FAYETTEVILLE STATE UNIVERSITY
COLLEGE OF HUMANITIES & SOCIAL SCIENCES
Department of Social Work
LOCATOR INFORMATION
Semester:
Summer 2004
Course Number and Name: SWRK 516 Social Work Practice with Black Families
Semester Hours of Credit: 3
Time Class Meets:
5:00 PM – 8:50 PM
Room/Building:
TBA
Instructor’s Name:
Annie McCullough Chavis, Ed.D, ACSW, CMSW
Office Phone and Fax:
910 672-1852, 1210 Fax 910 672-1755
E-mail Address:
achavis@uncfsu.edu
Office Location:
TS 209-D
Office Hours:
4:-5 PM T
COURSE DESCRIPTION:
This course examines the past and current status of Black families and alert students to
specific knowledge, skills, values and strategies required to work successfully and
culturally with the target group. It incorporates the study and analysis of problems and
issues faced by social workers in working effectively with Black families, including the
integration of theory, cultural factors, social work policy, human behavior and social
work practice. A particular emphasis is placed upon greater understanding of the
challenges and dynamics affecting practice with Black families, including economic and
social justice, empowerment, and oppression. Additionally, from an empowerment and
strengths perspective, this course will examine historically the capabilities and strengths
of Black families and how such capabilities and strengths can be used in effective social
work practice with Black families.
REQUIREDTEXTBOOKS:
Logan, S., Freeman, E, & McRoy, R. G, (Eds.). (1990). Social work practice with Black
families: A culturally specific perspective. New York: Longman, Inc. (Reserved)
Martin, E. P. & J. M. Martin (1995). Social work and the black experience. Silver
Springs, MD: NASW Press.
SUPPLEMENTARY READINGS:
Billingsley, Andrew. (1992). Climbing jacob’s ladder: The enduring legacy
of African American families: New York: Simon & Schuster.
McAdoo, H (1997). (Ed.). Black families. (3rd ed.). Thousand Oaks, CA: Sage.
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Additional supplementary readings are on reserve and electronically in the Chestnut
Library under the instructor’s name. Some readings will be given by the instructor and
other readings will be provided on-line in Blackboard.
COURSE OBJECTIVES:
By the end of the course students should be able to:
1. Expand knowledge and understanding concerning the history of American
Black families, including West African family values, norms, patterns and
traditions, and how many of these values, norms, patterns and traditions have
been transformed intergenerationally to contemporary Black families.
2. Develop an all-inclusive conceptual framework and theoretical perspectives
for examining Black families and have specific socio-historical knowledge
about the experiences of Black families in the United States.
3. Understand how oppression and inequality work through societal factors
including social policies and practices to weaken the power of many
American Black families and their access to resources.
4. Develop skills and knowledge that will facilitate more effective social work
practice with American Black families.
5. Develop greater self-awareness of their own cultural and ethnic identities, and
of personal values, attitudes, and patterned responses to human diversity in
relations to working with Black families. Understand how these may shape
approaches and influence professional social work practice.
6. Gain knowledge about past and current research relevant to oppression,
discrimination, social, and economic justice in regards to working with
American Black families.
7. Apply critical thinking skills to the analysis of issues pertaining to Black
families.
8. Demonstrate an ability to clarify social work values in the context of dominant
societal values and in contrast to Black family values, and the ability to
identify value conflicts and make informed value choices in regards to greater
culturally competent social work practice situations with Black families.
9. Demonstrate an understanding of human and family diversity within the Black
family as sources of strength and identify such strengths within
clients/consumer while identifying problems and issues and in seeking
solutions to their problems.
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10. Demonstrate and analyze relationships, dynamics of Black families and the
theoretical factors which impact environment, family systems and human
behavior within a social work framework focusing on economic and social
justice, oppression and discrimination.
11. Demonstrate cultural competence and ethnic-sensitive social work practice by
exploring diversity within the Black family and understand the impact of
discrimination, oppression and economic deprivation upon Black families by
recognizing that these may be contributing factors in the problem-situation
that may need to be targets of change within the families.
COURSE EVALUATION AND GRADING SCALE:
Group Project...
Self-Study Cultural Identity Paper
Genogram Self-Project...
100 points
200 points
100 points
Brief Exams
50 points each
.
____________
Total 500 points
GRADING SCALE: 460 - 500 = A
365 - 414 = C
415 - 459 = B
364 below= F
CLASS FORMAT: This is a seminar and lecture/discussion class. Students are
expected to have completed required readings before class and are expected to
participate in class activities and to bring relevant information and questions to class for
discussion.
COURSE OUTLINE WITH ASSIGNMENT SHEET:
See attached assignment schedule.
COURSE REQUIREMENTS and EXPECTATIONS:
ATTENDANCE: Students are expected to attend each class and arrive on time.
Tardiness will not be tolerated. In the rare event you are unable to attend or will be late
for class, you are expected to notify the instructor in advance whenever possible. This
class is to prepare you for professional social work practice, therefore it is expected that
you give the class and the instructor the same priority and consideration as you would do
an employer.
MISSED OR LATE WORK: In the event of a missed class, it is the student’s
responsibility to obtain class notes, assignments and other materials given during the
class missed. All assignments are to be turned in on time. As a rule, Make-up
examinations will not be permitted. Makeup exams will only be administered when
there is an absence for legitimate University business or a documented emergency
situation. If you are absent from class on the due date of an assignment, the assignment
must be submitted prior to the due date. Assignments may also be submitted
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electronically. Late papers may be accepted at the discretion of the instructor, but may be
given a reduced grade.
ASSIGNMENTS: Promptness in completion of assignments and assigned readings is a
requirement. You are expected to contribute to class discussion and be prepared for
class. Preparation includes reading the assigned readings prior to class and being
attentive during class.
WRITTEN WORK: Written work must show thoroughness, clarity, and
professionalism. This includes first writing, reviewing, editing and then rewriting. All
work should be carefully proofread and corrected. Papers should be free of errors.
All assignments must be typed, doubled-spaced, and include a titled page. Papers written
from sources must include citations following the APA style of writing in the Publication
Manual of the American Psychological Association (5th edition).
CLASS BEHAVIOR: Telephones and /or beepers are to be turned off during class.
STUDENTS with DISABILITIES: Students with disabilities who need the assistance
in utilizing university services should register with the Center for Personal Development
as soon as they are admitted to the university.
TEACHING STRATEGIES:
The teaching strategies used in the class will consist of lectures, class discussions, group
activities, oral presentations, in class experiential activities, and resource speakers.
Audio and visual materials will be utilized as supplementary materials as appropriate.
REQUIREMENTS AND ASSIGNMENTS:
1. Brief Examinations
There will be two exams at the beginning of class on social work practice with Black
families. Each student is expected to read the required material prior to class. These
exams will provide a chance for students to demonstrate knowledge of key concepts and
information presented in class. The exams will allow students to give thoughts of how to
integrate knowledge, values, skills, theory and practice into your work with Black
families. The exams will generally include 10 to 20 objective questions and 3-4 essay
questions. The exam will be given at the beginning of class, before class discussion of the
readings for that week.
2. Self-Study Cultural Identity Analysis Paper
The 8-10 page self-study analysis paper is assigned to increase your awareness and
understanding of your own identity and racial or ethnic group. It addresses the questions:
Who am I? Who do others think I am? How do I think others see me? How do I feel
about others’ reactions to me? You are to describe your racial and cultural background,
values, and beliefs associated with your group identities, and discuss how these
characteristics influence your attitude toward and interactions with others, who are
different, as well as their attitude toward and interactions with you.
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To guide your critical thinking, and the development of your paper, you are asked to
consider some of the questions that follow, as well as to address other materials that may
be more relevant for gaining an understanding of your cultural identity. You may select
either the concept of ethnicity or race for your cultural analysis.
Ethnicity: What do you know about your ethnic heritage? Describe what you know
about the heritage of your name, or any culturally significant name change (s) in your
family background. What continent or country or countries would you identify as your
ancestral geographic base? What do you know about your ancestors and how they came
to live in the United States? Describe an aspect of your ethnic heritage that you are proud
of and an aspect that you are not proud of? What was the ethnic composition of the
communities in which you have lived? How much contact have you had with Blacks and
members of other ethnic groups? Where did you get your information or most of your
information about Blacks and other ethnic groups? How well do you relate to members
of other ethnic groups? Give examples. Do you have issues (e.g., negative experiences,
biases about inferior/superior cultural groups, stereotypes) that may make it difficult for
you to help clients/consumers that are of a particular ethnicity? How might you
challenge yourself to be more ethnically sensitive?
Race: What race would you say you are? What racial group would others place you?
What is the racial background of your family? When were you first aware of people of
other races? Which races? Where did you get your information or most of your
information about Blacks and other racial groups? What was the racial composition of the
communities in which you have lived? When did you witness or experience someone
being treated differently because of his/her race? What experiences made you aware that
your racial group affects how you are treated in society? What advantages and
disadvantages have you experienced because of your race? What makes you feel proud
to belong to your racial group? What makes you not want to be a member of your racial
group? Describe an incident or experience that caused you to feel anger, shame, guilt, or
rage because of membership in your racial group. Do you have issues (e.g., negative
experiences, biases about hair, skin color, physical features, stereotypes or mixed
heritage) that may make it difficult for you to help clients/consumers that are Black or a
particular race? How might you challenge yourself to be more racially sensitive?
3. Self Awareness and Family Systems Genogram Analysis Paper and Visual Project
Each student will develop a comprehensive project using a three generational visual
Genogram and a 10 to 20 page type written analysis as a self-awareness assessment tool.
The fundamental goal of drawing a genogram is to objectify the intergenerational system
of family projections, identifications, relationships, experiences, and events, which have
been influential in constructing the self. The major purposes of this assignment are to
increase self-awareness (understanding of how your family system impacts your life and
other systems in relations to your development) and integrate family systems theory and
concepts into practice. Self-awareness is a never-ending process and in order to become
effective social workers, students must be aware of their perceptions, beliefs, attitudes,
emotions, actions, and values. For your type written analysis, you are to list and
discuss the concepts in family systems theory and analyze your family through a
developmental framework. Give special attention to family systems theoretical concepts
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i.e. family life cycles, family patterns, family strengths, family rules, family rituals,
family structure, family communication, family power, family myths, family roles,
family boundaries (see attached suggested interview questions). Please note! You are to
take an honest look at your family and the concepts in the family systems theory for
conceptualization, analysis and self-awareness. The paper will be evaluated on
thoroughness of the introspective assessment of the above. The paper will also be
evaluated for neatness, grammar, sentence structure and overall composition. See
attached questions to use as a guide for interviewing family members for
information.
4. Group Project
Students are required to do a group project on an aspect of Black Family Life, Issue or
Problem that impact the Black Community. Presentation will be 35-45 minutes long and
may be in the form of a role-play, panel discussion, skit, video, or other creative format
(see Hints for a good oral presentation handout). Each group will submit a report to
include:
1. The purpose of the group project
2. Statement of the problem
3. Literature Review (at least six references)
4. Contribution of the group project to social work practice with Black families
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6
Brown, J., & Christen, D. (1999). Family therapy: Theory and practice. (2nd ed.). Pacific
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COURSE OUTLINE
This schedule is subject to change as needed throughout the semester. Any changes will
be announced in class prior to changes.
WEEK
Week 1
May 25
Week 2
Week 3
1
Week 4
READINGS, CHAPTER AND TOPIC
Course Overview: Major Content Areas Review syllabus,
assignments, Significant concepts (The Strength Perspective,
Empowerment and Resiliency), Historical and Conceptual
Framework for working with Black families, Self-awareness and
diversity assessment. African American History Presentation
Readings: (text) Chapters 1: Martin& Martin; and Logan,
Freeman & McRoy, Historical and Conceptual Framework
Chapter 1: A Historical and Theoretical Overview (Martin &
Martin); Chapter 1: A Historical Overview of Black Families
(McRoy)
Readings: (copy) Chapters 2 & 3: Logan, Freeman & McRoy
Historical and Conceptual Framework (cont’) (text) Chapter 3
Martin & Martin
Chapter 2: Race, Ethnicity, Culture, Social Class & Gender
(Logan), Chapter 3: Theoretical Perspectives (Freeman)
Chapter 3: Moanin’ and Identification of the Problem
Readings: (text ): Chapter 5: Martin & Martin; Chapters 1 &
2: Billingsley *Brief Exam # 1
Theoretical Perspective
Chapter 5:(text)The Social Context of Mourning (Martin) Chapter1
African American Structure & Chapter 2 (Billingsley)
Readings: Chapters: 4, 5 & 6 Logan, Freeman & McRoy
Cowger, C. (1994). Assessing client strengths. Social Work. 39, (3)
Assessment of Black Families
Chapter 4: Black Family Life Cycle(Freeman); Chapter 5:
Diversity among families (Logan), Chapter 6:Assessing Clients
Strengths (Cowger) Chapter Cultural and Racial Identity (McRoy)
*Self-Identity Cultural Analysis Paper Due
Assessment of Black Families (cont’)
Genograms and Family Systems Theory Chapter 10: Family
System Theory Discussion and In-Class Exercise: Constructing a
Genogram
Readings: Hepworth & Larsen: Direct Social Work Practice
Chapter 10: (reserve library reading and on-line)
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Assessment, Theory and Practice: The Genogram and Family
Systems Theory
Chapter 10: Family System Theory Discussion and In-Class
Exercise: Constructing a Genogram
Readings: Chapters: 7 Logan, Freeman & McRoy Readings:
(text) Chapter 6: Martin & Martin
Week 4
Intervention with Black Families
Chapters 7: Black Family and School
Chapter 6: The Inability to Mourn (Martin & Martin)
*Genogram Assignment Due
Reading: Chapter 9: Martin & Martin, Jones, L. (2004).
Empowering African American Women Informal Caregivers:
A Literature Synthesis and Practice Strategies, Social Work,
49, (1).
Week 5
*Brief Exam # 2
Chapter 9:Black Based Social Perspective (Martin & Martin),
Jones, L. (2004). Empowering African American Women Informal
Caregivers: A Literature Synthesis and Practice Strategies, Social
Work, 49, (1).
*Group Presentations
Evaluation & Wrap-Up
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