You are on page 1of 26

SYLLABUS

SW3010 PRACTICE METHODS I


(4 Credit hours)
Instructor: Karen Weiner, LMSW, ACSW, CSWS
Course # 1 6472-002
Meeting: Monday: September 8-December 15, 2014
Time: 5:30-9:10
Phone: Office- 313 577-7718 Cell- 248-506-0304
Email: Ah 9301 @Wayne.edu
Location: Old Main # 0159
Office Hours: Thompson Home # 211- by appointment
COURSE DESCRIPTION
First of four courses providing knowledge, skills and framework f or entry level generalist practice including a service learning
component.
COURSE COMPETENCIES AND PRACTICE BEHAVIORS
SYLLABUS COURSE COMPETENCIES
COURSE COMPETENCIES AND PRACTICE BEHAVIORS FOR THIS COURSE
2.1.1 Identify as a professional social worker and conduct oneself accordingly
1

Practice Behaviors:
Advocate for the client access to the services of social work; practice personal reflection and self-correction to assure continual professional development;
attend to professional roles and boundaries; demonstrate professional demeanor in behavior, appearance and communication

2.1.2 Apply social work ethical principles to guide professional practice


Practice Behaviors:
Recognize and manage personal values in a way that allows professional values to guide practice
make ethical decisions by applying standards of the NASW Code of Ethics; tolerate ambiguity in resolving conflicts

2.1.3 Apply Critical thinking to inform and communicate professional judgments


Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including research based knowledge, and practice wisdom; analyze models of
assessment, prevention, intervention and evaluation; demonstrate effective oral and written communication in working with individuals, families, groups,
organizations, communities, and colleagues

2.1.4 Engage diversity and difference in practice


Practice Behaviors:
Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; recognize and
communicate their understanding of the importance of difference in shaping life experiences
2.1.10(a)-(d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
Practice Behaviors
(a) Engagement: Substantively and affectively prepare for action with individuals, families, groups, organizations, and
communities; use empathy and other interpersonal skills, and develop a mutually agreed-on focus of work and desired
outcomes.
(b) Assessment: Collect, organize, and interpret client data; assess client strengths and limitations; develop mutually agreed-on
intervention goals and objectives; and select appropriate intervention strategies
(c) Intervention: initiate actions to achieve organizational goals; implement prevention interventions that enhance client
capacities; help clients resolve problems, negotiate, mediate, and advocate for clients; and facilitate transitions and endings
(d) Evaluation: Critically analyze, monitor, and evaluate interventions
11 Analyze the impact of the urban context on a range of client systems, including practice implications
Practice Behaviors:

Examine the distinct characteristics of the urban context and apply the analysis to social work practice.
2

TEXT AND REQUIRED MATERIAL


Understanding Generalist Practice 3rd Custom Edition for Wayne State University School of Social Work: (Includes necessary
printed access card for online/blackboard content)
Textbook sources included are:
Kirst-Ashman, K. K. & Hull, G. H. (2015). Understanding generalist practice (7th ed). Belmont, California: Brooks/Cole.
Hepworth, D. H., Rooney, R. H., Rooney, G. D. & Strom-Gottfried, K. (2012). Direct Social Work Practice: Theory and Skills (9th
ed.). Belmont, CA: Brooks /Cole.

Chapter 1 The Challenges of Social Work;

Chapter 4 Operationalizing the Cardinal Social Work Values;

Chapter 5 Building Blocks of Communication: Communicating with Empathy and authenticity

Chapter 6

Verbal Following, Exploring, and Focusing Skills

Chapter 14

Developing Resources, Organizing, Planning, and Advocacy as


Intervention Strategies.

Payne, Malcolm (2005). Modern social work theory (7th. edition). Chicago, IL.: Lyceum

Chapter 7 Systems theory and ecological perspective. (Not included in Understanding Generalist Practice 3 rd
edition)

Recommended Text

Benjamin, A. (2001). The Helping Interview (4th ed.). Boston: Houghton M.


INTRODUCTION
This is the first in a sequence of four courses, (SW3010, 3020, 4010, and 4020), designed to develop the practice knowledge and skills
necessary for BSW students to begin professional social work practice. The purpose of this course is to provide an overview of
Generalist Practice. This course will introduce students to the value, philosophy and knowledge base considerations of social work
practice.
Generalist social work practice is presented within a pluralistic eclectic framework as an orderly process of planned change with
various client systems and the application of ethical and technical practice principles. Students are encouraged to explore the
professional use of self by employing self correction to assure continued professional development as well as a means to better
understand personal impact on delivery of client services.
Students will be assisted in the beginning development of such skill as: self awareness, personal values, communication, observation,
building a professional helping relationship, identification of ethical conflicts and ability to use ethical decision making.
Specific emphasis will be given in this first methods course to the integration of material from the students knowledge of human
behavior, social policy, research, students life experience, and professional skill laboratory experiences. Particular attention is given
to preparation for understanding and relating to persons of diverse backgrounds including oppressed groups, populations-at risk and
racial or ethnic minorities.

PERFORMANCE CRITERIA
IX. Course Requirements
A. Read the assigned readings
B. Engage in positive and meaningful dialog with classmates concerning the topic being discussed
GRADING ASSIGNMENTS
Assignment

Points

Percentage

Related Course
4

Agency Visit/Interview Paper


Three levels of Practice
Values Paper
Practice Interview
Process Recording
Service Learning Project
Exam
Total

Available
35
90
85

9
23
22

75
60
30
10
385

19
16
8
3
100

Competency #
2.1.1
2.1.3 b, c
2.1.1; 2.1.2b;
2.1.4b
2.1.10a,c,d
2.1.10b
2.1.11

II. BENCHMARKS
A. Students will employ values clarification as a process regarding use of self in their professional role.
B. Students will review issues of marginalized populations
C. Students will interview a BSW Agency Social Worker
D. Students will write a paper of personal ethical dilemmas and value orientation
A. Take into account human diversity in all phases of social work practice with special attention to atrisk populations
B. Be responsive to personal feelings, behavior and thoughts and understand how these can impact
professional action which may contribute to social and economic justice
C. Demonstrate an understanding of how the forms and mechanisms of oppression and discrimination
impact individuals, groups, families organizations and communities
GRADING POLICY
Students may pass the course with a grade of D but must maintain a C average during the junior and
senior year. (See Undergraduate Bulletin, Wayne State University
http://www.bulletins.wayne.edu/ubk-output/index.html

Grade distribution
5

100-95 A

76.9 - 73 C

94.9 - 90 A72.9 -70 C-

89.9 - 87 B+
69.9-67 D+

86.9-83 B
66.9-63 D

82.9-80 B62.9-60 D-

79.9 -77 C+

ORGANIZATION OF THE COURSE


Organization of the Course
This is a four-credit course composed of lecture/discussion/and practice. Two thirds of the focus will be on
practice knowledge and one third of the course sessions are a laboratory in which skill development
will be practiced. The focus is on gaining insight into entry-level generalist social work practice and
the socialization of the student to the profession of social work. The sessions are organized around
the following:
Introduction to systems theory as a framework for generalist practice and the social work
profession
The process of problem solving
Working with groups
Exploration of the code of ethics
Working with diverse populations
Professional skill laboratory:
Develop verbal and written communication skills
Develop assessment and intervention planning skills
Develop awareness of ones own feelings
Use role play, simulation, and feedback
Develop awareness of cultural values and their impact on practice
Develop awareness of ethnic, race and gender attitudes
Develop skill in use of self
ROLE OF THE STUDENT AND INSTRUCTOR
See University Statement of Obligation of Students and Faculty Members of the teaching-learning process
6

http://www.bulletins.wayne.edu/fib/fib2d.html
POLICIES FOR THIS COURSE
COURSE POLICIES:
Assignment Policy: Assignments must be a hard copy and turned in on the due date. All late assignments will have 1 point deducted
from the total points for each day it is late.
There will be no rewrites. I will be available for questions and to review a draft of your work
(No more than 3 days) before the due date.

Attendance Policy:
With the understanding that some students may encounter a situation necessitating their absence from class, students are permitted one
absence from this course before losing points from their grade. For each subsequent absence, students will lose two grade points.
Due to a variety of reasons, some students might occasionally arrive late or need to leave early. In consideration of such possibilities,
students are permitted two late class arrivals or early leaves. For every subsequent late arrival or early leave, students will lose one
point from their grade. A late arrival or an early leave is defined as 90 minutes. Any more than that period of time will be considered
an absence.
Each student will fill out a notecard at the end of each class, including their name, a comment about the class, the date and time of
arrival and departure. This written record will be used to document your attendance and participation.
Please note: Late arrivals following a break and early departures before break are also subject to point deductions after the second
such instance. If the point total for the number of missed classes, late arrivals, late returns following a break, and/or early departures
exceeds ten, the student may not receive credit for the course irrespective of other performance criteria.
This policy is subject to modification at the Instructors discretion should a students life circumstances warrant alteration of the
policy. Such circumstances may include severe illness of the student or immediate family member, or a death in the family. Should
any such situations occur, request for modification of the attendance policy must be discussed with the Instructor.

One missed class.


Each subsequent missed class.

0 points deducted
2 points deducted

1 or 2 late arrivals/early departures/late returns following a break. 0 points deducted


Each subsequent instance 1 points deducted
ELECTRONIC COMMUNICATION POLICY:
As a courtesy to classmates and the instructor, the use of electronic communication devices and indulging in disruptive or rude
behaviors (texting, surfing the net, doing work other than what is being assigned during this class period, chatting incessantly with
others) will not be accepted. 2 points will be lost by each display of such behavior after one warning.
PLAGIARISM/ACADEMIC HONESTY:
Plagiarism is using another persons words or ideas without giving credit to the other person. When you use someone elses words,
you must put quotation marks around them and give the writer or speaker credit by revealing the source in a citation. Even if you
revise or paraphrase the words of someone else or just use their ideas, you still must give the author credit in a note.
Plagiarism, Cheating: See WSU References:
http://www.otl.wayne.edu/pdf/2006_july_aibrochure.
http://www.doso.wayne.edu/codeof conduct.pdf
(William Harris, Anti-Plagiarism Strategies for Research Papers, http://virtualsalt.com/antiplag.htm, March 7, 2002)
You must cite sources from the Internet or any other form of electronic media used in your work. Any paper suspected of plagiarism
will be reviewed at Turnitin.com to verify that it is your work and properly cited.
Any paper that is plagiarized will result in an F for the class and a referral to the University for further Disciplinary Action.
FORMAT
8

All papers written in the School of Social Work require APA format. You may purchase the Publication Manual of the American
Psychological Association (6th edition), or you may visit the website listed below
http://owl.english.purdue.edu/owl/resource/560/01/ There is also a link for this site under external links.

WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE


What is Wikipedia?
Wikipedia is a free-content encyclopedia, written collaboratively by people from all around the world. The site is a wiki, which
means that anyone can edit entries simply by clicking on the edit this page link.
Because Wikipedia is an ongoing work to which anybody can contribute, it differs from a paper-based reference source in some
important ways. In particular, mature articles tend to be more comprehensive and balanced, while other (often fledgling) articles may
still contain significant misinformation, un-encyclopedic content or vandalism. Users need to be aware of this in order to obtain valid
information and avoid misinformation which has been recently added and not yet removed.
However, sometimes Wikipedia can give you ideas about where to look for legitimate sources if they have cited reviewed journal
articles in their entries. You should be able to find most of the information that you might need for this program (not just this class) at
the Wayne libraries.
WSU STUDENT RESOURCES
Students with disabilities
http://studentdisability.wayne.edu/rights.php
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Bookstore: http://wayne.bkstore.com
COURSE LEARNING UNITS

Session
1. 9/8

2. 9/15

Content
Welcome and Introduction
Overview of course syllabus including
objectives, content and relationship to BSW
curriculum.

Assignment
Course Syllabus

Uniqueness of social work: defining


generalist practice; the generalist
intervention model; social work values
practicing competently.

Read Kirst-Ashman, Chapter 1


Introducing generalist practice; The
Intervention model Hepworth, Roney,
& Larson, Chapter 1 the challenges of
Social Work

NASW Code of ethics

Read Kirst-Ashman, Chapter 11


Values, ethics, and the resolution of
ethical dilemmas

Note: Faculty reserves the right to


change the syllabus based on
needs of the class

3. 9/22

NASW Code of Ethics


.
4. 9/29

5. 10/6

6. 10/13

7. 10/20

Interaction
between
personal
and Read Hepworth, Rooney & Larson
professional values; the cardinal values of Chapter 4. Operationalizing the
social work.
cardinal social work values
Does Counseling Work?
From Natural Helper to Professional Helper
The Stages of the Counseling Relationship

Read Neukrug and Schwitzer


Chapter 1- From Natural Helper to
Professional Counselor
Chapter 2- The Stages of the
Counseling Relationship

Working with individuals Interviewing skills; Read Kirst-Ashman, Chapter 2 Micro


Client self-determination Verbal and nonpractice skills
verbal behavior; Client self-determination
and empowerment.
Roles of the participants; identifying surface

Read Hepworth, Rooney & Larson.

10

COURSE ASSIGNMENTS

Values Paper
Competency 2

This paper is designed to assist you in exploring your own value orientation. Of particular interest is how
your own values and feelings influence your attitudes and behaviors.
In a type written paper (5 pages double spaced), describe your values as they relate to the NASW Code of
Ethics.
Which of your values do you see as especially helpful to you as you practice social work?
Describe life situations that have helped you shape your values and support your belief in the social work
values described in your texts and in the NASW Code of Ethics.
What population would you have the most difficult time serving or advocating for? Explain why.
What have you learned about or experienced throughout your life concerning this population that led you to
have difficulty with serving this population?
Is there anything in your own spiritual/religious belief system that would be a barrier to serving this
population? Explain.
Explain how you would assist someone from this group in a non-judgmental way. How would you use and
display positive regard while working on behalf of such a client?
List two (2) ethical codes as stated in the NASW Code of Ethics that will help you serve this population.
How will you demonstrate these ethical codes with this population?
If it were possible, given your work setting, explain how you might respectfully refer such a client to
someone else who could better work with him or her. Please bear in mind that it is always important to avoid
blaming clients for why you might have difficulty servicing them.
How has this part of the assignment affected your decision to be a social worker?
Explain what your future plans will be to adhere to (embrace and make operational) the core values of social
work and the ethical codes in serving populations that challenge your thoughts, beliefs, habits and actions.
11

The cover page should include your name, the title of the assignment, information about the class (SW3010),
the date you are handing it in. Use APA style to format the paper and the cover page. This paper must also
demonstrate good English Composition skills.
This assignment is worth 85 pts.
DUE DATE: October 20, 2014

12

Rubric
Values Paper
Attribute/
Criteria
Introduction

Theoretical
Perspective

Conclusion

Excellent = 85pts

Competent = 65 pts

Student has demonstrated an


understanding the concept of openminded vs. closed minded personal value
systems and the implication of working
with client systems
20 pts
Student has demonstrated an ability to
distinguish, appraise, and integrate
multiple sources of knowledge, in working
with individuals, families, groups,
organizations, communities, and
colleagues. as well as
25 pts

Student has demonstrated an


understanding the concept of openminded vs. closed minded personal value
systems and the implication of working
with client systems
15 pts
Student has demonstrated an ability to
distinguish, appraise, and integrate
multiple sources of knowledge, in working
with individuals, families, groups,
organizations, communities, and
colleagues. as well as
20 pts

Clearly demonstrates a reflection of


personal and professional values which
are congruent/conflicting with
Professional Code of Ethics
20 pts

Clearly demonstrates a reflection of


personal and professional values which
are congruent/conflicting with
Professional Code of Ethics
15 pts

Developing = 45 pts
Student has demonstrated an understanding the
concept of open-minded vs. closed minded
personal value systems and the implication of
working with client systems
10 pts
Student has demonstrated an ability to
distinguish, appraise, and integrate multiple
sources of knowledge, in working with
individuals, families, groups, organizations,
communities, and colleagues. as well as
15 pts
Clearly demonstrates a reflection of personal
and professional values which are
congruent/conflicting with Professional Code
of Ethics
10 pts

Paper Structure

Organization/
Clarity

Paper is coherently organized and the


logic is easy to follow. There is no
spelling or grammatical errors and
terminology is clearly defined. Writing is
clear and concise
20 pts

Paper is generally well organized and


most of the argument is easy to follow.
There are a few minor spelling and/ or
grammatical errors, or terms are not
clearly defined. Writing is mostly clear
but may lack conciseness.
15 pts

Paper is poorly organized; difficult to read;


does not flow logically from one part to
another. There are several spelling and/or
grammatical errors; technical terms may not be
defined or are poorly defined. Writing lacks
clarity and conciseness.
10 ts

PRACTICE INTERVIEW/ROLE PLAY


13

PROCESS RECORDING
You will then use this 30-minute interview to create a 3-4-page process recording. Forms and examples are posted in Content and also on the
Wayne State School of Social Work Website. A cover page should include your name, the title of the assignment, information about the
class (3010), and the date you are handing it in.,
An introduction needs to be provided at the beginning of the process recording. The introduction includes:
A. Client name (use a pseudonym and identify it as such)
B. Age of client
C. Marital status of the client
D. Occupation of the client
G. Anything else that would assist the professors understanding of the situation.
In the body of the process recording:
A. Dialogue need to be the exact dialogue as the student remembers it (it will read like a script for a play)
B. Feelings need to be your feelings not what you think is going on with your consumer.
C. Analysis will:
1. Identify your understanding of what is going on with your consumer.
2. Identify the skill you are using.
3. Explain the reason for selecting that skill or intervention at that point.
4. Explain where you are heading with this client.
5. Self-evaluate the effectiveness of the skill or intervention used at this point.
6. Identify what might work better in the future.
7. Include anything else you think might be relevant to your consumer or your skill development.
At the end of the process recording, provide an EVALUATION of your overall skill during the session.
A. How do you see yourself as being effective during the session?
14

B. What skills would you like to improve?


C. What questions do you have for the reader so you can receive feedback on your skills?
Note: questions need to be specific and have depth.
This evaluation is about you not about your client. This is about you learning to evaluate yourself and your skill development and learning
how to ask for feedback.
This assignment is worth 60 points.
Due Date: November 19, 2014

Process Recording
Criteria/Points

Rubric
Excellent = 60 pts

Competent =48 pts

A richly detailed description of


what the student observed during
the role play is provided. The
activities and discussions observed
are thorough and clear.

A somewhat detailed description of


what the student observed during
the role play is provided. The
activities and discussions observed
are clear.

Developing = 36 pts

Beginning = 24 pts

Content

Observation
Description

A description of what the


student observed during
the role play is provided.
Some activities and
discussions observed are
provided.

The description is
weak; details are not
provided. The
activities and
observation
discussions are
unfocused.

16 pts
20 pts

12pts

8 pts

Process: Interpretation of Client interaction

Patterns of
interaction

The observed patterns of


interaction clearly detail the
exchanges between the
participants and serve to vividly
re-create the experience.
20 pts

The observed patterns of


interaction describe the exchanges
between the participants and seem
to re-create the experience.
16 pts

The observed patterns of


interaction describe some
of the exchanges between
the participants.
12pts

The observed
patterns of interaction
weakly describe
some of the
exchanges between
the participants.
8pts

15

Communication,
Behaviors,
Diversity

Verbal & nonverbal


communication exchanges are
clear and shown in the diagram
through the correct application of
the symbols and descriptions as
specified in the assignment
instructions. The Social Worker
behaviors and member roles in the
approach-avoidance phase are
detailed. Strong evidence of
diversity is explained.

Verbal & nonverbal


communication exchanges are
shown in the diagram through the
application of the symbols and
descriptions as specified in the
assignment instructions. The
Social Worker behaviors and
member roles in the approachavoidance phase are shown.
Evidence of diversity is explained.

Verbal & nonverbal


communication exchanges
are shown in the diagram
with some symbols and
descriptions as specified in
the assignment
instructions. The Social
Worker behaviors and
member roles in the
approach-avoidance phase
are unclear. Evidence of
diversity is explained.

20 pts

16 pts

12 pts

Some verbal &


nonverbal
communication
exchanges are
missing. The Social
Worker behaviors
and member roles in
the approachavoidance phase
difficult to recognize.
There is not any
explanation of
evidence of diversity.
8 pts

INTERVIEW PAPER
Competency 1

You are to interview, in person, a BSW social worker. Please use the name and credentials of the person that
you interview. Gather the following information:
A.
B.
C.
D.
E.
F.
G.

Educational background (College or University, year of graduation, degree to affirm BSW)


Description of work and job title.
Description of clients served.
Description of social/personal problems or concerns addressed in the agency.
The Social Workers evaluation of his/her own effectiveness within the agency.
Discuss Social Workers evaluation of the effectiveness of the agency.
What indications are there of micro, mezzo, and macro social work within the agency?

After the interview write a paper (4-5 pages double spaced pages) consisting of the following three sections:
Section 1

Describe the experience of trying to find someone to interview. Include how many phone calls
(I expect that you will make at least 20 calls before you contact me, unless you get lucky and
get someone sooner than that) you had to make, what your feelings were when asking a stranger
for help, how it felt if your calls were not returned. The idea is that you will become aware of
the parallel processes between how you felt and how a consumer might feel in similar
16

circumstances (i.e. asking for help, calls not returned, etc.). Please compare the feelings you
had to the feelings a consumer might have.
Sections 2

Summarize the information gathered during the interview and include the information from AG above as well as other related content or observations.

Section 3

Conclude the paper with your assessment of the interview and the work that is accomplished in
the agency. Include how you experienced this assignment (i.e. what did you learn, how did you
feel during the interview, do you feel or think differently about social work, etc.).

All papers must include a cover page, an introduction and a conclusion to the topic. The cover page should
include your name, title of the assignment, information about the class (SW3010), the date you are handing it
in. Use the writing skills you learned in your English Composition classes. Do not include a transcript of the
session.
This assignment is worth 35 pts.
DUE DATE: November 19, 2014

Rubric
Agency Visit /Interview Paper
Attribute/
Excellent = 35 points
Criteria

Introduction

Information provided is complete and easily


understandable. All elements of the visit has
been captured. Student has demonstrated
professional behavior in appearance and
communication
5pts

Competent = 26
Information provided is mostly complete
and understandable. Many of the
elements of the visit has been captured.
Student has demonstrated professional
behavior in appearance and
communication
3 pts

Developing = 16
Information provided is incomplete and not
easily understandable. Some elements of the
visit has been captured. More information is
needed. Student has demonstrated professional
behavior in appearance and communication
1pt.

17

Description
Parallel
Process

Conclusion

There is an understanding of the parallel


process related to seeking information. All
elements required have been discussed fully
15pts
Assessment of the interview is indicative of
self-evaluation as well as having enhanced
understanding of the social work profession
10 pts

There is somewhat of an understanding of


the parallel process related to seeking
information. All elements required have
been discussed fully
12 pts
Assessment of the interview is indicative
of having enhanced understanding of the
social work profession. Lacks a complete
understanding of self-evaluation
8 pts

There is very little understanding of the parallel


process related to seeking information. Some
elements required have been discussed
9 pts
Assessment of the interview is not indicative of
having enhanced understanding of the social
work profession nor of self
5 pts

Paper Structure

Organization/
Clarity

Paper is coherently organized and the logic


is easy to follow. There is no spelling or
grammatical errors and terminology is
clearly defined. Writing is clear and
concise
5 pts

Paper is generally well organized and


most of the argument is easy to follow.
There are a few minor spelling and/ or
grammatical errors, or terms are not
clearly defined. Writing is mostly clear
but may lack conciseness.
3 pt

Paper is poorly organized; difficult to read; does


not flow logically from one part to another.
There are several spelling and/or grammatical
errors; technical terms may not be defined or are
poorly defined. Writing lacks clarity and
conciseness.
1 pts

PAPER RELATED TO THE INTERRELATIONSHIP OF THE THREE LEVELS OF


PRACTICE
Competency 3

This paper will demonstrate your beginning understanding of the importance of all three levels
of practice and the way the different levels of practice overlap and contribute to the overall
practice of social work. The paper will be based on a Case Scenario presented in class. Do
18

not just make up your own case.


The paper will be typewritten double spaced and 5-7 pages in length.
Include in the paper:.

1. Identify the specific changes the client may want to implement and how you as a social
worker will help make that happen. Pick only one of the Shore family members to be your
client and use either Charlie, Rita, Nancy or Michael to answer the following:

a. Identify needed changes at all levels. 20pts


b. Discuss how the levels of practice differ 20 pts.
c. Discuss what skills you would use when you are working in each level. 20 pts.
2.
3.

Identify the overlap between the three levels. 15 pts.


Please include the ethical issues based on the NASW code of ethics involved in any
feelings you may have had toward the client and how you might deal with them to
remain ethical 20 pts

A cover page should include your name, the title of the assignment, information about the
class (SW3010), and the date of submission. Use APA style to format the paper and the cover
page. The paper must also demonstrate good English Composition skills. 5 pts.
This assignment is worth 90 points. Due Date: December 3, 2014
Rubric
2. PAPER RELATED TO THE INTERRELATIONSHIP OF THE THREE LEVELS OF PRACTICE
Attribute/
Criteria
Introduction

Excellent = 90 pts
Demonstrates an understanding of the
elements and structures included in all

Competent = 75pts
Demonstrates an understanding of the
elements and structures included in some

Developing = 55 pts
Demonstrates a minimal understanding of the
elements and structures included in all levels of

19

Theoretical
Perspective

Conclusion

levels of practice. Identifying and


discussing all requisite elements
25 pts
Provides an analytical model of
assessment, prevention intervention and
evaluation
25 pts

levels of practice. Identifying and


discussing those elements
20pts
Provides an analytical model of
assessment, prevention intervention and
evaluation, however somewhat unclear
20 pts

practice. Does not discuss the elements

There is a clear delineation of critical


thinking and the connection between the
levels of practice and possible ethical
dilemmas that may or do occur and how
the dilemma was handled

delineation of critical thinking is not very


clear and the connection between the
levels of practice and possible ethical
dilemmas that may or do occur and how
the dilemma was handled also lacks
clarity
20 pts

delineation of critical thinking and the


connection between the levels of practice and
possible ethical dilemmas that may or do occur
and how the dilemma was handled shows
promise but lacks depth of understanding

25 pts

15 pts
Provides a model of assessment, prevention
intervention and evaluation but does not
demonstrate a clear understanding
15 pts

15 pts

Paper Structure

Organization/
Clarity

Paper is coherently organized and the logic


is easy to follow. There is no spelling or
grammatical errors and terminology is
clearly defined. Writing is clear and
concise
20 pts

Paper is generally well organized and


most of the argument is easy to follow.
There are a few minor spelling and/ or
grammatical errors, or terms are not
clearly defined. Writing is mostly clear
but may lack conciseness.
15 pts

Paper is poorly organized; difficult to read; does


not flow logically from one part to another.
There are several spelling and/or grammatical
errors; technical terms may not be defined or are
poorly defined. Writing lacks clarity and
conciseness.
10 pts

SERVICE LEARNING PROJECT


Goal:
To provide an in-depth learning opportunity for students to experience personal interaction with an oppressed
population and learn about their needs and the structure and operation of community based programs
1. You must identify a place to do your service learning project and it must then be approved by me. You will

20

fulfill a minimum of 20 hours of community service.


2. You are to maintain a journal about the experience. A one-page, single-spaced entry for each time worked
should be submitted .The journal should include date, time, place, and duration of each service assignment;
summary of visit, including description of activity and surroundings; integration of information with your
experience; and personal reflections, impressions, and meanings. You might answer questions such as: What
am I doing and why? What am I learning? What insights am I gaining about others, society, and myself? How
will this experience affect my future thoughts and actions? As well as reflections on your experience of the
process. At the conclusion of each journal entry, You should indicate specific plans for upcoming meetings
with your service population
3. The journal will be evaluated on the comprehensiveness of reflections, and integration of information
service population and theory with your experience. Completion of the voluntary service requirements, and
reliability in planning and fulfilling obligations.
Posted in Content is a document to be completed and signed by the agency.
This assignment is worth 30 pts.
DUE DATE: December 8, 2014

Service Learning
Attribute/
Criteria
Introduction

Rubric
Excellent = 30
Examine the distinct characteristics of the
urban context and apply the analysis to
social work practice
10pts

Competent = 22 points

Developing =14

Examine the distinct characteristics of the


urban context and apply the analysis to
social work practice
8pts

Examination of the distinct characteristics of the


urban context is unclear and there was little or
no application of analysis to social work practice
6pts

21

Theoretical
Perspective

Conclusion

Metropolitan issues that surround the city


of the organization Demographic
characteristics of the surrounding area,
Historical and current trends that facilitates
or impedes the functioning of the area.
8pts
Comprehensiveness of reflection and
integration of information service
population and theory with personal
experience
7pts

Metropolitan issues that surround the city


of the organization Demographic
characteristics of the surrounding area,
Historical and current trends that
facilitate or impede the functioning of the
area should be expanded upon.
6pts
Reflection not quite comprehensive
regarding integration of information
service population and theory with
personal experience
5pts

Metropolitan issues that surround the city of the


organization Demographic characteristics of the
surrounding area, Historical and current trends
that facilitates or impedes the functioning of the
area. Information presented does not contain key
elements.
4pts
Comprehensiveness of reflection and integration
of information service population and theory
with personal experience is lacking
3pts

Journal Structure

Organization/
Clarity

Journal is coherently organized and the


logic is easy to follow. There is no
spelling or grammatical errors and
terminology is clearly defined.
Writing is clear and concise
5pts

Journal is generally well organized


and most of the argument is easy to
follow. There are a few minor spelling
and/ or grammatical errors, or terms
are not clearly defined. Writing is
mostly clear but may lack
conciseness.
3pts

Journal is poorly organized; difficult to read;


does not flow logically from one part to
another. There are several spelling and/or
grammatical errors; technical terms may not
be defined or are poorly defined. Writing
lacks clarity and conciseness.
1pts

22

BIBLIOGRAPHY
Benjamin, A. (2001). The helping interview with case illustration. Boston: Houghton Mifflin
Company.
Compton, B. R., Galaway, B. & Cournoyer, B. (2004). Social work process (7th Ed). Pacific
Grove, California: Brooks/Cole Publishing.
Corey, M. & Corey G. (2011). Becoming a Helper. (6th Ed). Belmont, CA: Brooks /Cole.
Corey, G., Corey, M. & Callanan, P. (2010). Issues and ethics in the helping profession (8th
Ed). Belmont, CA: Brooks /Cole.
Cournoyer, B. R. (2011) Social work skills workbook (6th Ed). Pacific Grove, CA: Brooks/Cole.
Dolgoff, R., Harrington, D. & Lowenburg, F. M. (2012). Ethical decisions for social work
practice (9th Ed).
Belmont, CA: Brooks /Cole.
DuBois, B. L. & Miley, K. K., (2010). Social work: An empowering profession (7th Ed).
Upper Saddle River, NJ: Prentice Hall.
Early, T. & GlenMaye, I. (2000). Valuing families: Social work practice with families from a
strengths perspective. Social Work, 45(2), pp.118-130.
Egan, G. (2010). The skilled helper: A problem-management and opportunity-development
approach to helping (9th ed). Belmont, CA: Brooks /Cole.
Gambrill, C. (2012). Social work practice: A critical thinkers guide (3rd Ed). New York:
Oxford University Press.
Ginsberg, L. H. (2000). Careers in social work (2nd Ed). Needham Heights, Massachusetts:
Allyn & Bacon.
Goldstein, H. Getting started where the client is. Social Casework, 64(5), 267-275.
Grobman, L.M. (Ed.) (2011). Days in the lives of social workers: 58 professionals tell "RealLife" stories from social work practice (4th Ed). Harrisburg, Pennsylvania: White Hat
Communications.
Grobman, L.M. (Ed.) (2005). More days in the lives of social workers: 35 "Real-Life" stories of
advocacy, outreach, and other intriguing roles in social work practice. Harrisburg,
Pennsylvania: White Hat Communications.

23

Grobman, L.M. (Ed.) (2010). The field placement survival guide: What you need to know to get
the most from your social work practicum (2nd Ed). Harrisburg, Pennsylvania: White Hat
Communications.
Haynes, K. S. & Holmes, K. A. (1995). Invitation to social work. New York: Longman.
Hepworth, D. H., Rooney, R. H., Rooney, D. G., Strom-Gottfried, K. & Larsen, J. A. (2009).
Direct social work practice: Theory and skills (8th Ed). Pacific Grove California:
Brooks/Cole Publishing.
Kirst-Ashman, K. K. & Hull, G. H. (2012). Understanding generalist practice (6th Ed).
Belmont, CA: Brooks/Cole.
Kirst-Ashman, K. K. & Hull, G. H. (2012). Generalist practice with organizations and
communities (5th Ed). Pacific Grove, CA: Brooks/Cole.
LeCroy, C. W. (1998). Case studies in social work practice (2nd Ed). Belmont, CA: Wadsworth.
LeCroy, C. W. (2002). The call to social work: Life stories. London: Sage Publications.
Levine, J. (2012). Working with people: The helping process (9th Ed). Upper Saddle River, NJ:
Prentice Hall.
Logan, S. M. L., Freeman, E. M. & McRay, R. G. (1990). Social work practice with black
families: A culturally specific perspective. New York: Longman Publishing Company.
Lum, D. (2010). Culturally competent practice: A framework for growth and action (4th Ed).
Belmont, CA: Brooks/Cole Publishing.
McGoldrick, M., Gerson, R. & Petry, S. (2008). Genograms: Assessment and intervention (3rd
ed). New York: W. W. Norton.
Melcher, M. J. (2002). Becoming a social worker: Reflections on a clinician's transformative
journey (Best of the New Social Worker, 1). Harrisburg, Pennsylvania: White Hat
Communications.
Miley, K. K., OMelia, M. W, Dubois & B. L. (Ed.). (2009). Generalist social work practice:
An empowering approach (6th ed). Boston: Allyn & Bacon.
Morales, A. T., Sheafor, B. W. & Scott, M. E. (2011). Social work: A profession of many faces
(12th Ed). Upper Saddle River, NJ: Prentice Hall.
Okun, Barbara F. & Kantrowitz, R. E. (2007). Effective Helping: Interviewing and counseling
techniques (7th Ed). Belmont, CA: Brooks/Cole Publishing.
24

Payne, M. (2005). Modern social work theory (3rd ed). Chicago: Lyceum Books.
Poulin, J. & contributors. (2010). Strengths-based generalist practice: A collaborative
approach (3rd Ed). Belmont, CA: Brooks/Cole Publishing.
Ragg, D. M. (2000). Building effective helping skills: The foundation of generalist practice.
Boston: Allyn & Bacon.
Rivas, R. F. & Hull, G. H. (2003). Case studies in generalist practice (3rd Ed). Pacific Grove,
California: Brooks/Cole.
Royse, D., Dhooper, S. S. & Rompf, E. L. (2011). Field instruction: A guide for social work
students (6th Ed). Upper Saddle River, NJ: Prentice Hall.
Saleebey, D. (Ed.). (2011). The strengths perspective in social work practice (6th Ed). Upper
Saddle River, NJ: Prentice Hall.
Sheafor, B.W. & Horesjsi, C.R. (2007). Techniques and guidelines for social work
practice (8th Ed). Upper Saddle River, NJ: Prentice Hall.
Shulman, L. (2008). The skills of helping: Individuals, families, groups and communities (6th
Ed). Belmont, CA: Brooks/Cole Publishing.
Timberlake, E., Farber Michaela Z., & Sabatino, C.A. (2007). Generalist social work practice: A
strengths based problem solving approach (5th ed.) Pearson
Tracey, E.M. & Whittaker, J.K. (1990). The social network map: Assessing social support in
clinical social work practice. Families in Society. 71 (8). 461-470.
Waites, C. (Ed). (2008). Social work practice with African American families: An
intergenerational perspective. New York: Routledge.
Whittaker, J., Tracy, E.M., & Marckworth, M. (1989). Family support project. Identifying
informal support resources for high risk families. University of Washington School of
Social Work Seattle.
Woodside, M. & McClam, T. (2011). Generalist case management: A method of human service
delivery (3rd Ed). Belmont, CA: Brooks/Cole Publishing.
Yanca, S. J. & Johnson, L. C. (2007). Generalist social work practice with families. Boston:
Allyn & Bacon.
Zastrow, C.,& Gebo, L. (2006). The practice of social work (8th Ed). Belmont, CA:
Brooks/Cole Publishing.
Useful Websites
25

Association of Baccalaureate Social Work Program Directors at: http://www.rit.edu/~694/bpd


Child Welfare League of America: http://www.cwla.org
Cultural Competence:
http://www.air-dc/cecp/cultural/default.htm
Council on Social Work Education: http://www.cswe.org
Defining Social and Economic Justice: www.cesj.org/thirdway/economicjustice-defined.htm
Human Rights and Justice: reckonings.net/human_rights_social_economic_justice.htm
National Association of Social Workers: http://www.naswdc.org
National Black Child Development Institute: http://www.nbcdi.org
Project Resilience "The website that teaches a strengths based approach to education, treatment,
and prevention" http://www.projectresilience.com
Strengths Based Services International: http://www.empowerkids.org
Social Work Career Quiz: http://www.abacon.com/socwk/quiz/index.html
Social Work Resources:
http://sophia.smith.edu/~jdrisko
Social Work Resources on the Web:
wwwlibrary.csustan.edu/lboyer/socwork/resources.htm
The Asset-Based Community Development Institute: http://www.northwestern.edu/ipr/abcd
World Wide Web Resources for Social Workers: http://www.nyu.edu/socialwork/wwwrsw

26