Department of Social Work

Social Work in Diverse Rural Communities SWRK 612-700 (3 credit hours) Fall 2018 Professor: Erin Warfel Office: Academic Complex Room 114D Email: [email protected] Office Hours: M, W 9:00AM-12:00PM CST; T, Th 12:00PM-2:30PM CST Phone: 270-745-8923 Class Meeting Times and Location: Tuesdays 9/18, 10/16, 12/4 5:30PM-7:30PM CST Adobe Connect Online

PREREQUISITE: Admission to Advanced Standing MSW Program or permission of instructor.

COURSE DESCRIPTION: This course addresses issues of diversity, including rurality, in multi-level advanced social work practice for Advanced Standing students in the MSW program.

COURSE INFORMATION: The purpose of this course is to introduce students to select diversity related issues encountered by rural social work practitioners. Often, the experiences of diverse clients serviced by rural social work practitioners are underrepresented in the social work research literature. This course is designed to augment students’ knowledge and understanding of applying advanced generalist skills to promote ethical and responsible social work practice behaviors with diverse rural populations. A broad definition of diversity will be applied in this course including but not limited to race, gender, class, religion, nationality, geographic setting, age, sexual orientation, language, disability, country of origin, and political orientation.

Students will focus on further developing skills and knowledge related to critical thinking, difficult dialogue, and developing cultural competence to accurately and equitably assess, intervene and evaluate diverse client populations in rural settings. This course will also incorporate content on hard-to-reach or hidden populations within geographically isolated areas. The professor will employ various teaching modalities of instruction (video and in-person lectures, websites, handouts, small group discussion, class presentations) to effectively convey and assess material in the course.

REQUIRED TEXTBOOKS (3):

Ginsberg, L. (Ed.) (2011). Social work in rural communities (5th ed.). Alexandria, VA: CSWE.

Harper-Dorton, K. & Lantz, J. (2007). Cross-cultural practice: Social work with diverse populations

(2nd ed.). Chicago: Lyceum.

Vance, J.D. (2016). Hillbilly elegy: A memoir of a family and culture in crisis. New York:

Harper/Collins.

MSW MISSION STATEMENT: The mission of the MSW program at WKU is to prepare students for advanced professional social work practice to meet the needs of increasingly diverse rural population in the community, in Kentucky, and in a global society.

Council on Social Work Education (CSWE) Definition of Specialized Practice and Required Core Competencies for MSW Education

The Council on Social Work Education defines Specialized Practice as the following:

Specialized practice builds upon generalist practice as described in EP 2.0, adapting and extending the Social Work Competencies for practice with a specific population, problem area, method of intervention, perspective or approach to practice. Specialized practice augments and extends social work knowledge, values, and skills to engage, assess, intervene, and evaluate within an area of specialization. Specialized practitioners advocate with and on behalf of clients and constituencies in their area of specialized practice. Specialized practitioners synthesize and employ a broad range of interdisciplinary and multidisciplinary knowledge and skills based on scientific inquiry and best practices, and consistent with social work values. Specialized practitioners engage in and conduct research to inform and improve practice, policy, and service delivery.

The master’s program in social work prepares students for specialized practice. Programs identify the specialized knowledge, values, skills, cognitive and affective processes, and behaviors that extend and enhance the nine Social Work Competencies and prepare students for practice in the area of specialization (EPAS, 2015, p. 12).

2015 Competencies Addressed in Course Course Assignments Course Competency Learning Dimension Outcomes Competency 1: ▪ Self-Analysis 5 Skills Demonstrate Ethical and Professional Behavior Paper 5,6 Skills ▪ Discussion Board Postings 1, 2 Knowledge

Competency 2: ▪ Group Rural 3, 4 Values Engage Diversity and Difference in Practice Project 5, 6 Skills ▪ Discussion Board Postings 1 Knowledge

▪ Self-Analysis 5 Skillls Paper

2015 Competencies Addressed in Course Course Assignments Course Competency Learning Dimension Outcomes Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice ▪ Discussion Board 5, 6 Skills Postings 1 Knowledge

▪ Group Rural 3, 4 Values Project 6 Skills Competency 6: ▪ Discussion Board 5, 6 Skills Engage with Individuals, Families, Groups, Postings Organizations, and Communities 1, 2 Knowledge

▪ Group Rural 7 Cognitive & Affective Project Processes

3, 4 Values Competency 7: Assess Individuals, Families, ▪ Group Rural 6 Skills Groups, Organizations, and Communities Project 3 Values ▪ Discussion Board Postings 1 Knowledge

Competency 8: Intervene with Individuals, ▪ Group Rural 6 Skills Families, Groups, Organizations, and Project Communities 1 Knowledge

7 Cognitive & Affective Processes

COURSE LEARNING OUTCOMES:

Upon successful completion of this course, students should be able to:

Knowledge 1. Demonstrate understanding of the definitions and key concepts of rural, diversity and cultural competence in social work practice in the rural areas. 2. Demonstrate an understanding of challenges related to recruiting and retaining social work professionals in the rural areas. Values 3. Gain a historical, social, political and economic perspective of the impact of rural context on the life course of client populations in rural communities. 4. Demonstrate the ability to juggle multiple roles with integrity and awareness of potential role conflicts challenging social workers in the rural areas. Skills 5. Identify, evaluate and effectively manage challenging ethical situations encountered in rural social work practice that can conflict with the NASW Code of Ethics, NASW Standards and Indicators for Cultural Competence in Social Work Practice, and personal and/or agency values.

6. Demonstrate the ability to apply critical thinking skills to evaluate micro- macro-level factors that can influence the experiences of diverse client populations encountered in rural social work practice.

Cognitive & Affective Processes 7. Analyze and integrate evidence-based practice models and/or best practices for interventions with diverse rural client populations.

DESCRIPTION OF SWRK 612 COURSE ASSIGNMENTS:

Discussion Board Exercises (10 points each)

Discussion Board exercises (completed on Blackboard) are designed to assess course preparation such as reviewing and critically analyzing course readings video lectures, video clips, and other materials. Students complete 10 postings during the semester and they will be worth 10 points each. These exercises help students to learn and apply core components of the major theories and concepts pertaining to rural culture covered in this course. The supplemental video clips relate to the major theories and are relatively short. They are intended to provide students with visual examples of major theories and concepts discussed in this course. A high level of quality and critical synthesis of information is expected on these exercises. The specific topics of each discussion board exercise are listed in Appendix A on the Course Agenda.

Self-Analysis Paper (100 points)

The Self-Analysis Paper is designed to heighten awareness of your own cultural identity and other cultural groups. It addresses the questions: Who am I? Who do others think I am? How do I imagine others see me? What judgments do I imagine they make about what they see? How do I feel about others’ reactions to me? In order to effectively serve others, you must first get in touch with your own history, culture, biases, stereotypes, strengths, and other factors influencing how you view yourself and others. In this assignment, you are to describe your cultural background, values, and beliefs associated with your group identities, and discuss how these attributes and dimensions of who you are influence your self-concept and attitudes toward and interactions with others. This paper is to be 6 pages (minimum) long plus a reference page (if required) and you must have a cover page and abstract with the paper. The Self-Analysis Paper is due to the professor by October 8 at 11 pm (CST). You are urged to begin thinking about/working on this paper immediately. A description of this assignment follows (a more detailed description will be provided) Objectives: - To heighten awareness of your own racial, ethnic, cultural, and identity groups, background, and values. - To understand how other racial, ethnic, and cultural and identity groups influence your attitudes toward and interactions with others, as well as your professional practice with persons who are “different.” - To identify personal qualities or factors that may help or make it difficult for you to relate to persons of a different race, ethnicity, cultural or identity group.

To guide your thinking, research, independent reading, and the development of your paper, you are asked to consider some (not all) of the questions that follow, as well as to address other matters that may be more relevant for gaining an understanding of your diverse identities. In your paper, you are to address at least three of the eight dimensions of diversity listed below: (a) Gender/Sex (b) Ethnicity/Nationality (c) Race/Color (d) Sexual Orientation (e) Ability/Disability (f) Class (g) Age (h) Religion/Spirituality (i) Other dimensions of diversity approved by professor

*More specific details regarding the self-analysis paper will be distributed

**See Appendix C for Grading Rubric for this Paper

Professionalism and Participation (50 points)

Students are expected to behave professionally in the classroom, handling all information in a manner consistent with the ethic of confidentiality, and addressing all questions posited with respect and personal regard. This class involves some discussion of highly sensitive topics and there may be some personal disclosure, so students are expected to handle this in a professional manner. Conduct toward classmates, the instructor, and any guests should include a respect of, and allow for, differing opinions. Students should also complete all readings, view all video lectures, and completed assignments in a timely manner. Fulfilling these Professionalism and Performance Expectations will be reflected in the professionalism and participation grade.

Midterm Exam (100 points)

Students will complete a take home, open book/notes midterm exam assessing their mastery of all knowledge up until that point. More details about the content of the exam will be shared later by the professor.

Group Rural Project and Presentation (150 points)

The purpose of this group project is for students to identify a rural client population or community they are likely to encounter in KY, TN, or their respective geographical area that would be challenging to for them to access in social work practice. Some examples might be: rural or “hidden” homeless, the Amish, or remote communities in Appalachia. Once the professor approves the proposed group paper topic, students will conduct a literature review on their rural population or community to learn more about historical, cultural, economic, social, and other pertinent factors pertaining to the group, with a specific focus on the social issues they face. They will also identify existing services available to meet physical and mental health needs of the group and assess whether these existing resources are adequate. Finally, students will propose some additional initiatives,

services, and resources that would helpful in addressing significant gaps in services. After crafting the paper, groups will turn in and present their papers during the final SWRK 612 class meeting on December 4 and be assessed on the quality, professionalism, and thoroughness of their presentations.

*More specific details regarding the group paper will be distributed to students

Evaluation & Grading

Course grading will be assessed on the following criteria:

Assignment Percentage

Discussion Board Exercises (10) 100 Self-Analysis Paper 100 Group Rural Project and Presentation 150 Midterm Exam 100 Professionalism 50 Total Points Possible 500

Grades will rounded to the nearest hundredth.

Grading Scale: 450-500 Points or 90%-100% = A 400-449 Points or 80%-89% = B 350-399 Points or 70%-79% = C 300-349 Points or 60%-69% = D Below 300 or 59% and below = F

Academic Support

Most of us find that we need some academic support and direction during our time in the university. WKU offers many resources that can help you be successful in this course. These are listed below.

Student Accessibility Resource Center

In compliance with university policy, students with disabilities who require academic and/or auxiliary accommodations for this course must contact the Student Accessibility Resource Center located in DSU Room 1074 in the Downing Student Union. The phone number is 270-745-5004.

Please do not request accommodations directly from the professor or instructor without a letter of accommodation from the Student Accessibility Resource Center. Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Student Accessibility Resource Center.

Writing Center Assistance

The Writing Center is located in Cherry Hall 123 on the Bowling Green campus and also offers online consultations for students who live at a distance or who cannot visit during our operating hours. Our writing tutors have been trained to provide helpful feedback to students at all phases of a writing project: they can help you brainstorm ideas, structure your essay, clarify your purpose, strengthen your support, and edit for clarity and correctness. But they will not revise or edit the paper for you. See instructions of the website www.wku.edu/writingcenter for making online or face-to-face appointments. Or call (270) 745-5719 during our operating hours (also listed on our website) for help scheduling an appointment.

Learning Assistance at WKU

The Alice Rowe Learning Assistance Center (LAC) is located on the South Campus, SC 238. This facility is open between MSW classes 12:30 – 1:30 for writing assistance, computer access or a quiet place to study.

Off Campus Library Support

The Extended Campus Library Services Office will copy citations and pull library books for students at extended campuses and send them through the mail. There is no cost to students (although you do have to pay to return the library books). WKU also has a courier service to extended campuses. For further information, go to: http://www.wku.edu/library/dlps/ext_camp.htm Turn-around time can be anywhere from a few days to two weeks, so plan ahead!

Policy

Students are expected to adhere to all policies contained with the MSW Handbook (http://www.wku.edu/socialwork/msw/handbooks.php) and the Code of Student Conduct at Western Kentucky University (http://www.wku.edu/judicialaffairs/student-code-of-conduct.php ).

Professionalism

The NASW Code of Ethics (http://www.socialworkers.org/pubs/code/code.asp) is a guiding framework and source for identifying professional performance. Students are expected to practice in an ethical manner while in the classroom or completing assignments pertaining to this course in accordance with the MSW Student Handbook, WKU Student Code of Conduct and the NASW Code of Ethics Behaviors especially under consideration are those related to professional practice, mental illness and/or substance use, illegal activity and classroom behavior. Concerns in any of these four circumstances will be documented in a Professional Concerns Form and referred for a Student Professional Concerns Review. Students are expected to understand the policy, in its entirety,

found in the MSW Student Handbook.

Social Media

Privacy, confidentially and professional boundaries must be examined as professional social workers especially in the age of technology. Professional standards found in the NASW Code of Ethics must be strictly followed concerning social media. Students using social media sites are expected to use the highest privacy settings on their social media profiles, so field agency personnel and/or clients cannot access photographs and private information. Students are not permitted to link to or view the social media profiles of clients or employees of the field placement agency. In the event that a student’s social media profile or linkage is considered a poor professional practice or an ethical violation, the student issue will be documented in a Professional Concerns Form and referred for a Student Professional Concerns Review.

Plagiarism and Academic Dishonesty

Plagiarism and cheating are prohibited. This professor does not suffer cheaters because if someone will behave unethically in class, they will take shortcuts with clients, and that is unacceptable in any intense. Academic dishonesty is prohibited by the MSW Handbook, the University Code of Student Conduct and is also counter to social work values and ethics included in the NASW Code of Ethics. Students are expected to be familiar with these policies and ethical guidelines and to follow them at all times. Any instances of academic dishonesty will mean a grade of “zero” for the assignment and/or course failure. Student should review the “Academic Offences” section of the WKU Student Handbook at: http://wku.edu/handbook and the “Ethical Principles” and “Acknowledging Credit” sections of the 1999 Code of Ethics, National Association of Social Workers found at: http://www.socialworkers.org/pubs/code/code.asp

APA

Students are expected to use APA style (6th ed.) for writing, citing, and listing references on writing assignments. Discussion Board postings do not have to adhere to strict APA format unless external sources are used in postings.

Participation and Attendance:

Students are expected to participate in developing a positive learning environment with the desire to learn. As the knowledge building process in research is cumulative, it is critical that students attend class. Roll will be taken at the beginning of each online class and each unexcused absence from class will result in a 3 point deduction off the final grade (in addition to a lower participation and attendance grade). After missing more than one online class, the student will automatically receive a grade of an F for this course.

In the event of a real emergency that precludes a student from coming to class, the professor expects to be contacted in a timely manner. It is up to the discretion of the professor as to whether the absence is excused (with documentation) and if in-class graded assignments can be made up.

Assignment Completion:

Students are expected to turn all assignments in on time. Assignments, which are late, will be reduced at a rate of 10% per day. Discussion Board Exercises will be penalized 3 points per day late. After one week, late assignments will no longer be accepted for credit but must be turned in to complete the course.

All assignments must be submitted in order to pass the course (no exceptions)!

Disclaimer:

All class schedules and activities are subject to change in the event of extenuating circumstances. The instructor reserves the right to make changes to the syllabus as needed with reasonable notice and accommodations.

Multimedia:

Leadership Education for Asian Pacifics www.leap.org

National Conference for Community & Justice www.nccj.org

National Council of La Raza www.nclr.org

National Urban League www.nul.org

Resources for educators interested in teaching tolerance and promoting diversity. www.teachingtolerance.org

Directory of resources in cultural diversity and cultural competence. www.aauap.org/otta/resource/default.htm

Center for research on education, diversity & excellence. www.crede.ucsc.edu/homepage/home.htm

COURSE BIBLIOGRAPHY

Aguirre, A., & Turner, J. (1995). American ethnicity: The dynamics and consequences of

discrimination. New York: McGraw-Hill, Inc.

Appleby, G.A., & Anastas, J.W. (1998). Not just a passing phase: Social work with gay, lesbian, and bisexual people. New York: Columbia University Press.

Asamoah, Y. (1996). Innovations in delivering culturally sensitive social work services:

Challenges for practice and education. New York: The Haworth Press, Inc.

Badgett, M.V.L. (1996). Employment and sexual orientation: Disclosure and discrimination in

the workplace. Journal of Gay and Lesbian Social Services, 4, 29-52.

Barak, M. (2000). The inclusive work place: An ecosystems approach to diversity

management. Social Work, 45, 339-355.

Beckett, J. O., Dungee-Anderson, D., Coy, L., & Daly, A. (1997). African Americans and

multicultural interventions. Smith College Studies in Social Work, 67, 540-563.

Boateng, A. and Korang-Okrah, R. (2013). The predicament of rural-urban migration in

Ghana: The case of the visible, but voiceless kayayei girls. African Journal of Social

Sciences, 3, 46-61.

Website: www.sachajournals.com

Brackertz, N. (2007). Who is hard to reach and why?

http://sisr.net/publications/0701brackertz.pdf

Caple, F.S., Salcido, R. M., & di Cecco, J. (1995). Engaging effectively with culturally

diverse families and children. Social Work in Education, 17, 159-170.

Carter-Black, J. (2007). Teaching cultural competence: An innovative strategy grounded in the

Universality of storytelling as depicted in African and African American storytelling

traditions. Journal of Social Work Education, 43, 31-50.

Child Welfare League of America. (1993). Cultural competence self-assessment instrument.

Washington, DC: Child Welfare League of America.

Diller, J. (2011). Cultural diversity: A primer for the human services. Belmont, CA:

Brooks/Cole.

Gabbard, W. J., & Starks, S., Cappiccie, A., & Jaggers, J. (2011). An effective model of teaching

cultural competency to MSW students in a global society. Journal of Human and Social

Sciences 6, 204-208.

Green, J.W. (1995). Cultural awareness in the human services: A multi-ethnic approach (2nd ed.).

Boston: Allyn and Bacon.

Kivel, P. (2011). Uprooting racism: How white people can work for racial justice.

Gabriola Island, BC: New Society Publishers.

Lum, D. (Ed.). (2011). Culturally competent practice: A framework for understanding diverse

groups and justice issues (4th ed.) Pacific Grove, CA: Brooks/Cole.

Maiese, M. Dialogue. www.beyondintractability.org/essay/dialogue

Massey, D. (1993). Latinos, poverty, and the underclass: A new agenda for research. Hispanic

Journal of Behavioral Sciences, 15, 449-475.

Ortiz, L., & Jani, J. (2010). Critical race theory: A transformational model for teaching diversity.

Journal of Social Work Education, 46, 175-193.

Snyder, C., Peeler, J., & May, D. (2008). Combining human diversity and social justice

education: A conceptual framework. Journal of Social Work Education, 44, 145-

161.

Tatum, B.D. (1997). “Why are all the black kids sitting together in the cafeteria?” And other

conversations about race. New York: Basic Books.

Tatum, B. D. (1993). Talking about race, learning about racism: The application of racial identity

development theory in the classroom. Harvard Educational Review, 62, 1-24.

Thomas, A., & Schwarzbaum, S. (2011). Culture & identity: Life stories for counselors and

therapists (2nd ed.). Los Angeles: Sage.

Van Wormer, K S., Wells, J., & Boes, M. (2000). Social work with lesbians, gays, and bisexuals:

A strengths perspective. Boston: Allyn and Bacon.

Weaver, H. N. (1999, May). Indigenous people and the social work profession: Defining

culturally competent services. Social Work, 44, 217-225.

Webb, N.B. (Ed.). (2001). Culturally diverse parent-child and family relationships: A guide for

social workers and other practitioners. New York: Columbia University Press.

Zhang, A. Y. & Snowden, L.R. (1999). Ethnic characteristics of mental disorders in five U.S.

communities. Cultural Diversity and Ethnic Minorities, 5, 134-146.

APPENDIX A

SWRK 612-Fall 2018-Course Outline and Assignments Calendar

Week Topic Readings Assignment Due

Week 1: Introduction to the Readings: Procure Books, Read Course & Each Other; Syllabus Syllabus, Assigned August 27- Review Syllabus, Readings September 2 Blackboard Site, and HDL Chapter Course Assignments 10 Discussion Board (DB) Exercise 1 due by 11 pm Intro to Rural Culture Ginsberg (CST) on 9/3 Chapters 1, 2, 6, 7, 8 DB Topic-Introduction to Course and Rural Culture Begin reading Vance Watch: Video Lectures on Intro to Course and Rural Culture Week 2: NASW Cultural Readings: Discussion Board (DB) Competency Standards NASW CC Exercise 2 due by 11 pm September 3-9 and NASW Code of Ethics Standards and (CST) on 9/10

(Sections on Diversity) COE (Diversity DB Topic: “NASW Sections-1.05, Self-Analysis Paper Topic Cultural Competency 4.02, 6.04) Standards and COE on Diversity” Continue

reading Vance Watch: Video Lecture on NASW CC Standards and

NASW Code of Ethics (Diversity)

Video Lecture on Self- Analysis Paper Week 3: Lecture on Cultural Readings: HDL Discussion Board Competency: Definitions, Chapters 1, 2 Exercise 3 due by 11 pm September 10- Concepts, Theories, (CST) on 9/18 16 Continue Issues, and Theoretical reading Vance DB Topic: “Cultural Frameworks Competency Overview”

Review Assignments

*Brief Summary of Self- Analysis Paper 3 Areas

due by 9/18 at 11 pm (CST)

Week 4: Racial and Ethnic HDL Chapters Discussion Board Diversity in Client Groups 4, 6, 7, 9 Exercise 4 due by 11 pm September 17- (CST) on 9/24 23 Ginsberg Chapter 13 DB Topic: “Racial and Adobe Connect Ethnic Diversity in Social Online Continue Work Clients” reading Vance

Week 5: Immigrant Culture and Ginsberg Discussion Board September 24- Social Work with Rural Chapter 16 Exercise 5 due by 11 pm 30 Immigrant Clients (CST) on 9/25 HDL Chapter Hillbilly Elegy 10 DB Topics: Immigrant Clients in Rural Areas & Continue First Six Chapters of reading Vance Hillbilly Elegy

Watch: Video Lecture on Immigrant Culture and Social Work with Rural Immigrant Clients

Week 6: Self-Analysis Paper HDL Chapter *Self-Analysis Paper Due October 1-7 12 to Professor by October GLBTQ Culture 8 at 11 pm (CST) Ginsberg

Chapter 15

Continue reading Vance

Week 7: Special Rural Populations: Ginsberg Discussion Board Amish Culture Chapter 14 and Exercise 6 due by 11PM October 8-14 TBA (CST) 10/14 Adobe Connect Continue DB Topic: “Amish Online reading Vance Culture”

Week 8: An Exploration of Pacific Gabbard Watch: Video Lecture on Island Culture (2013) Pacific Island Culture October 15-21

Week 9: Lecture on Cultural Ginsberg Discussion Board Immersion and Chapters 3, 10 Exercise 7 due by 11 pm October 22-28 Engagement in Rural (CST) on 10/30 Continue Communities reading Vance DB Topic: “Cultural Discuss Self-Analysis Immersion in Social

Paper Work”

Week 10: *Midterm Exam All to date *Students will complete October 29- a take-home midterm November 4 exam which will be posted by 10/29 at noon

(CST) and due back to the professor by 11/4 at 11 pm (CST)

Week 11: Mental Health Issues and Ginsberg Discussion Board Stigma in Ruralities Chapters 18, Exercise 8 due by 11 pm November 5-11 19 (CST) on 11/12

NAMI Handout DB Topics: “Mental on Rural MH Health Issues in Ruralities” and Through Continue Chapter 10 of Hillbilly reading Vance Elegy

Watch: Video Lecture on Mental Health Issues and Stigma in Ruralities

Week 12: Feminist Culture HDL Chapters Discussion Board 11, 5 Exercise 9 due by 11 pm November 12-18 (CST) on 11/19 Ginsberg

Chapters 9, 17 DB Topic: “Cultural Immersion in Social Continue Work” reading Vance Watch: Video Lecture on Feminist Culture

Week 13: Enjoy Your Thanksgiving None None Break! November 19-25

Week 14: The Culture of Gabbard et.al Discussion Board Homelessness (2006) Exercise 10 due by 11pm November 26- (CST) on 12/2/18 December 2 DB Topics: “The Culture

of Homelessness” and Hillbilly Elegy (All of book)

Watch: Video Lecture on Culture of Homelessness

Week 15 Group Rural Projects Ginsberg Present Rural Group Chapters 4, 5 Projects in Class December 3-9 Lecture: The Wired Generation: Cyberculture, Continue Adobe Connect Cyberaddiction, and Reading Vance Online Technology Issues in Rural Areas

APPENDIX B

COUNCIL ON SOCIAL WORK EDUCATION (CSWE) 2015 EDUCATIONAL POLICY AND ACCREDITATION STANDARDS (EPAS)

Core Competencies In 2008 CSWE adopted a competency-based education framework for its EPAS. As in related health and human service professions, the policy moved from a model of curriculum design focused on content what students should be taught) and structure (the format and organization of educational components) to one focused on student learning outcomes. A competency- based approach refers to identifying and assessing what students demonstrate in practice. In social work this approach involves assessing the students’ ability to demonstrate the competencies identified in the educational policy. (EPAS, 2015, p. 4)

Competency 1: Demonstrate Ethical and Professional Behavior Advanced generalist practitioners skillfully utilize the value base of the profession and its ethical standards, as well as relevant laws and regulations that impact advanced practice at the micro, mezzo, and macro levels. Advanced generalist practitioners utilize ethical frameworks in practice, research, and policy arenas. Advanced generalist practitioners consider personal values and the distinction between personal and professional values. They also evaluate their personal experiences and affective reactions influence their professional judgment and behavior. Advanced generalist practitioners are grounded in the profession’s history, its mission, and the roles and responsibilities of the profession. Advanced generalist practitioners also recognize and support the role of other professions when engaged in inter-professional teams. Advanced generalist practitioners commit to life-long learning and to continually updating their skills to ensure they are relevant and effective. Advanced generalist practitioners responsibly manage emerging forms of technology and use of technology ethically in social work practice. Advanced generalist practitioners: • Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models of ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to a rural context; • Use reflection and self-regulation to manage personal values and maintain professionalism in rural practice situations; • Demonstrate professional demeanor in behavior; appearance; and oral, written and electronic communication both in rural communities and in practice settings; • Use technology ethically and appropriately to facilitate advanced practice outcomes in rural settings; and • Use supervision and consultation to guide professional judgment and behavior. • Actively participate in professional social work associations/organizations • Design and manage effective self-care strategies to reduce the likelihood of compassion fatigue and burnout.

Competency 2: Engage Diversity and Difference in Practice Advanced generalist practitioners in rural settings integrate their understanding of how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but

not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, geographic location, and tribal sovereign status. Advanced generalist practitioners understand that the rural practice context in which we serve further complicates the existing issues which may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Advanced generalist practitioners: • Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels in rural settings; • Present themselves as learners and engage rural clients and constituencies as experts of their own experiences; • Utilize self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse rural clients and constituencies; and • Analyze the holistic and systemic nature of problems in rural settings taking care to attend to the special factors of rurality such as dual relationships, inadequate transportation, extreme poverty, difficult access to health care, and disenfranchisement from political processes.

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice Advanced generalist practitioners in rural settings are catalysts for freedom, safety, privacy, biopsychosocial spiritual needs, an adequate standard of living, health care, and education for every person regardless of position in society. Advanced generalist practitioners modify theories of human need and social justice for use in rural settings, and design strategies to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social through strategic community organization and political advocacy. Advanced generalist practitioners: • Engage in practices which demonstrate critical analysis of the intersections of social, economic, and environmental justice in rural contexts; and • Advocate for appropriate resources and equal access to political, economic, and social power for rural clients.

Competency 4: Engage in Practice-informed Research and Research-informed Practice Advanced generalist practitioners in rural settings employ quantitative and qualitative research methods at their respective roles in promoting evidence based practice and in program evaluation. Advanced generalist practitioners in rural settings understand the purpose and process of utilizing a logic model, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Advanced generalist practitioners understand that evidence-based practice comes from multi-disciplinary sources and multiple ways of knowing. They integrate the processes for translating research findings into effective practice. Advanced generalist practitioners: • Use practice experience and theoretical underpinning of evidence-based practice models to inform scientific inquiry and research; • Apply advanced level critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and • Integrate and adapt research evidence to inform and improve practice, policy and service delivery in rural settings.

Competency 5: Engage in Policy Practice Advanced generalist practitioners in rural settings understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Advanced generalist practitioners understand the history and current structure of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Advanced generalist practitioners understand their leadership role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Advanced generalist practitioners recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Advanced generalist practitioners provide leadership and support natural leaders present in advocating for policies advantageous to rural areas. Advanced generalist practitioners: • Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services in rural settings; • Assess how social welfare and economic policies impact the delivery of and access to social services in rural areas; and • Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice in rural settings.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Advanced generalist practitioners anticipate special challenges to engagement present in rural settings. They are equipped to address the closed nature of rural systems, the high level of interconnectedness in these settings, and the variable boundaries presented. The special nature of rural engagement is critical considering the challenge of dual relationships in rural areas. Effective use of personal and professional self demands that firm boundaries and limits are utilized. Advanced generalist practitioners possess a high level of self-awareness and understand how their personal experiences and reactions may impact their ability to effectively engage with diverse clients and constituencies in rural settings. Advanced generalist practitioners value principles of relationship- building, empathy, authenticity, the amplification of strengths, and inter-professional collaboration to facilitate engagement with rural clients, constituencies, and other professionals as appropriate. Advanced generalist practitioners: • Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with rural clients and constituencies; and • Use empathy, reflection, and interpersonal skills at an advanced level to effectively engage diverse rural clients and constituencies ensuring informed consent. • Discern the most appropriate engagement strategy according to each practice context.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities Advanced generalist practitioners approach assessment from a strengths based perspective focusing on resiliency and protective factors as a basis for interventions. Advanced generalist practitioners prioritize cultural values, traditions, and unique resources of rural settings by recognizing and validating the client’s contextual world view.

Advanced generalist practitioners structure assessment as an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Biopsychosociospiritual assessments are a critical component of the overall assessment plan in rural settings. Advanced generalist practitioners critically evaluate and adapt theories of human behavior and the social environment and apply this knowledge in the assessment of diverse rural clients and constituencies, including individuals, families, groups, organizations and communities. Advanced generalist practitioners utilize methods of assessment with diverse clients and constituencies to advance practice effectiveness. Advanced generalist practitioners recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Advanced generalist practitioners consider how their personal experiences and affective reactions may impact their assessment and decision-making. Advanced generalist practitioners: • Collect and organize client-driven data, and skillfully apply critical thinking to interpret information from rural clients and constituencies; • Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from rural clients and constituencies; • Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies in rural settings; • Modify appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of rural clients and constituencies; and • Consider aspects intrinsic in rural settings impacting assessment such as connections with church communities, neighbors, extended family, fictive kin, and other informal resources.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Advanced generalist practitioners approach intervention from a strengths based perspective focusing on resiliency and protective factors as an ongoing component of the dynamic interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Advanced generalist practitioners prioritize cultural values, traditions, and unique resources of rural settings by recognizing and validating the client’s contextual worldview. Advanced generalist practitioners adapt evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Advanced generalist practitioners critically evaluate and adapt theories of human behavior and the social environment and apply this knowledge to effectively intervene with rural clients and constituencies. Advanced generalist practitioners differentiate methods of identifying, analyzing and implementing evidence-informed interventions to achieve clients and constituency goals. Advanced generalist practitioners value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and inter-organizational collaboration. Advanced generalist practitioners: • Critically choose and implement interventions to achieve practice goals and enhance capacities of rural clients and constituencies;

• Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with rural clients and constituencies; • Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes in rural settings; • Provide leadership in program development, administration and evaluation; clinical and organizational supervision; research development and utilization; and policy creation, reform and implementation. • Negotiate, mediate, and advocate with and on behalf of diverse rural clients and constituencies; and • Facilitate effective transitions and endings that advance mutually developed goals.

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Advanced generalist practitioners in rural settings understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Advanced generalist practitioners recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Advanced generalist practitioners synthesize theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Advanced generalist practitioners integrate qualitative and quantitative methods for evaluating outcomes and practice effectiveness. Advanced generalist practitioners: • Select and use appropriate methods for evaluation of outcomes in rural settings; • Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes for rural clients and constituencies; • Critically analyze, appraise, and evaluate intervention and program processes and outcomes in rural contexts, and • Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels in rural settings.

APPENDIX C

GRADING RUBRIC-SELF-ANALYSIS PAPER

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