DIVISION OF SOCIAL WORK CALIFORNIA STATE UNIVERSITY, SACRAMENTO

SOCIAL WORK 140A: SOCIAL WORK PRACTICE

SPRING 2008

Diana Bajrami, Instructor E-mail: [email protected]

SWRK 140A section 4 meets on Wednesdays from 6:30 – 9:20 pm in MRP 5002.

Course Catalog Description: Provides an introduction to the profession and generalist social work practice with individuals, families, groups, organizations, and communities. Practice skills focus on application of the planned changed process from an empowerment approach.

Course Description The course is structured around the phases of social work practice with a client system. The course plan is for students to understand the tasks for each phase, communication skills for use in building and maintaining helping relationships with clients and client systems, the decisions and challenges in each practice phase, and empowering interventions. Specific perspectives and concepts introduced in this course include the problem solving model, the ecological perspective, the strengths perspective, and the empowerment perspective. This course will also address the responsibilities of the social worker for ethical conduct and competent practice which includes critical self-awareness sensitivity and knowledge of the psychological impact of oppression on the client-social worker relationships.

Course Format This course is conducted on a lecture/discussion/laboratory basis. The course will include lectures, videos, discussion questions, in-class writing, and case analyses. Role play, small group discussions, one on one exercises, and case presentations will also be utilized. Student presenting material from prior or current human service experiences must safeguard client confidentiality.

Required Texts Miley, K., O’Maleia, M. & DuBois, B. (2007). Generalist social work practice: An empowering approach. Boston: Allyn Bacon, 5th ed. ISBN: 0-205-501-443

Cournoyer, B. (2008). The social work skills workbook. Brooks/Cole, 5th ed. ISBN: 10:0495319465

Recommended Texts Danowski, W. (2005) In the field: A real-life survival guide for the social work internship. Boston: Pearson Allyn and Bacon. ISBN: 0-205-37600-2 Course Objectives By the conclusion of the semester you will accomplish the following and thus enhance your ability to provide effective service as a social work intern.

 Know the goals, functions and values of the social work profession, the various roles that social workers use on behalf of client systems and or community groups, and are able to identify micro, meso and macro implications of interventions; (Demonstrated by role-plays, class discussion, exercise writing assignments)

 Know and be able to apply the ecological framework in assessment of a problem situation; (Demonstrated by role-plays, class discussion, exercise writing assignments)

 Know and be able to apply perspectives and concepts that maximize client self- determination and social worker respect for clients (strengths perspective, empowerment); (Demonstrated by role-plays, Human Assistance Office Visit, exercise writing assignments)

 Know and be able to use communication skills to achieve specific purposes in the helping relationship and recognize the cross cultural, gender and social class issues involved in worker-client communication (cross-cultural approaches are emphasized in 140B); (Demonstrated by role-plays, in-class assignment, class discussion, “Shelter” Exercise, exercise writing assignments)

 Understand that social work encounters involve relationship building, assessment, intervention, and evaluation. Demonstrate how particular communication skills and styles interface with these social work “phases”; (Demonstrated by role-plays, in-class assignment, class discussion, exercise writing assignments)

 Understand the elements of the NASW Code of Ethics that guide social workers’ behavior in individual and organizational relationships with clients; (Demonstrated by role-plays, written assignment, class discussion, exercise writing assignments)

 Be able to identify and focus on particular client issues, and set goals related to a significant theme. Identify counseling strategies and theoretical perspectives that would assist this work; (Demonstrated by class discussion, exercise writing assignments, vignette assignment)

 Be able to identify and use essential process components relevant to social worker-client interactions such as creation of hope, respect, consideration of client process needs and expectation of help, affirmation of client, direct versus non-direct approaches; (Demonstrated by role-plays, class discussion, Interview Process & Biopsychosocial Assessment Paper )

 Understand the connection between individual problem situations and larger system problems; (Demonstrated by class discussion, role plays, exercise writing assignments, Interview Process & Biopsychosocial Assessment Paper )

 Understand the ways that the perspectives and processes of generalist practice are applied to groups and large client systems and the implications of this approach for social service delivery and community organization effort; (Demonstrated by writing assignment, class discussion, Group Presentation: Agency Analysis)

 Demonstrate the ability and appreciate the importance of distinguishing one’s own needs from the needs of the client (Demonstrated by role-plays, in-class assignment, class discussion,)

 Gain trust in your own talents and develop an evaluative posture toward your work that integrates 2 supervisor and client feedback; (Demonstrated by role-plays, in-class assignment, class discussion, Interview Process & Biopsychosocial Assessment Paper)

 Understand the relationship between competent practice and the evaluation of practice and research. (Demonstrated by class discussion, Group Presentation: Agency Analysis)

Class Participation

 Be A Participant – Participating fully in this class will enrich your learning experience. It will also count toward your grade.

 Be Prepared - Reading assignments shall be completed prior to the start of class.

 Be Patient and Supportive – Beginning a new class may cause you or your classmates some initial nervousness or apprehension. It is important that class members are patient and supportive of each other. Providing encouragement and support creates an atmosphere of trust and confidence. Such an atmosphere makes risk-taking possible and even exciting.

 Be Respectful – Students are expected to be considerate and respectful toward their classmates and instructor. The instructor welcomes and encourages you to speak-up and actively participate in class discussions and exercises. The instructor will not tolerate any student disrupting the class. A student is considered disruptive when he/she engages in behavior in the classroom that interferes with the process of teaching and learning. If any student persists in disrupting the class, points will be subtracted from his/her grade.

Critical Thinking Skills The instructor encourages students to analyze the course material, life experiences and situations, and to apply communication skills to resolve conflicts.

Confidentiality Confidentiality is very important to be maintained and respected. All client and personal information shared in the class must be treated as confidential.

Class participation This includes participating in class discussions and attendance. It also includes completing reading assignments prior to attending class. It will also count toward your grade.

Student with Special Learning Needs Please read the following section on the Americans with Disabilities Act.

The Americans with Disabilities Act of 1990 (ADA) provides protection from discrimination for qualified individuals with disabilities. Students with a disability, who require assistance, will need to contact the Office of Services to Students with Disabilities (SSWD) for coordination of academic accommodations. The SSWD is located in Lassen Hall, Room 1008. Their phone number is 916-278-6955 (voice) or 916-278-7239 (TDD).

Attendance Attendance is required to all class sessions. A student who is absent for more than one class session shall notify the instructor.

3 ACADEMIC DISHONESTY

A. CHEATING. At CSUS, cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at CSUS includes but is not limited to:

1. Copying, in part or in whole, from another’s test or other evaluation instrument;

2. Using crib notes, "cheat sheets," or any other device, including electronic devices, in aid of writing the exam not permitted by the instructor;

3. Submitting work previously graded in another course unless doing so has been approved by the course instructor or by department policy.

4. Submitting work simultaneously presented in more than one course, unless doing so has been approved by the respective course instructors or by the department policies of the respective departments.

5. Altering or interfering with grading or grading instructions;

6. Sitting for an examination by a surrogate, or as a surrogate;

7. Any other act committed by a student in the course of his or her academic work that defrauds or misrepresents, including aiding or abetting in any of the actions defined above.

B. PLAGIARISM: Plagiarism is a form of cheating. At CSUS, 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, incorporation of 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. Plagiarism at CSUS includes but is not limited to:

1. The act of incorporating into one’s own work the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another’s work without giving appropriate credit thereby representing the product as entirely one's own. Examples include not only word-for-word copying, but also the "mosaic" (i.e., interspersing a few of one’s own words while, in essence, copying another’s work), the paraphrase (i.e., rewriting another’s work while still using the other’s fundamental idea or theory); fabrication (i.e., inventing or counterfeiting sources), ghost-writing (i.e., submitting another’s work as one’s own) and failure to include quotation marks on material that is otherwise acknowledged; and representing as one’s own another’s artistic or scholarly works such as musical compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works.

Missed Exams Students will not be allowed to make up missed exams, except in the case of documented and extraordinary circumstances.

COURSE EVALUATION AND GRADING Student preparation and participation are integral parts of this learning process so both written work and participation in class discussions and exercises are the basis for evaluating performance.

4 Class participation This includes actively participating in class discussions, in class group presentation work, and class attendance. Class participation also includes being prepared for class by having read the assigned textbook readings.

Writing Assignments: The following criteria are used to evaluate assignments:

 Excellent performance (A level work) will demonstrate use of knowledge; the integration of concepts, theories, models and information from readings, lectures and class discussions in a way that demonstrates internalization. Assignments and participation in class discussions will also include personal points of view along with strong rationale, effective logic and appropriate examples. Written work demonstrates mastery in the following areas: organization—thesis in introduction, smooth relationship between ideas and between paragraphs, and overall structure and an integrative concluding section; clarity, understandability, good style and form; correct syntax, grammar, punctuation, and spelling; references are used appropriately and are in the proper format (APA).

 Above Average performance (B level work) will contain some but not all of the strengths described in the A level work. Can demonstrate the use of knowledge obtained in readings and class discussions. Generalization of ideas, observations, concepts and experiences are supported with empirical data, conceptual work generated by authors, practitioners or researchers, and/or original thoughts as in A level work. Assignments may be well written, but may not demonstrate the mastery of organization, clarity, and use of references and examples as is evident in the A level work.

 Average performance (C level work) does not demonstrate a clear understanding of concepts and therefore struggles with internalization. Assignments and participation in class discussion is marked by tendency to rely on anecdotal evidence and opinions with little emphasis on developing rationales or extending effective logic. Written work lacks clarity and understandability and does not consistently apply good style and form. Central ideas are not concrete, concise or clear.

 Below average performance (D level work) is evident in assignments that are too general; they lack direct and specific focus on the topic. They are poorly organized and do not provide documentation and support for the topic. There are significant, unaddressed errors in style, grammar, syntax and use of references. Assignments and class.

All writing assignments shall be typed, double-spaced, and have one-inch margins. Font (typeface) size shall be 12 point. No late papers will be accepted, unless there are extraordinary and documented circumstances and prior approval has been given by instructor. Always keep a copy of each assignment you submit to the instructor.

Students shall complete the Self-Appraisal form at the end of each assigned chapter in The Social Work Skills Workbook (Cournoyer). Please make a copy of each Self-Appraisal form, and then enter your answers. Self-Appraisal forms are to be handed in to the instructor on the due date. Also keep a copy for yourself and place it in a folder. The purpose for keeping a copy the Self-Appraisal in a folder is to help you monitor your progress and growth throughout the semester.

5 COURSE EVALUATION Grading Criteria Weight

1. Human Assistance Office Visit [Due 2/27] 15%

2. “The Shelter” Exercise Paper [Due 3/12] 15%

3. Exercise Writing Assignments (three best of 5 exercises,) 20% 4. Exam #1 (Multiple Choice and True& False Questions – Scantron #882 needed for exam) [4/2] 20%

Final Exam: Interview Process & Biopsychosocial Assessment Paper 30%

Total 100 % Grade Scale A 100% -97% A- 96% - 93% B+ 92% - 90% B 89% - 87% B- 86% - 83% C+ 82% - 77% C 76% - 73% C- 72% - 70% F 69% - and below

Date SWRK 140A COURSE OUTLINE

1/30  Course Introduction; Overview of the semester and course.

2/6  Generalist Social Work Practice & the Ecosystems Perspective

Readings: Miley, Ch 1 & 2; Cournoyer, Ch 1

2/13  Ethical Decision Making  Values & Multicultural Competence

Readings: Miley, Ch 3; Cournoyer, Ch 3;

Writing Assignment #1 Due 2/20: Cournoyer Ex. 3-1, pp. 120

2/20  Strengths & Empowerment;  Public Assistance Office Visit Reaction Paper Due (2/27)

Readings: Miley, Ch 4 & 5  Strengths & Empowerment (continued) 2/27 Readings: Miley, Ch 4 & 5

6  Forming Partnerships 3/5 Readings: Miley, Ch 6

3/12 *** “The Shelter” Reaction Paper Due***  Communication Skills  Preparing for Clients Readings: Cournoyer, Ch 4-5

Writing Assignment #2 Due 3/12: Cournoyer, Ch 5, Ex. 5-2, pp.158,& Self- Appraisal  Relationship Building 3/19  Articulating Situations Readings: Miley Ch 7; Cournoyer Ch 6 & 7 Writing Assignment #3, Cournoyer, Ch 6, Ex. 6-2, pp. 180; Due 3/19

 Defining Direction; Assessing 3/26  Identifying Strengths Readings: Miley, Ch 8 & 9; Cournoyer, Ch 8 Writing assignment #4, Cournoyer, Ch 7, Ex. 7-2, pp 216, & Self-Appraisal (Due 3/26)

3/31 **** Spring Recess **** Enjoy your break! EXAM #1 4/2  Contracting  Analyzing Resources Capabilities Readings: Cournoyer, Ch 9 & 10;

4/9  Activating Resources  Working and Evaluating  Writing Assignment #5 Due Cournoyer, Ch 11, Ex. 11-4, pp.395, & Self-Appraisal

Readings: Miley, Ch 12;

4/16 * Interview Process & Biopsychosocial Assessment Paper In Class Role Play

 Reviewing the Process; Integrating Gains 4/23  Termination  Surviving Field Work Readings: Danowski, pp. 1-14, 17-26, 29-44,

4/30  Surviving Field Work Readings: Danowski, pp. 66-70, 73-89, 91-97

5/6  Class Review & Discussion

5/13 ***** FINAL EXAM: FRIDAY, MAY 13, 2008,

 Interview Process & Biopsychosocial Assessment Paper Due

NOTE: Paper may be submitted prior to scheduled Final date and time 7 8 Social Work 140A Writing Assignment: Human Assistance Office Visit (15 %)

Understanding the client experience and how it impacts the client-worker interaction is important in effective social work practice. This assignment is designed to help you to heighten your awareness of being a client and how the experience may impact on the client-social worker interaction. The student is to spend one hour sitting in the waiting room of Sacramento County Department of Human Assistance located at 1725 28th Street (28th at R Street).

Pts # Instructions

5 Introduction: State overall purpose and objectives of paper. Give the date, time, and location of your visit.

5 1 Discuss what you observed and experienced in the waiting area.

10 2  Discuss the workers’ demeanor, dress, and eye contact with clients. Speculate on the various ways it might impact clients’ attitudes toward the workers and agency.  Discuss clients’ demeanor, dress, and eye contact. Speculate how what you observed is likely to impact the workers’ attitudes toward the clients.

5 3 Describe the nature and tone of the interactions between the clients and workers.

5 4 How were the clients treated? Give an example.

5 5 Describe any physical barrier(s) within the agency waiting area. Speculate how this physical barrier(s) is likely to impact clients’ attitudes toward the workers and agency.

5 6 After giving thoughtful consideration to items 1-6, speculate on the various ways this agency might impact clients’ future attitudes toward seeking help from social service agencies.

5 7 Share your personal feelings you experienced while sitting in the waiting room. What are the sources of these feelings?

This writing assignment shall be 3-4 pages in length. It shall be typed, double-spaced, and have one-inch margins. Font (typeface) size shall be 12 point.

Please use each instruction item or question as title headings for each section answered.

No late papers will be accepted, unless there are extraordinary circumstances and prior approval has been given by instructor. Always keep a copy of each assignment you submit to the instructor.

9 Dyad Practice Activity: Who I Am Exercise

EACH PERSON SHOULD SPEND ONLY FOUR MINUTES ANSWERING THE FOLLOWING ON A PIECE OF PAPER:

 What is your first name? What do your friends call you?

 Where were you were born? Where were you raised?

 Briefly describe one major challenge that you face in your life presently or in the past.

 Briefly describe one characteristic about your culture or race that you value and appreciate.

After writing the information about yourself on a piece of paper. Find an individual you do not know very well, preferably of a different culture and gender, some with whom they can pair up. Interview one another concerning the information on the cards for four minutes. Next, introduce one another to the class and tell what you learned about your partner. ______

10 THE SHELTER EXERCISE Your group is in charge of experimental stations in the far outposts of civilization. You work in an important government agency in Washington, DC. Suddenly volcanic eruptions occur all around the world; the world is being systematically destroyed as the sun is blotted out. People are getting into the available shelters. Your group receives a desperate call from one of your experimental stations. They ask for your help. There are eleven people at this station. But their “safe” shelter only holds six. They cannot decide which six people should enter the shelter. They have agreed that they will obey your group’s decisions as to which six people will go into the shelter and be saved. Your group has only superficial information about the eleven people and have twenty minutes to make a decision. You realize that six people chosen may be the only six left to start the human species over again. Your group’s decision, therefore, is vital to the continuation of our species. If your group does not make the decision within the twenty minutes allowed, all eleven people will die.

Following is the limited information provided to you about the eleven people: 1. Bookkeeper, white male, thirty-one years old 2. Bookkeeper’s wife, six months pregnant (race unknown) 3. Second-year medical student, African American male, community activist 4. Hollywood actress who is a singer and dancer (African American) 5. Biochemist, Native American female 6. Islamic Minister, fifty-four years old, male 7. Olympic athlete, all sports, male (race unknown) 8. College student, white female, lesbian 9. Policewoman with gun (they cannot be separated, race unknown) 10. College professor, male Latino (bilingual - Spanish and English) 11. Famous historian-author, forty-two years old, Asian male

Closing Thought Valuing diversity and appreciating similarities begins with understanding. It is always based on how open we are to learning about others and how aware and open we are to our own personal experiences, values, and beliefs.

11 “THE SHELTER” REACTION PAPER (15 %)

The student shall write a paper describing his/her reaction to “The Shelter” group exercise. This reaction paper shall include the following:

Pts # Instructions

5 Introduction (state overall purpose and objectives of paper)

10 1 Student shall describe his/her feelings about being responsible for making life or death decisions concerning the lives of complete strangers.

10 2 Student shall describe the feelings he/she experienced in regards to the manner in which the group determined which five people should not be allowed to stay in the shelter.

10 3 Student shall describe his/her values, biases, prejudices and strengths he/she discovered as a result of participating in the “Shelter” exercise. What are the source(s) of these values, biases, prejudices and strengths.

10 4 Which area(s) does the student feel needs to be improved in order for him/her to become a more effective social worker? Please explain why.

Please use each instruction item or question as title headings for each section answered.

This writing assignment shall be 3-4 pages in length. The paper shall be typed, double-spaced, and have one- inch margins. Font (typeface) size shall be 12 points. No late papers will be accepted, unless there are extraordinary circumstances and prior approval has been given by instructor. Always keep a copy of each assignment you submit to the instructor.

12 INTERVIEW PROCESS & BIOPSYCHOSOCIAL ASSESSMENT PAPER IN-CLASS ROLE PLAY INSTRUCTIONS

Students will have 25 minutes to conduct an assessment interview with a client in a role-play exercise. During the role-playing, one student will be the social worker, the other student will be the client. The student acting in the role of the social worker will have 25 minutes to interview and assess the client. Next, the students will switch roles. The student in the role of the social worker will become the client; the student in the role of the client will become the social worker.

CASE STUDY #1

The social worker is employed at a not-for-profit social service agency that provides support services and training to help young single mothers achieve self-sufficiency. Sarah, an 17-year-old single pregnant female, was referred to your agency by her school counselor. Sarah’s presenting problem is that of impending homelessness. She is four months pregnant and has been kicked out of her parent’s home.

This is the worker’s first meeting with Sarah. Sarah is confused and depressed and uncertain about how to handle her situation. During the assessment process, you discover that Sarah is without family support, has dropped out of school, isolated herself from her peers, and has no money or place to live. Although fearful, Sarah has been a responsible student and daughter, is motivated to establish some stability in her life and is seeking help in improving her situation.

CASE STUDY #2

The social worker is employed at a social service agency. Raphael was referred to the agency by a school counselor. Raphael, 14 year-old Hispanic/Latino male, presenting problems are mild seizures, experimental drug use, youth gang activity, failing school grades. Presently, Raphael lives with his mother and uncle.

This is the worker’s first meeting with Raphael. Raphael is presently separated from his younger sister and brother. He appears very angry when he tells the worker that he has not seen his father since he was four years old. Raphael states that his gang is his family. He tells the worker: “When I am with my homies, I feel love”. Raphael’s mother is on AFDC and is a recovered drug addict. Her drug addiction is what led to the removal of the two younger children from the home two years ago. Raphael’s brother and sister were placed into a foster home located within the same county. His uncle has recently lost his job because of the closing of the canning plant. They both speak very little English.

The case study, in-class interview, and role-play will serve as the basis for the Interview Process & Biopsychosocial Assessment Paper.

13 SW140A FINAL: INTERVIEW PROCESS & BIOPSYCHOSOCIAL ASSEMENT PAPER (30 %)

In this paper, the student is to complete a full report and intervention plan on a client system presented in the case study and in-class role-play. The case study, in-class interview, and role-play will serve as the basis for the Interview Process & Biopsychosocial Assessment Paper. Please read the following instructions carefully:

1. The student is to indicate the number of the case study that served as the basis of the role play at the beginning of the paper. 2. The student is to use the SOAP format presented in class to write this paper. This paper shall be typed in 12 point font, double-spaced, one-inch margins, and six to eight pages in length. 3. The student is to use APA format when citing sources.

Points # Assignment Requirements

1 This report shall include investigative information, background or historical data, an assessment of the client needs, problems or challenges, and an intervention plan.

10 2 List the client’s strengths, priority needs and challenges/problems.

10 3 List the additional information needed to help you better understand the client’s situation.

10 4 The student number and provide an explanation for each identified need, problem, challenge, and intervention identified in the report.

20 5 The student is to provide a rationale for each intervention proposed. The student shall use the course material presented in the class lectures, textbook and workbook in discussing his/her rationale for each intervention.

20 6 The services proposed by the student in the intervention plan should be actual services currently available in the Sacramento area, or in whatever area you intend to do your placement next semester. Include the telephone number and a brief description of the services offered by each agency or organization.

20 7 The student shall also discuss contingency plans for each identified challenge/problem in case the primary plan is not effective.

10 8 ****Self-reflection. The student shall reflect on his/her role as the social worker in this case. Each student shall also present his/her personal feelings, and reactions to this case (This section shall be at least one full page in length, and placed at the end of your paper in a separate section, titled “Self-Reflection”). ****

14