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Whittier College Department of Sociology, Anthropology & Social Work
SOWK 240: Introduction to Social Work
Instructor:
Class Location:
Day/Time:
Office Hours:
Office:
Mail Box:
Telephone:
Email:
Michelle Fernandes, M.S.W., L.C.S.W.
SCI 204
MTWRF 9:00 am – 11:30 am
After class and by appt.
Platner Hall 207
Platner Hall Reception
(562) 907-4290 leave message with Olivia Solis
mfernand@whittier.edu
Whittier College Social Work Program Mission Statement
The Whittier College undergraduate Social Work Program seeks to prepare diverse
students to become self-reflective, compassionate, ethical, knowledgeable, and skilled
generalist social workers who are committed to life long learning. We prepare students
to practice in the aid and empowerment of diverse groups, particularly vulnerable and
oppressed communities. We work for the advancement of human rights in local,
national, and global environments.
Affirming the historical roots and mission of Whittier College, the social work program
provides learning experiences that inspire students to become advocates for peace and
social and economic justice. Students’ learning is a combination of “knowing” and
“doing” grounded in the liberal arts foundation and interdisciplinary, research-based
knowledge and problem solving. We value generalist skill development that prepares
reflective social work practitioners committed to promoting human well being and
shaping and nurturing the profession for the twenty-first century.
A Brief Overview of this Course
This course is designed to introduce students to the profession of Social Work and to
provide an “experiential sense” of what the field of social work is really like. The course
is designed to familiarize students with the multi-faceted nature of social work, the
various social work roles and settings in which a diverse client population is served, and
the knowledge, values, ethics and skills that guide the profession. We will focus on the
themes of social and economic justice and the ways that social work enhances and/or
deters access to justice in our society. We will also become familiar with social work
responses to creating a society that offers equal access to life-enriching resources and
opportunities.
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Understanding Generalist Social Work Practice
Generalist social work practitioners promote human well being for both diverse and
oppressed groups in individual, family, group, organizational, community, and global
settings. They utilize self-reflection, critical thinking, evidence-based knowledge,
professional values, and a wide range of skills to collaborate with others to create
“personal and social transformation”. Generalist social work practitioners, under
supervision, engage in socially just practice through an interactive process of change
which includes:
1. engagement – collaborating with clients/partners to promote helping relationships;
2. teaching & learning – a mutual process of discovering client/partner strengths and
challenges and planning for strategic change;
3. action and accompaniment – working together with clients/partners to create
meaningful change;
4. evaluation & critical reflection – assessing the process with clients/partners and
reflecting on one’s personal and professional experience; and
5. celebration and new engagements – affirming success and planning with
clients/partners for sustained growth and change.
Reference: Finn, J.L. & Jacobson, M. (2008). Just practice: A social justice approach to
social work. 2nd Edition. Peosta, Iowa. eddie bowers publishing co, inc.
Social Work Program Learning and Culture
When you are admitted into the Social Work Program, you become a member of both an
academic major and a profession. This membership is both a privilege and
responsibility that is informed by your own judgment, the Social Work Program’s
guidelines, and the NASW Code of Ethics (2008). All students enrolled in social work
classes, whatever their declared majors, are held to the standards of the NASW Code of
Ethics (2008), the IASSW Code of Ethics, and the United Nations Declaration of Human
Rights.
Our social work classes and field placements reflect a professional culture of “best
practices” that call out the highest standards of social work values and ethics. We
behave this way now, not just in the future. We learn more than information. We also
learn to behave in ways that promote growth for ourselves and for our community.
The social work value of “competence” shapes our own Social Work Program (NASW
Code of Ethics, 2008). When we are competent, we honor both our abilities and
limitations. We show up. We do our best. We are prepared to participate in class and in
field. We contribute by completing assignments in a timely and thoughtful manner. We
are actively engaged in discussions that benefit our learning as well as our colleagues.
We respect confidentiality and the limits of confidentiality as guided by our instructors.
We ask for support when we need it. We invest in others when we are able. We are
engaged in our community partnerships and field placements, honoring the guideline
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of the agency, our field educators, our faculty, and our own professional wisdom. We
listen, reflect, and learn - about ourselves, our colleagues, our discipline, and our world.
And we have fun in the process!
We will identify as a professional social worker and conduct oneself accordingly.
Social workers serve as representatives of the profession, its mission, and its core values.
They know the profession’s history. Social workers commit themselves to the
profession’s enhancement and to their own professional conduct and growth. Social
workers:
_advocate for client access to the services of social work;
_practice personal reflection and self-correction to assure continual professional
development;
_attend to professional roles and boundaries;
_demonstrate professional demeanor in behavior, appearance, and communication;
_engage in career-long learning; and
_utilize supervision and consultation.
Course Objectives
Upon successful completion of the course, you should competently be able to:
1. Demonstrate an historical understanding of ways in which social work has
enhanced and/or deterred opportunities for social and economic justice in
American society;
2. Critique the effectiveness of various social work interventions with vulnerable
populations (children, clients who are homeless, elderly, incarcerated,
impoverished, struggling with addictions, etc.);
3. Recognize the extent in which a culture’s structures and values may oppress,
marginalize, alienate, or create or enhance privilege and power;
4. Apply and critique “just social work practice”, generalist practice knowledge and
skills in a collaborative partnership community partners.
5. Gain sufficient self-awareness to eliminate the influence of personal biases and
values in working with diverse groups;
6. View self as a learner and engage those with whom you partner as informants;
and
7. Demonstrate professional social work ethics and values, including demeanor in
appearance, communication and behavior in the classroom and with our
community partners.
Your Responsibilities as a Member of a Learning Community
1. In the Classroom. By your enrollment in this course, you agree to be a member
of a learning community. This membership includes rights (to be respected, to be
challenged to grow, to help make decisions relevant to our class) and
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responsibilities (such as regular/punctual attendance, engaged participation, and
a willingness to explore new ways of thinking).
Our class is designed to promote learning and growth through thinking, doing,
enacting our ideas, reflecting on our experiences, and applying our knowledge to
our academic and career goals. We will analyze different forms of knowledge
(practice wisdom, theories, research findings, and your interpretation of your
own life experiences), develop skills in working with people and communities,
and learn from practitioners and clients in the community.
This is a process-oriented course that includes your input at many levels (syllabus
construction, developing exams, homework and activities, developing our community
project, etc). Therefore, we will use a syllabus as a guide and make changes as we see fit.
The instructor reserves the right to reschedule events (delay or delete
content/activities, or exchange for more relevant content activities) to insure the
best learning outcomes for all.
As you come to class, bring in your questions, your assumptions, and ideas that
will stimulate our thinking. Your own life experiences and wisdom can be used
productively to enrich us all.
Statement of Need
Students desiring accommodations on the basis of physical, learning, or psychological
disability for this class are to contact Disability Services. Disability Services is located on
the ground floor of the Library, room G003, and can be reached by calling extension
4825.
Academic Honesty (Whittier College Catalog, 2013 – 2015).
Because the preservation of academic honesty is as fundamental to our shared enterprise
as the transmission of knowledge, the faculty and administration of the College regard
educating students in academic integrity to be as important as inspiring them to rise to
the challenge of learning. Students are expected to produce independent work and to
cite sources of information and concepts. When these principles are breached and a
student misrepresents his or her level of knowledge, the basic framework of scholarship
is broken. In these instances, students will be held accountable and will face sanctions
that range from a warning to expulsion from the College. Ignorance of what constitutes
plagiarism or cheating is not a valid defense. If students are uncertain of policies, they
should consult the instructor for clarification.
Required Readings:
Finn, Janet L. & Jacobson, M. (2008). Just practice: A social justice approach to social work.
2nd Edition. Peosta, Illinois. Eddie Bowers Publishing Co.
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Additional Readings may be assigned in syllabus located in electronic format on
Moodle. You must have your Whittier College email account activated to access your
assigned readings and participate in this class. We will discuss how to access your
readings during the first week of class.
Course Schedule, Activities, and Assignments
1-5-15/ Monday
Introduction to the course and to each other
Bring these supplies: 25 points towards participation
1. 3” Ringed Binder for Portfolio
2. Tab Dividers for Portfolio with printed tabs for:
Tab for Introduction
Tab for Resume
Tab for My Praxis Philosophy Paper
Tab for Skill Cards
Tab for Concept Cards
Tab for Conclusion
Tab for Backing Papers (class notes, handouts, etc.)
3. Plastic Sheet Protectors with Pockets - file under Skill
and Concept Cards Tabs
Also bring two items for class discussion:
1. Something that represents power and what it means to
you (text, p. 45 for examples).
2. Newspaper or journal item that represents an influential
point in time of your life (text, p. 41 for examples).
Assigned Readings:
Finn and Jacobson, Ch. 2: Imagining Social Work and
Social Justice, pp 13-61.
1-6-15/ Tuesday
Lab Day – Presentation preparation on history of social
work, skill and concept cards
Assigned Readings:
Finn and Jacobson, Ch. 3: Looking Back, pp.63-92.
1-7-15/ Wednesday
In-class Presentations - History of Social Work
Due: 10 Concept and 10 Skills cards completed
25 pts
25pts
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1-8-15/ Thursday
Values, Ethics and Visions
Bring for class discussion:
Completed “Social Class Questionnaire” on page 155 of
the text. You will need to have the responses written out,
either by hand or in typewritten form.
Assigned Readings:
Finn and Jacobson, Ch. 4 Values, Ethics and Visions,
pp.109 - 128.
Review this website:
The NASW Code of Ethics
www.socialworkers.org/pubs/code/default.asp
1-9-15/Friday
Guest Educator
In-class Workshop - Praxis Paper Draft I Overview: What
does Just Practice Mean? (See Praxis Final Paper Prompt
I–III)
Assignments: Review these websites related to guest
www.wccshope.org
www.sheltersrighthand.org
Assignment Due - Portfolio Introduction due on Moodle
by midnight
See prompt III in syllabus
25 points
1-12-15/ Monday
Theoretical Perspectives
Assigned Readings:
Finn and Jacobson, Ch. 5: Just Thinking: Theoretical
Perspectives on Social Justice-Oriented Practice, pp. 163185.
Assignment Due - Praxis Paper Draft I: What does Just
Practice Mean? (See Praxis Final Paper Prompt I- III) due
on Moodle by midnight
25 points
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1-13-15/ Tuesday
Engagement
Assigned Reading:
Finn & Jacobson, Ch. 6: Just Get Started: Engagement
pp. 211 – 233.
1-14-15/Wednesday
Guest Educator
Skill and Concept card checkpoint - 10 of each
Engagement Cont.
Assigned Reading:
Finn & Jacobson, Ch. 6: Just Get Started: Engagement
pp. 233 – 263.
1-15-15/Thursday
Teaching and Learning
In-class Workshop - Praxis Paper Draft II Overview:
Ethical Principals and Behaviors (See Praxis Paper
Prompt V - VI)
Assigned Reading:
Finn and Jacobson, Ch 7: pp. 265 – 310.
1-16-15/ Friday
Mandatory Field Trip TBA
1-19-15/ Monday
Action and Accompaniment
Assigned Reading:
Finn and Jacobson, Ch. 8: Action and Accompaniment, pp.
313-349.
Assignment Due: Praxis Paper Draft II Due: Ethical
Principles & Behaviors
Due on Moodle by midnight
25 points
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1-20-15/ Tuesday
Evaluation, Reflecting and Celebrating
Assigned Reading:
Finn and Jacobson, Ch. 9: Evaluating, Reflecting on, and
Celebrating our Efforts, pp.377-411
1-21-15/ Wednesday
In-class Workshop - Resume development, praxis paper
writing and portfolio preparation
Skill and Concept card checkpoint - 10 of each
1-22-15/ Thursday
In–class Workshop: Portfolio Peer Review
Assignment: Bring Portfolio to Class for Peer Review
Peer Review 25 points towards Final Portfolio
1-23-15/ Friday
No class- Finalize your praxis paper and portfolio
Assignment Due: Resume
Due on moodle by midnight
50 points
1-26-15/ Monday
FINAL EXAM 9:00 – 10:00 am Your Portfolio is your final
exam. It is due (with your final praxis paper and
conclusion) in my office by 10:00 am.
Assignments and Grading System
Possible Points
1.
2.
3.
4.
5.
6.
Attendance and participation
Portfolio Introduction
Praxis Paper Drafts: I and II - 25 pts. each
Final Praxis Paper
Resume
Integrative Portfolio
(with Skill/Concept Cards and Conclusion)
Total Points
Grading Scale
125
25
50
100
50
A
B
C
D
90- 100%
80-89%
70-79%
60 - 69%
150
500
Course Requirements
1. Attendance and Participation: Students learning in this course will come from
participation in class discussions, group activities, and interaction with guest
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speakers. Therefore attendance and participation in all class sessions is required.
Students may not miss more than three classes. On the fourth absence, your
grade will drop by one letter grade. Also, if you chronically arrive late or leave
early, or arrive for class not having done the readings and appear unprepared, I
reserve the right to mark you absent for that class. I will be taking roll each class.
If you do run into a personal difficulty that affects your attendance, please see
me as soon as possible. We can usually work out a plan that allows you to be
successful in class.
2. Reading Assignments/Homework/Quizzes: Each student is expected to complete
all reading assignments prior to the day of class. In some instances, specific page
numbers from the text chapters or supplemental readings will be assigned on a
per class basis. Class discussions will be based on the readings and students will
be expected to come ready to discuss the material assigned. It should be noted
that course readings will not always be exclusively reviewed in class. However
students are responsible for knowing all the material in the readings assigned.
Students are expected to use knowledge gained from course readings to
participate and enhance class discussion. Additionally, there will occasionally be
homework tasks expected to be completed prior to class, such as journal entries,
short answer reflections to prompts given in class, and other assigned tasks.
Students may also expect in-class quizzes and activities. Readings, homework
assignments, in-class activities and quizzes will be reflected in your participation
grade.
3.
Integrative Portfolio. Portfolios are used in many disciplines to demonstrate
talents, abilities, competencies, achievements, and potential (Cournoyer &
Stanley, 2002).
a. What is the focus of my Integrative Portfolio? Your portfolio is designed to
document your growth and development regarding the course content
throughout the semester. You will organize your work using the following
tabs:
 Introduction
 My Philosophy of Praxis Final Paper (include your two Praxis Paper
Drafts here)
 Concept Cards
 Skill Cards
 Resume
 Conclusion
 Backing Papers (notes, handouts, etc.)
b. How do I build an Integrative Portfolio? Keep all assignments and learning
activities that you complete in this course. File them in your three ring
binder after they have been graded. You may also want to include
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assignments from other courses that relate to our course objectives. You will
reflect on your work and the changes/growth that you experience throughout
the semester.
You will assemble your graded assignments in a three ring binder and refer
to them as the course progresses. Each learning experience outlined in this
syllabus is designed to contribute to others, all leading to a coherent
conclusion – in your Praxis Paper and in your Conclusion Paper. Review all
of your assignments and activities over the semester to respond to the
questions that will frame your Integrated Portfolio.
Portfolio Assignments
Integrative Portfolio Assignment I: Skill Cards and Concept Cards
Periodic Checks throughout course and at Portfolio Workshop
Final Due Date: Monday, 1-26-15 (Include on Final Portfolio)
50 points
Concepts are ideas that help us build theory, understand why we do what we do,
and help us develop questions for our next steps. Skills are behaviors that we
intentionally use to develop and sustain a working relationship others.
During the semester, you will use note cards to keep track of your developing
social work concepts and skills. You will be responsible to bring these cards to
class. They are available in the Platner hall reception area. We will spend time
in class identifying concepts and skills, applying them in role play and reflecting
on our work together. You will build on your knowledge of use of concepts and
skills throughout the semester. You will also record your new concepts and
skills on your cards as you learn. You will include these concept cards and skill
cards in your Integrative Portfolio. Each concept and skill card will have the
following information:
 Name of the skill or concept (front side)
 Definition of the skill – in your own words (back side)
 Example of how you have utilized the skill (back side).
Integrative Portfolio Assignment II: Introduction and Conclusion
2 @ 25 points
Introduction Paper Due Date: Friday, 1-9-15 by midnight on moodle
Your paper should be approximately two pages, double spaced, and should
address the following questions:
 What do I expect to learn from this class (my learning goals)?
 What will I do to be successful? (Include strategies that are both
academic and collaborative with your colleagues)
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
What questions to I have about this class? How will I find the
answers?
Conclusion Paper Due Date: Monday, 1-26-15 (Include in Final Portfolio)
Your paper should be approximately two pages, double-spaced, with
bibliography.
 What goals did I accomplish? How did I do this?
 What did I learn about domestic violence in our community and
other related issues? How, if at all, have my views and feelings
changed?
 How did my involvement in this course and with WCCS shape
what I have learned about myself?
 What did I learn about diversities as a result of this course and the
community project?
 What will I take away from this course that will assist me in future
academic and vocational experiences?

Integrative Portfolio Assignment III: Praxis Paper Draft I and Draft II
2@25points
Draft I Due Date: Monday, 1-12-2015 by midnight on moodle
What does Just Practice Mean? (See Praxis Final Paper Prompt I - III)
Draft II Due Date: Monday, 1-19-2015 by midnight on moodle
Ethical Principles and Behaviors (See Praxis Final Paper Prompt V-VI)
Integrative Portfolio Assignment IV: Professional Resume
Resume Due Date: Friday 1-23-15 by midnight on moodle
Integrative Portfolio Assignment IV: My Philosophy of Praxis Final Paper
Final Due Date: Monday, 1-26-15 (Include in Final Portfolio)
50 points
100 Points
This paper will likely be 8-10 pages in length. This
Assignment helps you define the meaning of Just Practice and the
possible ways that Just Practice can shape your world. It also asks you to
think about the influences of family, friends, society, culture, your
physical environment, and life experiences, as they relate to your
thoughts about Just Practice and beneficial social change.
.
For Social Work Majors: This paper is required as part of your application to the Social
Work Program. Thus, it is important that you keep an electronic and paper copy of the paper
if you decide to apply for admission to the Social Work Program.
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I.
Define “just practice”
 What does “just practice” mean to you – in your own words? Cite
sources from your text, additional readings, and include them in your
bibliography. Demonstrate that you understand the authors’ ideas
and can explain them.

Describe the five key concepts of Just Practice: meaning, power,
context, history and possibility. Discuss how each of these concepts
relates to our community partnership.

Describe the process of Just Practice, identifying each action that
we utilize: Joining, teaching-learning, action and accompaniment,
evaluating, reflecting and celebrating our efforts.
II. Understanding Just Practice and your own Life Experiences: An ecological view
How do the five key concepts of Just Practice relate to your own family life? For
example, select one key concept and discuss how meaning, history, power,
context, or possibility play a part in your family’s story. You should include the
following topics in your discussion:

Geographic location: where does your family live? In an urban or
rural area? How does your neighborhood shape your family
identify and life stories:

Cultural identity: what cultural or ethnic identities do you identify
with as a family?

Resources: what resources does your family have available, for
financial, educational and medical needs?

Power analysis, Diversity and Differences: Give an example of how
social structures and values may oppress, marginalize, alienate or
create/enhance privilege and power in a community you’ve known.
III. Family Beliefs and Values: An ecological view

How do your family’s political views influence your understanding
of giving and receiving help?

Who would your family feel comfortable asking for help? Identify
at least two spiritual traditions or values that your family shares.

What do they mean to you? How can these values, if at all, help
you understand the spiritual values of another person or group? How
do these traditions shape your family’s views on giving and receiving
help?

Your own beliefs and values: Do your own spiritual or political
views differ from that of your family’s? Give examples of how this
may or may not be the case.
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IV.
V.
Identifying your own Professional Ethical Principles and Behaviors

What ethical principles do you think are essential in forming a
collaborative relationship with a community partner? With our
fellow classmates? Identify and discuss at least two ethical
principles or values, citing the NASW Code of Ethics (2008); and the
UN Declaration of Human Rights.

Identify at least two ethical issues (such as confidentiality, client
right to self-determination, competence, etc.,) and discuss how these
ethical issues influence your relationships with class members and
implementing your community project.
Integrating Theories with Praxis Experiences: Refer to your Concept Cards

Briefly describe at least two theories/models/perspectives and give
specific examples of how they shape your working relationships
with class colleague and others in the community. In your
discussion, include key assumptions and the limits of this theory.

How do theories/perspectives inform your understanding of the
programs at WCCS?

How do theories/perspectives inform your understanding of
domestic violence in Whittier? Or in our country? Our global
community?
VI. Analyzing your Practice Skills: Refer to your Skill Cards and Competency/Practice
Behavior Cards

What practice skills are you using in your classroom and in the
community while working with your colleagues and your
instructors? Discus at least five examples of skills drawn from your
skill card collection. Identify, define and give examples of how you
use these skills intentionally in class and in the community.

Competencies and Practice Behaviors: Refer to your
Competency/Practice Behavior Cards: What skills and concepts
have you used to attain generalist social work practice behaviors?
Give examples of two practice behaviors, identifying skills and
concepts that help you implement them.
VII. What have you “unlearned” from this partnership and class experience?
 About your own views on why and people are in relationships
with domestic violence
 About agencies that provide services to people who seek help
 About our government’s response to people who experience
domestic violence
 What personal biases do you discover when you work with
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
people whose life experiences are different from your own?
What other ideas or beliefs have changed as a result of your
participation in this course?
IX. Reflecting on your Learning Experience.
 What did you do to make this a meaningful experience for
yourself? For others? Give examples of ways that you
intentionally contributed to your colleagues and your project.
 What would you do differently next time to maximize your
learning experience and interactions with others?
 What suggestions do you have that can improve this learning
experience?
Requirements for all written assignments:
1. All written assignments must be typed with font size of 12, double-spaced with no
larger than 1 inch margins on all sides.
2. All pages must be numbered.
3. Papers must be appropriately referenced. A reference list must be attached in APA
format (see Publication Manual for the American Psychological Association, 5th Edition,
available in the library). In addition, any source listed in the reference list must be
cited in the paper itself.
4. Review your assignments carefully for clarity, punctuation, grammar and spelling
before submitting them. Do not always trust spell check on your computers.
5. Do not use contractions such as “don’t, I’m, isn’t” etc. in your written assignments.
6. All assignments must be completed and submitted to Moodle (unless otherwise
specified) on time. Any assignment submitted late (after midnight on the assigned
due date) will be deducted 10 points. Another 10 points will be deducted for each
additional day the assignment is late.
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Websites of Interest:
www.cbpp.org/housingvoucher.htm Center on Budget and Policy Priorities
www.cwla.org
Child Welfare League of America
www.cswe.org
Council of Social Work Education (CSWE)
http://www.faithtrustinstitute.org Faith Trust Institute
www.famerenaissance.org
First A.M.E. Church Renaissance Center
www.first5.org
First 5
www.followthrough.net/WAPJC
Whittier Area Peace & Justice Coalition
www.lswo.org.
Latino Social Work Organization
http://dvcouncil.lacounty.gov/
Los Angeles Domestic Violence Council
http://www.mincava.umn.edu/
Minnesota Center Against Violence and Abuse
www.nami.org
National Alliance of the Mentally Ill
http://www.ncadv.org/
National Coalition against Domestic Violence
www.nationalhomeless.org/
National Coalition for the Homeless
www.naswca.org
National Organization of Social Workers, CA
www.pflag.org
Parents, Families, and Friends of Lesbians and
Gays
http://www.sheltersrighthand.org/ Shelter’s Right Hand
www.redandgreen.org/SWAA/SWAALinks.htm Social Welfare Action Alliance,
www.rtumble.org
identifies current “hot topics” in legislation and
policy
www.hud.gov/homeless/index.cfm U.S. Department of Housing and Urban
Development/Homeless
www.wccshope.org
Whittier Women and Children’s Crisis Shelter
www.nyu.edu/socialwork/wwwrsw World Wide Web Resources for Social Workers