University of Vermont

Designed for use with The Practice of Generalist Social Work, 2nd ed. by Julie Birkenmaier, Marla Berg-Weger, and Marty Dewees

Draft Course Syllabus (One Semester Course)

COURSE DESCRIPTION The Practice of Generalist Social Work is a professional foundation practice course that is taken at the same time as the foundation field practicum and will often draw on students’ experiences in the practicum. The overall purpose of the course is to help students develop social work knowledge and skills in translating social work practice philosophy into sustainable, ethical social work in diverse situations. The course considers the knowledge and skills necessary for work with individuals, small groups, communities, and organizations.

COURSE OBJECTIVES By the end of the course, students will be able to:

1. Demonstrate professional behaviors that include the ability to engage in personal reflection, self-correction, management of personal values, and ethical decision-making to assure professional development and ethical practice with clients (EP 2.1.1; 2.1.2). 2. Apply critical thinking skills in practice by integrating multiple sources of knowledge to professional work and evaluation and utilizing effective communication and writing skills (EP 2.1.3; 2.1.6). 3. Identify ways in which cultural structures contribute to diversity and oppression and articulate methods that value difference, empower clients, and advance social and economic justice (EP 2.1.4; 2.1.5). 4. Utilize various conceptual frameworks to inform practice and evaluation in the context of the person in the environment (EP 2.1.7). 5. Articulate how to substantively prepare for work with individuals, families, groups, organizations, and communities, including utilizing effective interpersonal skills, interventions, and evaluation (EP 2.1.10)

REQUIRED READINGS Birkenmaier, J., Berg-Weger, M., and Dewees, M. (2010). The Practice of Generalist Social Work, 2nd ed. NY: Routledge.

Companion readings listed in the Topical Outline can be downloaded by the course instructor from www.routledgesw.com/practice.

SAMPLE ASSIGNMENTS

© 2011 Taylor & Francis Collaborative and Co-learning1 (Course objectives: all) Collaborative learning is defined as structured, interdependent learning among students; co-learning is defined as the mutual learning occurring between students and instructors.

The value we place on the community of learners that we create together and on reflexive practice (i.e., deconstructing our own practices), carries expectations of membership and participation. It also carries certain freedoms, rights, and benefits when becoming members of the social work profession. Thus, the purpose of evaluating collaborative and co-learning in this course is to foster the professional use of self and participatory facilitation and membership skills as social workers. The assumption of difference influences us to evaluate participation with the understanding that it takes many forms according to a multiplicity of standpoints. In some cultures silence is a sign of respect, while in others, animated discussion signifies social integration. Within a given community some people are more introverted and others are more extroverted. In organizations some people learn best by “talking” their learning, and others by quietly growing into it. This diversity and many other forms will be taken into consideration in evaluating and grading participation. Given the various learning styles that our class embodies, we will need to experiment with ways to stay engaged, to contribute, and to create ample opportunity for everyone to participate fully. Previous familiarity with some or all members of the class does not make this shared accountability to each other any less significant. It might even make it more compelling due to the taken-for-grantedness of customary interaction. These processes and the completion of the two assignments are highly interactive and dependent upon mutual accountability between all members of the class, including the instructor.

Collaborative and co-learning criteria in this course include:  Attending class consistently; keeping up to date with the readings and being prepared to work from them in class;  Using opportunities to develop the principles, processes, and skills of both foundation practice courses by actively engaging in the discussions and experiential learning activities;  Demonstrating accurate understanding of the readings and increasing ability to consolidate and apply the principles, processes, and skills in class and in completing the assignments;  Experimenting with new, unfamiliar ways of thinking and acting;  Demonstrating dependability, timeliness, and mutual accountability in completing team assignments;  Demonstrating contribution to a proportionate share of the team’s work load, including attendance at team meetings; and  Contributing to the creation and maintenance of a conducive learning climate overall.

© 2011 Taylor & Francis End of Chapter Exercises and Case Studies: (Course objectives: all) Exercises associated with selected text chapters will be assigned (exercises can be found at the end of each chapter; each chapter has two exercises associated with two different cases–you can choose ONE of these to complete. Cases can be accessed at www.routledgesw.com/cases). You will write up the answers and bring them to class, where they will be discussed. These exercises will help you develop critical thinking skills with regard to how factors such as culture, discrimination, and issues at all levels affect client situations. Students will practice skills relating to theory application and generalist intervention.

Diversity Research: (Course objectives 2, 3, 4, 5) You will research diversity competent practice with a diverse and disadvantaged and/or oppressed population (students’ definition of this can be broad—e.g., some groups that could be considered include those with developmental or other physical/mental challenges; sexual or ethnic minorities; older adults; men—because they often aren’t a focus of practice). The goal of this assignment is to assist you in using the social work literature to identify techniques and strategies supported by research in working with diverse groups. What you need to do: 1. Locate one journal article, book, or professional paper that describes some aspect of social work practice addressing your chosen population. You might begin by looking at the bibliography for the text. In addition, you can consult with the computerized databases in the library (e.g., ageline, social sciences abstracts). 2. Read the article and identify one technique or strategy that the author(s) suggests will be helpful in working with this population. 3. Prepare a brief (two to three pages) written summary of the technique and a critique of the author’s research. In your review, address the following: a. What does the author suggest are the main clinical or other issues facing this population? b. Describe the approach suggested by the author(s). c. Does the author cite any research or study that supports his/her suggestions? d. What are some of the limitations to using this approach, particularly for this population (e.g., is it appropriate? Might it reinforce stereotypes/oppression? Is it an evidence-based approach?) e. Are there any ethical considerations in using this approach? f. Would you be comfortable using this approach? Why or why not? Include in this any critique you might have of the approach based on your knowledge of the population, research methods, theory, etc., or any values conflicts you might have personally. g. What did you learn about this population? Did what you learned change any previously held beliefs, values, ideas, stereotypes etc. about this population? How? h. Be sure to include a full citation for the article you used. 4. You’ll share your findings with us in class. Be prepared to answer questions we might have!

© 2011 Taylor & Francis Case Study and Presentation: (Course objectives: all) By the first few weeks of the semester, you should have a particular case with which you are working. If not, the instructor has cases that can be used for this assignment. By the end of the semester, you will have completed a comprehensive case study that will be presented to the class. Presentations will be conducted during the last few weeks of the semester. Case studies need to include the following information: 1. Generalist practice assessment and “intake” information on the client (e.g., presenting problem(s); client profile including age, living situation, marital/partner status, children, current work situation, education, etc.; history of presenting problem; past psychiatric history; substance use/abuse; social history including where person was reared, extended family and relationships, friends, marital/partner history, etc.; relevant family history; medical history; mental status information; possible defense mechanisms client may be using; cultural, oppression, discrimination, and spiritual considerations). Though a real intake would be thorough and somewhat lengthy, for this paper keep this section brief and include only pertinent information. 2. Assessment of the problem(s) and client’s strengths 3. A plan for working with the client and the problem(s) 4. Intervention(s) to be used with the client 5. Evaluation of the process 6. A plan for follow-up 7. Presentation of the case Again, you will want to consult class notes and the textbook for full information on each of these sections. Remember to maintain client confidentiality in papers and presentations!! The case study helps you to develop skills in generalist practice assessment and intervention and to apply knowledge of theory and policy to social work processes to affect change. The case study also helps you to understand how values, ethics, and issues of diversity, oppression, and discrimination impact social work processes as they work with clients from intake to follow-up. You must use effective communication skills to gather information and utilize supervision for feedback on the process as well as function within the agency setting to achieve goals set with the client.

Community Analysis: (Course objectives 2, 3, 4, 5) The focus of your paper should be from your agency perspective. Begin your research with your field instructor and proceed to review the agency’s materials that address the subject. For example, look at policy manuals, job descriptions, and brochures. Good sources for documented discussion of target groups or problems being addressed by your agency are from agency grants and/or contracts. You may then choose to go to county or other government documents to update the supporting data. This research will also contribute to your organizational analysis paper. This practice application will provide a structure by which you will become familiar with the

© 2011 Taylor & Francis neighborhood in which your practicum site is located. Information gathered may provide insights into the issues most affecting neighborhood residents and allow you to make the most of the resources available in the community to combat these issues. Spend time walking through the community or observing it from a corner in the community in which your practicum site is located. Then drive slowly through the community. Record your answers to the following questions in a journal entry.

Community Geographic Information 1. What are the main geographical boundaries and natural barriers? 2. Is the community geographically isolated, or does it border other communities? 3. What resources are located in the community (e.g., social services, supermarkets, police, etc.)? Are they accessible? Economic Characteristics 1. Do you see evidence of unemployed community residents? 2. What types of commercial enterprises exist in the community? 3. What types of transportation are available locally? Are they public or private? How available is public transportation? 4. What types of employment do community residents have? Is the employment mainly blue- or white-collar? 5. Do you see evidence of an “underground” economy (i.e., illegal economic activities)? Social Characteristics 1. How would you describe community residents in terms of age, gender, ethnicity, race, family composition, sexual orientation, and social class? Go back at night and see if there is a change in the area. 2. How do neighborhood residents react to you (e.g., hostile, friendly, indifferent, curious)? 3. Does the community contain places of worship? If so, what are they? 4. Do “public” meeting places exist in the community (e.g., meeting halls, clubs, coffee shops, bakeries, and associations)? Who uses these facilities? Are people friendly on the streets? 5. Does the community contain any parks and recreational areas/buildings? What type? What are the conditions of the recreational facilities? 6. How would you describe the housing stock? Is the stock mainly rental or family owned? How would you describe the upkeep of the housing? 7. Is there housing for sale? Is the “for sale” housing dispersed through the community or clustered? 8. Are there distinct social subcommunities within the larger community? Political Characteristics 1. Are there any signs of political activity/activism (e.g. yard signs, bumper stickers, political offices, and/or political meetings)? 2. What are the conditions of the roads and sidewalks? Does the garbage appear to be collected regularly? Systems Characteristics

© 2011 Taylor & Francis 1. Give examples of the community (systems) boundaries. Is the community closed or open? 2. Give examples of exchange of goods and services and/or other resources. 3. Give examples of negative or positive entropy.

Organizational Analysis: (Course objectives 2, 3, 4, 5) This assignment is to write an organizational analysis paper describing the agency in which you are doing your practicum.

1. Describe the organization. Include an organizational flow chart, mission statement, and goals and objectives statements, if obtainable. 2. Describe funding sources, budget allocations, and any other relevant information. 3. Using organizational theories, describe the type of organization at your agency. 4. Describe the decision-making process and include information about the following, plus anything else relevant to the process: a. The board of directors b. The executive and management levels c. The line worker levels d. Community input into the decision-making process Describe how the organization is or is not culturally competent. For example, what is/are the: a. cultural-ethnic/gender composition of the board? b. agency library holdings? c. cultural-ethnic/gender composition of the staff? d. non-discrimination policy? e. cultural-ethnic/gender composition of the clients? 5. Attend a board meeting of the organization, and: a. Record the group process and summarize your observation. b. Identify who speaks the most. c. Do they follow Robert’s Rules of Order? d. Discuss the process and task discussion.

Grant Proposal: (Course objectives: all) Your grant proposal will be based on the RFP you select—one provided by the instructor or in collaboration with your field instructor. Grants generally include nine sections: (1) proposal summary; (2) introduction to the organization; (3) problem statement (or needs assessment); (4) project objectives; (5) project methods or design; (6) project evaluation; (7) future funding; (8) project budget; and (9) additional resources (letters of support, memorandums of agreement, resumes, etc.) that would be helpful or needed. You will be expected to submit a fully written grant including each section.

You will need to very briefly address the following questions:

© 2011 Taylor & Francis  What is your organization? Where is it?  How long has it existed?  Whom do you serve?  What services do you provide? Remaining sections should be complete, answering in as much detail as you can and, addressing all of the requirements of the funder.

The other sections should be written in summary format; create a chart with goals, objectives, activities, outcomes, measures. Consider potential sources for future funding and list potential documents to be included in the final proposal packet.

TOPICAL OUTLINE Unit 1 Introduction to the Course Understanding Social Work Practice

Readings Birkenmaier et al. Chapter 1 (including end-of-chapter exercises referring to the interactive cases, and web link activities) Saleebey: The Strengths Perspective in Social Work Practice: Extensions and Cautions Saleebey: The Strengths Perspective : Putting Possibility and Hope to Work in our Practice Farone: Mental Illness, Social Construction, and Managed Care: Implications for Social Work Unit 2 Ethical Issues in Social Work Practice

Readings Birkenmaier,et al. Chapter 2 (including end-of-chapter exercises referring to the interactive cases, and web link activities) Palmer & Kaufman: The Ethics of Informed Consent: Implications for Multicultural Practice Borman: Revisiting the Agent of Social Control Role: Implications for Substance Abuse Treatment Unit 3 Relationship Skills for Practice

Readings Birkenmaier et al. Chapter 3 (including end-of-chapter exercises referring to the interactive cases, and web link activities) Trevithick: Effective relationship-based practice: A theoretical exploration Van Wormer & van Wormer: Non-Abstinence-Based Supportive Housing for Persons with Co-occurring Disorders: A human rights perspective Unit4 Relationship Skills for Practice Continued

Readings Birkenmaier et al. Chapter 3 (including end-of-chapter exercises referring to the interactive cases, and web link activities)

Unit 5 Assessing and Planning

Readings Birkenmaier et al. Chapter 4 (including end-of-chapter exercises referring to the interactive

© 2011 Taylor & Francis cases, and web link activities) Hopson & Kim: A Solution-Focused Approach to Crisis Intervention with Adolescents Dwyer: The Emotional Impact of Social Work Practice Chui & Ho: Working with Involuntary Clients: Perceptions and Experiences of Outreach Social Workers in Hong Kong Unit 6 Intervening in Context

Readings Birkenmaier et al. Chapter 5 (including end-of-chapter exercises referring to the interactive cases, and web link activities) Kondrat & Teater: An Anti-Stigma Approach to Working with Persons with Severe Mental Disability: Seeking real change through narrative change Eyrich-Garg: Strategies for Engaging Adolescent Girls at an Emergency Shelter in a Therapeutic Relationship: Recommendations from the Girls Themselves Bellamy, Bledsoe, & Traube: The Current State of Evidence-Based Practice in SW: A Review of the Literature and Qualitative Analysis of Expert Interviews Unit 7 Engaging and Assessing the Family

Readings Birkenmaier et al.Chapter 6 (including end-of-chapter exercises referring to the interactive cases, and web link activities) McCullogh-Chavis & Waites: Genograms with African American Families: Considering Cultural Context Bailey, Letircq, & Porterfield: Family Coping and Adaptation Among Grandparents Rearing Grandchildren Cornille, Meyer, et al: The Family Outreach Model: Tools for Engaging and Working with Families in Distress Unit 8 Intervention with Families

Readings Birkenmaier et al. Chapter 7 (including end-of-chapter exercises referring to the interactive cases, and web link activities) Goldfarb & Devine: Partnering with Professionals: Family-Centered Care from a Parent Perspective Author unknown: Counseling Family Members of Addicts/Alcoholics: The Stages of Change Model Unit 9 Engaging, Assessing, and Planning with Groups

Readings Birkenmaier et al. Chapter 8 (including end-of-chapter exercises referring to the interactive cases, and web link activities) Steinberg: Mutual Aid: A Contribution to Best Practice Social Work Drumm: The Essential Power of Group Work Gitterman: Building Mutual Support in Groups Unit 10 Intervention, Termination, and Evaluation with Groups

Readings Birkenmaier et al. Chapter 9 (including end-of-chapter exercises referring to the interactive cases, and web link activities)

Readings Birkenmaier et al. Chapter 10 (including end-of-chapter exercises referring to the interactive cases, and web link activities) Balaswany & Dabelko: Using a Stakeholder Participatory Model in a Community-Wide Service Needs Assessment of Elderly Residents Kietzman, Scharlach, & Dal Santo: Local Needs Assessment and Planning Efforts for Family Caregivers Unit 12 Intervention, Termination, and Evaluation with Communities

Readings Birkenmaier et al. Chapter 11 (including end-of-chapter exercises referring to the interactive cases, and web link activities) Ohmer: Assessing and Developing the Evidence Base of Macro Practice Interventions with a Community and Neighborhood Focus Popple & Quinney: The Practice of Community Development: A Case Study from the UK Unit 13 Engagement and Assessment with Organizations

Readings Birkenmaier et al. Chapter 12 (including end-of-chapter exercises referring to the interactive cases, and web link activities) Schurer, Kohl, & Bellamy: Organizational Context and Readiness for Change: A Study of Community-Based Parenting Programs in One Midwestern City Hyde & Hopkins: Diversity Climates in Human Service Agencies Unit 14 Intervention, Termination, and Evaluation with Organizations

Readings Birkenmaier et al. Chapter 13 (including end-of-chapter exercises referring to the interactive cases, and web link activities) Strand & Bosco-Ruggiero: Initiating and Sustaining a Mentoring Program for Child Welfare Staff Campbell: Giving up the Single Life: Leadership Motivations for Interorganizational Restructuring in Nonprofit Organizations

Unit 15 Class wrap-up