SWK 341 Social Work Practice With Communities

Winter 2020
This syllabus is tentative and may be changed at the discretion of the Instructor until the beginning
class day of January 15th at which time it will become the final version

Professor: Dr. Cynthia Sottie, RSW, Ph.D.

Email: cynthia_sottie@boothuc.ca
Phone: (204) 924-4896
Office: Room 319
Office Hours: Wednesday 1:00 p.m., to 2:30 p.m. & Fridays 10 a.m. -12 00 noon

Voluntary Withdrawal Date: March 6, 2020

Time Extension Deadline: March 27, 2020

Availability
Students are encouraged to contact me with any questions or concerns throughout the semester. The
best way to connect with me is via email. I will respond to emails within 24 hours except on
weekends and holidays. See contact information above.

I would like to acknowledge that the land on which we gather is the traditional territory of
Anishinaabeg (ah-nish-naabek), Cree, OjiCree, Dakota, and Dene peoples, and the homeland of the
Métis Nation

COURSE DESCRIPTION
This course provides students with a framework for application of the generalist intervention model
within a macro setting, in particular outlining ways to understand, engage and partner with
communities to identify and respond to issues that are of significance to them. Students will
identify various models of understanding and intervening with communities, and will have the
opportunity to conduct a community-based assessment to identify resources and assets to draw on
in meeting the concerns of the community.

Social Work Program Outcomes

1. Identification as a professional social worker and use of self

2. Adherence to the Social Work Code of Ethics and Adoption of Social Work Values in
Professional Practice
3. Professional practice skills with individuals, families, groups, communities and
organizations, applying knowledge of human behaviour and the social environment
4. Identification of structural sources of oppression and inequity, and promotion of
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 human rights and social justice at all client system levels
5. Employment of critical thinking in professional practice
6. Engage in research
7. Engage in policy analysis and development to advance social and economic well-being
and deliver effective social work services

Course Objectives

Learning Objective Social Work Assessment

Program
Outcome
Understand the application of the 1, 2, 3, 4, 5, 6 Class discussion,
generalist intervention model and social assessment and
work practice skills to a macro level. program proposal
assignments

Identify various theoretical models of 3, 4, 5, Class discussion,

community development. assessment and
program proposal
assignments
Develop skills in engaging and 1, 2, 3, 4, 5, 6 Class discussion,
partnering with the community to assess assessment and
community need and identify potential program proposal
programs to meet that need assignments
Articulate the values that guide 2, 3 Class discussion,
community development work. book review,
assessment and
program proposal
assignments
Engage on a personal level with your 2, 4, 5 Class discussion,
own experience of community. book review,
Understand the role of social action and 3, 4, 5 Class discussion,
social justice in addressing community book review,
concerns. assessment and
program proposal
assignments
Demonstrate communication skills in 1, 2, 3, 4, 5, 6 Assessment and
connecting with stakeholders and program proposal and
delivering a program proposal presentation
presentation to the class assignments
Develop an understanding of skills 1, 2, 3, 4, 5, 6 Class discussion,
needed to engage on a macro level, assessment and
including working with people, program proposal
fundraising, publicity, and working assignments
organizationally.

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Required Course Textbooks:
Parada, H., Barnoff, L., Moffatt, K., & Homan, M.S. (2011). Promoting community change:
Making it happen in the real world, first Canadian edition. Toronto: Nelson Education.

Born, P. (2014). Deepening community: Finding joy together in chaotic times. San Fransisco:
Berrett-Koehler Publishers Inc.

Course Format
Classes may include a combination of lecture, discussion, video clips, and interactive activities. It is
not my intention to merely parrot back the material in the assigned readings. Although these
readings are indeed required, students should note that not everything contained in the texts will be
discussed in class, nor will everything discussed in class be contained in the texts.

Course Policies & Expectations

1. Assignments: Complete all written assignment using Microsoft Office in APA style (see
link: https://owl.english.purdue.edu/owl/resource/560/1/ ). Font: - Times New Roman; Font
size - 12. Wikipedia is not appropriate source of information for assignments. Use web
page information with caution. Any information obtained from webpages must be from
reputable research/educational and professional institutions. Generally, look for sites with
URL’s that end in gov., edu, or org.

2. Late Assignments: Assignments are due at the beginning of class or as indicated on

Boothonline. Extensions are not granted on the due date. Late assignments without prior
instructor contact and approval will be penalized 5% per day including the day the
assignment is due, including weekends. All assignments must be completed to receive a
passing grade in the course.

3. Professional Conduct: Students are held to professional standards at all times while in the
program. Class is considered to be a professional setting and students are expected to
behave and perform accordingly. Please turn off cell phones while in class. If you are on
call and expecting an important message please let the instructor know prior to class.
Laptops may only be used for taking notes or other educational purposes. Students who use
their computers for other purposes such as Facebook, or surfing the web will be asked to
leave for the class session and this will constitute an absence for the class. Having a side
conversation during a class lecture, discussion or class activities unrelated to class, which
potentially may disturb or distract student learning is not acceptable.

Assignments
Academic Learning Center – Booth University College offers free academic tutoring and other
research and writing resources. Please visit Boothuc.ca for hours of operation.

All Assignments must be completed in APA format, see link:

https://owl.english.purdue.edu/owl/resource/560/1/

Assignments should be submitted electronically by uploading them to the assigned drop box on the
course website. Double check to make sure your document uploaded properly.

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Assignments must be submitted as Microsoft Word documents.
Contact Kristen McLean if you have problems accessing the online course resource shelf. She can
be reached at 594-6130 or kristen_mclean@boothuc.ca. Her office is located on the second floor
at 290 Vaughn in Petersen Hall

Course Requirements
Assignment Due Date Value
1. Book Review Feb 5 by 11:55 p.m. 15%
2. Community Assets and Issues March 4 by 11:55 p.m. 35%
3. Community Program Proposal April 1 by 11: 55 p.m. 25%
4. Proposal Presentations April 1 by 8:30 a.m. 15%

Students will work in small groups for much of this course, though there is a combination of
individual and group assignments. The assignments involve an exploration and understanding of
small geographical communities in Winnipeg. Each group will chose an area to focus on, and the
work of the group will culminate in proposals for how the community can engage and work with a
particular issue facing the community. The professor reserves the right to reject any work that does
not comply with requirements and instructions. All assignments must be satisfactorily
completed to receive a passing grade for the course.

Questions you might ask yourself before submitting Assignments

1. Are my main points coming across clearly?
2. Have I supported my points adequately?
3. Do I need more evidence to support my claims?
4. Should I change the way I organized the paper?
5. Have I followed the APA format for referencing and citing sources?
6. Have I proof-read my paper (or had a peer read it for me)?

Preparation, Participation and Attendance Value 10%

Participation and preparation is paramount in this course. You will need to come to class having
completed the scheduled readings for the class, prepared to engage with the material both in
discussion and in activities. Students are expected to attend all classes and be present for the full
three hours. Arriving late or leaving early will constitute an absence for the class. Students who are
absent three times can only get a maximum of 5% in this category. Absence from four or more
classes will lead to failure in the course. Participation is reflected in the level of engagement with
the material, the instructor and your peers in the classroom setting. Be prepared to contribute
positively to the learning environment in the classroom through active class discussion in large and
small groups, and participation in the activities that demonstrate development of clinical skills
generalist skills

1. Book Review Value: 15%

Read the book Deepening Community by Paul Born. In your small ‘community’ groups, discuss
what you learned, what questions were raised, how your understanding of community has shifted.
Use the questions on page 141 of the book to guide your conversation. Write a 4 page reflection
paper based on your personal impressions of the book, what spoke to you, reflecting on how your
understandings of community evolved through conversation with others. How will you personally
think differently, be different and do differently in relation to community as a result of reading this
book and conversing with others about it.
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Due: February 5 by 11:55 p.m.

Mode of Presentation: Mode of Presentation/Submission: Maximum 4 pages, double spaced.

Times New Roman; Font size 12, APA formatting. Upload to the Course Site as a Word Document

2. Community Assets and Issues Value: 35%

Group members will work together to identify the major assets of their chosen geographic
communities (do not pick an organization) and major issues facing their chosen community.

 Each student must interview 2 different community stakeholders (within their chosen
community) to gather information from a variety of sources about the significant needs and
strengths of the community.
 In your small groups you are required to do a walk-through the community.
 Use Chapter 6 of the Parada text as a guide to the various forms of capital to explore
through interviews and your walk-through.
 Each student is then required to write a paper that incorporates feedback from your own and
your peers’ individual stakeholder interviews and your walk-through the community to
outline the community’s strengths and assets related to the various forms of capital. Identify
the pressing issues that the community faces.
 Choose one issue to follow up and incorporate literature from at least 3 scholarly articles or
program reports to show how other communities have worked with this issue as well as how
this would relate to your assigned community. Ensure that your research is focused on
community based responses to an issue – that is, if there is a concern about homelessness,
how did other communities respond to that issue?
 Each group member must choose a different issue to explore.

Due: March 4, by 11:55 p.m.

Mode of Presentation: Mode of Presentation/Submission: Maximum 10 pages, double spaced.

Times New Roman; Font size 12, APA formatting. Upload to the Course Site as a Word Document

3. Community Program Proposal Value 25%

Students will work in their small groups to develop a Community Based Program Proposal for the
assigned community. Choose one issue that emerged from your community assessments to address
through developing a program to meet the need. Sample templates have been provided on the
course website as a guide. The group will incorporate information from their community
assessments, identify a problem or issue and create a proposal for a community program to address
that issue. Each group will be assigned one grade for all participants. Please include a sheet
identifying which students contributed to which portion of the proposal.

Due: April 1, by 11:55 p.m.

Mode of Presentation: Mode of Presentation/Submission: Maximum 15 pages, Times New

Roman; Font size 12, APA formatting. Upload to the Course Site as a Word Document

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Part D – Proposal Presentations Value 15%
Groups will present their proposal to the class, and will be assessed by the instructor on knowledge
of the community, comprehensiveness of the plan, and communication skills. All group members
must speak in the presentation.

Due: April 1, by 11:55 p.m.

Length: 15 minute presentation, 5 minute question period

Grading Written Criteria:

All written assignments will be graded according to the following:
Inclusion of ALL assignment criteria as outlined above
Evidence of Critical Thinking/Logic of Argument
Sufficient evidence to support points made/Inclusion of literature
Clarity & Organization of Paper
Grammar/ Spelling
APA Citation & References

Course Marks:
Participation 10%
Book Review 15%
Community Assessment 35%
Community Program Proposal 25%
Proposal Presentation 15%
Total 100%

GRADING SCHEDULE:
Here is the interpretation of the letter grades as per the College academic policies, and the
percentage scores for this course that will normally correspond to those letter grades.

A+ Exceptional Performance with evidence of outstanding 94-100%

original thinking, superior organization, exceptional
capacity to analyze and synthesize, a superior grasp of the
subject matter with sound critical evaluations; evidence of
extensive knowledge base.
A Excellent Performance with evidence of excellent 85-93%
original thinking, excellent organization, excellent
capacity to analyze and synthesize; an excellent grasp of
the subject matter with sound critical evaluations, evidence
of an extensive knowledge base.
B+ Very Good Performance with evidence of original 78-84%
thinking, very good organization, demonstrated ability to
analyze and synthesize; a very good understanding of the
relevant issues under examination; very good familiarity
with the relevant literature.

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B Good Performance with evidence of a good grasp of the 70-77%
subject matter; evidence of critical capacity, good
analytical skills, a good understanding of the relevant
issues under examination; evidence of good familiarity
with the relevant literature.
C+ Satisfactory Performance with evidence of a satisfactory 65-69 %
grasp of the subject matter; evidence of critical capacity,
an ability to develop solutions to simple problems found in
the material; evidence of familiarity with some of the
relevant literature.
C Adequate Performance with evidence of an adequate 60-64 %
grasp of the subject matter; some evidence of critical
capacity, an ability to develop solutions to simple
problems found in the material; evidence of familiarity
with some of the relevant literature.
D Marginal Performance with evidence of marginal 50 59%
familiarity with the subject matter and some evidence that
critical and analytical skills have been used.
F Inadequate Performance with little evidence of even a 0-49 %
superficial understanding of the subject matter; serious
weaknesses in critical and analytical skills; limited or
irrelevant use of the literature; failure to satisfy course
requirements.

Students require a C+ to satisfy program requirements for this course

Booth UC Policy Statements

Students are responsible for reviewing and abiding by all Booth UC academic policies in the
current Academic Calendar.

Academic Integrity
It is a serious offence to present a piece of work for course credit as one’s own if the work or a
portion thereof was done by some other person (plagiarism). Actions of plagiarism harm both the
student and the reputation of the University College. Plagiarism or any form of cheating in
examinations or term tests (e.g. crib notes) is subject to serious academic penalty that may
include loss of part or all of the marks for an assignment/test, failure in the course, dismissal from
the University College, or other serious consequences. Plagiarism or cheating in a course in
which a student is cross-registered with the University of Manitoba may lead to disciplinary
action by the University according to its policies.

To plagiarize is to take ideas or words of another person and pass them off as one’s own. In short,
it is stealing something intangible rather than an object. Obviously it is not necessary to state the
source of well-known or easily verifiable facts, but students are expected to acknowledge the
sources of ideas and expressions they use in their written work, whether quoted directly or
paraphrased. This applies to diagrams, statistical tables and the like, as well as to written material
and materials or information from Internet sources. Failure to do so constitutes plagiarism. It will
also be considered plagiarism and/or cheating if a student submits an assignment in whole or in
part by someone other than him/herself, or copies the answer or answers of another student in any
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 test, examination, or take-home assignment.

At the beginning of their program of study, all students are required to complete the prescribed
plagiarism tutorial. Instructors are required to report all allegations of plagiarism or cheating to
the Academic Dean before a grade is assigned. The original assignment is submitted to the
Academic Dean.

The Academic Dean will chair a joint meeting of student and instructor to hear both the
allegations and the student’s response to the allegations. The Academic Dean will then make a
determination whether or not plagiarism or cheating has in fact occurred and decide on appropriate
disciplinary measures. The student and instructor will be notified of the Academic Dean’s decision
in writing. A copy of the decision will be sent to the Registrar and University College President.
The student has the right to appeal the decision of the Academic Dean (see Academic Appeals).

Students with Disabilities

It is the student’s responsibility to request academic accommodations. If you are a student with a
documented disability who may require academic accommodations, please register with
Accessibility Services. Visit the Accessibility Services webpage for more information and details
on how to register.

Bibliography

Born, P. (2014). Deepening community: Finding joy together in chaotic times. San Fransisco:
Berrett-Koehler Publishers Inc.

Brown, J. D., & Hannis, D. (2008). Community development in Canada. Toronto: Pearson, Allyn
& Bacon.

Chaskin, R.J. (2001). Building community capacity: A definitional framework and case studies
from a comprehensive community initiative. Urban Affairs Review 36(3) 291-323.

Cnaan, R., Boddie, S.C., Handy, F., Yancey, G. & Schneider, R. (2002). The invisible caring hand:
American congregations and the provision of welfare New York: New York University
Press.

Eichler, M. (2008). Consensus organising: Building communities of mutual self-interest.

Thousand Oaks CA: Sage Publications.

Garland, D.R., Wolfer, T.A., & Myers, D.R. (2008). How 35 congregations launched and sustained
community ministries. Social Work and Christianity 35(3), 229-257.

Green, G.P., & Haines, A. (2015). Asset Building and Community Development (4th Ed.). Los
Angeles: Sage Publications.

Hardcastle, D.A., Powers, P.R., & Wencour, S. (2011). Community practice: Theories and skills
for social workers (3rd Ed.). New York: Oxford University Press.

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Homan, M. (2015). Promoting community change: Making it happen in the real world (6th Ed.).
Pacific Grove, CA: Brooks/Cole Publishing.

Keating, K., & Gasteyer, S.P., (2012). The role of cultural capital in the development of
community leadership: Toward an integrated model. Community Development, 43(2), 147-
168.

Kirkpatrick, L.O. (2007). The two “logics” of community development: Neighbourhoods, markets
and community development corporations. Politics and Society 35(2) 329-359.

Kirst-Ashman, K., & Hull, G., (2017). Generalist practice with organizations and communities (7th
ed.). Belmont, CA: Brooks/Cole Cengage Learning.

Kretzman, J. & McKnight, J. (2005). Discovering community power A guide to mobilizing local
assets and your organisation’s capacity. Evanston, IL: Asset-Based Community
Development Institute School of Education and Social Policy Northwestern University’.
https://naaee.org/sites/default/files/tool-abcd-capacity_bldg.pdf Retrieved November 5,
2019

Kretzman, J., & McKnight, J. (1997). Building communities from the inside out: A path toward
finding and mobilizing a community's assets. Chicago IL: ACTA Publications.

Kretzman, J. & McKnight, J. (1997). A guide to capacity inventories: Mobilizing the community
skills of local residents. Chicago, IL: ACTA Publications.

Linthicum, R.C. (2006). Building a people of power: Equipping churches to transform their
communities. Waynesboro, GA: Authentic Press.

Mannes, M., Roehlkepartain, E.C., & Benson, P.L. (2005). Unleashing the power of community to
strengthen the well-being of children, youth, and families: An asset-building approach.
Child Welfare 84(2) 233-250.

Meenaghan, T.M., Gibbons, W.E., McNutt, J.G. (2004). Generalist practice in large settings:
Knowledge, and skill concepts, 2nd Ed. Chicago IL: Lyceum Books.

Munford, R., Sanders, J., & Andrew, A. (2003). Community development: Action research in
community settings. Social Work Education 22(1) 93-104.

Netting, F.E., Kettner, P.M., & Mc Murtry, S.L. (2016). Social work macro practice (6th ed.).
Boston: Allyn, Pearson & Bacon. (on reserve)

Ohmer, M.L., & DeMasi, K. (2009). Consensus organizing – A community development

workbook: A comprehensive guide to designing, implementing and evaluating community
change initiatives. Thousand Oaks CA: Sage Publications.

Matarrita-Cascante, D., & Brennan, M.A., (2012). Conceptualizing community development for
the twenty-first century. Community Development, 43(3), 293-305.

Parada, H., Barnoff, L., Moffatt, K., & Homan, M.S. (2011). Promoting community change:
Making it happen in the real world, first Canadian edition. Toronto: Nelson Education.
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Perkins, J.M. (Ed.) (1996). Restoring at-risk communities: Doing it together and doing it right.
Grand Rapids, MI: Baker Books.

Queen, E.L. Ed. (2000). Serving those in need: A handbook for managing
faith-based human service organizations. San Fransisco: Jossey-Bass.

Rolland Unruh, H. & Sider, R. J. (2005). Saving souls – serving society: Understanding the faith
factor in church-based social ministry. Oxford: Oxford University Press.

Rothman, J. Erlich, J. L. & Tropman, J. E. (2001). Strategies of Community Intervention : Macro

Practice (6th Ed.). Belmont, CA: Wadsworth Publishing

Rubin, H.J., & Rubin, I.S. (2008). Community organizing and development (4th Ed.). Boston:
Allyn, Pearson & Bacon.

Shragge, E., & Fisher, R. (2001). Community organizing: A call to action. Canadian Dimension,
35(2), 40. Retrieved October 7, 2008, from Academic Search Elite database.

Sider, R.J., Olson, P.N., Unruh, H.R. (2002). Churches that make a difference: Reaching
your community with good news and good works. Grand Rapids MI: Baker Books.

Silver, J. (2004). Community Development in Winnipeg's Inner City. Canadian Dimension, 38(6),
36-38. Retrieved October 7, 2008, from Academic Search Elite database.

Stoecker, R. (2005). Research methods for community change: A project-based approach.

Thousand Oaks CA: Sage Publications.

Walzer, N., & Cordes, S.M., (2012). Overview of innovative community change programs.
Community Development, 43(1), 2-11.

Young Laing, B. (2009). A critique of Rothman’s and other standard community organizing
models: Toward developing a culturally proficient community organizing framework.
Community Development, 40(1), 20-36.

Journals:

1. Community Development
2. Community Development Journal
3. Journal of Community Positive Practices
4. Journal of Community Practice
5. Journal of Rural and community Development

Helpful Web Sites:

Tamarack - An Institute for Community Engagement http://tamarackcommunity.ca/
Asset-Based Community Development Institute: http://www.sesp.northwestern.edu/abcd/
The Canadian CED Network Web site: http://www.ccednet-rcdec.ca/?q=en/
Community Tool Box Web Site: http://ctb.ku.edu/en/

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HRDC Canada resources:
http://www1.servicecanada.gc.ca/eng/epb/sid/cia/comm_deve/facilitator.shtml
http://www1.servicecanada.gc.ca/eng/epb/sid/cia/comm_deve/handbook.shtml
http://www1.servicecanada.gc.ca/eng/epb/sid/cia/partnership/handbook.shtml
http://www1.servicecanada.gc.ca/eng/epb/sid/cia/partnership/partnerhb_e.pdf

WEEKLY OUTLINE

DATE TOPIC READING/TEXT

January 15 Introduction and Course Parada et al., Ch 1
(Week 1) Overview
January 22 Theories and Models of Parada et al., Ch 2 & 3
(Week 2) Community Development Matarrita-Cascante, D., & Brennan, M.A., (2012).
Conceptualizing community development for the
twenty-first century. Community Development,
43(3), 293-305. (On reserve)
January 29 Relating Community Parada et al., Ch. 4, 5
(Week 3) Change to Agency Work
and Professional Practice;
Role of Power
February 5 Community Development Parada et al., Ch 6
(Week 4) Process; Community Walzer, N., & Cordes, S.M., (2012). Overview of
Assessment I innovative community change programs.
Community Development, 43(1), 2-11. (On
Reserve)
Book Review Due
University of Kansas (n.d.). Chapter 3: Assessing
community needs and resources. In KU (Eds.),
The community tool box. Retrieved from:
http://ctb.ku.edu/en/tablecontents/chapter_1003.ht
m
February 12 Community Assessment II – Readings:
(Week 5) Needs vs Assets McKnight, J. (2013). A Basic Guide to ABCD
Community Organizing.
Asset Based Community Development Institute,
Northwestern University.
https://resources.depaul.edu/abcd-
institute/publications/publications-by-
topic/Documents/A%20Basic%20Guide%20to%2
0ABCD%20Community%20Organizing(3).pdf

Kretzman, J., & McKnight, J. (1993). Asset-based

community development: Mobilizing an entire
community. Chapter 5 in Building Communities
from the Inside Out: A Path Toward Finding and
Mobilizing a Community's Assets (pp. 345-354).
Evanston, IL: Institute for Policy Research,
Northwestern University, 1993. (on reserve)

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 Kretzman, J., & McKnight, J. (1993). Releasing
individual capacities. Chapter 1 in Building
Communities from the Inside Out: A Path Toward
Finding and Mobilizing a Community's Assets
(pp. 12-108). Evanston, IL: Institute for Policy
Research, Northwestern University, 1993. (on
reserve)

February 19 - Reading Week

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(Week 6)
February 26 Planning and Goal-Setting; Parada et al., Ch 7, 9
(Week 7) Raising Resources

March 4 Interventions with Parada et al., Ch 8, 10

(Week 8) Communities I - People
Skills, Spreading the Word
Community Assets and
Issues Paper Due
March 11 Interventions II – Building Parada et al., Ch 11, 12
(Week 9) the Organization; Strategies
and Tactics; Program
Proposals
March 18 Community Development Parada et al., Ch 13,
(Week 10) Examples
Brown, J. D., & Hannis, D. (2012). Canadian case
studies. Ch. 8 in Community development in
Canada (2nd ed.). Toronto: Pearson, Allyn &
Bacon. (on reserve)
March 25 Faith-based Groups and Linthicum, R.C. (2005). Where to begin. Ch 1. in
(Week 11) Community Development Building a people of power: Equipping churches
to transform their communities (pp. 1-29).
Waynesboro, GA: Authentic Press. (on reserve)

Rose, A. (2013). Faithfully meeting local need:

Exploring partnerships, policy and faith in English
faith-based organisations delivering services to the
community. London: Oasis College Centre for
Learning in Community Transformation.
April 1 Community Program
(Week 12) Proposal Presentations

Community Program
Proposal Due

April 8 Course Wrap Up and

(Week 13) Evaluation

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