weekly calendar

College of Health Sciences

Division of Social Work www.uwyo.edu/socialwork

___________________________________________________________________

SOWK 4060, Section 50

Diversity and Difference in Social Work Practice

Credits: 3 hours

Instructor: Joanne Theobald, LCSW

Office Location: AD151E

Email: jtheoba1@uwyo.edu

Phone: (307) 268-2848

Office Hrs: Mondays and Wednesdays 2-4 p.m. or by appointment

Fall Session, 2012

Class Schedule: Mondays, 4-6:50 p.m.

Class location: AD170

Prerequisite: Must be an Admitted Major; Concurrent with SOWK 3630

I. COURSE DESCRIPTION

This course examines social work roles and issues related to human diversity and difference.

Social work values and ethics and social and economic justice are explored throughout.

II. INTRODUCTION

Diversity is a central fact in contemporary American life. Demographic changes will soon make the non-European-descended population of the United States a numerical majority.

The civil rights movement, the women's movement, the gay rights movement, and other unique groups have all had a profound influence on the way we relate to each other in social and professional situations. Social workers and other human service professionals are particularly affected by these developments. Potentially, their clientele will include members of groups for whom some human difference is important. Knowledge about human differences and how these may influence human interactions is, consequently, necessary for practice.

Students will learn to apply an understanding of individual and group differences, specifically those related to culture, race, ethnicity, religion, ability, sexual orientation, national origin, gender, class, and age as these each impact on research and generalist social work practice. This includes understanding the forms and mechanisms of oppression and discrimination that have influenced previous research and theory development and the relationship of research to social and economic justice. This course is designed to explore human diversity including the processes of: 1) defining and identifying various types of human differences as illustrated by sex/gender differences, ethnic/racial differences, religion,

Course Syllabi are property of the Division and approved by the Division Council and changes must be reviewed by the DOSW Curriculum Committee. Page 1

2



Joanne Theobald, LCSW age, and differences in sexual orientation; 2) identifying patterns and issues related to human interactions in which diversity is salient; 3) examining the interface between human differences and socio-economic status, including issues of oppression; 4) exploring the nature of prejudice and discrimination; 5) helping students to explore their own values and attitudes concerning various types of human differences; 6) promoting students beginning to develop strategies for working with human differences in their professional practice.

III. COURSE COMPETENCIES

In accordance with the Educational Policy and Accreditation Standards (2008), this course delivers content to prepare students to achieve competence in the following areas:

Educational Policy 2.1.1 - 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 pb2. Practice personal reflection and self-correction to assure continual professional development

Educational Policy 2.1.2 Apply social work ethical principles to guide practice

Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law.

Social workers

Pb7. Recognize and manage personal values in a way that allows professional values to guide practice

Educational Policy 2.1.4 – Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identify and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim.

Social workers pb14. Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power pb15. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups p b16. Recognize and communicate one’s understanding of the importance of difference in shaping life experiences pb17. View oneself as a learner and engage with others with whom one works with as informants.


3



Joanne Theobald, LCSW

IV. COURSE LEARNING OBJECTIVES

Course learning objects are as follows. Students will:

1. Acquire knowledge about the ways in which human differences may affect interpersonal behavior at the individual, group, organization, and community level.

2. Acquire knowledge of the process of social construction of ethnicity/race, gender/sex, and sexual orientation and how responses to these conceptions impact generalist social workers in their direct work with clients, collegial relationships and agency connections.

3. Acquire knowledge about the complex connections among human differences, socio-economic status and oppression and how these connections affect generalist social work practice.

4. Explore the dynamics of prejudice and discrimination as these relate to the clients, the generalist practitioner and the agency setting and identify practice approaches that advocate for social justice.

5. Develop strategies for analyzing one's own feelings and perceptions concerning various types of human differences, particularly ethnic/racial, gender/sex and sexual orientation.

6. Identify practice situations where social workers should address ethical concerns and build strategies for ethical responses in the area of human diversity.

V. ACADEMIC DISHONESTY

University Regulation 802, Revision 3 (2006), prohibits any form of academic dishonesty. An act is academically dishonest when it is an act attempted or performed which misrepresents one's involvement in an academic task in any way, or permits another student to misrepresent the latter's involvement in an academic task by assisting in the misrepresentation.

VI. NON-DISCRIMINATION STATEMENT

A campus environment characterized by diversity, free inquiry, free expression, and balanced by interpersonal civility has always been, and continues to be, a top priority of the

University of Wyoming. Civil discourse is an essential aspect of the search for and transmission of knowledge. Words and actions that promote and encourage self-worth, respect, and dignity are consistent with the University's mission. Conversely, words or actions that reflect prejudice, stereotypes, and discrimination are antithetical to the mission of the University and cannot be countenanced. Specifically, racist and other discriminatory or harassing conduct based on gender, color, disability, sexual orientation, religious preference, national origin, ancestry, or age impair and disrupt legitimate University functions. The

University does not discriminate on the basis of sexual orientation. Every effort, within the context and protection of First Amendment rights, will be expended to eliminate such conduct from the campus community. Teaching our students to live productively in a


4



Joanne Theobald, LCSW multicultural/multiethnic society is a process that must take place within a constructive and harmonious multicultural/multiethnic environment here at the University of Wyoming.

It is the obligation of faculty, staff, students, and the administration of the University of

Wyoming to provide this environment.

It is the policy of the Social Work Division to accommodate students with disabilities pursuant to federal and state law. Any student who needs accommodation because of a disability should inform the instructor at the beginning of the course. Students with disabilities are also encouraged to contact Student Educational Opportunity Services, Knight Hall, 766-6189.

VI. COURSE REQUIREMENTS

A. Instructional methods and expectations for students

Methods of course instruction may include class discussions, student presentations, peer consultation, small group work, readings, lectures, class exercises, guest speakers, viewing videos, computer work, e-mail, and a range of class exercises.

Learning about diversity requires both an examination of oneself and an examination of others. Talking about minority groups may be difficult initially for students. Talking about people living differently in their sexual orientation may be initially challenging as well.

Experiences that ask us to go beyond typical social behaviors of “civil politeness,” or

“politically correct” language may be new for students. Part of our class process will examine our comfort with our discussions of differences and diversity in general. Class participation is a portion of your grade.

Students are expected to examine themselves (being self-reflective) as they do the reading and assignments throughout the semester. Students must come prepared for each class, having read the materials assigned for that class period, plus, doing any written work when assigned. Students are also expected to identify how they want to increase both their knowledge about diverse groups as well as their comfort level in working with people of diverse and culturally different backgrounds. Paramount as a process in this class, students will be expected to provide positive regard and respect for the ideas of everyone in the class.

When guests are presenting, the student audience will be respectful in their questions and responses.

Class Attendance Policy Each student is expected to attend all classes. Students should come to class having read the materials assigned for the day and be prepared to participate and contribute to the learning environment. Each student should be able to ask questions about the material and generate class discussion throughout the semester.

Attendance will be taken. Only university excused absences (University Regulation 713) will be accepted for the opportunity to make-up work. University excused absences allow the student the opportunity to make up the time and material that was missed during their


5



Joanne Theobald, LCSW absence. It is the student’s responsibility to provide the appropriate documentation regarding university excused absences by coordinating with the Dean of Students Office at dos@uwyo.edu

or 307-766-3296. Students can also contact Renee Woodward at UW/CC

(268-2400) for assistance. Missing more than 20% of class time places students at risk for failing the course.

Students are responsible for the material covered in class in the event that a class is missed.

Please note that instructors may or may not provide notes or PowerPoint presentations (at times uploaded to e-companion) to students and it is advised that you arrange with another student to get notes/content covered in class in the event you miss class.

Communication Policy - Students are required to use and check their University of

Wyoming email regularly. Any communication from the instructor will be delivered using UW email account addresses only. Instructor can be reached by office phone, UW email and/or in the office during office hours. Please do not call the instructor’s home/cell phone.

Computer needs for your program - Computers are a necessity of college life. Students need to have access to computers that interface with the University. The Division requires students to provide assignments using Microsoft Office software, e.g. Word, etc. In addition,

UW’s Coe Library is an excellent resource for students and is accessible via internet.

Students access the library via their computers from their homes, at work, or any other location one may be at. All faculty now use WyoWeb’s e-Companion as a support component to classes. You must be able to access e-Companion throughout the semester.

We communicate regularly via email with students, updating them on events, scheduling information, and the activities of student organizations. The university does have computer labs available for students; one computer lab is located in the Health Sciences building and accessible to students. The Division has a number of station computers that are available in the Social Work Library. The Library can be accessed with a door code that can be provided by Division support staff.

Electronic Devices Policy - Cell phones, including texting, Blackberries, pagers, I-Pods,

MP3 players or any other electronic distracting device should not be used during class time.

If you need to remain connected to a phone for on-call purposes, please move to a vibration mode. Students who choose to use these devices in class will be asked to leave class and may not receive participation credit for that class session.

General Policies on Assignments – Instructors are committed to providing solid learning opportunities and creating assignments that will not only demonstrate competency of learning objects, but are also give students a clear, challenging, and focused learning experience for student success. You are encouraged and expected to work with the instructor on any assignment. If you are unsure about an assignment, please ask for assistance, support, or further clarification. The time to meet with the instructor about an assignment is early in the semester and not after a poor grade is received. In an attempt to help students be successful, instructors strive to have clear polices and assignment instructions. These are as follows:


6




1. All work completed by students, whether in class assignments or formal assignments, must be the student’s own work. Faculty will check papers from electronic sites to assure that students have not taken work off the internet or directly from text books.

As indicated above, students must adhere to academic policies of dishonesty and misconduct.

2. Unless otherwise specified, all assignments are to be submitted to the correct e-

Companion dropbox no later than 4 p.m. on the due date. Instructors have access to the time/date “stamp” in e-Companion as the official receipt of student’s assignments.

3. It is the student’s responsibility to exercise attention to detail and submit the correct, finalized assignment to the correct e-Companion dropbox by the due date and time to receive full credit. The instructor will grade what is submitted and s/he does not allow for rewrites or “do-over’s.”

4. Emailed assignments will not be accepted unless otherwise indicated by the instructor.

5. Students will receive a penalty if assignments are submitted after the due dates. A

5% penalty if the assignment is turned in after Noon on the due date; 10% penalty per day after that. Assignments received more than five days after the due date will receive a “0.”

6. Students may request extensions due to urgent personal circumstances only.

Extensions may be granted, at the instructor’s discretion, and a firm due date will then be established only when the student has: a) Contacted the instructor with the request prior to the assignment due date. b) Provided an indication of urgent need and possible documentation. c) Received confirmation of approval back from the instructor.

(In other words, just asking via email or notifying the instructor you want an extension is not a guarantee that you will be granted the extension.)

7. Students who determine they need additional time in order to complete assignments due to a disability must work with the Student Educational Opportunities Office.

Extensions based on disabilities will be given in conjunction with this office.

8. All written work must be professional, well written and conform to American

Psychological Association Publication Manual (APA), 6th edition format. Papers must be typed using 12-point font and double spaced and must have a cover page and a reference page. Papers will be graded on compliance with APA format as well as for content, clarity, grammar, syntax and spelling. Students are encouraged to consult apa.org if they need help or use the University’s writing center at the Ellbogen

Teaching and Learning Center. APA addresses manuscript preparation, references and other issues related to grammar and writing style.

B. TEXTS AND READINGS

Required:

Lum, D. (2011). Culturally competent practice: A framework for understanding diverse groups and justice issues. 4 th ed. Brooks/Cole: Belmont, California. ISBN-978-0-8400-3443-

4.


7




National Association of Social Workers. (revised 2008). Code of ethics of the

National Association of Social Workers . Retrieved from http://socialworkers.org/pubs/code/code.asp

Recommended:

Other reading materials will be uploaded to the Doc Sharing location in e-Companion.

C. ASSIGNMENTS/METHODS OF EVALUATION

Special instructions for each assignment are provided below and will also be discussed in class sessions.

Assignment #1: Self Presentation: Your Culture and Roots, 100 points

(Poster and Paper, 25% of class grade)

Collect autobiographical data about yourself and your family. This data can include photographs, souvenirs, personal treasures, and historical data from family stories or online sources. The intent is to share something about yourself that will help us to know and understand you as an individual within the context of your family’s culture. From your collection of artifacts, put together a poster that you share with students in a brief class presentation. In addition, write a paper (6-8 pages) following APA guidelines, that addresses the following:

1. Your family of origin, including family composition, something about your parents’ family of origin information, their parents and then back as many generations as possible.

2. Complete a genogram that spans at least 4 generations back, if possible.

3. Describe how and when your ancestors came to this country, or their experience as a

First Nation people. If they emigrated, why did they come? When? What was their immigration and settlement experience like? What cultural adaptations did your family make? If this information isn’t available from family members, research their likely/possible immigration experience.

4. Describe the family traditions you may still retain or not. What are these family traditions

(foods, recreational or social activities, music, etc.)? What culture(s) do they represent?

5. Describe any other cultural traits you associate with your heritage.

6. Provide information that shows how, even though you and your family may be members of a particular ethnic/racial group, you are still unique among your larger cultural/social reference group(s).

7. Describe the degree of acculturation in your family, using information from pages 55-58 and page 137 of the Lum (2011) text.

8. Describe any negative stereotypes and/or historical oppression associated with your family of origin’s culture.

Assignment #2: Class Participation and Skill Labs (10): 100 points

(25% of class grade)

Students are asked to actively engage and participate in the class each week and points will be awarded for completion of weekly Skill Lab activities. Each class will begin with a


8




Reading Circle: an opportunity for the class, in large or small groups, to process the assigned reading for the week. Participation in the Reading Circles and the Skill Lab activities is worth ten (10) points per class, and are tied closely to the core competencies for the class.

Students must be present in order to earn points.

Assignment #3: Skill Lab and Text Reflection Questions: 100 points


Five sets of reflection questions (worth 15 points each) and a final oral course reflection

(worth 25 points) regarding students’ participation in classroom skill lab activities as well as some text content, will be available on e-Companion under Doc Sharing and turned in throughout the semester. Note that Skill Lab Reflection Questions are due the week following the Skill Lab for which you are reflecting.

Questions will relate to the Core

Competency Practice Behaviors. The instructor will give written feedback to students through e-Companion regarding their practice behavior competence progress for each Skill Lab written reflection. Depth of reflection and critical thinking are desired and expected in order to move toward competency, as well as to earn full points.

On the weeks the reflection questions are due, students must submit their answers in the e-Companion dropbox before 4 p.m. on Mondays. Late submissions will not be accepted.

Assignment #3: International Student Project: 100 points


The DOSW in Casper has a partnership with the ABE/GED Center at Casper College, specifically with the adult ESL program. In the first part of the semester, students will conduct an ethnographic interview and cultural comparison with an international student or recent immigrant. The ethnographic model (Leigh, 1998) requires an engagement process in order to establish a climate of comfort and trust before questioning a person about culture. During the second part of the semester, students will volunteer an additional 2 hours in the Center

(options for volunteering will be discussed in class). At the end of the semester, the class will invite the students to a gathering to celebrate culture and DOSW students will give brief presentations regarding the experience. Observing the social work practice of “beginning where people are,” some ESL students may have a limited grasp of English, so the ideas given below may have to be modified accordingly.

1. Using the ethnographic interviewing model (Leigh, 1998) practiced in class, you will develop a list of at least 10 global questions to ask the interviewee, and also to complete on yourself. Be respectful of cultural boundaries. You can use some of the questions given in Assignment #1, but it is expected that you branch out into other areas as well, especially in order to add mezzo and macro level questions.

2. You will make a poster displaying what you have discove red about each other’s cultures. In order to accomplish this, compare and contrast your cultural backgrounds in terms of micro, mezzo, and macro levels (individual, family, peer group, community, education, employment, government, etc.). Your poster should include areas of difference and commonality. The posters will be presented in class on December 5 th .





3. Students will write an overall reflection of the experience. This reflection will be a minimum of 3 pages, follow APA format, and will address a format of questions given out in class. The reflection will be turned in with the list of global questions and answers listed in #2, as well as a log of dates and times of time spent in the

Center. Overall length is anticipated to be at least 8 pages.

4. For more information, refer to the project grading rubric handed out in class and available on e-Companion.

Total = 400 points

D. GRADING CRITERIA

A = 90 - 100 points;

B = 80 - 89 points;

C = 70 - 79 points;

F = below 70 points

9

Connecting Course Competencies to Student Learning

Practice Behavior

Pb 2 Practice personal reflection and selfcorrection to assure continual professional development

Assignment(s) Measurement Tool Bench mark

3 or above

Pb 7 Recognize and manage personal values in a way that allows professional values to guide practice

Pb 14 Recognize the extent to which a culture’s structures and values may oppose, marginalize, alienate, or create or enhance privilege and power

Pb 15 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups

Pb 16 Recognize and communicate one’s understanding of the importance of difference in shaping life experiences

Pb 17 View oneself as a learner and engage with others with whom one works as informants

Skill Lab &

Chapter

Reflection

Questions

Skill Lab &

Chapter

Reflection

Questions

Skill Lab &

Chapter

Reflection

Questions

International

Student Project

Skill Lab &

Chapter

Reflection

Questions

Self Poster

Presentation

International

Student Project

International

Student Project

Reflection Grading

Rubric

Reflection Grading

Rubric

Reflection Grading

Rubric

Project Grading Rubric

3 or above

3 or above

Reflection Grading

Rubric

3 or above

Project Grading

Rubrics

3 or above

Project Grading Rubric 3 or above


10




WEEKLY CALENDAR

Week Topic

1

Aug 27

Introductions

Culturally Competent Practice

Pre-test on Cultural Competency.

Sept 3

Reading

Chap 1

PPT on e-

Companion Doc

Sharing

2

Sept 10

NO CLASS: LABOR DAY

Social Context and Location

Skill Lab: Our Context and

Location: the Privilege Wheel

Chap 2

PPTs and readings on Doc Sharing

Chap 5 3

Sept 17

4

Sept 24

5

Oct 1

Cultural Awareness

Skill Lab: BaFaBaFa

Human Rights and Social and

Economic Justice

Skill Lab: Star Power

Knowledge Acquisition

Poster Presentations

Chap 3

Chap 6

Due Dates

Skill Lab Reflection


Self Presentation

Papers and

Posters

6

Oct 8

A Framework for Culturally

Competence and the

Generalist Intervention Model

Skill Development

Skill Lab: Ethnographic

Interviewing and the Immigrant

Resource Manual

Oct 15 FALL BREAK: NO CLASS

Oct 15-19 Ethnographic Interviews at

Casper College

7

Oct 22

Midterm grades due

8

Oct 29

9

Nov 5

First Nations Peoples and

Historical Trauma

The Road to Wellbriety

Skill Lab: What I Was Taught

European Americans and the

Social Construction of

Whiteness

What About (White) Men?

Skill Lab: Letter to the Editor

Race, Religion and Cultural

Jigsaw

Skill Lab: My Values and Biases

Chap 4 and 7

E companion reading

Chap 8


Chap 9



Chap 10, 11, 12, or

13




11




10

Nov 12

11

Nov 19

12

Nov 26

13

Dec 3

14

FINAL

Week

Dec 10

Women’s Issues

Ladybird Ladybird Video

Skill Lab: Connecting Micro to

Macro

Sexual Orientation and Identity

Guest Speaker

Skill Lab: TBA

Disabilities, Ablecenteredness, and Age

Guest Speaker

Skill Lab: Building a Culturally

Competent Organization

International Student Poster

Presentations and Celebration of Culture Gathering (Exact

Date and Location TBA)

Debrief of Experience

Class Debriefing

Post-test on Cultural Competency

Chapt 14

Chapt 13 of Kirst-

Ashman (SOWK

3630 text)

Chap 15

Chap 16 and 17

Chap 18


Posters and

Papers for

International

Student Project due

Final Oral Course

Reflection (in class)


weekly calendar - University of Wyoming

Connecting Course Competencies to Student Learning

Related documents

Products

Support

weekly calendar - University of Wyoming

Connecting Course Competencies to Student Learning

WEEKLY CALENDAR

Related documents

Add this document to collection(s)

Add this document to saved

Suggest us how to improve StudyLib