedictine Emails will be the primary email used. It is recommended that if you have a
preferred alternate email, you set up message forwarding.
Emails will be sent out by your instructor in-between each class for grading evaluation and
feedback on assignments. You will be expected to check your email and work with the Help Desk
quickly to prevent problems in communication.
Reading Assignments –See VIII Topical Course Outline and D2L weekly modules
Written Assignments Instructions and Projects Specific Dates and Times are located in
D2L and available for printing.
Week 1
 Begin Social Topic Essay Part I in class
Week 2
 Part I Social Topic Essay;: Due
Week 3
 Part II Social Topic Essay; Due
Week 4
 Part III Social Topic Essay; Due
Week 5
 Part IV & Pull it all together for: Final Social Topic Paper 73 points, Presentation 50
points & Comments 7 points = 130 points total
Instructions for Social Topic Essay: In this Social Topic essay, we try to educate others of the
serious problems that exist, with researched facts, establish understood values, and report
injustices of oppression and discrimination. We will use the topics from class discussion to create
a deeper understanding of our social culture and beliefs of the social issues that take sight in our
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community locally and globally. Once we thoroughly understand the social issue we will connect
the issue to the helping profession to see how the issues are addressed professionally.
Your Papers will be comprised of 4 sections. Each section is thoroughly outlined with instructions
in the D2L’s corresponding Module. For example. Module 1 Social Welfare Past and Present
Overview has instructions at the bottom for completing the first of four sections of your paper.
Module 2 Social Work as a Profession...Overview has instructions at the bottom for completing
the second section. This continues through each module finalizing in module 4. Class time is
available in order to workshop you ideas with the instructor and in small groups.
1. A Grading Rubric is provided in the Desire2Learn Course Management System. It is strongly
suggested that you follow Rubric and week outline in order to have a successful paper.
2. Students will be given a choice of topics to choose from and each topic must be approved by
the instructor. A list of topics is located in Desire2Learn and sigh-up will be during the first class.
4. Follow the Course Calendar for specific due dates and times. Located in D2L
5. One point will be deducted for every day paper is turned in late.
6. No credit will be give for papers turned in after the cutoff date posted on the course calendar.
8. American Psychological Association (APA) format is preferred. Three or more scholarly
journals are required as a measure of supporting examples of history, problem studied, severity
of social issue, so your facts are reliable, concrete, and detailed. Journals must be referenced.
NO PAPER WILL BE ACCEPTED WITHOUT THE REFERENCE PAGE
Benedictine University at Springfield Student Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University at Springfield pursues these missions in an environment guided by our
Roman Catholic tradition and our Benedictine heritage. Integrity and honesty are therefore
expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication,
forgery, falsification, destruction, multiple submission, solicitation, and misrepresentation are
violations of these expectations and constitute unacceptable behavior in the University
community.
Student’s Responsibility
Though there is no formal honor code at Benedictine University at Springfield, students are
expected to exhibit academic honesty at all times. Violations against academic honesty are
always serious and may result in sanctions that could have profound long-term effects. The final
responsibility for understanding the Academic Honesty Policy of the institution, as well as the
specific policies for individual courses normally found in syllabi, rests with students. If any doubt
exists about what constitutes academic dishonesty, students have the responsibility to talk to the
faculty member. Students should expect the members of their class to be academically honest.
If students believe one or more members of the class have been deceitful to gain academic
advantage in the class, students should feel comfortable to approach the faculty member of the
course without prejudice.
Violations of the Academic Honesty Policy will be reported to the Office of the Dean of Academic
Affairs. Along with a verbal warning, the following are consequences a student may face for
academic dishonesty:
 a failing grade or “zero” for the assignment;
 dismissal from and a failing grade for the course; or
 dismissal from the Institution.
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VII.
MEANS OF EVALUATION
Grading Scale
346 – 312 = A
311 - 277 = B
276 - 243 = C
242 - 208 = D
207 – 0
=F
Assignments Point Value
Week 1
 Collaborative Discussion = 54 total points
Week 2
 Collaborative Discussion = 54 total points
 Part I Social Topic Essay
Week 3
 Collaborative Discussion = 54 total points
 Part II Social Topic Essay
Week 4
 Collaborative Discussion = 54 total points
 Part III Social Topic Essay
Week 5
 Part IV and Final Social Topic Paper 73 points, Presentation 50 points & Comments 7
points= 130 total for I-IV
Rubric: Located in D2L Printable forms
1. Rubrics for Collaborative Discussion assignment
2. Final Social Topic Paper, Presentation and Comments
If a student believes that an error has been made in reporting a grade, an appeal must be made
in writing to the instructor and must be initiated within 60 calendar days after the end of the term
for which the grade in question was reported. The appeal should contain specific information
about why it is believed the grade reported is inaccurate. See the Student Handbook for
additional details.
Add/Drop Dates
Please refer to the current Academic Calendar for add/drop dates.
Incomplete Request
To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a “C”
or better, and a student must submit a completed “Request for an Incomplete” form to the
Registrar’s Office. The form must be completed by both student and instructor, but it is the
student’s responsibility (not the instructor’s) to initiate this process and obtain the necessary
signatures.
Student Withdrawal Procedure
It is the student’s responsibility to officially withdraw from a course by completing the appropriate
form, with appropriate signatures, and returning the completed form to the Advising Office. Please
refer to the Student Handbook for important financial information related to withdrawals.
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VIII.
TOPICAL COURSE OUTLINE (Each week shows extended detail in D2L)
You may access a detailed printable outline of each week’s topics and content on the home page
of D2L
Each on-ground class will include lectures on the materials and workshop opportunities.
Links below connect in each individual learning module of D2L not on this document.
Week 1
History of Social Work and Welfare: (Virtual only)
This lesson discusses the historical context of social welfare to help understand how the past has
shaped present-day social welfare problems and social views toward people in need. The
chapter defines social welfare and the relationship to social work and introduces readers to the
idea that values shape our past and present social welfare structure and societal responses to
human needs. The lesson provides an abbreviated history of social welfare in the United States,
from Elizabethan Poor Law to the current social welfare system.
In this Module, you will be responsible for completing;
1. Required pre-reading and viewing
2. In Class Collaborative Discussion
3. 1st portion of your Special Topic paper (due week 2 but you must start now).
Lesson Objectives: After completing this module you will be able to…
 Compare the various value perspectives discussed in this chapter: institutional and
residual, liberal and conservative. Give examples of how these different perspectives
shape social welfare programs.
 Identify the conditions that led to the enactment of the Elizabethan Poor Law. Discuss the
aspects of the Elizabethan Poor Law can be found in the US social welfare system today.
 Identify attitudes toward poverty exhibited in the Elizabethan Poor Law and colonial
America can be seen in social welfare policies in the U.S. today
*Please note these learning objectives are used in your grading rubric for your Social Topic Paper
and Presentation.
Required Pre-reading and Viewing: Reading and Viewing the following list of material before
on-ground class is required. The materials are not meant to be read as if you are reading a novel
but are to be gleaned with the purpose of gaining a sense of related topics, discussion points, and
key terms and resources. It should probably take an average of 2-3 hours non-class time
preparation.
1. Chapter 1 of the required text
2. What do social workers do?
3. Syllabus
4. Course Calendar
5. Power Point Chapter 1 Social Welfare Past Present and Future
6. Instructions for Collaborative Discussion Assignment & Special Topic Paper 1 st section.
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Week 2
SWK & Helping Profession, Eco. Perspective, Diversity & Social Justice:
Chapter two examines the professional culture, activities, knowledge base, and skills involved in
the field of social work. The roles and functions of social work professionals who work within the
social welfare system are also explored. The profession is contrasted with other helping
professions, with an emphasis on the need for professional development and collaboration.
Chapter three explores conceptual frameworks used by social workers to understand social
problems and issues faced by individuals and families in today’s world. The social work
profession's use of the systems/ecological framework as an umbrella framework for viewing
individuals within the broader context of their environment is explained. Generalist practice, the
strengths perspective, the profession’s commitment to social and economic justice, and
empowerment are then discussed within the context of the framework. These concepts are then
incorporated in a discussion of the stages of the helping process. The case of Juan, introduced in
the vignette at the beginning of the chapter, is then used to show how social workers use the
systems/ecological framework and the key components of generalist social work practice as they
develop appropriate intervention strategies at various levels of the environment with client
systems
Chapter four examines the characteristics of social inequality implicit in racism, classism, sexism,
and homophobia. The differential effects of institutional racism and sexism are reviewed
separately. The ways that prejudice and discrimination are directed toward gays and lesbians are
also discussed.
In this Module, you will be responsible for completing the required pre-reading and viewing,
Discussion Assignment, and beginning the 2nd portion of your Special Topic paper.
Lesson Objectives: After completing this module you will be able to…
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Discuss what constitutes direct practice, community organization, and research.
Outline the skills a generalist level (BSW) social worker should possess.
Describe how important a code of ethics is for the social work profession.
Describe how psychiatry, psychology, and social work are different.
Describe two core values of the social work profession and one aspect that make social
work unique from other professions.
Compare and contrast the role of BSW social workers, MSW social workers and PhD
social workers. Offer examples of occupations and related tasks of each.
Identify the systems that currently affect people’s life using a role model and ecological
systems perspective.
Show how the concepts of empowerment, client strengths, and social and economic
justice are congruent with the systems/ecological framework.
Describe the difference between viewing two or more factors in a causal relationship and
viewing them in terms of an association.
Contrast the strengths perspective and the medical model. Report which is most
consistent with the profession of social work and why.
As a social worker, show how you would incorporate empowerment in working with a
client system as you move through the stages of the helping process.
Discuss early efforts to eradicate discriminatory practices against women, people of
color, and gays, lesbians, bisexuals, and transgender individuals.
Identify and explain social work’s role in breaking down institutional barriers of
discrimination.
Required Pre-reading and Viewing: (please report any broken links to your instructor) Reading
and Viewing the following list of material before on-ground class is required. The materials are
not meant to be read as if you are reading a novel but are to be gleaned with the purpose of
gaining a sense of related topics, discussion points, and key terms and resources. It should
probably take an average of 3-5 hours.
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1. Chapter 2, 3 and 4 of the required text
2. Power Point Chapter 2 Power Point Chapter 3 Power Point Chapter 4
3. Juan’s Story P. 45 & Fig 3.1 page 52
4. Videos:
 Lilly Ledbetter Fair Pay Act http://www.youtube.com/watch?v=UtKAKlurRAY
 Good overview of what social workers do http://youtu.be/OHL5NcsP9BU
 Gettysburg Address: http://www.youtube.com/watch?v=74KIjobf47E
 12/12/10 Repeal of Don’t ask Don’t tell: http://www.youtube.com/watch?v=ZTnwdBrpgZ4
 Women / Global Oppression: http://www.youtube.com/watch?v=nvdUgLEoNEk
5. Optional web resources:
 www.affirmativeaction.org/ www.gendertalk.com www.pbs.org www.aflcio.org
www.antidefamationleague.org www.pflag.org www.nela.org www.bls.org
Week 3
Social Work Practice: Methods of Intervention
Chapter five Generalist practice with individuals and families is the oldest social work practice
method (traditionally referred to as casework). Another important form of generalist practice is
group work, which fosters personal development through group process. The distinguishing
characteristic of direct practice is its face-to-face involvement with individuals, families, and small
groups in helping them seek solutions to perplexing problems. This lesson examines the
components and characteristics of the direct practice methods used with individuals, families, and
groups.
Chapter six addresses the roles of social workers in generalist practice at the exo – (community)
and macro – (societal) levels of the environment, including community organization, policy,
agency administration, and research.
In this Module, you will be responsible for completing the required pre-reading and viewing,
Discussion Assignment, and beginning the 3rd portion of your Special Topic paper and
presentation.
Lesson Objectives: After completing this module you will be able to…
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Define generalist social work practice and list the components essential in generalist
practice interventions.
Identify the skills that are necessary to become a generalist practitioner.
Discuss the importance of theory in social work intervention.
Discuss the relationship between social work values and effective social work
intervention.
List the primary considerations that a social worker must consider when forming groups.
Report why is it important for social workers to evaluate their practice with clients and
client systems.
Discuss the factors that need to be considered when shaping the direction an agency
takes in developing and implementing new programs.
Locate community private and public social service agencies.
Discuss the differences between voluntary and public social service agencies in your
community.
Explain the roles the social work profession plays in the development and administration
of social welfare programs.
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Required Pre-reading and Viewing: (please report any broken links to your instructor) Reading
and Viewing the following list of material before on-ground class is required. The materials are
not meant to be read as if you are reading a novel but are to be gleaned with the purpose of
gaining a sense of related topics, discussion points, and key terms and resources. It should
probably take an average of 2-3 hours.
1. Chapter 5 & 6 of the required text
2. Power point Chapter 5 Power Point Chapter 6
3. Videos: ECO Map Eco Map instruction Eco Map Example (if you get a warning that this
content can not be opened in a new frame, it is still viewable. Click below, were it says "Open
this content in a new window"
4. Optional web resources:
 http://www.cfpa.org/
 http://www.mdrc.org/
 http://www.urban.org/
 http://www.clasp.org/
 www.planet-therapy.com/
 www.nyu.edu/socialwork/wwwrsw/
Week 4
Populations served by Social Workers and Social Settings
This fourth week prepares you to pull all of your information together in a discussion and your
final social project. Only work in the Social Issue Population (AKA chapter) you chose that the
beginning of the course. See D2L for details in required readings that are specific to your topic
and learning objectives.
Week 5
Social Topic Paper, Presentation and Final Comments
Final projects are due and presentations are given. See D2L for location to submit final paper
and detailed instructions.
IX.
AMERICANS WITH DISABILITIES ACT (ADA)
Benedictine University at Springfield provides individuals with disabilities reasonable
accommodations to participate in educational programs, activities, and services. Students with
disabilities requiring accommodations to participate in campus-sponsored programs, activities,
and services, or to meet course requirements, should contact the Resource Center as early as
possible: springaccess@ben.edu or (217) 525-1420, ext. 3306.
X.
ASSESSMENT
Goals, objectives, and learning outcomes that will be assessed in the class are stated in this
syllabus. Instructor will use background knowledge probes, one-minute papers, reflective essays
and/or other Classroom Assessment Techniques as deemed necessary in order to provide
continuous improvement of instruction.
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