FAYETTEVILLE STATE UNIVERSITY
COLLEGE OF HUMANITIES AND SOCIAL SCIENCES
DEPARTMENT OF SOCIAL WORK
MASTER OF SOCIAL WORK PROGRAM
LOCATOR INFORMATION:
Semester: Fall 2004
Course Number and Name: SWRK 610 Social Work Practice with Families
Semester Hours of Credit:
3
Day/Time Class Meets:
T
Room/Bldg. Where Class Meets: TS 104, 6: 00 P.M. Tuesday
Instructor’s Name:
Annie McCullough Chavis, Ed.D, CMSW, ACSW
Office Phone#:
910-672-1852
Email Address:
achavis@uncfsu.edu
Office Location:
209-D Taylor Science
Office Hours:
T TH 10:00 – 1:00 P.M.
T
3:00 – 5:00 P.M.
*Also available by appointment
COURSE DESCRIPTION:
This course critically evaluates methods used for assessing families of diverse, social,
economic, cultural, racial, and ethnic backgrounds. Students develop a knowledge base
of theory, and models of family intervention. Family constellations are examined to
include families of color, single parent families, extended and blended families, adoptive
and foster care families, and gay and lesbian families. Pre-requisite: SWRK 540
REQUIRED TEXTS:
Kilpatrick, A., & Holland, T. (2003). Working with families: An integrative model by
level of need (3rd. ed.). Boston: Allyn & Bacon.
McAdoo, H. (1999). Family ethnicity: Strength in diversity. Thousand Oaks: CA. Sage.
SUPPLEMENTARY TEXTS:
American Psychological Association, (2001). (5th. Ed.). Publication manual.
Washington, DC: APA.
Constable, R., & Lee, D. (2004). Social work with families: Content and process.
Chicago: Lyceum.
Freeman, E., & Logan, L. (2004). Reconceptualizing the strengths and common heritage
Of Black families: Practice, research, and policy issues. Springfield, IL: Thomas.
Martin, E. P., & Martin, J. M. (1995). Social work and the Black experience. Washington
DC: NASW Press.
Petr, C. G. (1998). Social work with children and their families: Pragmatic foundations.
New York: Oxford University Press, Inc.
1
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:
Upon completion of the course, a student is able to demonstrate:
1. Knowledge of major concepts used in understanding the dynamics of family
interaction and a family-centered approach to social work practice from an
ecological/family systems perspective.
2. An understanding of how issues such as race, ethnicity, social class, gender, and
sexual orientation may affect patterns both within the family and in their
exchange with community systems, including agencies and practitioners.
3. The ability to assess and understand family strengths and vulnerabilities, and
establish thorough treatment interventions that encourage and empower families
to select their own optimal solutions.
4. The ability to develop social interventions, based upon thorough assessment that
are directed toward achieving the purpose and goals of treatment and family
centered social practice.
5. An understanding of major ethical issues associated with clinical practice with
families, and an ability to formulate decisions consistent with the ethical
guidelines of the profession of social work
6. An understanding of how to apply and evaluate the outcomes of family
assessment and advanced social work practice with families.
7. An understanding of the study process of one’s own family of origin, and the
significance of these personal historical data for the enactment of the clinical
practitioner role in working with clients from diverse backgrounds.
8. An understanding and examination of critical analyses of policies and practices
that significantly affect families and diverse families from an empowerment and
social justice perspective.
9. The ability to use treatment goals and intervention approaches, including the basic
tenets of the approach, and application to diverse families based upon levels of
need of the family.
2
COURSE EVALUATION AND GRADING SCALE:
Assessment framework =
100
90-100 = A
Genogram Project
=
100
89- 80 = B
Visual Genogram
100
79- 70 = C
Oral Group Presentation =
50
69 & below = F
Brief Essay Exam
=
50
Attendance & Class Participation = Bonus 5
CLASS FORMAT: This is an interactive 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 schedule
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. Later papers will be reduced ½ letter grade for each day late.
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). I suggest using the writing center, if necessary.
CLASS BEHAVIOR: Telephones and /or beepers are to be turned off during class.
Please refrain from eating or any behavior that distracts from the learning process.
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 student presentations, in class experiential activities, and resource
speakers. Blackboard, audio and visual materials will be utilized as supplementary
materials as appropriate. This is a web enhanced course with information posted on
Blackboard.
3
COURSE OUTLINE
Sessions
Session 1
8.22/05
Topics
Course
Activities &
Objectives
Readings
Syllabus Overview & (Obj., 1, 2, 3) Kilpatrick &
Assignments
Holland,
What is Family Social
Chapter 1
Work Practice?
Levels of Family
Needs
Session 2
8/30
An Ecological
Systems
class discussion,
& participation,
homework
assignments, class
presentations,
reports, and group
projects
(Obj. 1, 2, 3,
5)
Chapter 4.
article by
Bergh & Crisp
Defining
culturally
competent
practice with
sexual
minorities,
JSWE
2004, 40 .2
Class discussion,
& participation,
homework
assignments, class
presentations,
insight exercise,
reports, and group
projects
Answer Chapter
questions p. 66
Families of Color
Reframing Family
Ethnicity in America
Interviewing
Multicultural &
Transcultural
Perspectives
(Obj., 2, 3,5,
7)
Chapters 1, 2
McAdoo
Chapter 4,
Exams, class
discussion,
assignments, class
presentations,
insight exercise,
reports, case
studies analysis
Interventions & High
Risk Families
(Obj. 2, 3,4,
6, 8, 9)
Ethically Informed &
Spirituality Sensitive
Practice
Respect for Diversity
and Difference
Understanding Gay
and Lesbian
Adolescents
Ecological
Assessment
Session 5
9/13
assignments, class
presentations,
reaction reports,
and group projects
Kilpatrick &
Holland,
Chapters 2, 3
Contexts of helping:
Commonalities &
Human Diversities
Session 4
9/13
Class discussion,
& participation, in
class
(Obj., 1, 2,
4, )
Eco Map
Session 3
09/06
Outcome
Measures
Constance &
Lee p101-121
Kilpatrick &
Holland,
Chapters 5, 6
Quizzes, class
discussion, &
4
Family Case
Management
Approach Treatment
Session 6
9/20
Family Systems
Interventions
(Obj.1, 3,7,
9)
Genograms
Martin &
Martin,
Chapters 4 &5
participation,
assignments, class
presentations,
reaction reports,
and group projects
Answer
questions, p 81
Kilpatrick &
Holland,
Chapter 10
Class discussion,
& participation,
homework
assignments, class
presentations,
reaction papers,
reports, and group
projects
Blackboard
Notes
Brief Exam
Session 7
9/27
Social Work in Child
Welfare Settings
Overrepresentation of
Minority Races in
Child Welfare
Indian Child Welfare
Act
African-American
Kinship Care
Foster Care
(Obj.2, 3, 5,
7, 8)
Petr,
Chapter 8
McAdoo,
Chapter 18
Exams, quizzes,
class discussion,
& participation,
insight exercise
assignments, class
presentations,
reaction papers,
and group projects
Assessment
Framework Due
Session 8
10/11
Social Learning
Family Intervention
(Obj. 1, 3,5,
7)
Kilpatrick &
Holland,
Chapter 8,
Article-Chavis
& Waites, 2004
Genogram
Class discussion,
& participation,
homework
assignments, class
presentations
Session 9
10/18
Family Interventions
The Strengths
Perspective and
Client/worker
Relationship
(Obj. 3. 4, 5)
Case class
discussion, &
participation,
homework
assignments,
class
presentations
Session 10
10/25
Ecosystems
Family and
Community
(Obj. 1, 2, 6,
8)
Kilpatrick &
Holland,
Chapter 9
Glicken,
Chapters 1,4
Blackboard
Information
Kilpatrick &
Holland,
Chapter 13
Freeman &
Logan, Chpt. 2
Exams, quizzes,
class discussion,
& participation,
assignments, class
5
Session 11
11/01
Session 12
11/08
Diversity and
Childhood
How are the
Children?
Interventions
Social Work with
Rural Populations,
Social Work Practice
with Urban
Populations
Common
Heritage
presentations, case
(Obj. 2,3, 5,
6, 8 )
McAdoo
Chapter 19
Class discussion,
& participation,
homework
assignments, class
presentations,
reaction papers,
reports, and group
projects
Genogram
Project Due
(Obj. 2, 4, 7,
8)
Chapter 11
Exams, quizzes,
class discussion,
& participation,
homework
assignments, class
presentations,
reaction papers,
reports, and group
projects
Video Analysis
“There are no
children here”
Session 13
11/15
Oral Presentations
(Obj. 2,3, 6,
8)
Session 14
11/22
Oral Presentations
(Obj., 2, 3,
6, 8)
Session 15
11/29/05
Wrap-Up
Evaluations
(Obj., 1-9)
analysis
Selected
Journal
articles/Book
Chapters Due
Selected
Journal
articles/Book
Chapters Due
Class discussion,
Presentations,
group projects
McAdoo
Chapter 18
Exams, class
discussion, &
participation,
homework ,group
projects
Exams, Class
discussion, class
presentations,
reaction papers,
reports, and group
projects
6
Assignments
1. Assessment Framework Project
Based upon your readings, lectures and field placement experience develop an
assessment framework which allows a comprehensive evaluation of a family and their
environment. In developing the framework, consideration must be given to your field
placement agency, its purpose and service delivery strategy. Your assessment framework
may be presented in an outline form.
Utilizing the framework you have developed, make a social work assessment of a family
selected from your field work agency. Select two common approaches that could be
effective intervention for the family.
Assess the client’s motivation for change and establish treatment goals.
2. Self Awareness and Family Systems Genogram Comprehensive Analysis Paper
and Visual Intergenerational Genogram Project
Each student will develop a comprehensive project by constructing a three generational
visual Genogram as an assessment tool and a 10 to 20 page type written self-awareness
analysis paper. 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 the application of theory and practice 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
social work family 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
select and discuss concepts in family systems theory and analyze your family through a
developmental framework. Give special attention to family systems theoretical concepts
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 (retrieve suggested interview questions from Blackboard taken from
Chavis, 1997; 2004; and Chavis & Waites, 2004. 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. It will also be evaluated
for neatness, grammar, sentence structure and overall composition. See attached
questions on Blackboard recommended as a guide for interviewing family members
for information.
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3. Oral Group Presentation Project
a) Select a population that is perceived to be vulnerable or oppressed. For this project,
do not choose a population to which you belong, that interests you, or to which someone
close to you belongs. Seek and read a history of the experience of this population.
b) Select and read at least two scholarly journal articles or chapters in books about this
population. The information must address the target population and have implications or
information relating to social work practice (see references in syllabus).
c) Attend an event - religious, cultural, educational, experiential, or other experience–
that is “of” the population you selected. Examples include museums, street fairs,
religious services, meetings, community activities, etc.... Or you may interview and or
engage members of the population you have selected in a meaningful conversation about
their experiences as a member of the group in lieu of event attendance.
d) Give at least a 30 minute or more oral presentation on this experience and address
what group members learned about this population. You may also include some scholarly
information from the journal articles or book chapter. Turn in copies of the journal
articles or book chapters or place copies in the dialogue box of Blackboard.
SELECTED REFERENCES:
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Denver: Love Publishing Co.
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Anderson, J. & Carter, R., (2003). Diversity perspectives for social work practice.
Boston: Allyn & Bacon.
Barker, R.L. (2003). The social work dictionary. (5TH ed.)Washington, DC: NASW.
Barnes, S. (2001). Stressors and strengths: A theoretical and practical examination of nuclear
Single parent, and augmented African American families. Family in Society, 85 (5).
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marriage and family therapist: Treatment guidelines for non-African American.
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Therapy, 28 2, 153-164.
Bergh, N., & Crisp, C. (2004). Defining culturally competent practice with sexual
minorities: Implications for social work education and practice. Journal of Social
Work Education, 40 (2), 221-238.
Billingsley, A. (1992). Climbing Jacob’s ladder: The enduring legacy of African American
Families. New York: Simon & Schuster.
8
Boyd-Franklin, N. (2003). Black families in therapy: Understanding African American
experience. New York: Guilford Press.
Brammer, R. (2004). Diversity in counseling. Belmont, CA: Brooks/Cole.
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Carter, B., & McGoldrick, M. (Eds.). (2004). The expanded family life cycle: Individual
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Carlton-LaNey, I. (2001). (Ed). African American leadership: An empowerment
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Chadiha, L., Adams, P., Biegel, D., Auslander,W., & Gutierrez. (2004). Empowering
African American women informal caregivers: A literature synthesis and
Practice strategies. Social Work, 49 (1), 97-108.
Chavis, A. M., & Waites, C. (2004). Genograms with African American families:
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Choi, N. (2001). Psychosocial aspects of the Asian American experience. New
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Coleman, M., & Ganong, L. (2003). Points and counterpoints: Controversial relationship
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Constable, R., & Lee, D. (2004). Social work with families: Content and process.
Chicago: Lyceum.
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9
Demo, D.A., Allen, K.R. & Fine, M.A. (2000). Handbook of Family Diversity. New
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10
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11
Pacific Grove, CA: Brooks/Cole.
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12
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