TARLETON STATE UNIVERSITY SOCIAL WORK PROGRAM
@ TEXAS A&M UNIVERSITY – CENTRAL TEXAS
SWKK 307, Section120 Social Welfare in America
Semester:
Summer 2015
Meeting Time/Place:
Tuesdays & Thursday, 5:00PM-7:00PM, Founder's Hall, Room #308
Instructor:
Renee Henry, Ed.D., LISW, LCDC
Virtual Office:
Skype: renee.henry
Phone & E-Mail:
254-718-7671/rhenry@ct.tamus.edu
Office Hours:
By appointment
Meeting with your
After Class: Generally, I will be available to meet for 15 minutes after
Professor:
class in the social work suitePlease do use me as a resource as you
need throughout the semester. Appointments can be made via the
Accessing the
Course:
social work Administrative Assistant.
As this is a Hybrid course, most portions of this course will be
delivered via Blackboard Online Learning. Please ensure that you
are able to access and utilize Blackboard during the first week of this
class. It is also CRITICALLY important that you connect your personal
email account to your University email, as communications will take
place via Blackboard/your University email ONLY. Information will
NOT be sent directly to your personal email address. For assistance
with Blackboard, visit:
http://www.tamuct.edu/departments/online/blackboard.php
I. Course Description
Course Description: Social Welfare in America provides a historical perspective of the social welfare system, to
include an exploration of the social, racial, political, and economic forces that have and continue to impact the
development of service and service delivery in the U.S. (Dichter & Cnaan, 2010). At the generalist level, focus
includes an investigation and analysis of values and ethics, and guides students' in the ability to identify the
financial, organizational, administrative, and planning processes necessary to provide social services (CSWE,
2001).
II. Nature of Course
This course will provide students with the concepts and information to develop basic knowledge, skills and
abilities to understand and utilize social welfare programs in support of the needs of and advocate for
disenfranchised populations.
Social Welfare in America * Summer 2015 * Dr. Henry * Page 1 of 51
Teaching Method: The primary teaching approaches in this course will be lecture and active (applied)
learning. Material in the course will be presented through interactive class discussions on readings and
discussions on assignments. To enhance learning, students will also work collaboratively on varied
assignments, and learning will be measured through observation and assessment. As a hybrid course, students
will also be expected to access information and complete assignments through Blackboard. Note: To support
your success in this class, it is to your benefit to read text before class.
About Hybrid Courses: In traditional courses, close to 100% of the time students spend learning is in the
classroom setting. In online courses, close to 100% of the learning is online, with minimal direct contact with
peers and the professor through live/active conversation. In a hybrid course, approximately 50% of your time
will be in the classroom setting or direct contact learning environment (such as in the community with your
peers), and the other 50% will be spent engaging and learning in an online format, such as completing
assignments and discussions via Blackboard. When in the classroom setting for this course, students will
experience seeing the professor via screen. Using Skype and Collaborate programs, the professor for this
course will meet with students in the classroom setting via live video for lectures and discussions. Students do
not need this software to see the professor during these times. All students will meet in the classroom
together and with the help of an assistant, the professor will be projected to the students in the classroom via
screen. This is very similar to the traditional classroom format with the only difference being the professor is
on the screen versus physically in the classroom. Conversations are real-time. Because technology is in use, at
times, there may be brief interruptions in the audio or visual feed. When this happens, the assistant in the
room will help to resolve the issue as quickly as possible to minimize disruptions in learning. This professor is
excited to bring you this method of learning as it affords our non-traditional students more flexibility in their
schedules while meeting the need for collegial contact and engagement. Further, exposure to the various
methods of technology in learning helps to equip our students with the skills necessary to position them for a
technologically driven future.
About Your Professor: Hello, I am grateful for the opportunity to serve as your instructor. I am a first
generation college student and I love learning. I have some experience being a student as I have three earned
degrees. I am a life-long learner and hope to inspire you to be as well. I have been married for 37 years, I have
three children, three grandchildren, and two great-grandchildren. I like to travel and hope to do more of it as
my husband is preparing for retirement. I am a full time instructor at Central College and am excited about
teaching in the big leagues. (Smile)
III.
Program Mission
The mission of the Tarleton State University Social Work Program (including the branch taught on the campus
of Texas A&M University-Central Texas) is to respond to the diverse needs of multicultural communities, with
an emphasis on service to the Hispanic, military, and rural populations in north and central Texas. The
program prepares competent and effective generalist social work practitioners who are committed to
enhancing the well-being of marginalized and oppressed populations, utilizing the profession’s core values,
Social Welfare in America * Summer 2015 * Dr. Henry * Page 2 of 51
such as service, dignity and worth of the individual, social and economic justice, and recognizing the
importance of human relationships.
IV.
Program Framework
The Social Work Program curriculum is rooted in a framework established by the Council on Social Work
Education (CSWE). Specifically, the program endeavors to develop social workers who promote human and
community well-being by being able to demonstrate the following 10 core competencies upon graduation:
1. Identify as a professional social worker and conduct oneself accordingly (2.1.1a-f).
2. Apply social work ethical principles to guide professional practice (2.1.2a-d).
3. Apply critical thinking to inform and communicate professional judgments (2.1.3a-b).
4. Engage diversity and difference in practice (2.1.4a-d).
5. Advance human rights and social and economic justice (2.1.5a-c).
6. Engage in research-informed practice and practice-informed research (2.1.6a-b).
7. Apply knowledge of human behavior and the social environment (2.1.7a-b).
8. Engage in policy practice to advance social and economic well-being and to deliver effective social
work services (2.1.8a-b).
9. Respond to contexts that shape practice (2.1.9a-b).
10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and
communities (2.1.10a-d).
Each core competency has specific, measurable practice behaviors that help students and their professors
determine if the competency has been achieved. There are 41 total practice behaviors. The complete list
of practice behaviors can be found at the end of this syllabus or by reviewing the student handbook.
V.
Course Objectives & Related CSWE Practice Behaviors
This course provides content that helps to prepare you, the generalist social work student, to engage in the
following CSWE competencies and related practice behaviors:



Practice personal reflection and self-correction to assure continual professional development (2.1.1b)
Attend to professional roles and boundaries (2.1.1c)
Demonstrate professional demeanor in behavior, appearance, and communication (2.1.1d)
Social Welfare in America * Summer 2015 * Dr. Henry * Page 3 of 51









Recognize and manage personal values in ways that allow professional values to guide practice (2.1.2a)
Analyze models of assessment, prevention, intervention, and evaluation (2.1.3a)
Demonstrate effective oral and written communication in working with individuals, families, groups,
organizations and communities (2.1.3b)
Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or
create privilege and power (2.1.4a).
View themselves as learners and engage those with whom they work as informants (2.1.4d)
Utilize conceptual frameworks to guide processes of assessment, intervention and evaluation (2.1.7a)
Critique and apply knowledge to understand person in environment (2.1.7b)
Continuously discover, appraise, and attend to changing populations, locales, scientific and
technological developments and emerging societal trends to provide relevant services (2.1.9a)
Engage and assess with individuals, families, groups, organizations, and communities (2.1.10a-b)
The objectives for this course, that support the CSWE related practice behaviors, are:
1. Students will be able to recognize historical factors and influences impacting the development of the
social welfare system in the U.S. as evidenced by effectively (overall rate of 70%) identifying and
describing them in course assignments.
2. Students will be able to describe the importance of values and ethics in social welfare service
development and delivery as evidenced by effective (overall rate of 70%) articulation through course
assignments.
3. Students will be able to identify key social welfare services and programs most often used in social
service settings as evidenced by effectively (overall rate of 70%) identifying and describing them in
course assignments.
4. Students will be able to apply knowledge of key social service programs to develop client-appropriate
social service plans as evidenced by successful completion of resource-plan project (rate of 70%).
The following table shows the relationship between: A) the course objectives, B) the CSWE related practice
behaviors, and C) the assignments used to assess your ability to fulfill the objective related to the practice
behavior:
A. Objectives
(By the completion of the course,
it is expected that you will be able
to…)
1. Recognize historical factors
and influences impacting the
development of the social
welfare system in the U.S. as
evidenced by effectively
B. CSWE Related
Practice Behaviors
(This is the practice
behavior that objective
supports)
2.1.7b
C. Course Assignments
(This is the assignment used to assess
your ability to fulfill the objective related
to the practice behavior)


Concept Assessments
Case Reviews
Social Welfare in America * Summer 2015 * Dr. Henry * Page 4 of 51
identifying and describing
them in course assignments.
2. Describe the importance of
values and ethics in social
welfare service development
and delivery as evidenced by
effective articulation through
course assignments.
3. Identify key social welfare
services and programs most
often used in social service
settings as evidenced by
effectively identifying and
describing them in course
assignments.
2.1.2a
2.1.4a
2.1.7b



Concept Assessments
Case Reviews
Resource Plan Project with Case
Presentation & Reflection
2.1.7a


Concept Assessments
Resource Plan Project with Case
Presentation & Reflection
4. Apply knowledge of key social
service programs to develop
client-appropriate social
service plans as evidenced by
successful completion of
resource-plan project
2.1.1b
2.1.1c
2.1.1d
2.1.2a
2.1.3a
2.1.3b
2.1.4d
2.1.7a
2.1.9a
2.1.10 a-b

Resource Plan Project with Case
Presentation & Reflection
Course Engagement

VI.
COURSE REQUIREMENTS
A.
REQUIRED TEXT:
 Ambrosino, R., Ambrosino, R., Heffernan, J. & Shuttlesworth, G. (2012). Social work and social
welfare: An introduction. (7th ed.). Brooks/Cole.
B.
RECCOMENDED TEXT:
 American Psychological Association (2009). Publication manual for the American Psychological
Association (6th ed.). Washington D.C.: Author.
C.
GRADES & ASSIGNMENTS*
While students can receive up to 1000 points for this course, all assignments are "weighted". This
means that each assignment is worth a certain percentage toward the final grade. Students must
receive a grade of "C" (70%) or better to pass this course. Point and weight distinctions are as follows:
Course Assignment
Total possible points
Weight (Percentage)
Social Welfare in America * Summer 2015 * Dr. Henry * Page 5 of 51
Concept Assessments
Draft Case Reviews
Final Case Reviews
Draft Resource Plan Project
Resource Plan Project
Case Presentation & Reflection
300
30%
(3@100 points ea.)
(3@10% ea.)
50
5%
(2@25 points each)
(2.5% each)
200
20%
(2@100 points each)
(10% each)
50
150
150
5%
15%
15%
(Presentation 75; Reflection 75)
(Presentation 10%, Reflection 5%)
10%
Course Engagement
100
1,000
100%
Totals
Final Points & Percentages** and Corresponding Grades are based on the following:
A = 90% to 100%
B = 89% to 80 C = 79% to 70% D = 69% to 60%
F = 59% or less
*Note: Unless otherwise indicated, this professor does not provide extra credit
**Note: Final grade percentages are rounded to the next highest value (ex: 79.5% = 80%)
All grades will be maintained in Blackboard. To determine your overall grade, view the percentage
located in the "weighted" column.
D.
COURSE ASSIGNMENTS
The following activities will be assigned and/or assessed for student evaluation of learning through
throughout the course.
1. Concept Assessments (Points: 100 points each, 300 points total; 30% total): Concept
assessments are designed to assess students' ability to remember and demonstrate an
understanding of factors influencing the U.S. social welfare system, the role of values and ethics
in social welfare, and key social welfare services and programs. These assessments are similar in
construct to exams or quizzes in that they are completed in a timed format without the aid of
books, notes, or colleague support. Concept assessments are used to determine how well you
know the information and are also used to inform remedial learning needs for the class. In this
regard, concepts assessments help to frame learning within the course (e.g. pace of
information, depth of information covered, etc.). There will be four (4) concept assessments
given in the semester that will cover content that has been discussed in class and assigned
through the readings. The assessments will help build and define your knowledge gained in the
course for practical application; in this regard, the assessments will also build on one another in
that each assessment may pull from previous learning in the course.
Concept assessments will be primarily short and long essay format. Concept assessments will
be completed through Blackboard in a proctored format. Students MUST arrange to complete
the assessment in the testing center at TAMU-CT on the day assigned. Extensions and makeups will not be offered without prior consultation and approval by the instructor.
Social Welfare in America * Summer 2015 * Dr. Henry * Page 6 of 51
Grading: Points will be obtained as indicated by passing each section within the exam.
2.
Case Reviews (Points: 100 points each, 200 points total; 20% total for Final Case Reviews; 5%
total for draft case reviews): Case reviews are designed to asses students' ability to reflect on
and apply knowledge gained to factual case scenarios warranting social service support.
Students will be assigned a case at the beginning of the semester and will work with this case
throughout the semester. Using knowledge gained in the course and with guidance from the
instructor, students will be expected to review, assess, and apply knowledge learned to the
case to deepen their understanding of prevalent social welfare issues. Two (2) case reviews will
be completed over the course of the semester. Guidance on and grading of the case reviews
will be provided by the instructor and can be found at the end of this syllabus using the Case
Review Assignment Requirements and Grading Rubric outline.
To assist students with successful completion of case reviews, two draft case reviews will be
required for submission before the final reviews are due. Worth 25 points each and 5% total
toward final grade, the draft case reviews will be used to provide feedback to students on the
development of the final case reviews.
Grading: Points will be obtained as indicated on the Case Review Assignment Requirements and
Grading Rubric.
3.
Resource Plan Project with Case Presentation and Reflection (Points: 150 points project; 75
points presentation; 75 points reflection; 300 points total; 30% total): To assess students' ability
to apply knowledge amassed throughout the course, students will develop a client-appropriate
social service plan to submit as a collaborative and cumulative project. Specifically, students will
develop a service plan, in the form of resources, to aid the client. Following, students will
present their case in the form of a formal case presentation to the class to share knowledge.
Students will also complete a reflective paper on their experience with the learning process and
the role of their own values and ethics in the analysis and development of the service plan.
Students will be provided with specific parameters by which to complete the project during the
first two weeks of class along with the assigned group and case.
Similar to the draft case reviews, students will complete a draft resource plan project to assist
with successful completion of the final resource plan. Worth 50 points each and 5% total
toward final grade, the draft resource plan project will be used to provide feedback to students
on the development of the final resource plan project.
Grading: Points will be obtained as indicated in the Resource Plan Project with Case
Presentation and Reflection rubric.
4.
Course Engagement (Points: 100 points total): To experience the full measure of learning, the
professor believes students must be actively engaged in the course. This translates as a degree
of attendance and participation. Further, through attendance and participation, the professor is
able to assess student's progression toward readiness in the profession through observation of
Social Welfare in America * Summer 2015 * Dr. Henry * Page 7 of 51
collegial behavior, thoughtfulness of responses, advocacy skills, etc. As a result, students are
expected to attend class, participate in class discussions, and complete engagement related
assignments. Class meetings that happen via Collaborate/Skype sessions will take place at an
average of once per week. On other days, there may be online assignments, readings, team
meetings, etc., that will take place. For each designated class session/activity, students will
receive points.
Each designated class session counted toward course engagement (14 total) can yield up to
7.14 points. Class sessions include in-class meeting dates and on-line meeting dates where
assignments are provided. Note “CE” areas on course schedule area in syllabus for course
engagement dates/assignments.
Unexcused absences, tardiness, or early departure from class without prior discussion and
approval by the instructor will result in zero (0) points for class presence days. Failure to
complete or turn in a course engagement assignment will result in zero points for the
assignment. If you are unable to avoid missing a class, you must notify the professor via email
before the class period to explain the absence. It is up to the discretion of the professor if the
absence will be excused (i.e., will not count against your attendance grade). Note that online
assignments for course engagement grades CANNOT be made up.
Important Note: No more than one (1) absence will be considered excused during the
semester (i.e. will not count against your grade). Following 2 excused absences, the third (3rd)
and all subsequent absences will be deducted as an unexcused absence (i.e. you will receive a
zero). The rationale for this policy is that attendance and participation are critical elements to
the full breadth and depth of learning in the course; therefore, students are expected to be
present in class during the days we meet and to richly engage in class (i.e. be prepared with
readings and assignments, participate in in-class discussions, actively listening to discussions
and lectures taking place in class, etc.). The instructor assumes that attendance will yield
positive and active engagement as outlined above. Failure to attend or to actively engage in
positive ways as outlined above, and in accordance with the class policies, will yield a zero (0)
for course engagement. Hence, it is important to be aware that unexcused absences and failure
to adhere to class policies while in class can and will impact this portion of your grade.
Again, as a reminder, at times an assignment will serve as your attendance/participation grade
(for example, a Blackboard assignment). Failure to complete and submit these assignments in
accordance with the instructions provided can and will result in a deduction of course
engagement points for that day’s assignment, up to and including receiving a zero for the
assignment/day.
Social Welfare in America * Summer 2015 * Dr. Henry * Page 8 of 51
Please note: If your schedule is such that you find it consistently difficult to arrive to class on
time, remain for the full class, or arrive to class at all, it is advised that you find a course that
would best meet your scheduling needs.
VII.
Class Policies
The following policies apply to all students enrolled in this course:
1. Students are not permitted to enter class more than ten (10) minutes late. Exceptions will be made
with prior discussion and approval by the professor only.
2. Once class has begun, students are expected to remain for the duration of the class. It is expected that
all students will take care of personal affairs (i.e., get beverages, take care of phone calls, meeting with
students and other professors, use the restroom, etc.) before class begins. Students who have a
medical/physical condition for which they need to request an exception to this policy are advised to
speak with the Disability Services Coordinator and/or discuss this with the professor to see if an
exception can be granted. Students leaving the class outside of these parameters should not attempt
to re-enter the class and will receive a 0 for class participation and/or attendance that day. Please
note: During the summer when classes are 2 hours and 30 minutes in length, the instructor will have a
minimal 10 minute break built into each scheduled learning period to support student needs.
3. Students are expected to display professional decorum at all times. This includes, but is not limited to,
respecting classmates and the instructor. In this regard, it is expected that students will not speak
to/hold conversations with/pass notes to other students, use cell phones, or engage in other types of
unprofessional behaviors once class has begun. Talking during lecture, out of turn, or while other
students are talking is disruptive to the learning environment, disrespectful to peers, and
unprofessional in demeanor. Students are strongly encouraged to engage in discussion in a respectful
and appropriate manner; hence, it is expected that students apply classroom etiquette and raise a
hand if there is something to share or to answer a question. It is also expected that students will
display patience in raising a hand and recognize that the professor will eventually call on the student
and/or may attempt to vary responses from peers and not call on the student in an effort to do so.
Shouting out answers, making loud noises, and/or waving a hand vigorously to capture attention is
unprofessional and inappropriate behavior. Consistent display of such behavior will result in
consultation by the professor and can potentially impact the attendance/participation grade. Students
are encouraged t use a "parking lot" to for questions that may be better to address after class with the
professor.
Please note: This professor will NOT assign seats to students. If behavior accelerates to such a need, a
meeting will be requested with the student, the instructor and potentially the department to address
appropriateness to be able to continue with the course. If it is determined that the behavior
significantly impacts/impairs learning for other students, the student may be asked to leave the class
permanently, resulting in an F for the course.
4. To support the academic learning environment, students are asked to refrain from sharing personal
information in class that will not support/add significantly to the class discussion. Sharing of personal
Social Welfare in America * Summer 2015 * Dr. Henry * Page 9 of 51
stories and/or issues that are not related to the topic can distract class learning and limit knowledge
sharing by the professor and other students. In this regard, please note that the professor reserves the
right to redirect/limit such conversations in class unless students are expressly asked to share such
information by the instructor.
5. NO TECHNOLOGY IS PERMITTED DURING IN CLASS EXAMS, QUIZZES, OR OTHER TYPES OF
ASSIGNMENTS AS DEFINED BY THE PROFESSOR, UNLESS GIVEN SPECIFIC PERMISSION BY THE
PROFESSOR. During such assignments, students may be asked to turn in cell phones to the professor,
place bags beneath desk or to the side of class, or other request to minimize use of such technology.
Students discovered to be using cell phones, ipads, e-readers, recording devices, etc. during
assignments without expressed, written approval by the professor to do so will receive a zero (0) for
the assignment and referred to Student Affairs for academic integrity concerns. Students warned
against doing so once and found to do so again in this or any subsequent course will receive an F for the
course in which the behavior was identified and referred to Student Affairs.
6. Students are NOT permitted to work collaboratively (together) on any assignment unless given
EXPRESSED permission by the instructor to do so. This includes homework, take home quizzes, papers,
etc. Failure to adhere to this policy can result in a zero (0) on the assignment and referral to Student
Affairs for academic integrity concerns.
7. All assignments must be turned in at the beginning of class on the day they are due unless indicated
otherwise by the professor. The professor will explain to you when the beginning of class is for the
course (for example: 10 minutes after the start of class, following the class greeting by the instructor,
etc.). Late work will not be accepted or graded unless this has been discussed with and approved by
the professor BEFORE the due date (not the due time) of the assignment. Being absent from class on a
day when an assignment is due does NOT grant a student an extension to the due date; the student
must still arrange to get that assignment turned in to the professor before class starts. Allowing
students to turn in assignments late for a grade is not fair to other students who get their work done
on time, disrupts the grading process for the professors, and sends a message that such behavior is
professionally “okay,” which it is not. This, as well as all other policies, will be held to strict code, and
failure to adhere to this policy will result in a zero (0) for the assignment. This is inclusive of all
assignments.
Please note: This professor considers it unprofessional and unacceptable to run into class with a newly
printed paper and attempt to assemble the paper at the professor’s desk/podium (getting pages
together, stapling, etc.) prior to turning the paper/assignment in. This shows failure to effectively plan
and take initiative to get assignments turned in on time. Two (2) points will be deducted from any
paper/assignment (even if turned in before class) that is prepared and submitted in such a manner;
hence, it is advisable to appropriately assemble papers for submission BEFORE entering class.
8. Unless otherwise noted, hard copies of papers must be submitted. Students should be prepared to
submit electronic copies of any paper for class at the discretion of the instructor.
9. All papers submitted for grading MUST adhere to APA 6th edition standards unless otherwise stated by
the professor. This means that all papers must, minimally, be: 1) typed, 2) double spaced, 3) use Times
New Roman font, 4) use 12 point font, 5) include an APA style cover page, and 6) include in-text
Social Welfare in America * Summer 2015 * Dr. Henry * Page 10 of 51
citations AND a reference page for ANY SOURCED INFORMATION (this includes information learned in
current or previous classes, read online, learned during a personal communication, reviewed over
email, read in a text-book, etc.). Further, all typed papers submitted in class MUST be stapled or
clipped together (if too large for staple). It is not acceptable, nor professional, to hand in a paper that is
not professionally bound (in academia, professionally bound means stapled or securely clipped
together). Unless instructed to do so, submitting papers in folders, binders, etc. are not required and
should be limited in use.
10. TAMU-CT expects all students to maintain high standards of personal and scholarly conduct and avoid
any form of academic dishonesty. Academic dishonesty includes, but is not limited to, plagiarism
(intentional or unintentional), copying another person's work, turning in someone else's work as your
own, downloading material from the internet and inserting it into a paper as if it was your own work,
taking ideas from classes or readings and putting them in a paper without citations/references,
cheating on an examination or other academic work, collusion, and the abuse of resource materials.
Any idea, even paraphrased ideas, used or borrowed must be given credit by showing the source with
an appropriate citation and reference. Any student who violates class and/or university policies
regarding Academic Honesty will be sanctioned according to the University and program guidelines.
More information on university policies can be found at www.ct.tamus.edu/studentconduct. A copy of
the University’s policy is also located at the end of this syllabus.
11. Additional & Important Note on Writing Assignments: All written assignments are expected to be the
original work of the student. While paraphrasing and some direct quotations are permitted, it is
expected this will be done within the context of your own analysis and synthesis of the information
read. Paraphrasing is a skill of reading information and, using your own thoughts, summarizing the
information in a way that supports the topic discussed. While the paraphrase involves your own
thoughts, it originates from a source and that source is cited. Quoting is a matter of taking words,
verbatim, from another source and restating them without, or with minimal, manipulation. Quotations
are placed in quotation marks (“ ”) or placed in a block format within the text. Quoting does not
involve analysis and synthesizing and, therefore, does not require critical thinking except when used
appropriately to support (not substitute) an idea. Because of this, students are discouraged from using
significant quotations as this limits your learning experience. Students found to excessively quote will
be penalized. Students using words as their own without appropriately citing will be penalized –
including failing the assignment and up to failing the course. Students found to have plagiarized (using
words as your own without giving proper credit, whether paraphrasing or directly quoting) will also be
referred to the Student Affairs. Therefore, it is VERY important that students take academic integrity in
writing very seriously. If you are in doubt, it is always best to cite your source and/or speak with your
professor for more guidance. The Writing Center, Library, and Owl Purdue are also resources that can
help you. A copy of this statement is located at the end of this syllabus. You are required to
acknowledge receipt and understanding regarding the policy for academic integrity in this course by
signing and submitting the acknowledgement statement no later than the second (2 nd) week of class.
Failure to do so will result in consultation with the professor, program faculty and/or Student Affairs
and could limit your successful continuation in this course.
12. Class discussions, oral presentations, and written materials must adhere to professional standards of
expression and conform to the style described by the American Psychological Association (APA, 2009).
This includes avoidance of the use of language that degrades women, people of color, gays, lesbians,
Social Welfare in America * Summer 2015 * Dr. Henry * Page 11 of 51
bisexuals, transgendered, and other diverse and at-risk populations. All students are expected to
display the utmost respect for all people, regardless of differences.
Final Note Regarding Class Policies
The aforementioned policies are designed to create and foster a positive and rewarding learning
environment for all students. Failure to adhere to the aforementioned class policies, as well as
university policies, demonstrates a potential inability to conduct oneself professionally in the field of
study. These policies are applicable throughout the program and, as such, students who consistently fail
to comply with these policies will be considered inappropriate candidates for field placement and/or the
degree of Bachelor of Social Work at TAMU-CT, as their behavior is considered inappropriate for a
social work practitioner.
An assessment of student behavior as it relates to class policies, and overall decorum required
throughout the TAMU-CT social work program and the University, is provided via the “Rubric for
Assessing Professional Behaviors” (attached to this syllabus). Any student in this course found to
perform below the standard requirements will be provided with a rubric outlining areas for concern.
Failure to obtain scores of 3 or 4 in any of the 15 professional behavior areas listed in the rubric will
limit a student’s ability to be assigned a field placement and/or can result in removal from a field
placement. These behaviors, which align with the National Association of Social Workers (NASWs) core
values and ethics, TAMU-CTs Code of Conduct, and the Social Work Program class policies, are
considered the expected professional behaviors of social work interns and future generalist social
workers and, therefore, are held to the strictest code.
VIII.
University Policies
1.
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the
necessary paperwork. Professors cannot drop students; this is always the responsibility of the
student. The record’s office will provide a deadline for which the form must be returned,
completed and signed. Once you return the signed form to the records office and wait 24 hours,
you must go into Duck Trax and confirm that you are no longer enrolled. Should you still be
enrolled, FOLLOW-UP with the records office immediately? You are to attend class until the
procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow
the procedure, you will receive an F in the course.
2.
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of honor in
personal and scholarly conduct. Any deviation from this expectation may result in a minimum of a
failing grade for the assignment and potentially a failing grade for the course. All academic
dishonesty concerns will be reported to the university's Office of Student Conduct. Academic
dishonesty includes, but is not limited to, cheating on an examination or other academic work,
plagiarism and improper citation of sources, using another student's work, collusion, and the abuse
Social Welfare in America * Summer 2015 * Dr. Henry * Page 12 of 51
of resource materials. When in doubt on collaboration, citation, or any issue, please contact me
before taking a course of action. More information can be found at
http://www.tamuct.edu/departments/studentconduct/academicintegrity.php
3.
Disability Support Services
If you have or believe you have a disability and wish to self-identify, you can do so by providing
documentation to the Disability Support Coordinator. Students are encouraged to seek information
about accommodations to help assure success in their courses. Please call (254) 501-5831 or visit
Founder's Hall 114, Suite 114. Additional information can be found at
http://www.tamuct.edu/departments/disabilitysupport/index.php
Social Welfare in America * Summer 2015 * Dr. Henry * Page 13 of 51
4.
Library Services
INFORMATION LITERACY focuses on research skills which prepare individuals to live and work in an
information-centered society. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research techniques.
Help may include, yet is not limited to: exploration of information resources such as library
collections and services, identification of subject databases and scholarly journals, and execution of
effective search strategies. Library Resources are outlined and accessed at.
http://www.tarleton.edu/centraltexas/departments/library/
5.
Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include
Accounting, Finance, Statistics, Mathematics, and Writing. Tutors are available at the Tutoring
Center in Warrior Hall, Room 111. Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring
Support" for tutor schedules and contact info. If you have questions, need to schedule a tutoring
session, or if you're interested in becoming a tutor, contact Academic Support Programs at 254501-5830 or by emailing tutoring@ct.tamus.edu.
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMU-CT students to log-in and receive FREE online tutoring and
writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry,
Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into your Blackboard
account and click "Online Tutoring."
6.
Textbook Purchasing
A student of this institution is not under any obligation to purchase a textbook from a universityaffiliated bookstore. The same textbook may also be available from an independent retailer,
including an online retailer.
Social Welfare in America * Summer 2015 * Dr. Henry * Page 14 of 51
IX.
COURSE SCHEDULE*
*Please note: Lessons are often adapted based upon the learning needs/progress of the class. Therefore, the
professor reserves the right to amend the course schedule at any time. It is advisable that students consult with
professor on assignment completion before moving to far ahead in the course schedule.
Date
6/2
Format
Activity
Readings/Assignments Due
Module #1: Getting to Know Ourselves, Our Peers, & the History of Social Welfare in America
Introduction to Social Welfare
Reading: Syllabus
 Student & Professor Introductions
Reading: Ambrosino Ch. 1
 Syllabus Review/Course Plans
 Introduction to hybrid course format: Assignment: Join Edmodo.com
by going to this link
Navigating Online
In Class
https://edmo.do/j/s4ig4b and
 Introduction to Social Welfare: Part I
(CE)
entering this group code:
jvwexv. Follow directions on the
social welfare group site.
Note: This works BEST with FireFox
or Internet Explorer browsers. Not
Chrome (Google).
6/4
In Class/
Online
(CE)
Group Work Planning and Connecting
 Class Project Review
 Group and case assignments
 Group activities
o In class activity
o “Selfie” assignment online
(1/2 CE); due by 11:59pm
today
Reading: Syllabus
Assignment: Signed integrity
statements due
Assignment: Contact testing
center to schedule Concept
Assessments
Assignment: Complete the Basic
Analysis Color Code Personality
Test and bring results to class:
http://www.colorcode.com/choo
se_personality_test/
Assignment: Complete the
Strengths Quest Personality
Profile and bring results to class.
6/9
In Class/
Online
(CE)
6/11
In Class
(CE)
Reflection
 Reflecting on self in the learning
process
Introduction to Social Welfare: Part II

Assignment: See Blackboard for
Beginning of Semester Reflection
assignment information
Reading: Ambrosino Ch. 1
Historical Influences
Social Welfare in America * Summer 2015 * Dr. Henry * Page 15 of 51
6/16
In Class
(CE)
6/18
Knowledge Application: Practice It!

Reading: Syllabus
Review Case Review #1 Requirements Reading: Class notes from
 Concept Assessment Practice
Chapter 1
Knowledge Application: Post It!

In Class
(CE)
Post an image, a link to a news
article, or a meme to Edmodo that
reflects/sums up your thoughts about
what we covered in Chapter 1. Then,
use a 6 word sentence MAX to sum
up the posting. Postings contribute to
Course Engagement Points
*Remember your netiquette!
Assignment: Draft Case Review
#1 due Friday, June 20th by 12
noon
FYI: Get more information about
memes here:
http://netforbeginners.about.co
m/od/weirdwebculture/f/WhatIs-an-Internet-Meme.htm
All posts due by 7:00pm today.

6/23
6/25
Remember: You can use Edmodo to
post questions you have about the
concept assessment or assignments
too!
Knowledge Application: Test it!
Testing
Center

In Class
6/30
In Class
Concept Assessment
Knowledge Application: Write It!

Case Review #1
Assignment: Concept
Assessment #1 due by 11:59.
Assignment: Case Review #1 due
Friday, June 27th by 11:59pm
Module #2: Values and Ethics in Social Welfare
Understanding Diversity, Values and Ethics in Listen/Watch:
Social Welfare
 I’ve Found Regan’s
 Deconstructing The Welfare Queen
Welfare Queen
 Diversity, Values & Ethics in Helping
 Welfare Abuse: 32 y/o
Context
Austin, TX
Reading: Ambrosino, Chapter 4
(CE)
Reading: Return of the Welfare
Queen
Assignment: Values exercise; to
be provided and completed
before class (See Blackboard)
7/2
Exploring Poverty in the U.S.
In Class

Film Review – The One Percent
Reading/Assignment: See
Blackboard for The One Percent
assignment information
Social Welfare in America * Summer 2015 * Dr. Henry * Page 16 of 51
Value, Ethics and -Isms of Poverty
7/7
In Class

Poverty Defined
(CE)

Social Response to Poverty
Knowledge Application: Post It!
7/9

In Class
(CE)
7/14
In Class
(CE)
7/16
Post an image, a link to a news
article, or a meme to Edmodo that
reflects/sums up your thoughts about
what we covered in Chapter 7
(Poverty). Then, use a 6 word
sentence MAX to sum up the posting.
Postings contribute to Course
Engagement Points *Remember your
netiquette!
All posts due by 7:00pm today.
Knowledge Application: Practice It & Write
It!

Practice for Concept Assessment #2

Case Review #2
Knowledge Application: Test it!
Testing
Center

Concept Assessment
Reading: Ambrosino Ch. 7, pgs.
142-152
Watch: Videos included on
Blackboard
Assignment: Draft Case Review
#2 due Friday, July 11th by 12
noon
Reading: Class notes from
Chapters 4 and 7, videos, and CA
#1.
Assignment: Case Review #2 due
today by 11:59pm
Assignment: Concept
Assessment #2 due by 11:59.
Module #3: U.S. Social Welfare Services & Programs
Exploring Services for Stability Needs
Reading: Ambrosino Ch. 7, pgs.
7/21
In Class

(CE)

Review requirements for Resource
Plan Project
Watch: Videos in Blackboard
Food, Housing/Shelter, Money
Knowledge Application: Post It!
7/23
152-169
Assignment: Edmodo posting

Post an image of a photo you took
Assignment: Draft Resource Plan
related to Food Insecurity to Edmodo. Project due Saturday, July 26th
Then, use a 6 word sentence MAX to by 11:59 pm
sum up the posting. Postings
contribute to Course Engagement
Points *Remember your netiquette!

All posts due by 7:00pm today.
In Class
(CE)
Social Welfare in America * Summer 2015 * Dr. Henry * Page 17 of 51
7/28
7/30
Exploring Services for Physical Health Needs
In Class

Medicare
(CE)

Medicaid/CHIP
In Class
(CE)
8/4
8/6
Exploring Services for Physical & Family
Health Needs

PPACA

Parenting/Family Resources
Knowledge Application: Test it!
Testing
Center

In Class
Concept Assessment
Presentations
Reading: Ambrosino Ch. 9
Watch: Video in Blackboard
Reading: Ambrosino Ch. 9
Reading: Ambrosino Ch. 11
Assignment: Final Resource Plan
Project due today by 11:59pm
Assignment: Concept
Assessment #3 due by 11:59.
Assignment: End of Semester
Reflection due today by 11:59pm
Social Welfare in America * Summer 2015 * Dr. Henry * Page 18 of 51
X.
Bibliography and Additional Resources
The following readings can be used by students to provide further information on the topics covered by the
course:
Albelda, R. & Withorn, A. (Eds.). (2002). Lost ground: Welfare reform, poverty, and beyond. Cambridge, MA: South
End Press.
Collims, J., & Mayer, V. (2010). Both hands tied: Welfare reform and the race to the bottom of the low-wage labor
market. Chicago: University of Chicago Press.
Council on Social Work Education. 2001. Educational Policies and Accreditation Standards. Retrieved from
http://www.cswe.org/Accreditation/Candidacy/Candidacy-2001EPAS.aspx
Davis, K., & Brent-Goodley, T. (Eds.). (2005). The color of social policy. Alexandria, VA: Council on Social Work
Education.
Day, P. (2008). A new history of social welfare (4th ed.). Boston: Allyn & Bacon.
Diller, J. (2006). Cultural diversity: A primer for the human services (3rd ed.). Pacific Grove, CA: Brooks/Cole.
Dichter, M. E., & Cnaan, R. A. (2010). The benefits of learning social welfare: Lessons from student perspectives.
Journal of Teaching in Social Work, 30, 210-224.
Fix, M. (Ed.). (2009). Immigrants and welfare: The impact of welfare reform on American’s newcomers. New York:
Russell Sage Foundation.
National Association of Social Workers. (2008). Code of ethics. Retrieved from
http://www.socialworkers.org/pubs/code/code.asp
Orren, D., Smith, R., Norlin, J. & Chess, W.A. (2008). Human behavior and the social environment: Social systems
theory (6th ed). Boston: Allyn & Bacon.
Popple, P.R., & Leighninger, L. (2008). Social work, social welfare, and American society (7th ed.). Boston: Allyn &
Bacon.
Zastrow, C., & Kirst-Ashman, K. (2009). Understanding human behavior in the social environment (8th ed.).
Florence, KY: Cengage Learning.
Social Welfare in America * Summer 2015 * Dr. Henry * Page 19 of 51
Social Welfare in America Case Review Guidelines & Grading Rubric
Assignment Purpose: To assess students' ability to reflect on and apply knowledge gained to factual case
scenarios warranting social service support. (Learning Objectives #1 & #2).
Professional Competencies Assessed:
2.1.2a: Recognize and manage personal values in ways that allow professional values to guide practice.
2.1.4a: Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or
create privilege and power.
2.1.7b: Critique and apply knowledge to understand person in environment.
Directions:
Using the case review topics provided by the professor, and your assigned case, independently
complete a review of your assigned case that demonstrates your knowledge gained about the
topic and the implications of that knowledge on your case. Use the Case Review Form on the
follow page to complete the assignment. When completing the case review, be certain to
include citations from lectures and readings. An APA style reference page should be attached at
the end of the review. An APA style cover page that includes your name, the name of the
assignment with topic (i.e. Case Review: History of Development of Social Work), name of the
program and running head with "CASE REVIEW" should be included in the final submission. The
content of the case review should be no longer than 3 pages of content (does not include cover
page or reference page). An abstract and table of contents should not be completed for this
assignment. No appendices should be included in this assignment.
Included in the content of the review should be:
I.
Demographic Information: Client name, age, ID#, location, primary worker, case setting
(i.e., medical, educational, mental health, housing, etc.), date, your contact information
II.
Objective Information: Presenting issue, family dynamics/background, physical
functioning/health, educational background/cognitive performance,
psychological/emotional functioning, socio-cultural information/background,
employment/income information. Each of the aforementioned should be brief (no more
than 4 sentences). If not known or does not apply, write "Not Known At This Time" or
"N/A".
III.
Subjective Information: Strengths and challenges. Brief quotes from case/discussions
are encouraged here.
IV.
Topic Connection with Client: Narrative that incorporates topic with client's presenting
issue/case. Paraphrasing from readings and class discussions required. No direct
quotations permitted.
V.
Impressions: Based on the case review, include your objective impressions about what
implications the topic has had and/or will have on the client.
Social Welfare in America * Summer 2015 * Dr. Henry * Page 20 of 51
VI.
Acknowledgement of notation: Check box to acknowledge integrity of note.
Case Topics: Topic 1 - Based on what you know about the history and development of social welfare in the
U.S., in what way (s) do you think this has a bearing on the services your client(s) have or will
receive?
Topic 2 - Based on what you know about the role of values and ethics in social welfare service,
in what way(s) do you think this has a bearing on the services your client(s) have or will receive?
A condensed example is provided for you below:
Social Welfare in America * Summer 2015 * Dr. Henry * Page 21 of 51
Social Welfare in America Case Review CONDENSED EXAMPLE
Section I:
Demographic Information
Client Name:
ID#:
Age:
Location:
Primary Worker (Officially Belongs To):
Case Setting:
Date of Case Review:
Case Worker:
Case Worker E-Mail:
Case Worker Phone:
Section II:
Objective Information
Presenting Issue:
Family Dynamics/Background:
Physical Functioning/Health:
Mental Health Functioning/History:
Educational Background/Cognitive
Performance:
Socio-Cultural Information/Background:
Employment/Income Information:
Section III:
Strengths:
Challenges:
Jane Doe
JD-25-7-893
37
Killeen, Texas
Angela Bassett
Medical
2/7/2014
Renee M. Henry, Ed.D, LISW, LCDC
rhenry@ct.tamus.edu
254-718-7671
Jane is seeking financial and respite care support.
Jane is a 37 year old mother of two (8 and 12 year old girls). She
has an ex-husband of 5 years who she remains very close with.
Jane's mother and father are both living but very ill.
Jane was diagnosed in 2012 with lupus. Six months ago (September
2013) she was also diagnosed with perimenopause.
Jane has a history of depression as diagnosed between 1989 and
1992. She received this diagnosis during and following the divorce
from her husband. She ceased seeing a therapist once her goals
were achieved. No psychotropic medications were prescribed.
Jane has a doctoral degree from the University of Cambridge in
Zoology. She has a master's and bachelor's in science. According to
records, Jane is oriented x4 with no historical cognitive issues.
Jane identifies as an African-American, cisgendered, female. She
does not acknowledge dating at the time of this report. She reports
spirituality as her religious identity.
Jane worked full-time for Austin Zoo and Animal Sanctuary for 10
years until she was forced into early retirement due to illness.
Subjective Information
Jane is very motivated to live a long life. She reports "I have to be
here to see my children grow old and will do whatever I can to
make that happen"
Jane has minimal social support outside of her ex-husband. Records
indicate she has been "isolated since leaving her job."
Social Welfare in America * Summer 2015 * Dr. Henry * Page 22 of 51
Section IV:
Topic Connection with Client
From the bubonic plague to HIV, there has been a common theme of deserving and undeserving poor (citation,
year). Jane is someone who would benefit, in some ways, from society's long-held beliefs about these two
groups of individuals....
Section V:
Impressions
Jane is a 37-year old presenting with a request for financial and respite care support. Based on beliefs and
assumptions within society, Jane can expect.... Workers supporting Jane's case can also expect....based on....
Section VI:
Acknowledgement of Notation
Per the National Association of Social Workers (NASW) code of ethics, I acknowledge that development of this
case review record is consistent with the maintenance and promotion of high standards of practice (NASW
Ethic 5.01). In this regard, I acknowledge that I am the sole developer of this record, I have taken reasonable
steps to ensure this record is accurate, and I have and will continue to take steps to ensure the client's privacy.
My check mark attests this statement. 
Social Welfare in America * Summer 2015 * Dr. Henry * Page 23 of 51
Social Welfare in America Case Review Form
Section I:
Demographic Information
Client Name:
ID#:
Age:
Location:
Primary Worker (Officially Belongs To):
Case Setting:
Date of Case Review:
Case Worker:
Case Worker E-Mail:
Case Worker Phone:
Section II:
Objective Information
Presenting Issue:
Family Dynamics/Background:
Physical Functioning/Health:
Mental Health Functioning/History:
Educational Background/Cognitive
Performance:
Socio-Cultural Information/Background:
Employment/Income Information:
Section III:
Subjective Information
Strengths:
Challenges:
Section IV:
Topic Connection with Client
Section V:
Impressions
Section VI:
Acknowledgement of Notation
Per the National Association of Social Workers (NASW) code of ethics, I acknowledge that development of this
case review record is consistent with the maintenance and promotion of high standards of practice (NASW
Ethic 5.01). In this regard, I acknowledge that I am the sole developer of this record, I have taken reasonable
steps to ensure this record is accurate, and I have and will continue to take steps to ensure the client's privacy.
My check mark attests this statement. 
Social Welfare in America * Summer 2015 * Dr. Henry * Page 24 of 51
Social Welfare in America Case Review Grading Rubric
Student: _________________________________________________________
________/100 Points
_________%
Date: _______
Grade: ________
Part I ________________/5 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part I of the assignment guideline.
Part II________________/15 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part II of the assignment guideline.
Part III _____________/15 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part III of the assignment guideline.
Part IV _____________/20 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part IV of the assignment guideline.
Part V ________________/20 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part V of the assignment guideline.
Part VI ________________/5 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part IV of the assignment guideline.
Grammar, Organization & Spelling ________________/15 points
Writing is free of spelling and grammatical errors. It is to be evident that the used words appropriately
(they’re, their, and there) and used grammar and spell check. Writing must also be well organized with
transitional sentences, clear flow of ideas, and appropriate use of APA 6th edition. Writing should be clearly
understandable the first time reading. It is clear that there are no direct quotes used in section IV (2 point
deduction per direct quote).
Social Welfare in America * Summer 2015 * Dr. Henry * Page 25 of 51
Point Definition: 15-12 points – Perfect to near spelling, grammar, and organization with no to minimal (0-4)
errors. 11-9 points - Very good to average spelling, grammar, and organization (5-8 spelling, grammatical, and
organizational errors). 8-5 points - Below average spelling, grammar, and organization (9-12 or more spelling,
grammatical, and/or organizational errors). 4 points or below: Very poor spelling, grammar, and organization
(13 or more spelling, grammatical, and/or organizational errors) 0 point - Student does not submit case review
by due date.
Structure ________________/5 points
The Case Review has the following components:
 Use of the Case Review Form
 1.15 spacing in content
 Times New Roman Font
 Appropriately formatted APA style cover page with title of work, student’s name,
and program name spelled out.
 Appropriately formatted reference page
 No longer than 3 pages of content (1 point deduction for every page over; no
minimum required); and table of contents, abstract and appendices not
included.
Point Definition: 5 points – Perfect structure requirements. 4 points - 1 error in structure requirements. 3
points – 2 errors in structure requirements. 2 points or less - 3 or more errors in structure requirements. 0
point - Students does not submit assignment/or does not submit by due date.
Social Welfare in America * Summer 2015 * Dr. Henry * Page 26 of 51
Social Welfare in America Resource Plan Project with Case Presentation and Reflection
Guidelines & Grading Rubric
Assignment Purpose: To assess students' ability to apply knowledge amassed throughout the course to
develop a client-appropriate social service plan. (Learning Objectives #2, #3, & #4).
Professional Competencies Assessed:
2.1.1b: Practice personal reflection and self-correction to assure continual professional development.
2.1.1c: Attend to professional roles and boundaries.
2.1.1d: Demonstrate professional demeanor in behavior, appearance, and communication.
2.1.2a: Recognize and manage personal values in ways that allow professional values to guide practice.
2.1.3a: Analyze models of assessment, prevention, intervention, and evaluation.
2.1.3b: Demonstrate effective oral and written communication in working with individuals, families, groups,
organizations and communities.
2.1.4a: Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or
create privilege and power.
2.1.4d: View themselves as learners and engage those with whom they work as informants.
2.1.7a: Utilize conceptual frameworks to guide processes of assessment, intervention and evaluation.
2.1.7b: Critique and apply knowledge to understand person in environment.
2.1.9a: Continuously discover, appraise, and attend to changing populations, locales, scientific and
technological developments and emerging societal trends to provide relevant services.
2.1.10a-b: Engage and assess with individuals, families, groups, organizations, and communities.
Directions for RESOURCE PLAN PROJECT:
Using the case assigned by the professor at the beginning of the semester, you are to develop a
service plan, in the form of resources, to aid the client. Specifically, through collaborative work,
you will professionally articulate in writing (and later orally through a presentation) what you
have learned about your client and the best resources to aid them using the outline provided
below as your guide. An APA style reference page should be attached at the end of the plan. An
APA style cover page that includes each participating group member's name, the name of the
assignment, name of the program, and running head with "RESOURCE PLAN PROJECT" should
be included with submission. The content of the case review should be no longer than 12 pages
of content (does not include cover page or reference page). No minimum is required. Narratives
should be DOUBLE SPACED and in paragraph format. An abstract and table of contents should
not be completed for this assignment. Appendices may be included if/as appropriate. There will
be one group grade for the assignment.
Included in the content of the Resource Plan should be:
I.
Demographic Information: Similar to the Case Review format, complete the demographic
information about the client.
Social Welfare in America * Summer 2015 * Dr. Henry * Page 27 of 51
II.
Review of the Objective Issues present in the case: Similar to the Case Review format, describe
the facts of the case. This is information that can be verified and is only based on the fact of the
situation.
III.
Review of Subjective Issues Present in the Case: Similar to the Case Review format, describe
the subjective components of the case. This often includes how the client feels or thinks, is
written from the client's perspective and uses quotes to support the clients' perspective.
IV.
Review of Case Impressions/Assessment: Similar to the Case Review format, state your
professional conclusion about the case, drawing from the subjective and objective information.
Also, include here information gleaned from Modules #1 and #2 to help formulate a tentative
hypothesis related to service attainment.
V.
Plan of Services (Resources): Provide an outline of resources to assist the client (3-5 resources).
Include for each resource:
 Identifying information for the resource
 Synopsis of the resource
 Rationale for the resource
VI.
Acknowledgement of notation & collaborative process: Check box and initials to acknowledge
integrity of resource plan and collaborative process. One for EACH member of the group. Note,
Section VI should be included at the end, before the references, and does not count toward the
page length requirement.
A condensed example is provided for you below:
Social Welfare in America * Summer 2015 * Dr. Henry * Page 28 of 51
Social Welfare in America Resource Plan Project CONDENSED EXAMPLE
Social Welfare in America Resource Plan
Section I:
Demographic Information
Client Name:
ID#:
Age:
Location:
Primary Worker (Officially Belongs To):
Case Setting:
Date of Resource Plan:
Case Workers:
Primary Case Worker E-Mail:
Primary Case Worker Phone:
Section II:
Jane Doe
JD-25-7-893
37
Killeen, Texas
Angela Bassett
Medical
3/27/2014
Renee Henry, Ed.D., LISW, LCDC; Susan A. Smith; Terrance
Miller; and Stacy Polecheck
rhenry@ct.tamus.edu
254-718-7671
Objective Information
Jane is a 37 year old, divorced mother of two referred to Angela Bassett for financial and respite
assistance. Jane has been diagnosed with lupus and perimenopause and as a result, has had had to leave her job
of 10 years and has several medical appointments to which her daughters cannot attend. Her two children,
Kaylee (8) and Kenya (12), attend a local elementary school where they receiving passing grades (As and Bs
and for both). Jane's ex-husband, Roger, is a police officer who maintains regular contact with Jane and their
children. Although Jane lives in Killeen, TX and Roger lives in Connecticut, they use phone, email and Skype
to maintain weekly contact.
Section III:
Subjective Information
Jane is an educated woman who identifies as motivated with reasonable means to achieve her goals.
Jane has indicated that she "didn't get as far as a doctoral degree without motivation" and states that she has
"faith and family" to help her achieve her goals.
Section IV:
Case Impressions/Assessment
Social Welfare in America * Summer 2015 * Dr. Henry * Page 29 of 51
Although Jane has a mother and father still living and who are very supportive of Jane and her children,
they are limited in their ability to assist Jane with the financial and respite resources needed due to their own
failing health and fixed income. Jane's husband is a strong source of support and though assisting financially, is
job as a police officer makes it difficult for him to provide the structure Kaylee and Kenya need. An advantage
Jane has in this situation is her identification as a single-mother due to society's perception of single mothers
with regard to resources and support (citation, year). Based on the aforementioned, the following resources are
suggested to aid Jane with achieving her goals/meeting her needs:
Section V:
Plan of Services
Identifying Information:
Resource: Family Support Services, Bell County Human Services
Address: 718 N. 2nd St. Suite B Killeen, TX 76542
Primary Contact: Maria Foster/Phone: (254)519-3360/Email: maria.foster@co.bell.tx.us
Web Address: www.bellcountytx.com
Operating Agency: Bell County Human Services/ Killeen H.E.L.P. Center
Synopsis of Resource:
Overview: Provides emergency financial assistance targeted at lowering dependency on public
assistance for rent, utilities, transportation, minor medical care, and prescriptions.
Services Offered: Bus Fare- Rent Payment Assistance- Utility Bill Payment AssistancePrescription Expense Assistance
Other Information: Currently there are only enough funds to provide utility assistance. This may
change with more funds.
Eligibility: 150% FPL or lower, must show need
Rationale for Resource:
Jane is currently renting a home in Killeen. She is close to depleating her savings due to medical
Social Welfare in America * Summer 2015 * Dr. Henry * Page 30 of 51
costs which will impair her ability to pay rent. Because Family Support Services will help individuals
with rent and prescription assistance, it will be a good resource for Jane. Also, as Jane is unemployed
and only has $5000 in savings currently, she would meet the eligibility requirements of being 150% or
below the FPL.
Section VI:
Acknowledgement of Notation & Collaborative Process
Per the National Association of Social Workers (NASW) code of ethics (2008), I acknowledge that
development of this resource plan is consistent with the maintenance and promotion of high standards of
practice (NASW Ethic 5.01). In this regard, I acknowledge that as a member of a collaborative team, I actively
participated in and contributed to decisions that affect the well being of the client (2.03a), treated my colleagues
with respect (2.01), engaged in professional resolution of any disagreement (2.03b), and took adequate
measures to discourage, prevent, expose, and correct any unethical conduct witnessed of a colleague (2.11a). I
further acknowledge I have taken reasonable steps to ensure this documentation promotes the wellbeing of the
client (1.01), is accurate (3.04a), and I have and will continue to take steps to ensure the client's privacy (1.07).
My initials and check mark attests this statement. Initials: TNHJ 
Social Welfare in America * Summer 2015 * Dr. Henry * Page 31 of 51
Social Welfare in America Resource Plan Project Template
Social Welfare in America Resource Plan
Section I:
Demographic Information
Client Name:
ID#:
Age:
Location:
Primary Worker (Officially Belongs To):
Case Setting:
Date of Resource Plan:
Case Workers:
Primary Case Worker E-Mail:
Primary Case Worker Phone:
Section II:
Objective Information
Section III:
Subjective Information
Section IV:
Case Impressions/Assessment
Section V:
Plan of Services



Section VI:
Resource #1
Resource #2
Resource #3
Acknowledgement of Notation & Collaborative Process
Per the National Association of Social Workers (NASW) code of ethics (2008), I acknowledge that
development of this resource plan is consistent with the maintenance and promotion of high standards of
practice (NASW Ethic 5.01). In this regard, I acknowledge that as a member of a collaborative team, I actively
participated in and contributed to decisions that affect the well being of the client (2.03a), treated my colleagues
with respect (2.01), engaged in professional resolution of any disagreement (2.03b), and took adequate
measures to discourage, prevent, expose, and correct any unethical conduct witnessed of a colleague (2.11a). I
further acknowledge I have taken reasonable steps to ensure this documentation promotes the wellbeing of the
client (1.01), is accurate (3.04a), and I have and will continue to take steps to ensure the client's privacy (1.07).
My initials and check mark attests this statement. Initials: ____ 
Social Welfare in America * Summer 2015 * Dr. Henry * Page 32 of 51
Social Welfare in America Resource Plan Grading Rubric
Students: _________________________________________________________
________/150 Points
_________%
Date: _______
Grade: ________
Part I ________________/5 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part I of the assignment guideline.
Part II________________/15 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part II of the assignment guideline.
Part III _____________/15 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part III of the assignment guideline.
Part IV _____________/30 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part IV of the assignment guideline.
Part V ________________/50 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part V of the assignment guideline.
Part VI ________________/10 points
Using the Case Review guideline and professor instruction as guides, student correctly assessed and provided
full responses to all items outlined in Part IV of the assignment guideline.
Grammar, Organization & Spelling ________________/20 points
Writing is free of spelling and grammatical errors. It is to be evident that the used words appropriately
(they’re, their, and there) and used grammar and spell check. Writing must also be well organized with
transitional sentences, clear flow of ideas, and appropriate use of APA 6th edition. Writing should be clearly
understandable the first time reading. It is clear that there are no direct quotes used in section IV (2 point
deduction per direct quote).
Social Welfare in America * Summer 2015 * Dr. Henry * Page 33 of 51
Point Definition: 20-15 points – Perfect to very good spelling, grammar, and organization with no to minimal
(0-5) errors. 14-11 points - Good to average spelling, grammar, and organization (6-10 spelling, grammatical,
and organizational errors). 10-7 points - Below average spelling, grammar, and organization (11-13 or more
spelling, grammatical, and/or organizational errors). 6 points or below: Very poor spelling, grammar, and
organization (14 or more spelling, grammatical, and/or organizational errors) 0 point - Students do not submit
assignment by due date.
Structure ________________/5 points
The Case Review has the following components:
 Use of the Resource Plan Format
 Double spacing in content
 Times New Roman Font
 Appropriately formatted APA style cover page with title of work, students'
names, and university name spelled out.
 Appropriately formatted reference page
 No longer than 12 pages of content (1 point deduction for every page over; no
minimum required) and table of content s and abstract not included.
Point Definition: 5 points – Perfect structure requirements. 4 points - 1 error in structure requirements. 3
points – 2 errors in structure requirements. 2 points or less - 3 or more errors in structure requirements. 0
point - Students does not submit assignment/or does not submit by due date.
Social Welfare in America * Summer 2015 * Dr. Henry * Page 34 of 51
Social Welfare in America Resource Plan Project with Case Presentation and Reflection
Guidelines & Grading Rubric
Assignment Purpose: To assess students' ability to apply knowledge amassed throughout the course to
develop a client-appropriate social service plan. (Learning Objectives #2, #3, & #4).
Professional Competencies Assessed:
2.1.1b: Practice personal reflection and self-correction to assure continual professional development.
2.1.1c: Attend to professional roles and boundaries.
2.1.1d: Demonstrate professional demeanor in behavior, appearance, and communication.
2.1.2a: Recognize and manage personal values in ways that allow professional values to guide practice.
2.1.3a: Analyze models of assessment, prevention, intervention, and evaluation.
2.1.3b: Demonstrate effective oral and written communication in working with individuals, families, groups,
organizations and communities.
2.1.4a: Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or
create privilege and power.
2.1.4d: View themselves as learners and engage those with whom they work as informants.
2.1.7a: Utilize conceptual frameworks to guide processes of assessment, intervention and evaluation.
2.1.7b: Critique and apply knowledge to understand person in environment.
2.1.9a: Continuously discover, appraise, and attend to changing populations, locales, scientific and
technological developments and emerging societal trends to provide relevant services.
2.1.10a-b: Engage and assess with individuals, families, groups, organizations, and communities.
Directions for CASE PRESENTATION:
Using the case assigned by the professor and developed collaboratively through the Resource
Plan Project, you are expected to work in your groups to complete a case presentation. The
presentation should be completed using the outline provided below (Case Presentation
Guidelines). Grading will be obtained using the Case Presentation Rubric. You will receive one
grade for the group presentation.
Each group should submit a written outline of the case presentation to the professor on the day
of the scheduled presentation (10 points deducted for failure to submit). The submitted outline
can be in the form of a Power Point if all items are addressed. All students names must be on
the cover of the submitted document.
Dates and times for presenting are based upon the process of the course and, therefore, will be
provided by the professor in class.
Social Welfare in America * Summer 2015 * Dr. Henry * Page 35 of 51
Case Presentation Guidelines
Purpose: The Case Presentation Guidelines are intended to help prepare students for team consultation in the
generalist social work practice environment and may be helpful in coping with anxiety that presenting a case
arouses. The following is intended to guide your presentation:
Background Information:
1. Identifying Information: Describe the client by answering the following questions:








Who is the client?
How old is the client?
What is the client's gender/gender identity?
What is the client’s ethnicity/ethnic identity?
Where is the client located?
What is the client's setting?
Who is the Primary worker for the case?
Who are the case workers for the case? Who serves as primary case worker? Why?
2. Reason for referral/primary risk factors: Describe the client’s primary areas of concern. This
information will come from the various sources used to develop the Case Reviews and Project Plans for
the course. Share only the information that is needed to understand the problem(s).
3. Socio-Cultural: Describe who and what makes up the client's socio-cultural circle by using the following
questions as a guide:
 Who is in the family?
 Ages and grades of children residing in the home, if any?
 Children living outside of the home?
 How does the client describe their extended family?
 What is the family structure?
 What is the client’s educational level?
 What is the client’s socio economic status?
 Is the client employed? If so what is the occupation?
 What language does the client/family speak?
 What is the client's immigration status?
 What is the client's country of origin?
 What role does religion/spirituality play, if any?
 What other cultural circles/groups does the client identify with?
4. Living Arrangements: Describe how the client lives by using the following questions as a guide:




Where does the client live?
Does the client pay rent/mortgage/utilities?
How has the client adjusted to his/her community
What is the client’s housing conditions?
Social Welfare in America * Summer 2015 * Dr. Henry * Page 36 of 51
5. High Risk Behaviors: Describe any high risk behaviors by answering the following questions:




Is there any known substance abuse? If so, what does the client use, how often and how much,
what effects is it having and have there been attempts to stop?
Is there any known domestic violence?
Is there any known child abuse? If so, how recent was it, what was the nature of the abuse,
what was the age of the child, does the alleged perpetrator have access to the child, what is the
history of abuse?
Is there any known criminal history?
6. Medical and/or Mental Health Issues: Describe what you know about the client’s medical/mental
health history.
 Include any previous mental health services
Implications/Assessment:
1. Describe the role historical factors have on the client's present situation
2. Describe the client’s strengths:
3. Describe the client's challenges:
4. Describe the client’s goal(s)/need(s):
5. Describe resources recommended for the client and rationale:
6. List any questions you have outstanding for consultation (at least one)
Social Welfare in America * Summer 2015 * Dr. Henry * Page 37 of 51
SOCIAL WELFARE CASE PRESENTATION GRADING RUBRIC
Group Members: ___________________________ Date: ____________ Score: ___________/75
Nonverbal Skills
5=Exceptional
4=Acceptable
Eye Contact
Score:
Holds attention of
entire
audience with the
use of
direct eye contact,
seldom
looking at notes or
slides.
Movements seem
fluid and help the
audience visualize.
Consistent use of
direct eye contact
with audience, but
still returns to
notes.
Poise
Score:
Displays relaxed,
selfconfident nature.
Attire
Score:
Displays professional
appearance and
hygiene. It is evident
that care, attention,
and consideration
was made for attire
that was appropriate
to the audience and
information.
Displays little or no
tension. Quickly
recovers from
mistakes
professionally and
without repeated
apology.
Appearance and
hygiene are
acceptable.
Body Language
Score:
Made movements
or gestures that
enhance
articulation.
3=Needs
Improvement
Displays minimal eye
contact with
audience, while
reading mostly from
notes.
1=Poor
Very little movement
or
descriptive gestures
or
movements/gestures
were out of
place/distracting.
Displays mild tension;
has
trouble recovering
from
mistakes.
No movement or
descriptive gestures
or
movements/gestures
were out of place and
very distracting.
Appearance and
hygiene are
noticeably unkempt.
Appearance and
hygiene are
significantly unkempt
and disheveled.
No eye contact with
audience. Entire
report is read from
note or slide.
Tension and
nervousness is
obvious; has
significant trouble
recovering from
mistakes.
Section Total: _________/20
Verbal & Timing Skills
5=Exceptional
Speaking/Articulation
& Timing
Score:
Uses a clear voice
and speaks at a
good pace so
4=Acceptable
2=Needs
Improvement
Presenter’s voice is Presenter’s voice is
clear. The pace is a low. The pace is
little slow or
much too
Social Welfare in America * Summer 2015 * Dr. Henry * Page 38 of 51
1=Poor
Presenter
mumbles, talks
very fast, and/or
audience members
can hear
presentation. Less
than 5% of speaking
is from slides/notes.
Did not exceed more
than one minute of
allotted time.
fast at times. Most
audience members
can hear
presentation. 10%
-15% of speaking is
from slides/notes.
Was within two
minutes of allotted
time.
rapid/slow.
Audience members
have difficulty
hearing
presentation. 20%
- 40% of speaking
is from
slides/notes. Was
more than 2 but
less than 3 minutes
over of allotted
time.
speaks too quietly
for a majority of
students to hear
and understand.
50% or more of
speaking is from
slides/notes. Was
significantly too
long (3+ minutes
above allotted
time).
Section Total: _________/5
Content
10=Exceptional
5=Acceptable
Inclusion of
Required
Information
Score:
All required
information included
and expanded upon
in a way that is
appropriate and
significantly adds to
the value of the
information
presented.
An abundance of
material
clearly related to the
topic
is presented and
discussed. Points are
clearly made and
evidence is used to
support claims.
Information is
presented in a logical
and interesting
Sequence, which
audience can follow.
Flows well.
Most required
information is
included and
elaborated upon in a
way that adds
general support to
the information
presented.
Knowledge
Score:
Organization
Score:
Creativity &
Excellent visuals and
3=Needs
Improvement
Only half of the
required information
is included.
Sufficient information There is a great deal
with many good
of
points made.
information that is
not clearly integrated
or connected to the
topic. Information
presented is uneven
and there is little
consistency.
Information is
Audience has
presented in logical
difficulty
sequence, which
following
audience can follow. presentation
because the
presentation
jumps around and
lacks clear
transitions.
Appropriate visuals
Visuals and other
Social Welfare in America * Summer 2015 * Dr. Henry * Page 39 of 51
1=Poor
Less than half of the
required information
is included.
Purpose of provided
information unclear.
There is information
included that does
not support the topic
in any way.
Audience cannot
understand
presentation because
there is no sequence
of information.
There are no visuals
Engagement
Score:
Mechanics
Score:
other
items/props/activities
that are tied into the
overall
topic/presentation.
The audience remains
attentive and
engaged.
Presentation has no
to very minimal (2)
misspellings or
grammatical errors.
and other
items/props/activities
that are tied into the
overall
topic/presentation.
The audience rarely
disengages.
items/props/activities
are used but are
inappropriate and/or
do not tie in to the
presentation. The
audience is minimally
engaged.
or other
items/props/activities
used. The audience
expresses little to no
interest.
Presentation has no
more than 3-4
misspellings and/or
grammatical errors.
Presentation has 5-7
misspellings and/or
grammatical errors.
Presentation has 8+
spelling and/or
grammatical
errors.
Section Total: _________/50
Total Presentation Score: ____________/75
_____________%
Grade: _________________
Comments:
Social Welfare in America * Summer 2015 * Dr. Henry * Page 40 of 51
Social Welfare in America Resource Plan Project with Case Presentation and Reflection
Guidelines & Grading Rubric
Assignment Purpose: To assess students' ability to apply knowledge amassed throughout the course to
develop a client-appropriate social service plan. (Learning Objectives #2, #3, & #4).
Professional Competencies Assessed:
2.1.1b: Practice personal reflection and self-correction to assure continual professional development.
2.1.1c: Attend to professional roles and boundaries.
2.1.1d: Demonstrate professional demeanor in behavior, appearance, and communication.
2.1.2a: Recognize and manage personal values in ways that allow professional values to guide practice.
2.1.3a: Analyze models of assessment, prevention, intervention, and evaluation.
2.1.3b: Demonstrate effective oral and written communication in working with individuals, families, groups,
organizations and communities.
2.1.4a: Recognize the extent to which a culture's structures and values may oppress, marginalize, alienate, or
create privilege and power.
2.1.4d: View themselves as learners and engage those with whom they work as informants.
2.1.7a: Utilize conceptual frameworks to guide processes of assessment, intervention and evaluation.
2.1.7b: Critique and apply knowledge to understand person in environment.
2.1.9a: Continuously discover, appraise, and attend to changing populations, locales, scientific and
technological developments and emerging societal trends to provide relevant services.
2.1.10a-b: Engage and assess with individuals, families, groups, organizations, and communities.
Directions for REFLECTION:
Based on your process of completing the service plan and case presentation, complete a
reflective paper on your individual experience of the learning process and the role of your own
values and ethics in the analysis and development of the service plan. This is not a collaborative
assignment. The paper should be no longer than 3 pages in length, double spaced, Times New
Roman, 12 point font. There is no minimum page requirement. References should be used as
appropriated. The paper should be submitted with an APA style cover page that includes your
name, the name of the assignment, the name of the program spelled out, and a running head
with the abbreviated title of the assignment. The title page does not count toward the 3 pages.
Table of contents, abstract and appendices should not be included with this assignment.
Included in the content of the reflection paper should be:

Discussion on the value of the assignment to your future in generalist social work practice (e.g.
Was the assignment helpful? Not helpful? What were the most helpful components? Least
Page 41 of 51
Updated as of: Thursday, March 17, 2016

Grading:
Content
Grammar
Structure
helpful? How will you apply knowledge and skills gained to your future in field placement/social
work practice?).
Discussion on role of values and ethics in course of assignment (e.g. What personal values and
ethics appeared for you during the assignments? How did you manage them? Did you find them
to be strengths or challenges to your process? How do you envision aligning personal and
professional goals and ethics with service delivery in the future?)
For this assignment, you will be graded on degree of content, grammar and structure.
Maximum points = 75. The grading rubric is as follows (papers not submitted on-time receive
automatic zero):
Below Standard
1-19
Student has marginally or
poorly covered topic and/or
demonstrated minimal
reflection of the
topic/material. Significant
content requirements may
be missing from the
assignment.
1-7
Poor spelling, grammar, and
organization with 8 or more
spelling, organization and/or
grammatical errors.
1-5
Missing 3 or more structural
requirements
Standard
20-30
Most to all items
covered as required and
expected in content.
There may be moderate
expansion in context
that is relevant to the
content.
Above Standard
40-50
All items covered completely in
content, student has expanded
beyond what is expected in a
manner that is relevant and
meaningful to the topic and
student demonstrates insight to
self as a learner in the process.
8-11
Very good to average
spelling, grammar, and
organization with no
more than 4-7 spelling,
organization and/or
grammatical errors.
6-8
Almost all structural
requirements are met
(missing 1 or 2);
excessive pages
deducted one point per
page.
12-15
Perfect or close to perfect
spelling, grammar, and
organization (APA in-text) with
no to minimal (0-3) errors.
Page 42 of 51
Updated as of: Thursday, March 17, 2016
9-10
Paper has: 1) appropriately
formatted cover page, 2)
reference page as appropriate,
3) is 3 pages or less in length
(excluding cover and reference),
4) has appropriate margins and
spacing, 5) has appropriate font,
6) does not include appendix,
table of contents, or abstract.
Texas A&M University Central-Texas Social Work Program
Rubric for Assessing Professional Behaviors
Students must demonstrate the ability to maintain scores of 3 or 4 in each of the 15 professional behavior
areas listed below to be considered for a field placement, as these are the expected professional behaviors of
social work interns and professional social workers.
Professional Behaviors
1. Attendance:
Attends classes and
related meetings
Score: _________
2. Punctuality: Is
punctual and present
Score: _________
1
Unacceptable
2
Needs
Improvement
Student has missed Student missed
20% or more of
class and/or
total class or
meetings for
meeting time in
reasons that are
one or more
not related to
classes.
allowable
emergencies but
for convenience;
and/or student has
skipped one class
to do work for
another class.
Student has been
Student has
late to class or left
occasionally (no
early from class 3 or more than two)
more times in a
been late to class
semester.
or left early from
class in a semester.
Page 43 of 51
Updated as of: Thursday, March 17, 2016
3
Acceptable
4
Outstanding
Student attends
all classes and
meetings except
in truly rare or
unusual
circumstances
that are
considered
excusable by the
professor.
Student attends
all classes and
meetings.
Student is on
time to class and
stays until the
end except in
truly rare or
unusual
circumstances
that are
considered
excusable by the
professor.
Student is
always on time
and stays until
the end of class.
Professional Behaviors
3. Communication:
Manages
communications and
contacts
Score: _________
4. Respect:
Demonstrates respect
and support in
relationships
Score: _________
5. Self-Awareness:
Demonstrates selfawareness
Score: _________
1
Unacceptable
Student does not
usually contact the
instructor to inform
of tardiness to/ or
absence from class
and/or student
provides no reason
for absences.
Student is
frequently
disrespectful to and
non-supportive of
classmates, staff,
community
members and/or
faculty.
Student rarely
shows selfawareness about
the impact of verbal
and non-verbal
communications.
2
Needs
Improvement
Student contacts
the professor to
inform of tardiness
or absence, but
does it after
already missing a
class or meeting.
3
Acceptable
4
Outstanding
Student contacts
the professor
prior to the
beginning of
class most times
(at least 95%) to
inform of
tardiness or
absence. In the
very rare
instances when
this is not done
prior, the
student contacts
the professor
immediately
after.
Student is
Student is
occasionally
usually
disrespectful to and respectful to and
non-supportive of
supportive of
classmates, staff,
classmates, staff,
community
community
members and/or
members and/or
faculty.
faculty.
Student always
contacts the
professor prior
to the beginning
of class to
inform of
anticipated
tardiness,
illness, etc.
except in true
emergencies
and then
contacts the
professor
immediately
thereafter.
Student
occasionally shows
self-awareness
about the impact of
verbal and nonverbal
communications.
Student always
maintains a high
level of selfawareness
about the
impact of verbal
and non-verbal
communication.
Page 44 of 51
Updated as of: Thursday, March 17, 2016
Student almost
always maintains
a high level of
self-awareness
about the impact
of verbal and
non-verbal
communication.
Student is
always
respectful to
and supportive
of classmates,
staff,
community
members
and/or faculty.
Professional Behaviors
6. Diversity
Awareness:
Demonstrates
awareness and
responsiveness to
diversity
Score: _________
7. Collegiality:
Demonstrates
collegiality and
collaborative
interactions
Score: _________
8. Oral Expression:
Strives for a high level
of oral expression
Score: _________
1
Unacceptable
2
Needs
Improvement
Student’s classroom Student
or other student
occasionally
related interactions reflects respect for
rarely reflect
and appreciation of
respect for and
diverse opinions,
appreciation of
experiences,
diverse opinions,
and/or people in
experiences, and/or the classroom or
people.
during other
student related
interactions.
Student rarely
demonstrates
collaborative skills
in work with others
and/or student has
poor relationships
with classmates or
others involved in
student learning.
Student
consistently gets
feedback from
instructor that oral
expression is
unprofessional and
does not make
efforts to correct.
3
Acceptable
Student’s
classroom or
other student
related
interactions
almost always
reflect respect
for and
appreciation of
diverse opinions,
experiences,
and/or people.
Student is
Student almost
occasionally
always works
reluctant to
collaboratively
collaborate with
with team
others and/or
members and/or
struggles with
student almost
maintaining
always engages
positive
positively with
relationships.
others.
Student frequently Student
gets feedback from frequently
instructor that oral displays
expression is
appropriate oral
unprofessional and expression and,
rarely makes
when necessary,
adjustments and/or makes clear
efforts to correct.
effort to correct
errors when
provided
feedback.
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4
Outstanding
Student’s
classroom or
other student
related
interactions
always reflect
respect for and
appreciation of
diverse
opinions,
experiences,
and/or people.
Student always
works
collaboratively
with all team
members
and/or student
always relates
positively with
others.
Student
consistently
displays
appropriate and
professional
oral expression.
Professional Behaviors
1
Unacceptable
9. Written Expression:
Strives for a high level
of written expression
Student
consistently gets
feedback from
instructors that
written expression
is unacceptable or
unprofessional
and/or grades on
papers are reduced
significantly
because of writing.
Score: _________
10. Initiative &
Reliability:
Demonstrates
initiative, reliability
and dependability
Score: _________
11. Responsiveness to
Feedback:
Demonstrates
evidence of
motivation to improve
oneself
Score: _________
2
Needs
Improvement
Student’s written
work lacks clarity
and has some
errors and/or
grades on papers
are reduced
somewhat because
of writing.
Student rarely takes
initiative to plan
work and complete
it in a timely
manner and/or
student rarely gets
assignments done
and submitted on
time.
Student only
occasionally takes
initiative to plan
work and complete
it in a timely
manner, resulting
in coming to class
minimally
prepared.
Student has not
demonstrated
receptiveness to
suggestions and
feedback from
others and,
therefore, makes
no effort to adjust
performance
accordingly.
Student is usually
receptive to
suggestions and
feedback, but does
not adjust
performance
accordingly.
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3
Acceptable
4
Outstanding
Student almost
always expresses
ideas or concepts
clearly, with very
few errors
and/or grades on
papers are
reduced only
slightly because
of writing.
Student always
expresses ideas
or concepts
clearly, with an
absence of
errors and/or
grades on
papers are
reduced
minimally
because of
writing.
Student always
takes initiative
to plan and
complete work
in a timely
manner and/or
work is always
submitted on
time.
Student almost
always takes
initiative to plan
work and
complete it in a
timely manner
and/or work is
almost always
submitted on
time.
Student is almost
always receptive
to suggestions or
feedback and
adjusts
performance
accordingly.
Student is
always
receptive to
suggestions or
feedback from
others, and
adjusts
performance
accordingly.
Professional Behaviors
12. Compliance with
Professional
Requirements:
Demonstrates
compliance with the
professional conduct
policy in the Social
Work Program and
Field Education
Manual
1
Unacceptable
2
Needs
Improvement
Student only
moderately
demonstrates
compliance with
the Social Work
Program
requirements.
3
Acceptable
4
Outstanding
Student almost
always
demonstrates
compliance with
the Social Work
Program
requirements.
Student
consistently
demonstrates
compliance with
the Social Work
Program.
Student is
consistently noncompliant with one
or more
components of the
Code of Ethics.
Student is only
moderately
compliant with
components of the
Code of Ethics.
Student is almost
always compliant
with the Code of
Ethics in its
entirety.
Student
consistently
demonstrates
compliance with
the Code of
Ethics in its
entirety.
Student never
checks email and/or
does not respond
to emails sent by
fellow group mates
or the professor.
Student rarely
checks email
and/or does not
regularly respond
to emails sent by
fellow group mates
or the professor.
Student always
checks email
looking for
correspondence
from classmates
and the
professor and is
always prompt
to respond to it.
Student’s
professional attire
and presentation is
consistently
inappropriate for
professional and
classroom settings.
Student's
professional attire
and presentation is
frequently
inappropriate for
professional and
classroom settings.
Student
consistently
checks email
looking for
correspondence
from classmates
and the
professor and is
usually prompt
to respond to it.
Student's l
appearance is
routinely
appropriate for
classroom and
professional
settings.
Student
demonstrates
significant
problems in
complying with the
Social Work
Program
requirements.
Score: _________
13. Compliance with
the NASW Code of
Ethics: Demonstrates
compliance with the
Code of Ethics in its
entirety
Score: _________
14. Responsiveness to
Communication: Uses
departmental
communications
Score: _________
15. Professional
Appearance: Displays
professional
appearance that does
not interfere with
professional
relationships/responsi
bilities.
Score: _________
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Student 's
appearance is
consistently
appropriate for
classroom and
professional
settings.
(Adapted from the University of Vermont Department of Social Work, created 6/17/10)
Comments:
Professor’s signature: ____________________________________________
Date: __________________
Student’s signature: _____________________________________________
Date: __________________
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Council on Social Work Education (CSWE) 10 Core Competencies and 41 Practice Behaviors
1. Identify as a professional social worker and conduct oneself accordingly.
a. Advocate for client access to the services of social work;
b. Practice personal reflection and self-correction to assure continual professional development;
c. Attend to professional roles and boundaries;
d. Demonstrate professional demeanor in behavior, appearance, and communication;
e. Engage in career-long learning; and
f. Use supervision and consultation.
2. Apply social work ethical principles to guide professional practice.
a. Recognize and manage personal values in ways that allow professional values to guide
practice;
b. Make ethical decisions by applying standards of the NASW Code of Ethics;
c. Tolerate ambiguity in resolving ethical conflicts; and
d. Apply strategies of ethical reasoning to arrive at principled decisions.
3. Apply critical thinking to inform and communicate professional judgments.
a. Analyze models of assessment, prevention, intervention, and evaluation; and
b. Demonstrate effective oral and written communication in working with individuals, families,
groups, organizations, and communities.
4. Engage diversity and difference in practice:
a. Recognize the extent to which a culture's structures and values may oppress, marginalize,
alienate, or create privilege and power;
b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in
working with diverse groups;
c. Recognize and communicate their understanding of the importance of difference in shaping
life experiences; and
d. View themselves as learners and engage those with whom they work as informants.
5. Advance human rights and social and economic justice:
a. Understand the forms and mechanisms of oppression and discrimination;
b. Advocate for human rights and social and economic justice; and
c. Engage in practices that advance social and economic justice.
6. Engage in research-informed practice and practice-informed research:
a. Use practice experience to inform scientific inquiry; and
b. Use research evidence to inform practice.
7. Apply knowledge of Human Behavior in the Social Environment:
a. Utilize conceptual frameworks to guide processes of assessment, intervention, and evaluation;
and
b. Critique and apply knowledge to understand person and environment.
8. Engage in policy practice to advance social and economic well-being and to deliver
effective
social work services:
a. Analyze, formulate, and advocate for policies that advance social well-being; and
b. Collaborate with colleagues and clients for effective policy action.
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9.
Respond to contexts that shape practice:
a. Continuously discover, appraise, and attend to changing populations, locales, scientific and
technological developments, and emerging societal trends to provide relevant services; and
b. Provide leadership in promoting sustainable changes in service delivery and practice to
improve the quality of social services.
10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and
communities:
(a): Engagement behaviors:
a. Substantively and effectively prepare for action with individuals, families, groups,
organizations, and communities;
b. Use empathy and other skills; and
c. Develop a mutually agreed upon focus of work and desired outcomes.
(b): Assessment behaviors:
a. Collect, organize, and interpret client data;
b. Assess client strengths and limitations;
c. Develop mutually agreed upon intervention goals and objectives; and
d. Select appropriate intervention strategies.
(c): Intervention Behaviors:
a. Initiate actions to achieve organizational goals;
b. Implement prevention interventions that enhance clients' capacities;
c. Help clients resolve problems;
d. Negotiate, mediate, and advocate for clients; and
e. Facilitate transitions and endings.
(d): Evaluation:
a. Social workers critically analyze, monitor, and evaluate interventions.
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TEXAS A&M UNIVERSITY – CENTRAL TEXAS SOCIAL WORK PROGRAM
ACKNOWLEDGEMENT AND AGREEMENT FOR ACADEMIC INTEGRITY IN
SWKK 307, Section 120: Social Welfare in America
All written assignments are expected to be the original work of the student. While paraphrasing and
some direct quotations are permitted, it is expected this will be done within the context of your own
analysis and synthesis of the information read. Paraphrasing is a skill of reading information and,
using your own thoughts, summarizing the information in a way that supports the topic discussed.
While the paraphrase involves your own thoughts, it originates from a source and that source is
cited. Quoting is a matter of taking words, verbatim, from another source and restating them
without, or with minimal, manipulation. Quotations are placed in quotation marks (“”) or placed in a
block format within the text. Quoting does not involve analysis and synthesizing and, therefore,
does not require critical thinking except when used appropriately to support (not substitute) an
idea. Because of this, students are discouraged from using significant quotations as this limits your
learning experience. Students found to excessively quote will be penalized. Students using words
as their own without appropriately citing will be penalized – including failing the assigned project
and up to failing the course. Students found to have plagiarized (using words as your own without
giving proper credit, whether paraphrasing or directly quoting) will also be referred to the Student
Affairs. Therefore, it is VERY important that students take academic integrity in writing very
seriously. If you are in doubt, it is always best to cite your source and/or speak with your professor
for more guidance. The Writing Center, Library, and Owl Purdue are also resources that can help
you. You are required to acknowledge receipt and understanding regarding the policy for academic
integrity in this course by signing and submitting the acknowledgement statement no later than the
second (2nd) class. Failure to do so will result in consultation with the professor, program faculty
and/or Student Affairs and could limit your successful continuation in this course.
My printed name and signature below confirms that I acknowledge the above mentioned Academic
Integrity guidelines for this course. I willingly agree to participate in the class and abide by ALL academic
integrity parameters for this course (including ALL university and class policies). I further understand that
failure to do so can result in academic penalties including and leading up to failure of the course and
referral to Student Affairs.
Student Printed Name: ______________________________________________________________________
Student Signature: _________________________________________________________________________
Date: ______________________________
Witness: ________________________________________
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