Boise State University
School of Social Work
SOCWRK 201
Spring 2008
Day/Time – T/Th. 9:15-10:30
Education- ITLC-ILC-304
Email: rallen@boisestate.edu
Robin W. Allen
Phone: 426-1568
Office: 716 Education Building
Hours: By appointment
Foundations of Social Work Practice
I. COURSE DESCRIPTION
Introduction to knowledge, values, and skills of strengths-based generalist social work
practice. Skill development in interviewing and generalist process of data collection,
assessment, planning, implementation, evaluation and termination. Survey of social work
history and practice in contemporary social service delivery systems. Service learning
component of 45 clock hours in approved social service organization. PREREQ or
COREQ SOCWRK 101
This is the first course in the generalist practice series; this course seeks to lay a
foundation to the values, knowledge, skills, and professional development for generalist
social work practice. This course provides a backdrop to build upon and integrate with
coursework in research, policy, human behavior in the social environment, and future
social work practice courses (SOCWRK 333, SOCWRK 444, & SOCWRK455).
Liberal arts perspective is incorporated through the use of critical and reflective thinking
and the integration of a broad range of theoretical approaches drawn from the content of a
variety of required and elective courses in English, the humanities, social sciences, natural
sciences and mathematics. Liberal arts courses incorporated in this course include but are
not limited to: General Psychology (PSY 101), Introduction to Sociology (SOC 101),
Introduction to Multiethnic Studies (SOC 230), or issues of Cultural Diversity (ANTH 209),
Principles of Microeconomics (ECON 201), Principles of Macroeconomics (ECON 202),
Fundamentals of Speech Communication (Comm 101), American National Government
(POL 101), or State and Local Government (POL 102), and Concepts of Biology (BIO
100).
II. EDUCATIONAL OBJECTIVES
This class prepares students for beginning level generalist social work practice through the
following four Educational Objectives and corresponding Educational Outcomes that
indicate attainment of the goals
VALUES – develop a strong commitment to social work values and to ethical practice that
includes services to the poor and oppressed that promote equality and social justice:

Demonstrate respect for the dignity and worth of all client systems

Demonstrate respect for the self-determination of all client systems and the
commitment to assist clients obtaining needed resources.
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
Demonstrate sensitivity to diversity through individualization, respect, and
appreciation for differences.

Promote the effective and humane operation of systems that provide people
with services, resources, and opportunities.

Identify the core values of social work and practice within the ethical code of
the profession.
Knowledge - gain knowledge in dynamic interaction between individual adjustment and
the environment, and the complexities and richness of human diversity, the social and
institutional factors that contribute to oppression and theories of change.

Understand the history of social work and the policies, structures and
programs of social welfare as a contemporary social institution.

Demonstrate a knowledge of the planned change process.
Professional Skills – utilize a planned change approach and interventions at a range of
systems levels through critical thinking skills and within a collaborative helping
relationship: and

Demonstrate skills for implementing a planned change approach
interventions across and between varying sizes of systems.

Demonstrate ability to manage and enhance the collaborative helping
relationship.

Demonstrate the use of critical thinking skills through purposeful reasoning
for the benefit of the client system.

Demonstrate the ability to identify and evaluate multiple perspectives and
develop plans for building strengths and achieving the aspirations of diverse
people.

Demonstrate ability to use critical thinking.
Development of Professional Self – integrate values, knowledge, and professional skills
required for the professional use of self.

Demonstrate the motivation for continued growth and expanding knowledge.
III. COURSE REQUIREMENTS

As part of this course, students are required to learn and observe social work
values and ethical standards of social work practice. Case content and practice
material that concerns clients, colleagues, and host settings are to be held in
confidence.
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
The interactive learning process of social work practice requires students to
prepare for class, attend and participate. Preparation, attendance and
participation are mandatory. Readings are scheduled by the week and it is
expected that readings are completed prior to class. Missed classes will
cause your grade to go down. It is wise to save your absences from class for
events such as illness, car trouble, emergencies at work, jury duty, or absence
on official University business. If something like this happens, call me at 4261586 or email at: rallen@boisestate.edu Legitimate reasons do NOT extend to
studying for exams, making up work for other classes. When you miss class,
you are not doing the same work as other students. This course requires
student participation; many class meetings will require the participation of every
member of the class. It is expected that students will make a substantial
contribution to all class activities.

Students are expected to respect the opinions and feelings of other students,
faculty members, and guest speakers even though they may differ from their
own. This respect will be demonstrated through tone of voice, content, nonverbal expression, and in the spirit of the learning community.

In accordance with the School of Social Work academic policy, students must
earn at least a grade of “B” to continue in the BSW program.

Students should complete assignments in a timely manner – all assignments are
due at the beginning of the class period of the day that the assignment is due.
Late assignments will automatically be reduced by at least one letter grade.
Assignments not completed or turned in will be entered as an “F”. Incompletes
will be given for this course only under conditions that meet Boise State
University Policy for Incomplete Grades.

All written work must be word-processed, free of error, in APA style. The APA
manual is available in libraries and bookstores. Staple the pages of each
assignment in the upper left-hand corner. Do not use paper clips and do not
submit your work in plastic notebook covers, folders, or binders. Use bond
paper. Do not use onion skin or erasable paper.

Academic dishonesty, including cheating on exams or plagiarizing, is not
consistent with ethical conduct in social work practice or classes. In cases of
academic dishonesty, university guidelines will be followed which could result in
the student failing the course. Failure of a required social work course will result
in automatic dismissal from the program. To avoid plagiarism (offering the words
or works of someone else as one’s own), use the APA style of citation. The
source should be credited by sentence or paragraph. Simply including a
literature citation in your list of references is insufficient. Refer to the Publication
of the American Psychological Association (APA) for accurate citation format.

Students who require special arrangements for assignments and/or
examinations due to a handicap or disability are responsible for making these
SOCWRK 201 Spring 2008
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arrangements with the Instructor. These arrangements must be made prior to
and well in advance of the assignment/exam due date. Students who require
special arrangements should alert the Instructor to their need by the end of week
two of the semester.

All electronic devices are to be turned off and put away during class.
IV. COURSE ASSIGNMENTS
1. Journal Writings. Each journal is worth 10 points for a total of 50 points. The instructor
will specify the content for the journaling entry. In addition to addressing the topic
specified by instructor, journals MUST include reference to assigned readings
(e.g., cite as a supporting reference, agree/disagree, etc.). Journals must be
approximately two pages in length and no longer than three pages and are to be
submitted at the beginning of class or e-mailed prior to class. Journal grades will
reflect quality of expression, not stated views or values. Points will be deducted if
you do not reference assigned readings.
2. Quizzes and In-class Writing Assignments. These will vary in point amount and date
and will be worth a total of 30 points.
3. Integrative Paper. Detailed instructions for this assignment will be handed out in class.
The paper will be due May 1st and is worth 50 points.
4. Service Learning. All students are expected to meet a 45-hour community service
commitment that reflects the mission of the social work profession. The servinglearning experience will be completed at a social service agency or organization for a
minimum of 45 hours. The site must be pre-approved by the instructor and selected
from the list provided by the instructor. Students must register with their chosen
agency on-line (http://servicelearning.boisestate.edu) by the third week of class. The
Agency Confirmation Agreement is worth 2 points. All students are required to
maintain a time sheet (included with syllabus). The form should indicate the number of
hours the student volunteered and the service-learning activity. The time sheet is due
on May 8th and is worth 3 points. Students must complete the 45 hours of service
learning to be considered for earning a grade of “B” or higher in this course.
5. Grading Criteria for Papers. Effective practice for generalist social work requires good
writing skills to communicate information accurately and concisely to others. For this
reason, formal writing assignments in social work courses will be evaluated both for the
content and ideas presented, as well as the writing criteria.
I. Presentation and Appearance
A. Neatness
B. Correct grammar (noun-verb agreement, sentence structure, proper and
consistent verb tense)
C. Use of non-sexist language
D. Spelling
E. Punctuation
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F. Correct usage of APA style
II. Organization
A. Structure and format of the paper
B. Logical sequencing and continuity of ideas
C. Clarity of expression
D. Conciseness
III. Content as indicated by specific paper assignment
All formal papers will be typed, double-spaced, and paginated. APA citation style is to
be used, including in-text referencing and a bibliography. Students experiencing writing
difficulties are encouraged to seek assistance with the University’s writing center.
6. Summary of Course Requirements:
REQUIREMENT
Journal
DUE DATE
Varies
POINTS POSSIBLE
50
Quizzes/In-Class Writing
Integrative Paper
Service Learning Agency Confirmation
Agreement
Service Learning Signed by Supervisor Time
Sheet
Total points
Varies
May 1
February 7
35
50
2
May 8
3
140
7. Grading Scale:
Final Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
Points
136-140
129-135
126-128
122-125
116-121
112-115
108-111
102-107
98-101
94-97
88-93
84-87
0 – 83
Percentage
97 – 100
92 - 96
90 – 91
87 – 89
83 – 86
80 – 82
77- 79
73- 76
70 – 72
67 – 69
63 – 66
60 – 62
0 – 59
Grade Description
Distinguished work
Superior work
Average work*
Below average work
Failure
* A grade of “C+” is the highest grade that can be earned if the 45 hours of
service-learning work is not completed.
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V. REQUIRED TEXTBOOK AND READINGS
1. Berg-Weger, M. (2005) Social Work and Social Welfare: An Invitation. Boston, MA:
McGraw-Hill Publishing.
2. Grobman, L. M. (Ed.) (2005). Days in the lives of social workers: 54 professionals
tell “real life” stories from social work practice (3rd ed). Harrisburg, PA: White Hat
Communications.
3. Practicing Social Work CD-Rom
4. Textbook website: http://www.mhhe.com/berg1
5. Kottler, J. (2008). A brief primer of helping skills. Los Angeles: Sage Publications.
6. Blackboard course site: http://blackboard.boisestate.edu
7. Idaho Statesman: www.idahostatesman.com
8. NASW website: www.socialworkers.org
9. State NASW website: http://www.naswidaho.org
10. Strom-Gottrfried, K. (2005) Ethics in Introductory Social Work and Social Welfare: A
Primer to accompany. New York, NY: McGraw-Hill Publishing.
VI. OUTLINE OF CONTENT AND READINGS
Students are expected to be prepared for class by familiarizing themselves with all
assigned readings, completing assignments, and being ready to participate in the topics
and activities for each class.
WEEK 1 - January 22 & 24
TOPICS:
Introduction to course and service learning component. A brief overview of NASW
Code of Ethics
READINGS:
1. NASW Code of Ethics
2. Strom-Gottfried Chapter 1, “Values and Ethics”
3. Read one chapter from Days in the Lives of Social Workers – your choice
WEEK 2 - January 29 & 31
TOPICS:
A Glimpse into the World of Social Work: What is Social Work? What Do Social
Workers Do? Whom Do Social Workers Serve and Where Do Social Workers Work?
READINGS:
1. Berg Chapter 1, “A Glimpse into the World of Social Work”
Greenwood, E. (1957). Attributes of a profession. Social work, 2(3), 45-55.
2. Tillich, P. (March, 1962). The philosophy of social work. Social service review,
36, 13-16.
3. Read one chapter from Days in the Lives of Social Workers – your choice
Week 3 and Week 4 - February 5 & 7 and February 12 & 14
TOPICS:
Historical Roots of Social Work and Social Welfare
Century by Century: 16th-21st
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Poverty in the US: History, Approaches, Barriers, and Programs
What is it Like to be “Poor?”
Attend: Idaho NASW Advocacy Day – details will be provided
Due: Service Learning Contracts
READINGS:
1. Berg, Chapter 2, “The History of Social Work and Social Welfare”
2. Flexner, A. (1925). Is social work a profession? Proceedings of the National
Conference of Charities and Correction, 42nd annual session, Baltimore, MD:
May 12-19, 1915.
3. Berg, Chapter 3, “US Poverty and the Implications for Social Work”
4. Abramovitz, M. (2001). Everyone is still on welfare: the role of redistribution in
social policy. Social work, 46(4), 297-308.
5. Addams, J. (1912). “Chapter V: First Days at Hull House” in Twenty years at
Hull House. NY: McMillan and Co. (online, with autobiographical notes, at:
http://digital.library.upenn.edu/women/addams/hullhouse/hullhous-05.html
WEEK 5 – February 19 & 21
TOPICS:
The Social Work Environment: People, Challenges, and Opportunities
Introduction to Helping Skills and Theories of Helping
READINGS:
1. Berg, Chapter 4, “The Social Work Environment”
2. Haynes. K.S. (1998). The one-hundred year debate: Social reform versus
individual treatment. Social work, 43(6), 501-509.
3. Polack, R.J. (2004). “Social justice and the global economy: new challenges for
social work in the 21st century.” Social work, 49(2), 281-290.
4. Kottler, Chapter 1, “Learning Helping Skills”
5. Kottler, Chapter 2, “Theories of Helping”
6. Read one chapter from Days in the Lives of Social Workers – your choice
Week 6 – February 26 & 28
TOPICS:
Diversity in Social Work Practice
Understanding the –isms: Discrimination and Oppression Based on Identity
Processes and Stages of Helping
READINGS:
1. Berg, Chapter 5, “Diversity in Social Work Practice”
2. Canda, E.R. (1988). Spirituality, religious diversity, and social work practice.
Social Casework, 69(4), 238-247.
3. Carlton-LaNey, I. (1999). African American social work pioneers’ response to
need. Social work, 44(4), 311-321.
4. Fellin, P. (2000). Revisiting multiculturalism in social work. Journal of social work
Education, 36(2), 261-278.
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5. Gil, D. (1998). Confronting injustice and oppression (chapter 6, Social- change
oriented “radical” practice, pp. 101-127). NY: Columbia University Press.
6. Kottler, Chapter 3, “Processes and Stages”
7. Read one chapter from Days in the Lives of Social Workers – your choice
Week 7 - March 4 & 6 – no class
- work on service-learning hours!
WEEK 8 – March 11 & 13
TOPICS:
Identifying Values and Ethics
Understanding the Core Values and Ethical Principles of the Social Work Profession
Ethical Dilemmas: When the Personal and Professional Conflict
Developing Helping Relationships
READINGS:
1. Berg, Chapter 6, “Values and Ethics in Social Work Practice”
2. Strom-Gottfried, K. (2005). Ethics in Introductory Social Work and Social
Welfare: A Primer. Boston, MA: McGraw-Hill Publishing.
3. Kottler, Chapter 4, “Helping Relationships”
WEEK 9 - March 18 & 20
TOPICS:
The Frameworks Behind What Social Workers Do: Generalist Practice, Theories, and
Perspectives
From Theory and Perspectives to Helping People
Explorations Skills in Helping
Readings:
1. Berg, Chapter 7, Social Work Perspectives and Methods
2. Saleebey, D. ( 1996). The strengths perspective in social work practice:
Extensions and cautions. Social Work, 41(3), 296-305.
3. Kottler, Chapter 5, “Exploration Skills”
WEEK 10 - March 25 & 27/Spring Break
WEEK 11 - April 1 & 3
TOPICS:
Fields of Social Work Practice: Social Workers Share Stories from the “Real” Social
Work World
Developing Action Skills
READINGS:
1. Berg, Chapter 8, Fields of Social Work Practice
2. Kottler, Chapter 6, “Action Skills”
3. Recommended readings are included on the Blackboard site.
WEEK 12 – April 8 & 10
TOPICS:
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Social Work Practice with Individuals and Families
Making a Difference: Understanding Social Work Practice Skills
Developing Skills in Brief Interventions
READINGS:
1. Berg, Chapter 9, Social Work Practice with Individuals and Families
2. Goldstein, H. (1983). Starting where the client is. Social casework, 64. 2673. Hartman, A. (1981). The family: A central focus for practice. Social work, 7-13.
4. Hartman, A. (1978). Diagrammatic assessment of family relationships. Social
casework, 59, 465-76.
5. Kottler, Chapter 7, “Brief Interventions”
WEEK 13 – April 15 & 17
Topics:
Social Work Practice with Groups
Types of Groups
Skills as a Group Leader
READINGS:
1. Berg, Chapter 10, Social Work Practice with Groups
2. Kottler, Chapter 8, “Leading Groups: Nuts and Bolts”
WEEK 14 – April 22 & 24
TOPICS:
Social Work Practice with Organizations and Communities
Models and Skills of Change in Social Work with Organizations and Communities
READINGS:
1. Berg, Chapter 11, Social Work Practice with Organizations and Communities
WEEK 15 and Week 16 – April 29, May 1, 6 & 8
TOPICS:
The Social Work Profession
Employment and Career Information
Socialization and Current Issues
READINGS:
1. Berg, Chapter 12, The Social Work Profession
2. Gibelman, M. & Schervish, P.H. (1997). Where we are going. Trends and
Issues (chapter 7, pp. 152-173). Who we are. A second look. Washington, DC:
NASW Press
3. Kottler, Chapter 9, “Looking at Yourself”
WEEK 17 – May 15 No Final Exam--DONE!
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