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Sacramento State University – Division of Social Work – Fall 2014
Social Work 140B, Section 9: Social Work Practice
Mariposa Hall Room 5002
Fridays 9 am – 11:50 am
Cheryle L. Roberts, LCSW
4004 Mariposa Hall
Best Way to Contact:
croberts00@comcast.net or
cheryle.roberts@csus.edu
916-284-7737 cell
Office Hours:
Tuesday: 9-10 am
Thurs: 12-1:00 pm
Or by appointment
This course has a Sac CT
site. Go to http://www.csus.edu/sacct
Log in with your "My Sac State" ID & password.
COURSE DESCRIPTION
This course focuses on the social work practice process and the building of generalist practice skills.
Generalist practice skills are the core of social work practice at all levels (individuals, families, groups,
organizations, communities, and society-politics). The social work process will be keenly examined and
social work practice skills honed. Social work practice--relationship building, assessment, intervention,
and termination skills--will be the primary focus of both SWRK 140B and SWRK 140C. SWRK 140B
focuses on social work practice with individuals. SWRK 140C focuses on social work practice with
families, groups, organizations and communities.
Both SWK 140B and SWK 140C emphasize practice within a diverse (age, gender, ethnicity, mental and
physical ability, sexual orientation, religion/spirituality, groups of vulnerable and oppressed persons)
society. This emphasis is supported by the NASW Code of Ethics which states that “Social workers
should obtain education about and seek to understand the nature of social diversity and oppression with
respect to race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief,
religion, and mental or physical disability” (NASW Code of Ethics, 1.05c). Social work values, ethics and
ethical decision making are applied to the spectrum of social work practice processes. Students are
expected to apply knowledge of social systems, lifespan development, life course issues, diversity, and
social justice in relationship building, assessment, treatment planning, intervention and evaluation with
individuals, families, groups, organizations and communities.
COURSE COMPETENCIES
Upon successful completion of 140A/B/C (practice class) and 195A/B (field internship), the student
will have increased his/her competency in the following areas.
1. Identify as a professional social worker and conduct oneself accordingly
a. Advocate for client access to the services of social work
b. Practice personal reflection and self-correction to assure continual professional development
c. Attend to professional roles and boundaries
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d. Demonstrate professional demeanor in behavior, appearance, and communication
e. Engage in career-long learning
f. Use supervision and consultation
2. Apply social work ethical principles to guide professional practice
a. Recognize and manage personal values in a way that allows professional values to guide practice
b. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and,
as applicable, of the International Federation of Social Workers/International Association of Schools of Social
Work Ethics in Social Work, Statement of Principles
c. Tolerate ambiguity in resolving ethical conflicts
d. Apply strategies in resolving ethical conflicts
3. Apply critical thinking to inform and communicate professional judgments
a.
Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and
practice wisdom
b. Analyze models of assessment, prevention, intervention, and evaluation
c. Demonstrate effective oral and written communication in working with individuals, families, groups,
organizations, communities, and colleagues
4. Engage diversity and difference in practice
a.
Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or
enhance privilege and power
b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse
groups
c. Recognize and communicate their understanding of the importance of difference in shaping life experiences
d. View themselves as learners and engage those with whom they work as informants
5. Advance human rights and social and economic justice
a. Understand forms and mechanisms of oppression and discrimination
b. Advocate for human rights and social and economic justice
c. Engage in practices that advance social and economic justice
6. Engage in research-informed practice and practice-informed research
a. Use practice experience to inform scientific inquiry
b. Use research evidence to inform practice
7. Apply knowledge of human behavior and the social environment
a. Utilize conceptual frameworks to guide the process of assessment, intervention, and evaluation
b. Critique and apply knowledge to understand person and environment
8. Engage in policy practice to advance social and economic well-being and to deliver
effective social work services
a. Analyze, formulate, and advocate for policies that advance social well-being
b. Collaborate with colleagues and clients for effective policy action
9. Respond to contexts that shape practice
a.
Continuously discover, appraise, and attend to changing locales, populations, scientific and technological
developments, and emerging societal trends to provide relevant services
b. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of
social services
10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and
communities
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a. Substantively and affectively prepare for action with individuals, families, groups, organizations, and
communities
b. Use empathy and other interpersonal skills
c. Develop a mutually agreed-on focus of work and desired outcomes
d. Collect, organize, and interpret client data
e. Assess client strengths and limitations
f. Develop mutually agreed-on intervention goals and objectives
g. Select appropriate intervention strategies
h. Initiate actions to achieve organizational goals
i. Implement prevention interventions that enhance client capacities
j. Help clients resolve problems
k. Negotiate, mediate, and advocate for clients
l. Facilitate transitions and endings
m. Critically analyze, monitor, and evaluate interventions
COURSE FORMAT
This course emphasizes student participation. A variety of teaching methods are used to engage
students as active learners as they gain skills for social work practice. These include lecture,
discussion, experiential exercises, group work, video and audio material, and case studies. The
instructor implements cooperative and collaborative learning processes as the primary engines
for learning. It is important to realize that this is not a lecture, note taking, and multiple-choice
type of course. This course demands your active engagement and participation.
COURSE REQUIREMENTS
1. Open Door Policy : The material in this course is your lifeline to social work practice and I want it
to be as fun, understandable and interesting as possible. If you have a question, concern, or
suggestion, please do not hesitate to come see me or call me. I am here to help you.
2. SacCT : This course has a SacCT site that students are required to access as part of the course. .
For SacCT support, call 278-7337 or go to the Academic Info Resource Center (AIRC) Building (M-F
7am-5pm; Sat & Sun 10am-4pm).
3. Attendance : Attendance is important! It is not possible to pass this course with sporadic attendance.
If you miss four (4) or more classes your grade will automatically be lowered one full letter grade. If
you miss six (6) or more classes you will fail the course.
4. Consistently Late : Be aware that this course is about professional behavior. It is okay to only be
late as a rare occurrence. It is not okay to be late in a pattern as it is disruptive to the flow of the class
activities. If you are consistently late, your grade will suffer. (Note: “Being late is showing up any
time after 10:30 am).
5. Classroom Preparation and Participation: Students need to be prepared to participate in discussions
and in oral and written exercises. The instructor will expect classroom participation and discussion
regarding readings, case material, integration of field experiences, and other activities as they pertain
to classroom feedback and interaction. A student’s grade will/can be decreased if, over the course of
the semester if the student is not participating and/or responding to classroom discussion.
Current Events: We will discuss current relevant events at the beginning of each class session
please be prepared to discuss.
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6. Late Assignments: There will be a deduction of points for every day that an assignment is late. If you
need more time for an assignment, contact me before the due date and explain your need. It is possible
that there will not be a penalty. Don't assume this, however, as there is no guarantee.
7. Writing Assignments: Serious deficiencies in areas such as spelling, punctuation, sentence structure,
and coherent organization will result in lowered grades. If you are concerned about the quality of your
writing and would like some assistance, please make an appointment with me and with the Writing
Center so you can receive the help you need.
8. Writing Tutor, Division of Social Work: The Division offers tutoring every day except Wednesday
throughout the week. You can drop-in or schedule an appointment. Contact the Division at 278-6943
for details.
9. Ethical Practice: As developing social work professionals, it is expected that students will be familiar
with and adhere to the NASW Code of Ethics. This code for professional behavior should guide your
actions in class and in the field agency setting. Ethical violations (e.g., disrespect for colleagues) may
result in failure of this course, particularly if the instructor has previously advised a student of the
violation(s). Classroom dynamics must be safe, appropriate, on the topic, and respectful of diversity
or opinion and experience. Consistently insensitive or counterproductive classroom dynamics will not
be tolerated.
10. Field Integration: This course syllabus is to be shared with the field instructor as soon as possible
after entering the field in order to provide guidance for both the field instructor and classroom
instructor in supporting the fullest possible integration of field and class learning.
11. Spring 2015: SWRK 140C & SWRK 195B: The spring semester practice class resumes on Tuesday,
January 27. However, your spring field begins four weeks earlier on Monday, January 5, 2015.
12. Incomplete Grades: A grade of “incomplete” may be assigned only in cases of illness, accident or
other occurrences clearly beyond the student’s control. Incomplete grades are not automatically given.
It is the student’s responsibility to fulfill the University’s and/or Division’s policies and procedures for
obtaining an incomplete.
13. Students in Need of Accommodations: The Americans with Disabilities Act of 1990 (ADA) provides
protection from discrimination for qualified individuals with disabilities. Students with a disability,
who require assistance, need to contact the Office of Services to Students with Disabilities (SSWD)
for accommodations: Lassen Hall, Room 1008, 916-278-6955 (voice) or 916-278-7239 (TDD).
PLAGIARISM: HOW TO AVOID IT
Written work must reflect your own thinking. It is considered plagiarism if you copy from your
textbook, other printed works, other students or claim ideas that belong to others without citing the
source of those ideas. More specifically, plagiarism is the use of distinctive ideas or works belonging
to another person -without providing adequate acknowledgement of that person's contribution.
Regardless of the means of appropriation, incorporating another's work into one's own requires
adequate identification and acknowledgement. Plagiarism is doubly unethical because it deprives the
author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not
necessary when the material used is common knowledge. When the source is not noted, the following
would constitute plagiarism:
1.
2.
3.
Word-for-word copying.
The mosaic: to intersperse a few words of one's own here and there while, in essence, copying another's
work.
The paraphrase: the rewriting of another's work, yet still using the fundamental idea or theory.
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4.
5.
Fabrication: inventing or counterfeiting sources.
Ghost-written material: submitting another's effort as one's own.
Violation of University policy on plagiarism can result in an automatic failure (grade of “F”). In
addition, if it is determined that a student has plagiarized the work of another, the student may be
suspended or expelled from the University, depending on the circumstances.
www.csus.edu/admbus/umanual/UMP14150.htm
BOOKS AND READINGS
Required Keep both for SWKR 140C!
Kirst-Ashman, K. K. & Hull, G. H. (2015). Understanding generalist practice, seventh edition.
United States: Brooks/Cole Publishing, Cengage Learning
Sweitzer, H. F. & King, M. A. (2009). The successful internship: Personal,
professional, and civic development, third edition. USA: Cengage Learning.
Sac CT
Course Readings
Individual articles and chapters are located on SacCT in the Weekly Schedule.
COURSE ASSIGNMENTS
140B Assignments
Points
30
Due Dates
1. 09/12 – turn in my
mailbox in the office**
2. 09/19
3. 10/10
4. 10/24
5. 10/31
6. 11/14
Where
Find these on SacCT in
Weekly Schedule for the week
due. Bring to class on the day
due.
50
Friday 10/17
Biopsychsocial Assessment &
Case Presentation
100
Friday 12/12
In class Blue/Green book
required
Sac CT
In Class Quizzes
Participation in class
Total Points
10
10
200
Participation Assignments
Midterm Exam
*There is no make up for this exam.
195A Assignments
Five Field Journals
Biopsychosocial Assignment
During the semester
During the semester
Points
Due Dates
195A
Credit/
No Credit
Friday:
09/12 ( turn in to
my box), 09/26,
10/24, 11/21, 12/05
In class
On going in class
Sac CT
Where
- Field Updates
5
Grading
A 200 – 190
A-189-180
B+179-174
B 173-168
B-167-160
C+159-154
C 153-148
C-147-140
D+139-134
D 133-128
D-127-120
D 119 and under
PARTICIPATION ASSIGNMENTS
I am interested in how you participate in this course and complete your assigned readings.
Participation means that you talk in a relevant fashion (about the lectures, discussions, readings,
field, etc.) and listen/give feedback to classmates. It means that you “attend” to the large class
and small group discussions. Being late, leaving early, and/or dazing through class will reduce
your grade.
PARTICIPATION IN CLASS
Deficient
Fair
Good
Very Good
Excellent
Points: @5 less
Points: @6.5
Points: @7.5
Points: @8.5
Points: @10
Contributions in class
reflect inadequate
preparation. Ideas offered
are seldom substantive;
provide few if any
insights and never a
constructive direction for
the class. It appears clear
student that does not
read/engage with the
reading because s/he
cannot respond to
questions/discussions.
Integrative comments and
effective challenges are
absent. If this person were
not a member of the class,
quality of discussion
would not be changed.
Contributions in class
reflect fair preparation.
The student does not
contribute much in class
but his or her input is
somewhat meaningful. It
is difficult to know to
what extent the student
engaged the reading
because
analysis/explanation is
brief. If this person were
not a member of the class,
the quality of discussion
would not be significantly
changed.
Contributions in class
reflect satisfactory
preparation. Student
remembers some of the
reading and is able to
explain/discuss it. Ideas
offered are sometimes
substantive, provide
generally useful insights
but seldom offer a new
direction for the
discussion. Challenges are
sometimes presented,
fairly well substantiated,
and are sometimes
persuasive. If this person
were not a member of the
class, the quality of
discussion would be
diminished somewhat.
Contributions in class
reflect thorough
preparation. Student
remembers the content of
reading and is able to
explain/discuss it. Ideas
offered are usually
substantive and provide
very good insights.
Contribution reflects very
good self-awareness.
Often, the contribution
provides direction for the
class. Challenges are well
substantiated and often
persuasive. If this person
were not a member of the
class, the quality of
discussion would be
diminished.
Attendance &
“Participation
Assignments” taken into
consideration.
Attendance &
“Participation
Assignments” taken into
consideration.
Attendance &
“Participation
Assignments” taken into
consideration.
Attendance is very good
& five “Participation
Assignments” are
completed.
Contributions in class
reflect exceptional
preparation. The readings
are always fresh in the
student’s mind; student is
able to fully
explain/analyze content.
Session’s reading material
and/or homework is on
desk before class. Ideas
offered are always
substantive; providing
one or more major
insights as well as
direction for the class.
Challenges are well
substantiated and
persuasively presented. If
this person were not a
member of the class, the
quality of discussion
would be diminished
markedly.
Attendance is excellent &
five “Participation
Assignments” are
completed.
MIDTERM EXAM
Please note: there is no make-up for a missed exam.
The midterm exam covers material from the reading, lecture and class discussion. It will be
given during class time. A study guide will be given one week prior to the exam.
BIOPSYCHOSOCIAL ASSESSMENT & CASE PRESENTATION
See SacCT
for details.
FIVE FIELD JOURNALS This is a requirement for Social Work 195A.
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See SacCT
for details.
WEEKLY SCHEDULE
Check SacCT
“Weekly Schedule” to download readings and get updated Announcements
Weekly Schedule Subject to Change at the Instructor’s Discretion or as Academic Requirements Demand
Week 1: 09/05
Due Friday 09/12: Participation Assignment 1 (see below)
Welcome to this class! Course overview & review of syllabus and assignments. Building a classroom
community. Aligning practice class to your field placement. Beginning the journey: the developmental
stages of your field experience and understanding yourself.
Reading:
1. Sweitzer & King: Chapters 1-4 .
2.
Ragg (2011): From socialization to prof. development/digital communicators
For Friday 9/12: Participation Assignment 1
Complete the on your own and bring it to class completed. Find it in Weekly Schedule, Week 1.
Week 2: 09/12 – NO CLASS*****
Due on Thurs 09/12: Field Journal 1 & Field Information Card (find both in SacCT Field) – Turn
both in to my mailbox.
Review of the social work practice framework (engagement, assessment, etc.), social work roles (case
manager, counselor, broker, etc.) and other concepts from SWRK 140A. And…
Further discussion about your field placements (“field round”), as well as a description of the “Learning
Agreement” and other field issues (deadlines, policies, etc.).
Reading:
1. Kirst-Ashman & Hull, Chapter 1: 2-52
2. Sweitzer & King, Chapter 5
Week 3: 09/19
Due on Tues 09/19: Participation Assignment 2
Revisiting the NASW Code of Ethics with an emphasis on ethical decision making.
Reading:
1. Kirst-Ashman & Hull, Chapter 11: 395-441
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2.
NASW Code of Ethics -Bring a copy to class
Recommended Reading:
Sweitzer & King, Ch 13: Professional, ethical and legal issues
Week 4: 09/26
Due on Thurs 09/26: Field Journal 2
Engagement and a review of interviewing skills (i.e., silence) and pitfalls (i.e., excessive talking)
Reading:
1. Kirst-Ashman & Hull, Chapter 2: 54-93
2. Kirst-Ashman & Hull, part of Chapter 5: 162-166
Week 5: 10/3
Learning crisis intervention
Reading:
1. Kirst-Ashman & Hull, Chapter 7: 238-288
Week 6: 10/10
Guest Speaker for QPR training
Applying social work theory to your field work. What theories are you using?
Review discussion for Midterm
Reading:
1.
2.
Ward & Mama, Ch 9: Pick a theory, any theory
Theory grid (to remind you of SWRK 125A/B theories)
Week 7: 10/17
MIDTERM ***
Case documentation and SOAP notes
Watch the film - The Bridge – 94 min and discuss how it relates to social workers as practitioners.
Reading:
1. Kirst-Ashman & Hull, Chapter 16: 566-620
2.
SOAP Notes
Week 8: 10/24
Due on Tues 10/24: Participation Assignment 3 and Field Journal 3
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Human diversity and your own diversity identity. Unveiling the full meaning of human diversity; How
far do we need to move out of our own “cultural comfort zone” in order to do culturally competent social
work?
Reading:
1. Kirst-Ashman & Hull, Chapter 12: 443-472
2. Spencer (2008). A social worker's reflections on power, privilege & oppression
3. Hardy (1993). War of the worlds: No refuge from racism.
4. Kort (2004). Queer eye for the straight therapist: Creating an affirming practice for gay clients.
Week 9: 10/31
Due on Tues 10/31: Participation Assignment 4
Thurs. 10/31: Field Check-in
Checking in with field. Developmental stages of “disillusionment” and “confrontation.” Identify the stage
that you are at in your field placement. What “reaction pattern” is at play here? Which one of your
“family patterns” is at play?
Reading:
1. Sweitzer & King, Chapters 10-11 (189-245)
Week 10: 11/07
Crisis Role plays in class
Assessment
Reading:
1. Kirst-Ashman & Hull, part of Chapter 5: 166-206
Week 11: 11/14
Due on Tues 11/14: Participation Assignment 5
Planning
Reading:
1. Kirst-Ashman & Hull, Chapter 6 -208-236
Week 12: 11/21
Creating workable and relevant intervention plans and intervening.
Due on Thurs 11/21: Field Journal 4
Reading:
9
1. Kirst-Ashman & Hull, Chapter 7- 238-288
Week 13: 11/28 HOLIDAY NO CLASS****
Happy Thanksgiving
Your assignment for this week is to continue to work on your biopsychsocial assignment.
Reading:
None
FYI: National Day of Mourning http://www.pilgrimhall.org/daymourn.htm
To some, the "First Thanksgiving" presents a distorted picture of the history of relations between the European
colonists and their descendants and the Native People.
Week 14: 12/05
Due on Thurs 12/05: Field Journal 5
Watch the Film – Buck – therapeutic interventions
Termination
Planning your temporary absence from the field: terminating SWRK 195A. Responsible preparation for
your winter break.
Reading:
1. Kirst-Ashman & Hull, Chapter 8- 290-329
Week 15: 12/12
 Due on Tuesday 12/12 Biopsychsocial & Case Presentation
We will celebrate with food (potluck!) and participate in a closing activity.
COURSE READINGS
Available on SacCT
References
Ragg, D.M. (2011). Developing practice competencies: A foundation for generalist practice.
Hoboken, NJ: John Wiley & Sons, Inc.
Spencer, M.S. (2008). A social worker's reflections on power, privilege & oppression.
Social Work, 53/2, 99-101.
Ward, K. & Mama, R. S. (2010). Breaking out of the box: Adventure-Based Field
Instruction, second edition. Chicago: Lyceum Books, Inc.
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