‘‘‘‘‘‘‘‘
SOWK 363: Social Work Practice III (FALL, 2011)
Working with Communities and Organizations (Promoting Social Change)
Location:
Day/Time:
Instructor:
Office:
Telephone:
e-mail:
Office Hours:
Science 201
Tuesdays & Thursdays: 11:00 – 12:20
Claudia Dorrington, Ph.D., M.S.W.
Platner 213
(562) 464-4515 and (310) 322-5426
cdorrington@yahoo.com and cdorrington@whittier.edu
Tuesdays & Thursdays 8:00 – 9:00; Fridays 7:30 – 8:20 [Also by Appointment]
WHITTIER COLLEGE SOCIAL WORK PROGRAM MISSION STATEMENT
The Whittier College undergraduate Social Work Program seeks to prepare diverse students to become selfreflective, compassionate, ethical, knowledgeable, and skilled generalist social workers; social workers who
are committed to lifelong 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. Student
learning is a combination of “knowing” and “doing” grounded in the liberal arts foundation,
interdisciplinary, research-based knowledge, and problem solving. We value generalist skill development
that prepares reflective social work practitioners dedicated to promoting human well-being and shaping and
nurturing the profession for the twenty-first century.
What is Generalist Social Work Practice?
Generalist social work practitioners promote human well being for both diverse and oppressed
groups among individuals and families, and in group, organizational, community, and global
settings. They utilize self-reflection, critical thinking, evidence-based knowledge, and professional
values and skills to collaborate with others to create “personal and social transformation” (p. 174).
Under supervision, generalist social work practitioners engage in socially just practice through an
interactive process of change which includes1:
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 & accompaniment – working together with clients/ partners to create and support
meaningful change;
4. evaluation & critical reflection – assessing the process with clients/partners and reflecting
on the personal and collective experience; and
5. celebration & new engagements – affirming success and planning with clients/partners for
sustained growth and further change.
Finn, J.L. & Jacobson, M. (2003). Just practice: A social justice approach to social work. Peosta, Iowa. eddie
bowers publishing co, inc.
1
Transformation is only valid if it is carried out with the people, not for them…It is only
1
the oppressed who, by freeing themselves, can free their oppressors.
– Paula Freire (Pedagogy of the Oppressed, 1986)
NATIONAL ASSOCIATION OF SOCIAL WORK: CODE OF ETHICS (1999)
Value: Social Justice
Ethical Principle: Social workers challenge social injustice.
“Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed
individuals and groups of people. Social workers' social change efforts are focused primarily on
issues of poverty, unemployment, discrimination, and other forms of social injustice. These
activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic
diversity. Social workers strive to ensure access to needed information, services, and resources;
equality of opportunity; and meaningful participation in decision making for all people”.
COURSE DESCRIPTION
This course explores generalist social work practice with communities and organizations and
introduces practical approaches to taking action. This course examines issues of influence and
power in communities, and the role of the political, economic, social, and religious organizations in
limiting and/or enhancing individual and group well-being and freedom. Students are introduced
to the theoretical and practical knowledge, skills, and values required for macro social work
practice (community organizing, planning, policy, and administration).
COURSE FORMAT
This course is designed to be experiential and provide opportunities for students to synthesize
theory and practice through in-class discussion, exercises, guest speakers, case studies, educational
films, and a community organizing project in a community of the students’ choosing. Students
will take the role of learners and teachers in class discussion, with the acknowledgment that each
student is an expert in their own experiences and has much to bring to the class. Student
participation and preparation for each class is thus crucial to this process. Each of us will take
responsibility for creating a positive, safe learning environment in which all students feel
comfortable expressing their thoughts, experiences, and beliefs. Students, in “task groups” will
work on conducting a community or organizational project in collaboration with a community
partner (agency or organization). Flexibility will be required as we build this collaboration and define the
project together.
REQUIRED READING
1. Gamble, D.N. and M. Weil. (2010). Community Practice Skills: Local to global perspectives.
New York: Columbia University Press. (ISBN 978-0-231-11003-7 – paper)
2. Additional readings and handouts will be provided in class and/or via the Internet or Moodle.
2
COURSE OBJECTIVES: By the end of this course, students will be able to:
1.
Articulate their vision of a just society.
2.
Analyze, evaluate, and draw from past and present social change movements.
3.
Identify and act on the range of social factors, organizations, policies, and institutions
affecting members of our communities.
4.
Understand the role of the social workers working in diverse communities, and navigate
issues of their own power, privilege, and oppression as it impacts their work.
5.
Identify the root causes of and potential solutions to specific social problems.
6.
Build the capacity, power, and resources of community organizations.
7.
Demonstrate concrete interpersonal and leadership skills, including communication,
teamwork, critical thinking, creative problem solving, and relationship-building.
COMPETENCE 2.1.5 (CSWE, 2008): Advance Human Rights and Social and Economic Justice:
“Each person, regardless of position in society, has basic human rights, such as freedom, safety,
privacy, an adequate standard of living, health care, and education. Social workers recognize the
global interconnections of oppression and are knowledgeable about theories of justice and
strategies to promote human and civil rights. Social work incorporates social justice practices in
organizations, institutions, and society to ensure that these basic human rights are distributed
equitably and without prejudice. Social workers:



understand the forms and mechanisms of oppression and discrimination
advocate for human rights and social and economic justice
engage in practices that advance social and economic justice”
COMPETENCE 2.1.9 (CSWE, 2008): Respond to contexts that shape practice:
“Social workers are informed, resourceful, and proactive in responding to evolving organizational,
community, and societal contexts at all levels of practice. Social workers recognize that the context
of practice is dynamic, and use knowledge and skill to respond proactively. Social workers:


continuously discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant services
provide leadership in promoting sustainable changes in service delivery and practice to improve the
quality of social services”
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 in the Library building,
first floor room G003 and can be reached by calling extension 4825.”
ACADEMIC INTEGRITY
“Academic honesty is expected of all members of the Whittier College community. Failure to
adhere to standards of honesty will result in sanctions” Academic dishonesty includes plagiarism,
cheating, and unauthorized collaboration, among other behaviors (see the Whittier College Catalog
and/or talk to the instructor for questions or more information).
3
COURSE EXPECTATIONS
You can be successful in this class if you…
 Show-up – come to each class….on time! (5 points will be deducted for each absence)
 Participate – share and discuss your ideas; teach and learn from others in the class
 Read – complete all reading assignments before coming to class
 Write – complete all writing assignments
 Reflect – think critically about your own ideas, the ideas of others and the course materials
(readings, films, etc.)
 Collaborate – be an active, motivated and equal team partner in all small-group
assignments
 Organize – manage your time and workload; all assignments are due on the dates listed
 Focus – limit distractions in the classroom (no cell phones, I-Phones, I-PODS, I-PADS, head
phones, Lap-tops, other electronic devices, napping or eating crunchy food!)
 Maintain your integrity – use your own words and ideas (you have lots of them); always
cite the source when drawing on the work of others. Do not plagiarize!
 Relax! – be flexible! Be open to any changes and opportunities that happen during the
semester
 Get ready o Activate and check your campus e-mail address
o Moodle – we will be communicating through Moodle (http://cms.whitier.edu )
and/or my.whittier.edu
o Purchase a binder – keep all class assignments, class notes and field notes together
o Purchase a disc, CD, or Flash-Drive – keep an electronic copy of all your written
assignments
Social Work Program Learning Principles:
“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 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 guidelines 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!” (Paula Sheridan, September 1, 2009)
4
COURSE ASSIGNMENTS (Detailed guidelines for all assignments will be provided separately.)
1. Attendance and Participation: Each of us will play a crucial role in one another’s learning
process, and we have much to learn from one another. Each student is expected to come to
class having completed the reading and be ready for class discussion. We will create a space
for one another that promotes learning, discussion, and growth, and we will challenge one
another in the spirit of inspiring this growth. For these reasons, attendance and participation in
every class are essential. Please talk to the instructor if you run into a severe personal difficulty
that affects your attendance.
2. Reading Assignments: The readings selected for this course are a crucial part of our learning.
Each student is expected to complete the assigned readings, and come to class ready to discuss
and apply the information.
3. Discussion Leaders: Each student will sign-up to lead one or two discussions among small
groups in class based on the readings. This will require: (a) completing the readings in a timely
manner, (b) developing a good understanding of the reading material, (c) creating a list of
open-ended discussion questions (to be handed into the instructor), (d) facilitating a small
group discussion in class, and (e) evaluating the discussion group process and participation,
using the guidelines provided. A sign-up sheet will be circulated in class.
4. Organizing Project: The class as a whole will be working with a community organization to
assist in an organizing project. Whittier First Day (http://www.whittierfirstday.org ), in
collaboration with PATH (http://www.epath.org/index_01.php), is beginning an organizing
project (“Whittier Connected”) to house people who are homeless in the Whittier area. This
project is in its early stages and you will be involved in helping it grow. Each student is
expected to dedicate 40 hours of service to the project over the semester. More details will be
provided in class. In addition, each student will write a brief reflection paper (3-4 pages) on
their community engagement experience, due Tuesday, November 22.
5. Community Observation and Needs Assessment: Students (in “Task Groups” of 3-4 students)
will conduct an in-depth assessment of a specific community (detailed guidelines will be
provided separately). Papers will be a minimum of 12-15 typed pages, double spaced (not
including a cover page, a reference list or other attachments). The final report is due in class on
Thursday, December 8.
6. Oral Presentation: Students, in their Task Groups will prepare and conduct an oral
presentation in class of their Community Assessment on Tuesday, December 6 and Thursday,
December 8.
7. Community-level Intervention Paper: Based the results of your needs assessment, each student
will propose, justify, describe, and outline implementation steps of a community- or
organizational-level intervention designed to create social change in respect to a specific
issue/need identified in your needs assessment. Papers will be a minimum of 4 typed pages,
double spaced (not including a cover page, a reference list or other attachments). The paper is
5
due during finals week on Tuesday, December 13, by 12:00 noon by e-mail.
8. “Task Group” Evaluations: Each student will complete a brief evaluation of their group
assignment and the effectiveness of their “task group” in completing the Community
Observation and Needs Assessment assignment. Due Thursday, December 8.
YOU CAN HELP SAVE THE TREES!
You are encouraged to submit your written assignments electronically. To do this, send an e-mail
to: cdorrington@yahoo.com on the day the assignment is due (before 12:00 noon). Attach your
assignment in an MS-Word document. Do not insert your assignment into the e-mail itself, it
will not be accepted in this format. Your assignments will be graded and returned to you
electronically.
GRADING:*
Attendance (-5 points for each absence)
Discussion Leader (2 x 5%)
Organizing Project
Community Observation and Needs Assessment
and Oral Presentation
Community Change Paper
10%
20%
50%
20%
* Late assignments will not be accepted.
* Other than a real emergency or health reason, students will 5 lose points for every absence.
* Group assignment grades may vary based on each individual’s performance and contribution.
Letter Grade Scale:
95-100% = A
94-92% = A-
91-89% = B+
88-86% = B
85-83% = B-
82-80% = C+
79-77% = C
76-74% = C-
73-71% = D
70% or less = F
Grading Criteria:
The grading for written assignments is based on:
 Content
 Adherence to the assignment guidelines
 Application of analytical skills
 Critical insight into the assignment
 Clarity (writing, grammar, spelling, etc.)
 Enclosure of required attachments
 Accurate citation and documentation of sources.
 Equitable participation and division of labor in group assignments
6
ADDITIONAL READING SOURCES
Adams, M., Blumenfeld, R. C., Hackman, H. W., Peters, M. L., and Zuniga, X (Eds.). (2000). Readings for
diversity and social justice. New York, NY: Routledge. [ISBN: 0-415-926634-3 paperback]
Alinsky, S.D. (1969). Reveille for radicals. New York: Random House.
Alinsky, S.D. (1971). Rules for radicals: A pragmatic primer for realistic radicals. New York:
Random House.
Allen, S. (1997). Benefit events fundamentals. In J. M. Greenfield (Ed.). The nonprofit sector:
fund raising. New York: John Wiley & Sons.
Boal, A. (1979). Theartre of the oppressed (C.A. and M-O. Leal McBride, Trans.). New York:
Theatre Communications Group. (Original work published in 1974)
Boal, A. (1998). Legislative theatre (A. Jackson, Trans.). New York: Routledge (Original work
published in 1998)
Erlich, J.L., Rothman, J. and Teresa, J.G. (1999). Taking action in organizations and communities.
Dubuque, Iowa: Eddie Bowers Publishing, Inc.
Ewalt, P.L., Freeman, E.M., and D.L. Poole (Eds.). (1998). Community building: Renewal, wellbeing, and shared responsibility. Washington, D.C.: NASW Press.
Fals-Borda, O. and M.A. Rahman (Eds.). (1991). Action and knowledge: Breaking the monopoly
with participatory action-research. New York: The Apex Press.
Flanagan, J. (1995). The grass roots fundraising book: How to raise money in your community.
Chicago: Contemporary Books.
Freire, P. (1986). Pedagogy of the oppressed (M. Bergman Ramos, Trans.). New York:
Continuum Publishing Corporation. (Original work published in 1968)
Freire, P. (1985). The politics of Education: Culture, power and liberation (D. Macedo, Trans.).
New York: Bergin & Garvey. (Original work published in 1985)
Gutiérrez, L.M., Parsons, R.J., and E.O. Cox. (1998). Empowerment in social work practice: A
sourcebook. Pacific Grove, CA: Brooks/Cole Publishing Company.
Hasenfeld, Y. (Ed.). (1992). Human services as complex organizations. Thousand Oaks, CA:
Sage Publications.
Hope, A. and S. Timmel. (1995). Training for transformation: A handbook for community workers. (Books 1, 2
and 3; Book 4, 1999). London, England: ITDG Publishing.
Kahn, S. (1991). Organizing: A guide for grassroots leaders (rev. ed.). Washington, D.C.: NASW
Press.
Kahn, S. (1970). How people get power: Organizing oppressed communities for action. New York
McGraw-Hill Publishers.
Nadeau, D. (1996). Counting our victories: Popular education and organizing. New Westminster,
BC, Canada: Repeal the Deal Productions.
Putman, R. D. (2000). Bowling alone: The collapse and revival of American community. New York NY: Simon &
Schuster.
Putman, R. D. (2003). Better together: Restoring the American community. New York NY: Simon & Schuster.
Robinson, A. (1996). Grassroots grants: An activist’s guide to proposal writing. Berkeley, CA:
Chardon Press.
Rothman, J. (Ed.). (1999). Reflections on community organizing: Enduring themes & critical
issues. Itasca, IL: F. E. Peacock Publishers, Inc.
Shields, K. (1994). In the tiger’s mouth: An empowerment guide for social action. Philadelphia,
PA: New Society Publishers.
United for a Fair Economy. (1999). The activist cookbook: Creative actions for a fair economy.
Boston, MA: United for a Fair Economy.
7
Code of Ethics of the
National Association of Social Workers
Value:
SOCIAL JUSTICE
Ethical Principle:
SOCIAL WORKERS CHALLENGE SOCIAL INJUSTICE.
Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and
groups of people. Social workers' social change efforts are focused primarily on issues of poverty, unemployment,
discrimination, and other forms of social injustice. These activities seek to promote sensitivity to and knowledge
about oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information,
services, and resources; equality of opportunity; and meaningful participation in decision making for all people.
Ethical Standard:
6.01
6. SOCIAL W ORKERS' ETHICAL RESPONSIBILITIES TO THE BROADER SOCIETY
SOCIAL W ELFARE
Social workers should promote the general welfare of society, from local to global levels, and the development of
people, their communities, and their environments. Social workers should advocate for living conditions conducive
to the fulfillment of basic human needs and should promote social, economic, political, and cultural values and
institutions that are compatible with the realization of social justice.
6.02
PUBLIC PARTICIPATION
Social workers should facilitate informed participation by the public in shaping social policies and institutions.
6.03
PUBLIC EMERGENCIES
Social workers should provide appropriate professional services in public emergencies to the greatest extent
possible.
6.04
SOCIAL AND POLITICAL ACTION
(i)
Social workers should engage in social and political action that seeks to ensure that all people have equal
access to the resources, employment, services, and opportunities they require to meet their basic human
needs and to develop fully. Social workers should be aware of the impact of the political arena on practice
and should advocate for changes in policy and legislation to improve social conditions in order to meet
basic human needs and promote social justice.
(j)
Social workers should act to expand choice and opportunity for all people, with special regard for
vulnerable, disadvantaged, oppressed, and exploited people and groups.
(k)
Social workers should promote conditions that encourage respect for cultural and social diversity within
the United States and globally. Social workers should promote policies and practices that demonstrate
respect for difference, support the expansion of cultural knowledge and resources, advocate for programs
and institutions that demonstrate cultural competence, and promote policies that safeguard the rights of
and confirm equity and social justice for all people.
(l)
Social workers should act to prevent and eliminate domination of, exploitation of, and discrimination
against any person, group, or class on the basis of race, ethnicity, national origin, color, sex, sexual
orientation, age, marital status, political belief, religion, or mental or physical disability.
Reference:
National Association of Social Workers (NASW). Code of Ethics. NASW, 1996, revised 1999.
AMERICAN FRIENDS SERVICE COMMITTEE (AFSC) AND QUAKER VALUES
Reference: http://www.afsc.org/about/mission.htm
The American Friends Service Committee is a practical expression of the faith of the Religious Society of
Friends (Quakers). Committed to the principles of nonviolence and justice, it seeks in its work and witness to
draw on the transforming power of love, human and divine (from the ASFC mission statement).
AFSC Values
 We cherish the belief that there is that of God in each person, leading us to respect the worth and
dignity of all.
 We are guided and empowered by the Spirit in following the radical thrust of the early Christian
witness. From these beliefs flow the core understandings that form the spiritual framework of our
organization and guide its work.
 We regard no person as our enemy. While we often oppose specific actions and abuses of power, we
seek to address the goodness and truth in each individual.
 We assert the transforming power of love and nonviolence as a challenge to injustice and violence
and as a force for reconciliation.
 We seek and trust the power of the Spirit to guide the individual and collective search for truth and
practical action.
 We accept our understandings of truth as incomplete and have faith that new perceptions of truth
will continue to be revealed both to us and to others.
AFSC Work
 We seek to understand and address the root causes of poverty, injustice, and war. We hope to act
with courage and vision in taking initiatives that may not be popular.
 We are called to confront, nonviolently, powerful institutions of violence, evil, oppression, and
injustice. Such actions may engage us in creative tumult and tension in the process of basic change.
We seek opportunities to help reconcile enemies and to facilitate a peaceful and just resolution of
conflict.
 We work to relieve and prevent suffering through both immediate aid and long-term development
and seek to serve the needs of people on all sides of violent strife.
 We ground our work at the community level both at home and abroad in partnership with those
who suffer the conditions we seek to change and informed by their strength and vision.
 We work with all people, the poor and the materially comfortable, the disenfranchised and the
powerful in pursuit of justice. We encourage collaboration in social transformation towards a society
that recognizes the dignity of each person. We believe that the Spirit can move among all these
groups, making great change possible.
 Seeking to transform the institutions of society, we are ourselves transformed in the process. As we
work in the world around us, our awareness grows that the AFSC's own organizational life must
change to reflect the same goals we urge others to achieve
 We find in our life of service a great adventure. We are committed to this Spirit-led journey,
undertaken "to see what love can do," and we are ever renewed by it.
Adopted by the Board of Directors, June 19, 1994