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SWK 426 SPE01: Senior Seminar in Social Work
Spring 2017
Spring Hill Campus

Instructor: Ebony Perez, MSW

Office Hours: Mondays 12-3 and by appointment.

Email: ebony.perez@saintleo.edu

Phone: 352-247-7374

Prerequisite: All social work required courses

COURSE DESCRIPTION
This weekly seminar is offered in conjunction with the senior block supervised field
placement of thirty-two hours per week. Its purpose is to facilitate the process of
integrating social work knowledge, skills and values, and a liberal arts base into a
set of practice competencies necessary for the performance of beginning social
work practice.

RATIONALE FOR COURSE:
This seminar provides an opportunity for students to demonstrate their ability to
integrate the educational content of the social work curriculum and it provides a
forum for comparing and contrasting professional values with societal values and
organizational values. It is supported by the University's general education
requirement for a "capstone" course and by the Social Work Program's
requirement that students demonstrate at an acceptable level the Program's
model of beginning level generalist practice. It is recognized that the process of
integration is not and cannot be confined to a single course, rather it belongs to
the whole range of the students' educational and personal experience.
Integration is conceptualized as a lifelong process.

Saint Leo University Core Value
For this course, the Saint Leo University core value of Respect, Integrity and
Community is most applicable

Respect-Saint Leo University values all individuals’ unique talents, respect their
dignity and strive to foster their commitment to excellence in our work. Our
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community strength depends on the unity and diversity of our people, on the free
exchange of ideas, and on learning, living and working harmoniously.

Integrity-The commitment of Saint Leo University to excellence demands that its
members live its mission and deliver on its promise. The faculty, staff and students
pledge to be honest, just and consistent in word and deed.

Community – Saint Leo University develops hospitable Christian learning
communities everywhere we serve. We foster a spirit of belonging, unity, and
interdependence based on mutual trust and respect to create socially responsible
environments that challenge all of us to listen, to learn, to change, and to serve.

CSWE 2015 Competencies and practice behaviors relevant to this course:
Competency 1: Demonstrate Ethical and Professional Behavior.
PB 3. demonstrate professional demeanor in behavior, appearance, and oral,
written, and electronic communication;
PB 5. use supervision and consultation to guide professional judgment and
behavior

II. COURSE OBJECTIVES
Objective 1: To identify and assess situations where the relationship between
people and their environment needs to be initiated, enhanced, restored,
protected or terminated. The student will be able to: (PB4) (PB26)
1. use interpersonal skills to interview clients and appropriately observe client
situations.

2. involve other service providers, agency colleagues and client populations in
data collection processes.

3. develop a practical understanding of specific operating policies and
procedures.

4. appropriately record/document essential client information.

Objective 2: To develop and implement a plan for improving the well-being of
people based on problem assessment and the exploration of obtainable goals
and available options. The student will be able to: (PB5) (PB6)
1. involve clients in the planning and implementation process.

2. implement plans employing the Social Work Code of Ethics.

3. appropriately assess and utilize distinctive strengths of clients, considering
their culture and life style differences.

4. work collaboratively and in a team effort, within one's agency in
implementing change.

Objective 3: To enhance the problem-solving, coping and developmental
capacities of people. The student will be able to: (PB4) (PB25) (PB26)
1. provide adequate and appropriate support.
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2. teach problem-solving skills.

3. facilitate interaction between persons and community resources.

4. facilitate interaction between people with mutual interests or concerns.

Objective 4: To link people with and assist in the development of systems that
provide them with resources, services and opportunities. The student will be
able to: (PB25)
1. utilize appropriate resource systems.

2. clarify procedures and objectives for people when making referrals to the
most appropriate service/resource opportunity.

3. mediate between clients and service providers.

4. initiate self-help activities with clients when appropriate.

Objective 5: To intervene effectively on behalf of diverse and oppressed
populations. The student will be able to: (PB25)
1. use existing services and resources appropriate to the diverse groups with
which the student works.

2. show sensitivity with diverse and oppressed populations.

3. use professional standards and ethics when evaluating service/resource
opportunities for diverse and oppressed populations.

4. know the process necessary to facilitate needed changes in procedures,
policies, or legislation that impede the provision of service to vulnerable
populations.

Objective 6: To promote the effective and humane operation of the systems
that provide people with services, resources and opportunities. The student will
be able to: (PB29)
1. utilize agency policies and structures to facilitate the provision of services,
resources and opportunities.

2. analyze and/or contribute to agency planning and policy making structures.

3. participate in activities to improve agency procedures and promote services.

4. show sensitivity to priorities, need definitions, and resources used by diverse
groups and vulnerable populations.

Objective 7: To contribute to the improvement of service delivery by
participating in change efforts
with others in response to community needs. The student will be able to:
(PB29)
1. use basic principles of evaluation research.

2. appropriately involve client populations in planning and policy modifications.
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3. work effectively with others in initiating and supporting social change efforts.

4. be sensitive to the needs of clients who may be unable to express themselves
or affect service delivery.

Objective 8: To evaluate at various intervals throughout the intervention
process, the extent to which the objectives of the planned change effort were
achieved. The student will be able to: (PB25)
1. utilize/design instruments to measure the degree of change following an
intervention.
2. utilize data collection methods.

3. analyze/interpret the effects of the change effort.

4. use evaluative data to renegotiate the service plan as appropriate.

Objective 9: To evaluate and pursue one's own professional growth,
development, and performance. The student will be able to: (PB 4) (PB 5) (PB6)
1. effectively and objectively use feedback from supervisors, colleagues, and
client populations.

2. use professional standards and ethics in evaluating their own professional
practice.

3. use and draw upon current professional literature, workshops and
conferences in his/her professional development.

4. evaluate objectively the effectiveness of his/her own practice knowledge,
values and skills.

Objective 10: To contribute to the improvement of service delivery by
supporting and upholding professional standards, values and ethics. The
student will be: (PB 26)
1. aware of professional standards, values and ethics in his/her practice.

2. participate in professional associations.

3. be involved in professional continuing education.

4. involved in activities advocating or supporting professional standards and
ethics in legislation and place of internship.

III. REQUIRED TEXT:
BSW Fieldwork Instruction Manual
Students will be able to use their gained knowledge and field experience as well as
research articles.

IV. POLICIES
Institutional Policies
1. ADA POLICY: Students with disabilities who may need academic
accommodation(s), should
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contact the Disability Office email: adaoffice@saintleo.edu or call (352) 588-
8464. For more information, please review the Policy and Procedure Manual
on the Disability Services web page at:
http://www.saintleo.edu/SaintLeo/Templates/Inner.aspx?pid=391 .

2. ACADEMIC HONESTY POLICY: As members of an academic community that
places a high value on truth and the pursuit of knowledge, Saint Leo
University students are expected to be honest in every phase of their
academic life and to present as their own work only that which is genuinely
theirs. Unless otherwise specified by the professor, students must complete
homework assignments, with only their team members. If they receive
outside assistance of any kind, they are expected to cite the source and
indicate the extent of the assistance. Each student has the responsibility to
maintain the highest standards of academic integrity and to refrain from
cheating plagiarism or any other form of academic dishonesty. Academic
dishonesty is representing another’s work as one’s own, active complicity in
such falsification, or violating test conditions. Plagiarism is stealing and
passing off the ideas and words of another as one’s own or using the work of
another without crediting the source. REFERENCE ACADEMIC HONOR CODE
IN SAINT LEO UNIVERSITY STUDENT CATALOG.

3. PROTECTION OF THE ACADEMIC ENVIRONMENT: Disruption of academic
process is the act or
words of a student in a classroom or teaching environment which in the
reasonable estimation of a faculty member: (a) directs attention away from
the academic matters at hand, such as noisy distractions, persistent,
disrespectful or abusive interruptions of lecture, exam or academic
discussions, or (b) presents a danger to the health, safety or well-being of the
faculty member or students. Education is a cooperative endeavor – one that
takes place within a context of basic interpersonal respect. We must therefore
make the classroom environment conducive to the purpose for which we are
here. Disruption, intentional and unintentional, is an obstacle to that aim. We
can all aid in creating the proper environment, in small ways (such as turning
off beepers and cell phones, and neither chatting nor sleeping in class), and
in more fundamental ways. So, when we speak in class, we can disagree
without attacking each other verbally, we wait to be recognized before
speaking, and no one speaks in a manner or of off-topic content that disrupts
the class. Any violation of this policy may result in disciplinary action. Please
refer to the Student Handbook for further details.

Program Policies
4. Assignment Policy: Promptness in completing assigned tasks and readings is
a requirement of this course. There will be no late assignments accepted.
All written assignments will be graded on the basis of content, clarity,
punctuation, grammar, sentence structure, proofreading, APA style and
overall quality of work.

5. Make-up Policy: THERE WILL BE NO MAKE-UP EXAMINATIONS.
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6. Attendance: The student is expected to be familiar with the requirements for
this course. All
students are expected to complete the reading assignments prior to class and
attend class regularly. If you must miss class for any reason, please notify
the instructor. Excessive absences will result in a lower final grade that may
include failure of the class. Excessive absence is defined as a student missing
more than one class, for whatever reason. Missing two or more classes may
result in failure of the course. All written assignments must be typed,
double-spaced, use American Psychological Association 6 th edition (APA 6th)
format and are due on the date indicated. Additionally, students must earn a
minimum grade of “C” in this course in order to remain a social work major.
Students are responsible for all material covered in class even if they are
absent.

7. It is expected that social work students maintain a minimum cumulative
grade point average of 2.00, as well as 2.00 GPA in the social work major
prior to entering the senior field placement.

8. Grading: Final course grade will be based upon the following:
A 94-100% Exceptional
A- 90-93% Superior
B+ 87-89% Excellent
B 84-86% Very Good
B- 80-83% Good
C+ 77-79% Above Average
C 74-76% Average
C- 70-73% Below Average
D+ 67-69% Marginal
D 60-66% Poor
F < 60% Failure

Course Policies
9. Make-up Policy: THERE WILL BE NO MAKE-UP EXAMINATIONS.

10. Assignment Policy: Promptness in completing assignments is a requirement of
this course. Assignments turned in late will NOT BE ACCEPTED. All written
assignments must be typed, double-spaced, use American Psychological
Association (APA) format and are due on the date indicated.

11. Attendance: The student is expected to be familiar with the requirements for
this course. All students are expected to complete the reading assignments
prior to class and attend class regularly. If you must miss class for any reason,
please notify the instructor. Excessive absences will result in a lower final
grade as part of that grade is based on class participation. Students are
responsible for all material covered in class even if they are absent.

V. ASSIGNMENTS
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1. Case Presentations - 100 Points – PB 3; PB 5; PB 14 and PB 15
Students will make an oral case presentation in class that considers issues
such as gender, race, age, sexual orientation, disability, and cultural
diversity; the Saint Leo University core values; and the NASW Code of Ethics.
Students will demonstrate professional demeanor in behavior, appearance,
and communication when writing and presenting the case scenario in the
seminar. The typewritten paper (limit 6 pages) will be handed in after the
oral case presentation. Consider issues affecting the case such as gender,
race, age, sexual orientation, disability, or cultural diversity.

2. Resume and Cover Letter – 20 Points - PB4; PB5; PB6
Students will write a Resume and Cover Letter the pertinent social work
values in relevance to social work practice for future employment.

3. Electronic Portfolio and Presentation – 125 Points PB 4; PB5; PB6;
PB25; PB26; PB29

This is an opportunity for you to learn about the agency where you are
completing your field placement. You will be expected to share that
knowledge with the class through an oral in-class presentation. This portion is
worth 25 points.

 Agency Name, Location, and History
 Mission/Vision
 Client Population (age, presenting issues, voluntary vs. mandatory)
 Services Provided (case management, individual/family/group counseling)
 Type of Funding (private, for profit vs. non-profit, government)
 Role of Social Workers (number, BSW vs. MSW vs. LCSW, scope of practice)
 Leadership Structure (formal and informal)
 First impressions
 Plan for supervision and consultation (who you will you go to when you have
issues, clinical vs. administrative questions)
 You will need to include an organizational chart. If you are unable to obtain
one from the agency, you can easily create one using Microsoft Word.

Learning is a creative endeavor as well as an analytical one. Your e-portfolio
is an ongoing assignment throughout the semester and an opportunity to be
creative. You will be expected to regularly review and revise your portfolio.
The purpose of the portfolio is to comprise a product, which will assist you
with both your academic and professional careers. There is one interim
review by me. There should be at least two entries by the interim
submission. This is so that I can give you feedback before your final
assignment is due. You will also provide a class partner an opportunity to
review your portfolio once to receive feedback.
You will create your e-portfolio using www.weebly.com and email me the link.
The contents of the final product will be something you can refer to when
synthesizing your experience for graduate school or employment. The final
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product should include a summary of your oral presentation and the
following:

 Description of Agency/Organizational Chart
 Reflection of your first impression of the agency
 NASW Code of Ethics (what do these mean to you be specific)
 Core Competencies and Practice Behaviors
 Personal Statement
 Journal Reflections: 5 separate entries (first impressions of your agency, final
reflections, what have you learned, what you wish you knew, etc.)
 Summary of Case Presentation
 Journal Article Critique
 What does being a social worker mean to you?
 Writing Sample

4. Seminar Interaction – 100 Points - PB4; PB5; PB6; PB26; PB29
Presentation demonstrating the practice of personal refection and self-
correction to assure professional development in class discussions and career
long learning.

5. Journal Article -75 points: - PB4; PB5; PB6; PB26; PB29
GUIDELINES FOR JOURNAL ARTICLE REPORTS (should be related to
your case presentation)
Purpose:
o To continue the development of a professional self through the use of
professional material.
o To expand the student's current professional perspectives
o To develop professional autonomy through use and refinement of
assessment and communication skills.
o Each student will present a journal article during the course of the
integrative seminar. The articles are to be selected from professional
social work journals. See class schedule for due dates.

Reports should include the following:
o Provide biographical data - identify the source, author, title and year of
selected article.
o State your initial reason(s) for selecting the article. Reasons could be
personal, instructional, professional, etc.
o Summarize the basic concepts/ideas presented in the article. Where
applicable, state how these concepts link or relate to concepts you
have learned during your prior social work courses.
o Discuss relevant practice applications of the identified concepts.
o Critique and evaluate the article. That is, assess the purpose, content,
methodology (e.g. research soundness, usefulness, contribution to
social work knowledge, etc.)
o Be prepared to lead a discussion of the article following your
presentation.
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6. Learning Contract – 50 points - The learning contract provides an
important guide for the field instruction experience and is a joint effort of the
fieldwork instructor and the student. Students will meet with their fieldwork
instructor to complete the Learning Contract located in the BSW Student
Handbook. Together the student and instructor will identify at least two
activities per competency that the student will accomplish by the end of the
semester. These activities relate directly to each competency and their
corresponding practice behaviors. Each activity should be measurable and
time orientated. The learning contract should be typed, reviewed by student
and fieldwork instructor, and signed before class submission.

7. Timesheet Quiz – 30 points - The students are required to keep a fieldwork
timesheet as a record of the hours spent in the field agency. The fieldwork
instructors are required to review and sign each form. The time sheet format
and instructions is available in the BSW Student Handbook. Following the
timesheet instructions, students are required to fill out one timesheet per
each week spent in the field agency. Student are required to maintain their
timesheets in chronological order and made available to be checked during
class. There will be two (2) timesheets checks throughout the semester worth
15 points each for a total of 30 points. They will be unannounced and there
will be no make-up. If the student misses the unannounced quiz, they will
lose the points.

TOTAL POINTS POSSIBLE = 500 POINTS

Rubric for Case Presentation. For data collection on PB 3; PB 5; PB 14; and PB 15
Rating is based on a Likert Scale where:
5 = Exceptional corresponds to an A (90-100). Performance is outstanding; significantly
above the usual expectations.
4 = Proficient corresponds to a grade of B- to B+ (80-89). Standards are above the level of
expectation.
3 = Average corresponds to a C- to C+ (70-79). Standards are acceptable but
improvements are needed to meet expectations well.
2 =Marginal corresponds to an D (69 to 60%). Performance is weak and improvements are
needed to meet the expectations and standards. The standards are not sufficiently
demonstrated at this time.
1 = Failure Course Expectations and standards are not meet.

Total Ratings
Criteria Points
Earne 1 2 3 4 5
d
Points
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PB 3: Student demonstrates professional 20
demeanor in behavior, appearance, and
communication when presenting case. Student
describe case scenario including gender, race,
age, sexual orientation, disability, and cultural
diversity when presenting the case. Student
maintained client confidentiality in description.

PB 3: Student summarized the client presenting 20
concern and the summarized each step of the GIM
model. Within the GIM model discussion, students
should address current interventions, collaboration
with staff, case direction, and discharge planning.

PB 5: Student provided two examples of 20
supervision and consultation within their field
placement that they used to guide their
professional judgment and behavior and discuss.

PB 14: Student provided an example from their 20
field placement how they collaborated with
colleagues for effective policy action. Identify how
they engaged in policy practice either at the local,
state, and/or federal level regarding policy that
impacts the well-being, service delivery and/or
client access to social services.

PB 15: Correct grammar, punctuation, sentence 20
structure is evident. References are appropriately
cited using APA Style with accompanying
Reference page at the end of the paper.

Total 100 Points

Rubric for E-Portfolio and Presentation
Rating is based on a Likert Scale where:
5 = Exceptional corresponds to an A (90-100). Performance is outstanding;
significantly above the usual expectations.
4 = Proficient corresponds to a grade of B- to B+ (80-89). Standards are above the
level of expectation.
3 = Average corresponds to a C- to C+ (70-79). Standards are acceptable but
improvements are needed to meet expectations well.
2 =Marginal corresponds to a D (69 to 60%). Performance is weak and
improvements are needs to meet the expectations and standards. The standards are
not sufficiently demonstrated at this time.
1 = Failure Course Expectations and standards are not meet.
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Ratings
Criteria
- 1 2 3 4 5
Competency 1.1.3. Identify as a professional social
worker and conduct oneself accordingly. PB 4:
present on agency history, structure of organization
(include organizational chart with social work intern
represented), culture of agency such as professional dress
code, and communication with team members; affiliation
and networking with other professionals.
Competency 1.1.3. PB 5: describe how you will engage
in career-long learning and how you will create change in
the field of social work by identifying how you will
represent the NASW code of ethics in the field.

Competency 1.1.3. PB 6: describe and provide examples
of how you use supervision and consultation at the agency;
such as teamwork; planning of events; and direct services
for the community.

Competency 1.1.8. PB 25 and 26: Explain how you
collaborate with colleagues and clients for effective policy
action at the agency, and on a state, national and
international level (provide a minimum of two examples).
Presentation is an oral case presentation that considers
issues such as gender, race, age, sexual orientation,
disability, and cultural diversity; the Saint Leo University
core values; and the NASW Code of Ethics.

Competency 1.1.10. PB 29: Social workers find
resources for individuals, families, groups, organizations,
and communities. Describe the use of the biopsychosocial
and spiritual assessment when working with an
individual/family. Include an example of Organizational
Chart and include the social work intern

Total

Rubric for Seminar Interaction:
Rating is based on a Likert Scale where:
5 = Exceptional corresponds to an A (90-100). Performance is outstanding;
significantly above the usual expectations.
4 = Proficient corresponds to a grade of B- to B+ (80-89). Standards are above the
level of expectation.
3 = Average corresponds to a C- to C+ (70-79). Standards are acceptable but
improvements are needed to meet expectations well.
2 =Marginal corresponds to a D (69 to 60%). Performance is weak and
improvements are needed to meet the expectations and standards. The standards
are not sufficiently demonstrated at this time.
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1 = Failure Course Expectations and standards are not meet.
Ratings
Criteria 1 2 3 4 5
Competency 1.1.1. Identify as a professional social
worker and conduct oneself accordingly. PB 4:
Demonstrated professional demeanor in behavior,
appearance, and communication through class discussions.
Discussion included the NASW Code of Ethics and the Saint
Leo University Core Values

Competency 1.1.1 PB 5: Student described how they will
engage in career-long learning through professional
associations, conferences, workshops, brochures etc.

Competency 1.1.1 PB 6: Student described how they use
supervision and consultation in field placement and what
changes they plan to make to become an excellent
supervisor for other social workers.
Competency 1.1.8. PB 26: Student described through
examples how social workers collaborate with colleagues and
clients for effective policy action to create change on a
micro, mezzo, and macro level; and provided examples from
their weekly field experience.

Competency 1.1.10. PB 29: Student provided examples
from their weekly field experience how social workers
substantively and affectively prepare for action with
individuals, families, groups, organizations, and
communities.

Total

Rubric for Journal Article
Rating is based on a Likert Scale where:
5 = Exceptional corresponds to an A (90-100). Performance is outstanding;
significantly above the usual expectations.
4 = Proficient corresponds to a grade of B- to B+ (80-89). Standards are above the
level of expectation.
3 = Average corresponds to a C- to C+ (70-79). Standards are acceptable but
improvements are needed to meet expectations well.
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2 =Marginal corresponds to an D (69 to 60%). Performance is weak and
improvements are needed to meet the expectations and standards. The standards
are not sufficiently demonstrated at this time.
1 = Failure Course Expectations and standards are not meet.
Poi Ratings
Criteria nts 1 2 3 4 5
Competency 1.1.1 PB 4 Provide examples from your 25
literature on effective communication in social work. Provide
initial reason for selecting article.

Summarize the basic concepts/ideas presented in the article.
Provide examples how these concepts will/are link or relate
to concepts learned during field placement.

Competency 1.1.1 PB 5 Provide examples of career long 15
learning from your literature. Include 2 Saint Leo University
Core Values.

Competency 1.1.1 PB 6 and 15 10
Provide biographical data - identify the source, author, title
and year of selected article. Correct grammar, punctuation,
sentence structure is evident. References are appropriately
cited using APA Style with accompanying Reference page at
the end of the paper
Competency 1.1.8 PB 26 Critique and evaluate the article. 25
That is, assess the purpose, content, and methodology.

Rubric for Resume and Cover Letter – 20 Points (PB4); (PB5); PB6)
Rating is based on a Likert Scale where:
5 = Exceptional corresponds to an A (90-100). Performance is outstanding;
significantly above the usual expectations.
4 = Proficient corresponds to a grade of B- to B+ (80-89). Standards are above the
level of expectation.
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3 = Average corresponds to a C- to C+ (70-79). Standards are acceptable but
improvements are needed to meet expectations well.
2 =Marginal corresponds to an D (69 to 60%). Performance is weak and
improvements are needed to meet the expectations and standards. The standards
are not sufficiently demonstrated at this time.
1 = Failure Course Expectations and standards are not meet.

Ratings
Criteria 1 2 3 4 5
Competency 1.1.9. PB 4 Identify as a professional
social worker and conduct oneself accordingly.
Demonstrate professional demeanor in written
communication by way of creating a cover letter and resume
which details your experience. Include relevant employment,
coursework, and volunteer experience. Cover letter is 1 pg.
in length and has appropriate structure. Resume is 1 pg in
length; with appropriate structure
Competency 1.1.9 PB 5: Engage in career-long learning
by planning for a job interview and possibly additional
studies. Write a cover letter and resume that clearly
outlines your motivation, skills, and objectives for seeking a
social work position. Resume includes 1-2 professional
references.
Competency 1.1.9 PB 6: Cover letter clearly highlights
relevant skills, motivation, and education to meet the needs
of a social work agency. Includes specific skills student has
to offer the agency.
Cover letter describes the social work values in relevance to
social work practice for future employment, including the
Saint Leo core values, student will demonstrate in practice.

Total

VI. COURSE SCHEDULE

Course Outline
Week Topic Readings/Assignments
Week Orientation to seminar Discussion: Social work as a profession -
1 professionalism, demeanor in behavior,
1/9 Explanation of assignments and appearance and communication at the
Field Paperwork. internship site.

Debriefing of internship will be ongoing during
the semester
Week
2 No Class Martin Luther King Day
1/16
15

Week Developing Social Work Discussion: How to incorporate the practice
3 Competencies in Field Placement behaviors in the learning contract.
1/23 and Learning Contract
Debriefing of field experience relevant to topic

Sign-up with instructor for Case Presentations
Advise supervisors of luncheon on April 21st
(formal invitation to follow)

Week Field Work: Experiential Discussion: Developing competency in field
4 Education work and how to maximize experiential
1/30  Stages of Experiential learning in the field.
Learning
 The Feedback Loop Debriefing of field experience relevant to topic
 The field instructor as a
“Coach” Learning Contract Due
 Embracing Being a
Learner

Week Skills in the work phase: Discussion: Guest Speaker to discuss Social
5 Interview Skills, Resume and Work interviewing and resume/cover letter
2/6 Cover Letter Writing. writing

Week Utilizing Self-Awareness in Social Discussion: Using your history to enhance
6 Work Practice work or help others, managing
2/13 countertransference, and reflectiveness.

Debriefing of field experience relevant to topic
Cover Letter and Resume Due
Case Presentations

Week Managing Stressful Relationships Discussion: Managing stressful relationships
7 and Demands with clients, and agency. Meeting the
2/20 demands of family/friends while maintaining
self-care.
Case Presentations
Week 8 Collaboration across Discussion: License Mental
2/27 professional lines Health Counselor, Behavior
Analysist, Psychologist, etc.

Debriefing of field
experience relevant to topic
Case Presentations

Week 9 No Class Spring Break
3/6
16

Week Networking, Ethical Discussion: Joining affiliation for continue
10 Organizations, and Continuing professional networking. Continuing
3/13 Education education and why it is needed.

Debriefing of field experience relevant to
topic
Interim E-Portfolio Due

Week Community Development and Discussion: Community collaboration
12 Advocating at the Macro Level through community mapping and other
3/27 related documents.

Debriefing of field experience relevant to
topic

Journal Presentations

Week No Class LEAD DAY Tallahassee
13
4/3
Week Looking Towards the Future Discussion: Transition from BSW to Career or
14 to MSW Program.
4/10
Debriefing of field experience relevant to
topic

E-portfolio Due

Week Feedback on Field Placement. Discussion: of integration of knowledge from
15 What worked what would you previous courses
4/17 change? Debriefing of field experience relevant to
topic

Week
16 Discussion: Debriefing on field experience,
Course Wrap-up
4/24 final thoughts,

Supervisory Luncheon on Friday April 21,
2017

INTERNET LINKS AND RESOURCES
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Alliance for Justice http://www.essential.org/afj/
Center for Science in the Public Interest
http://www.cspinet.org/cspi/
Children’s Defense Fund http://acorn.he.net/cgi-bin/
Common Cause http://www.commoncause.org/

People for the American Way
http://www.pfaw.org/pfaw/general/
National Association of Social Workers http://www.naswdc.org/
National Association of Social Workers Florida Chapter http://www.naswfl.org
Library Information
Below is the library information for classes on the University Campus. Each region has its own
library information and can be accessed at http://saintleolibrary.cloudaccess.net/general-help/93-
help/258-faculty-syllabus-library-information.html
The regions are: University Campus, Virginia, Central, Florida, COL, and DL. Please contact
Elana Karshmer if you have any questions at elana.karshmer@saintleo.edu

Cannon Memorial Library Resources

Accessible in LearningStudio (formerly eCollege), mySaintleo, library
homepage

Library Instruction
To arrange library/research instruction for your classes, please contact:
Elana Karshmer elana.karshmer@saintleo.eduUniversity Campus

Viki Stoupenos viki.stoupenos@saintleo.edu FL, GA, SC Centers

Steve Weaver steven.weaver@saintleo.edu CA, MS, TX, VA
Centers

Sandy Hawes sandy.hawes@saintleo.edu COL

Aimee Graham aimee.graham02@saintleo.edu DL

Writing Help
The Cannon Memorial Library now offers instruction in writing and research
to all center students at all levels, across the curriculum. Ángel L. Jiménez,
M.A., Instructor of Writing and Research, offers instruction on all aspects and
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stages of the writing process. Please make an appointment: Appointment
Form
Ángel Jiménez angel.jimenez@saintleo.edu 1-352-588-8269

Cannon Memorial Library
Librarians are available during reference hours to answer questions
concerning research strategies, database searching, locating specific
materials, and interlibrary loan (ILL).
Reference Hours

Monday – Thursday 9 a.m. – 10 p.m.
Friday 9 a.m. – 5 p.m.
Saturday 9 a.m. – 6 p.m.
Sunday 10 a.m. – 6 p.m.
The library provides an 800 number and an email address for general
reference services: 1-800-359-5945 or reference.desk@saintleo.edu . The
library’s mailing address and local telephone numbers are:

MC2128, 33701 State Road 52, Saint Leo, FL 33574

352-588-8477 (Reference Desk)

352-588-8476 (Circulation Desk)

352-588-8258 (Main)

352-588-8259 (Fax)

Online Catalog “LeoCat” (All Books and Media)
Click on the Library Catalog link on the Cannon Memorial Library website. To
borrow books in person from the library, present your SLU ID at the
Circulation Desk. Online and off-campus students may have materials
delivered to them by completing and electronically submitting article or book
request forms from the Interlibrary Loan page.

Online Library Resources (Articles and E-books)
Saint Leo provides its own array of online article databases and e-book
resources. Use the Databases and E-books links on the Cannon Memorial
Library website to search the latest subscription databases and e-book/e-
reference collections.
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Subject Research Guides
Click on Research a Subject for an introduction to relevant online and print
resources the library has to offer in your given subject area – this is a great
place to start your research.

Florida Region Librarian
For help locating books, database searches, reference assistance, or to
arrange library instruction for a class, Florida Region students and faculty
may contact:
Viki Stoupenos, Florida Region Librarian

Viki.stoupenos@saintleo.edu 1-912-352-8331 ext. 3025

Library Tutorial
A library tutorial, which takes students through accessing Saint Leo library
materials, is available on the library homepage. A short quiz is included
which takes approximately 20 minutes to complete.

Supplemental Area Library Resources
Local Florida public and area academic libraries are listed for each center:
Libraries Near Your Center

Library Card Reimbursement
To ensure that every student has academic book borrowing privileges, Saint
Leo annually reimburses off-campus students up to $150 to obtain a library
card at one area college or university library. Students should submit their
receipt and a completed reimbursement form at their Saint Leo Center office.
The reimbursement form is available online at
http://saintleolibrary.cloudaccess.net/images/Library_Reimbursement_Form.p
df