Whittier College Department of Social Work
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Whittier College Department of Social Work SOWK 412/L Social Work Practicum and Seminar I Sections 1 & 2 Fall Semester 2016
Instructors: Paula M. Sheridan (Section 1) & Lisa Ibanez (Section 2) Class Location: Sheridan, SLC 205; Ibanez, SLC 205 Day/Time: Friday 10:00am-11:50am Office Hours: Sheridan: Monday & Wednesday, 2:00 – 3:00; Friday, 1:00 – 2:00 pm Ibanez: Monday-Friday 1pm-2:00pm Office: Sheridan Platner 109 Ibanez Platner 213 Mail Box: In Reception Area, Platner Hall Telephone: Voice Mail: (562) 907-4290 leave message with Olivia Solis Email: [email protected]; [email protected]
****This Syllabus is a process and we will be adjusted according to our learning needs and program outcomes.*** Whittier College Department of Social Work Mission Statement The Whittier College undergraduate Department of Social Work seeks to prepare diverse students to become self-reflective, compassionate, ethical, knowledgeable, and skilled generalist social workers who are committed to career-long learning. We prepare students to aid in the empowerment of marginalized groups, particularly vulnerable and oppressed communities. In all this, we collectively work for the advancement of human rights in local, national and global environments. Affirming the historical roots and mission of Whittier College, the Department of Social Work provides learning experiences that inspire students to become advocates for peace and social and economic justice. Student learning is a combination of "knowing" and "doing," grounded in the liberal arts foundation of interdisciplinary, research-based knowledge, and problem-solving methodology. We value generalist skill development that prepares reflective social work practitioners committed to promoting human well-being. Our program is designed to equip the body of professionals who will nurture the profession for the twenty-first century.
A Brief Overview of this Course The practicum and required seminar (2-2.5 hours per week) is designed to help students apply and integrate knowledge, values and skills necessary for beginning professional practice and evaluate their own practice and professional development. Senior standing. Only for Social Work majors. Permission. P a g e | 2 Understanding Generalist Social Work Practice Generalist social work practitioners promote human well-being for both diverse and oppressed groups in individual, family, group, organizational, community, and global settings. They utilize self-reflection, critical thinking, evidence-based knowledge, professional values, and a wide range of skills to collaborate with others to create “personal and social transformation”. Generalist social work practitioners, under supervision, engage in socially just practice through an interactive process of change which includes: 1. engagement – collaborating with clients/partners to promote helping relationships; 2. teaching & learning – a mutual process of discovering client/partner strengths and challenges and planning for strategic change; 3. action and accompaniment – working together with clients/partners to create meaningful change; 4. evaluation & critical reflection – assessing the process with clients/partners and reflecting on one’s personal and professional experience; and 5. celebration and new engagements – affirming success and planning with clients/partners for sustained growth and change.
Reference: Finn, J.L. & Jacobson, M. (2008). Just practice: A social justice approach to social work. 2nd Edition. Peosta, Iowa. eddie bowers publishing co, inc.
Department of Social Work Learning Culture Our social work classes and field placements reflect a professional culture of “best practices” that call out the highest standards of social work values and ethics. We behave this way now, not just in the future. We learn more than information. We also learn to behave in ways that promote growth for ourselves and for our community. The social work value of “competence” shapes our own Department of Social Work (NASW Code of Ethics, (2008). When we are competent, we honor both our abilities and limitations. We show up. We do our best. We are prepared to participate in class and in field. We contribute by completing assignments in a timely and thoughtful manner. We are actively engaged in discussions that benefit our learning as well as our colleagues. We respect confidentiality and the limits of confidentiality as guided by our instructors. We ask for support when we need it. We invest in others when we are able. We are engaged in our community partnerships and field placements, honoring the guidelines of the agency, our field educators, our faculty, and our own professional wisdom. Our clothing and behavior reflect respect for our community partners and the work we value. We listen, reflect, and learn - about ourselves, our colleagues, our discipline, and our world. And we have fun in the process!
Social Work students adapt these standards as cited in the 2008 Educational Policy and Accreditation Standards: Identify as a professional social worker and conduct oneself accordingly.
Social workers serve as representatives of the profession, its mission, and its values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers _advocate for client access to the services of social work;
_practice personal reflection and self-correction to assure continual professional development; P a g e | 3 _attend to professional roles and boundaries;
_demonstrate professional demeanor in behavior, appearance, and communication;
_engage in career-long learning; and _use supervision and consultation.
Statement of Need Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact Disability Services. Disability Services is located on the ground floor of the Library building and can be reached by calling extension 4825.
Your Responsibilities as a Member of a Learning Community In the Classroom. By your enrollment in this course, you agree to be a member of a learning community. This membership includes rights (to be respected, to be challenged to grow, to help make decisions relevant to our class) and responsibilities (such as regular/punctual attendance, engaged participation, and a willingness to explore new ways of thinking).
Our class is designed to promote learning and growth through thinking, doing, enacting our ideas, reflecting on our experiences, and applying our knowledge to our academic and career goals. We will analyze different forms of knowledge (practice wisdom, theories, research findings, and your interpretation of your own life experiences), develop skills in working with people and communities, and learn from practitioners and clients in the community (field visits, interactions with guest speakers, interactions with clients at Whittier Area First Day Coalition, your own community research).
This is a process-oriented course that includes your input at many levels (syllabus construction, developing exams, developing our classroom culture, etc). Therefore, we will use a syllabus as a guide and make changes as we see fit. The instructor reserves the right to reschedule events (delay or delete content/activities, or exchange for more relevant activities) to insure the best learning outcomes for all.
As you come to class, bring in your questions, your assumptions, and ideas that will stimulate our thinking. Your own life experiences and wisdom can be used productively to enrich us all.
Course Prerequisite: Senior standing (90 credits) in the Social Work Major, a minimum overall GPA of 2.35, a minimum Social Work GPA of 2.35, and successful completion of Introduction to Social Work (SOWK 240 or 241)with a C+ or better, Social Work Practice I (SOWK 340) or Social Work Practice II (SOWK 343).
Course Co-requisite: P a g e | 4 The Seminar class is held in conjunction with the students’ Practicum in a social service agency. Your social work field internship is a planned effort between the college and the agencies to enable students to consciously draw on their knowledge, skills, values, and life experiences to understand societal problems and human behavior in the context of the socio-political environment, and to intervene in ways that bring about change that is life-enhancing and in keeping with the promotion of social justice.
Practicum Requirements: A minimum of 425 hours of field work (16-18 hours of field work per week) are required over the school year. Students must meet with their agency field instructors weekly and must participate in all work experiences assigned by the field instructor.
2016-2017 Field Practicum Calendar:
Fall Seminar I (SOWK 412) Friday, September 9- Friday, December 16, 2016 Fall Fieldwork start date (SOWK 412L) Monday, September 12, 2016 Mid-Semester Break Friday, October 14, 2016 (No Class) Thanksgiving Break Break to be negotiated with agency Thursday, November 24 and 25 Fall Fieldwork Evaluation due date: Friday, December 9, 2016 December 19– January 2, 2017 Break Break to be negotiated with agency (some client coverage may be required at some agencies)
January Interim Seminar II (SOWK 413) Monday, January 2 - Monday, January 23, 2017 January Interim Fieldwork start date (413L) Monday, January 2 (or earlier if required by agency) through Monday, January 23
Spring Seminar III (SOWK 414) Friday, January 27, 2017 - Friday, April 28, 2017 Spring Fieldwork start date (SOWK 412L) Monday, January 30, 2017 Spring Fieldwork end date: Wednesday, April 26, 2017 Spring Fieldwork Evaluation due date: Friday, April 28, 2017 Spring Break March 13 – March 17 Break to be negotiated with agency (some client coverage may be required at some agencies)
In the process of moving from being a student to a practitioner, you need to develop a sense of professional identity, responsibility, competence, and commitment. By working closely with field educators, you will gain an understanding of the scope and limits of generalist social work practice and the profession’s expectations for responsible, culturally sensitive, just, and ethical conduct.
Please note: There is no academic course credit given for life experience or any prior work experience. P a g e | 5
COURSE INSTRUCTOR’S GOALS The course instructor seeks to:
1. Develop and support students in their roles as learner-teacher so they can make best use of the multiple teaching-learning situations available in their field placement settings. 2. Enhance the beginning level of knowledge and understanding of social welfare policy, legislative history, and social and political factors that influence client systems, agency programs and policies, and social work roles. 3. Provide assignments that promote the integration and application of course content, knowledge, skills and values, in various areas, including: a) diversity and social justice and the effects of discrimination, poverty, and oppression; b) beginning social work practice with individuals, families, and small groups; c) beginning social work practice with organizations and communities; and d) beginning level research and evaluation of one’s own practice. 4. Promote new learning relevant to each student’s placement setting.
COURSE OBJECTIVES FOR THE SOCIAL WORK PRACTICUM AND SEMINAR: 2016-2016
Students who successfully complete the field practicum and seminar courses will be able to:
1. Describe, analyze and evaluate the field placement agency policies, service delivery system and organizational structure (Department of Social Work Objectives: #1, #7, and #9; CSWE Competencies: 2.1.1, 2.1.9). 2. Identify, locate and utilize the network of social welfare agencies, programs, and organizations within the field placement's community (Department of Social Work Objective #9; CSWE Competencies: 2.1.1, 2.1.9). 3. Recognize and assess own personal and professional growth (Department of Social Work Objective #4; CSWE Competence: 2.1.1). 4. Recognize, explain and demonstrate use of social work values and the NASW Code of Ethics (Department of Social Work Objective #2; CSWE Competence: 2.1.2). 5. Recognize and respect human diversity and apply differential assessment and intervention skills in working with diverse and vulnerable populations (Department of Social Work Objective #5; CSWE Competence: 2.1.4). 6. Utilize supervision and consultation value and participate in multidisciplinary teamwork (Department of Social Work Objective #10; CSWE Competence: 2.1.1). 7. Apply research and evaluative methodology within the field placement setting (Department of Social Work Objective #8; CSWE Competence: 2.1.6). 8 Implement the just practice process of change (see Generalist Practice, above) (Department of Social Work Objective #9; CSWE Competence: 2.1.10a - d). P a g e | 6 9. Apply knowledge of behavioral and practice theories when working with client systems (Department of Social Work Objective #3 and #9; CSWE Competence: 2.1.7). 10. Clearly and accurately communicate in written and oral formats in a professional manner (Department of Social Work Objective #11; CSWE Competence: 2.1.3). 11. Use appropriate and effective interpersonal skills when engaging clients in the helping relationship (Department of Social Work Objective #11; CSWE Competencies: 2.1.3, 2.1.10a - d). 12. Discuss, describe, analyze, and critique social welfare policy and its influences on agencies, the human service delivery system, and clients (Department of Social Work Objective #1 and #7; CSWE Competence: 2.1.8). 13. Integrate knowledge and comprehension of social and economic justice within a global context in the assessment and analysis of issues experienced by individuals, groups and communities (Department of Social Work Objective #6; CSWE Competencies: 2.1.5, 2.1.9).
SEMINAR COURSE FORMAT: This course is taught in a seminar format that includes discussions of the reading material, educational films, experiential group and individual activities, and case presentations. Students are expected and encouraged to bring questions and ideas that will stimulate thinking and discussion in the various areas covered in this course. Each student brings his or her own life experience and wisdom, and by contributing to the class can enrich the total learning experience. Students are also strongly encouraged to meet with the instructor during office hours and/or by appointment to discuss or clarify course material, written assignments or share any comments or ideas on class format and content.
COURSE REQUIREMENTS:
Attendance and Participation: As much of students’ learning will come from participating in class discussions and activities, attendance and participation in all class sessions is required, and, out of courtesy to other class members, students are expected to be on time. It is also expected that students participate in all class learning activities and discussions. (As we only meet once a week, 20 points will be deducted for each absence)
Attendance and participation in all class sessions is required. If you arrive late to class or leave early, use your cell phone during class, sleep during class or arrive for class unprepared, you may be marked absent for the day.
If you have a severe personal difficulty that may affect your ability to attend/participate in class sessions, please set up a time to meet with me individually to discuss your difficulty.
Reading Assignments and Discussion Leaders: Each student is expected to complete all reading assignments and assigned exercises from your readings prior to the day of class. Class discussions P a g e | 7 will be based on these readings and exercises. Each week assigned students will serve as “discussion leaders” and briefly present key points from the readings and pose several questions for class discussion. A sign-up sheet will be circulated in class.
Field Practicum Time Sheets: A field practicum Time Sheet, signed by your agency field educator or preceptor, is to be submitted every two weeks (twice a month), beginning Friday, September 18, 2016, documenting all your hours/activities for each day you are in your agency during each two- week period. Please make sure to keep a copy for your own records.
In-class Oral Agency Presentation: Each student will sign up to present a case-situation in class based on a field practice experience. The “case” can be an individual, family, or group. It can also be a macro-related practice experience (e.g. assisting with a grant proposal or special event planning, participation in a network planning meeting).
Written Assignments: REQUIREMENTS FOR ALL WRITTEN ASSIGNMENTS:
. All written assignments must be typed double-spaced with no larger than 1 inch margins on all sides and font size no greater than 12. 2. All pages must be numbered and uploaded on Moodle as directed by the syllabus. 3. All Work must be uploaded as a Word document. 4. Papers must be appropriately referenced in text and a reference list must be attached in APA style (See APA Guidelines). Failure to attach a bibliography could result in a grade of 0. 5. Papers should be proofread for clarity, grammar and spelling errors. 6. It is expected that all assignments will be completed and submitted on time. Late assignments are not accepted. 7. Please make sure to keep a copy of all your written assignments before handing them in.
Note: Written assignments are graded on the following criteria:
o Adherence to the assignment/topic o Content o Application of analytical skills o Critical insight into the assignment/topic o Clarity (writing, grammar, spelling, etc.) o Accurate reference to reading materials
Academic Honesty: Please review the college policies available on www.whittier.edu/academics/academichonesty
GRADING: (Percent of total class grade) P a g e | 8 1 Attendance and participation (-20 points for each absence) 2 Weekly Fieldwork Journal (10 x 50 points) 500 3 Learning Agreement I 100 4 Organization Description and Analysis – Part I 100 5 Process Recording 100 6 Research Project or Practice Evaluation Literature 200 Review 7 Oral Case Presentation (2 x 50 points) 100 8 Research Project or Practice Evaluation Project 100 Question 9 Field Work (50% of grade) 1,200 Total 2,400 points
Department of Social Work Grading Scale:
94 – 100% = A 88 – 89% = B+ 78 – 79% = C+ 68 – 69-% = D
90 – 93% = A- 83 – 87% = B 73 – 77% = C 67% or less = F
80 – 82% = B- 70 – 72% = C-
Required Readings: 1. Royse, D., Dhooper, S. S., Rompf, L. E. (2012). Field Instruction: A guide for social work students/Pearson. ISBN-10: 0-205-02224-3
2. National Association of Social Workers. (2008, revised). Code of Ethics. NASW. Available at http://www.naswca.org
3. Community Toolbox. Part J. Evaluating Community Programs and Initiatives (Chapters 36 – 39). a. Online: available at http://ctb.ku.edu/tools/en/
4. Additional Readings: Students will read an additional 10 professional journal articles or book chapters each semester additional articles on social work theory made available in class or online (Moodle). P a g e | 9
Weekly Fieldwork Journal Assignment
Required Text:Royse, D., Dhooper, S.S., Rompf, E.L. (2012). Filed Instruction: a guide for social work students. Upper Saddle River, New Jersey. Peason Inc
Due Date: Upload on Moodle no later than Wednesday, 11:55 PM. 50 points
To document your professional growth and development over the course of the year . To integrate your academic work (from all your courses), social work practice, and interpersonal growth, including the application of competencies, corresponding practice behaviors, skills and concepts ; and . To raise questions for class discussion and for the purposes of integrating new learning with your own professional and academic experiences.
Your Journal entries and Time Sheets provide means by which you will be able to develop a full record of your experience and growth in field work over the year, changes in you and your clients, and your part in providing services in a social service agency.
Content Guidelines: This journal is to be used to record your weekly experiences in your field placement and seminar class. The purpose is for you to reflect on the practice of social work, to develop your own ideas, to relate what you are learning in your classes to your observations and experiences in the “real world”, and to integrate your own learning. The journal also serves the following functions:
. It is an observation of the field placement experience from the student’s point of view; . It assists the faculty field director in understanding and staying up-to-date with each student’s field work and assignments, and provides background for the field evaluation meetings with the student and their field instructor at the end of each semester; and . It helps you identify areas of possibility and professional growth.
Your journal will be organized according to the following subheadings. You must include citations in the body of your work and a bibliography to receive a grade, using APA format. Journals without citations or bibliographies will receive a 0 grade and will not be resubmitted, though feedback will be provided.
Required Journal Format: Each weekly entry must be a record of the following subheadings: 29056. Summary Description A brief quantitative description of what you did at the agency this week. This should be a minimal discussion in your journal. For example, describe what you did in your agency this past week (supervision, client contacts, presentations, group facilitations, research, meetings, intakes, etc.). Use bullet points to describe your work Identify RED FLAGS here. You should always notify the Director of Field Education immediately as red flags emerge. This journal entry is not a substitute for alerting the Director of Field Education.
29057. Practice Learning Opportunity: Pick one significant event you would like to explore. P a g e | 10 What emerges as a memorable learning experience in field? How can you create this narrative in a way that reflects the elements of self-compassion and opportunities for your growth (Neff, 2011)? Utilize quotes from our texts that inform your discussion. How did you utilize supervision this week, particularly as it relates to your practice learning experience? Refer to the Supervision and Context Worksheet you have utilize during your weekly supervision. Identify and discuss ethical issues that accompany your practice learning opportunity. Cite specific sections of the NASW Code of Ethics (2008) and/or the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work Statement of Principles (2008) in your discussion and include in your bibliography.
3. Each week choose one of the 10 competencies to examine (2.1.10 will be broken down into three). Each week you must choose a different competency.
Identify the competency and the corresponding practice behaviors and give examples of how you applied the competency (Example: 2.1.1 Identify as a professional social work and conduct oneself accordingly). Utilize the corresponding practice behaviors in your discussion. Example: Advocate for client access to the services of social work; Practice personal reflection and self-correction to assure continual professional development; Attend to professional demeanor in behavior, appearance, and communication; Engage in career-long learning; and Use supervision and consultation.
4 Analyzing Social Work Concepts and Skills Define and discuss a theory concept, or evidence-based knowledge that relates to your practice learning opportunity and the practice behaviors discussed in the previous prompts. Cite original sources and demonstrate that you understand theory or perspective and its connection to your practice experiences. Define and discuss at least three skills that you used in your practice learning opportunity. Cite each one separately in your bibliography.
5. Conclusion: What have you learned from your reflection that will you be more successful in your field placement?
Please note: Some of the material from your weekly journals will be used for discussion in the seminar class; please indicate any entries that you wish to be kept confidential. It is strongly suggested that you complete your journal entries and Time Sheet as soon as possible after the actual field experience to help you to recall events and reactions more accurately. Journal entries may not be written on agency time but you can record brief notes that can serve to remind you later.
Just as a reminder, for reasons of confidentiality, do not identify clients by their real names in any of your entries. Keep a copy of all your journals as they will be used for a final semester assignment. P a g e | 11 WHITTIER COLLEGE DEPARTMENT OF SOCIAL WORK
FIELDWORK TIME SHEET
Student Name:
Agency Name:
Dates: Total Client contacts (direct work, with individuals, families, groups, communities)
Supervisory conferences
Orientation & training Meetings/conferences outside Agency
Observation(s)
Paperwork
Other *
Totals hours per day * Describe activities in this category
Total hours of fieldwork to date: (Cumulative hours)
Field Educator’s Signature (required):
Additional Comments: P a g e | 12 Learning Agreement
Note: A Time Sheet must be completed weekly and submitted every two weeks to the Field Director. Please be sure to maintain copies for your own records. Learning Agreement and Plan - Part I (100 points)
Due Date: Students’ Learning Agreement (signed and reviewed by Field Educator) due in class Friday September 23, 2016
Course Objectives: This assignment is designed to contribute to achieving Objectives #: 3, 6, & 10
INSTRUCTIONS
This document serves as a learning agreement. At the beginning of the semester, the student and agency Field Instructor (and Task Supervisor if applicable) use this form to design agency based assignments. Throughout the semester, the Student, Field Instructor and Task Supervisor (if applicable) should review the Learning Agreement to assess student progress on the learning goals. The Learning Agreement reflects the educational goals of the Social Work Program and the Competencies of CSWE, the Council on Social Work Education. The CSWE Competencies are comprised of knowledge, values and skills essential to social work practice. These Competencies are further operationalized in Practice Behaviors. Internship activities should provide students with opportunities to master Competencies and Practice Behaviors, and achieve the goals of the program.
Preparing the Learning Agreement 1. The first month of the internship, with your Field Instructor and (if applicable) Task Supervisor, review the Competencies, your individual learning goals, and the learning opportunities available at your internship. In consultation with your Field Instructor and (if applicable) Task Supervisor, identify your internship activities.
2. Make a list of your proposed internship activities. Compare your internship activities to the 10 Competencies and match each proposed activity to the Competencies.
29058. The student will turn in a draft of their Learning Agreement to the Faculty Field Liaison (Seminar Instructor) for review. The Seminar instructor will approve it, or suggest necessary revisions. Once the Seminar Instructor approves the Learning Agreement, the student, Field Instructor and (if applicable) Task Supervisor will sign the Learning Agreement.
4. The Student should make three copies of the signed Learning Agreement: one for the Field Instructor, one for the student and one to be given to the Seminar Instructor. P a g e | 13 Developing Individual Learning Activities BSW Field learning activities should all be appropriate for the BSW learning goals identified by CSWE. However, internship learning activities will be varied and individual based on the student’s personal learning goals and the activities available in the internship agency. Below are some suggested learning activities for each of the Competencies. These can be used as a starting point for developing individual learning activities that match the specific agency and student. At the end of each section of suggested activities there is an example of a specific, individualized learning activity.
2.1.1 Professionalism Explain social work's role within the field agency. Identify areas of organizational and personal strength and areas for improvement in upholding the social work mission and core values. Demonstrate professional demeanor in behavior, appearance, and communication. Complete case documentation as required Demonstrate ability to accept and utilize feedback constructively Demonstrate ability to participate in team building and developing professional relationships with colleagues and other professionals. Attend trainings and conferences to enhance learning and growth as a social worker. Examine and utilize agency policies that guide written and oral communications. Use appropriate communication skills while participating in supervision and field seminars. Engage in explicit and detailed dialogue regarding practice and professional development.
Example: “Practice personal reflection in relation to my strengths and weaknesses as a social worker during daily activities and discuss with my field instructor in weekly supervision;”
2.1.2 Ethics Read the NASW Code of Ethics and integrate its principles into your practice of social work. Articulate and demonstrate social work values, ethics and principles. Evaluate the values and ethical issues and dilemmas related to assigned cases. Discuss social work values as they relate to the agency’s mission, policies and practice. Compare and contrast how the ethics of your field agency aligns with the social work code of ethics and your own beliefs. Maintain a journal on evolving thoughts and perceptions on how personal biases affect practice and interactions with clients and client systems.
Example: “Use knowledge from the code of ethics, personal values and feelings to review ethical dilemmas as they arise; Reflect and process ethical issues with my field instructor in order to refine my ethical decision making skills to better serve clients;”
2.1.3 Critical Thinking Discuss in supervision the Field Instructor’s approach to supervision and his or her supervision style and techniques. P a g e | 14 Describe to the Field Instructor what the integrative practice approach means and how you might see it operationalized in the agency setting. Prepare information to present in case conferences and to determine appropriate resources and recommendations. Complete a case presentation. Reflect on how personal assumptions impact professional conduct and interactions with clients. Interact with other professionals in the agency to understand their roles and the similarities and differences between your work and theirs. Focus on strengths, vulnerabilities, and resources that will help empower clients and client systems.
Example: “Examine client assessments to be aware of client strengths and needs; Use this to inform my practice and aid in the development of crisis plans and interventions. Evaluate and document client progress towards behavioral goals. Analyze ability to interpret client assessments with supervisor and seek feedback on documentation.”
2.1.4 Diversity Demonstrate self-awareness about personal biases when working with diverse client groups. Attend in-house training or orientations related to working with diverse clients. Reflect on how you deal with “differences” and discuss in supervision or seminar. Explore your biases with your Field Instructor and examine how this affects your equitable delivery of services. Demonstrate competence in working with professional peers from diverse backgrounds Ask questions to understand clients who differ from you. Embody empathy when working with those representing marginalized populations. Analyze the cultural implications regarding diagnosis. Make referrals to community agencies that reflect the values and cultural beliefs of the client or client system.
Example: “Identify personal biases within the elderly population; Share, reflect, and process the reasons for bias as they are identified throughout daily activities with my task supervisor. Work through biases by utilizing supervision and self-reflection to further personal growth as a social worker and provide better services for clients;”
2.1.5 Social Justice Identify how your field agency addresses social and economic justice as part of its delivery of services. Describe issues of social justice as they relate to the client or client system. Discuss with your Field Instructor the appropriate use of out-of-home placements and least restrictive environments. Incorporate aspects of empowerment into action plans. Engage in an agency initiative that focuses on collaborative development. P a g e | 15 Develop greater understanding of how cultural, ethnic, and socioeconomic factors influence the access to services.
Example: “Advocate for clients in team meetings with school personnel, Department of Juvenile Justice, and other organizations to ensure that the client is in a safe environment. Identify cultural and socioeconomic factors that will assist the client and family in accessing services;”
2.1.6 Research/Practice Examine the agency’s program evaluation methods and discuss with your Field Instructor. Analyze your agency’s data collection plan and how data are used for evaluation purposes. Connect course content to direct social work field practice. Apply critical thinking to evidence‐based interventions, best practices, and evidence‐based research processes. Utilize theories and research to guide practice interventions Engage and partner with diverse and marginalized community constituents to define, assess, Plan and address community needs via participatory action research and practice.
Example: “Use evidence based research practices (ex. Cognitive behavioral therapy) and remain up to date with the relevant research and practices associated with it;” “Incorporate new information received at skills training workshop to plan new activities for the clients in day treatment; After doing the activity, assess the new intervention and evaluate the experience with supervisor”
2.1.7 Human Behavior Apply life course concepts to the review and discussion of client services. Compare and contrast the theories of human behavior and the social environment and apply as appropriate to interventions with clients and client systems. Develop organizational change and policy proposals that are based on knowledge of the larger political, social and structural frameworks, systems, contexts, and history. Articulate the historical, political and cultural contexts in which specific human behavior theories were developed. Learn human developmental stages and integrate understanding of human development to case examples.
Example: “After participating in home visits and school meetings, be able to conduct bio-psychosocial assessments and apply knowledge received in social work program to explore how client’s environment is affecting behavior;”
2.1.8 Policy Practice Describe how agencies develop and change internal policies. Give examples of key Federal and State policies that impact the agency. P a g e | 16 Determine who participates in the formulation of agency policies. Participate in an agency effort involving the development or change of a policy. Carry out an analysis of the impact of a key agency policy and share analysis with Field Instructor and discuss in field seminar. Describe the agency’s organizational chart and mission statement. Meet with the agency director to discuss mission and functions of agency. Identify key funding streams that support the agency. Evaluate how key agency policies impact service provision and discuss with your Field Instructor.
Example: “Research the Federal Educational Rights and Protection Act (1974) and discuss with supervisor the importance of this policy and how it impacts client services;”
2.1.9 Context Analyze how the dynamics of power and authority impact the helping relationship and discuss in supervision or seminar. Use interpreters when interviewing and working with people from diverse cultures when English is not their primary language. Describe the agency’s fee structure, language and forms used, and articulate how this impacts the agency’s cultural competency. Examine the DSM relationship to policy and funding practices in the agency. Utilize techniques used in team‐building, building coalitions and partnerships across organizational, community and policy settings. Explore the influences and implications of culture, geography, community, gender, religion, politics, ideology, and other identities and orientations on different world-views.
Example: “Create a professional resource manual for your agency and the your agency’s SPA (Service Planning Area)”
2.1.10a Engagement Engage client and client system in the planning process. Explain the emphasis on the client’s perspective and his or her role in the helping relationship. Contact constituents by telephone and in focus groups to learn about community needs. Seek feedback from supervisor, clients, and colleagues about ways to build rapport and trust in interpersonal interactions.
Example: “Develop a mutually agreed upon action plan with the client and regularly review and revise plan on a monthly basis;” 2.1.10b Assessment Carry out comprehensive assessments of specific assigned cases. Incorporate strengths into an assigned assessment. Provide a copy of a written assessment/writing assignment to your Field Instructor for review. Read agency examples of assessments. P a g e | 17 Review agency policies and forms that guide the assessment process. Discuss all size systems relating to the assessment. Work with clients to prioritize needs. Roles play an assessment and reflect on areas of confidence and discomfort.
Example: “Assess client’s progress towards behavioral goals, provide positive reinforcement, and complete documentation;”
2.1.10c Intervention Initiate collaborative interventions with client or client system. Review agency examples of intervention plans and discuss with your Field Instructor. Develop a comprehensive intervention plan related to an assigned case. Present a case that offers examples of interventions and collaborative efforts with clients or client system. Discuss possible multiple approaches. Participate in interventions requiring work with established community “collaborative.” Attend a meeting involving interagency collaboration. Identify and use the collaborative agency linkages relevant to the agency.
Example: “Participate in client sessions held in the office and over the phone; Review, reflect and process sessions with my task supervisor and field instructor in order to improve upon my client interactions;”
2.1.10d Evaluation Identify the agency’s outcome indicators and discuss with your Field Instructor. Carry out a self-evaluation of your practice using client/supervisor feedback and discuss results with your Field Instructor. Present an example of your action plan to your faculty liaison. Complete a process recording of the intervention & discuss with your Field Instructor. Discuss with your Field Instructor how you determine outcomes and work with clients to evaluate progress. Talk with agency social workers about their methods of self-evaluation.
Example: “Utilize supervision to reflect upon my client engagement skills, strengths, weaknesses, and critical evaluations of my work. Use these discussions to process my feelings and improve my social work skills to better serve my clients.
In these examples the objectives are measurable, as indicated by a number or quantity (in italics) and a time-line is also specified (also in italics). Thus, for evaluation purposes one could assess whether the actual a number or quantity was achieved by or within the projected time-line, which in turn, is a means of measuring progress towards achieving your goals. However, know “how much” was P a g e | 18 accomplished and “by when” does not tell us if the actual goal was achieved. You will need to determine what “indicators” actually demonstrate you have been successful in achieving your goal. (We will discuss this in detail in class)
Suggestions for Determining Your Goals and Objectives:
Each student needs to reflect on their own unique learning needs at this point in their development as a beginning professional social worker in generalist practice. Your goals and objectives should parallel these needs. At the same time, objectives need to be realistic, achievable and measurable. In reflecting on what you hope to accomplish, it may be helpful to ask yourself some specific questions, such as:
29920. Where am I at this point in my development as a beginning professional social worker?
29921. Where do I want to be by the end of my field practicum?
29922. What are my options?
29923. What information will I need to achieve my goals?
29924. What resources will I need?
29925. Are there any barriers or obstacles that might hinder my achieving these goals?
29926. Are there any specific strategies that would enhance the likelihood of achieving my goals?
Note: Your Learning Agreement will be reviewed and revised at the beginning of the Spring semester. Part II will reflect new learning objectives appropriate for the second half of your field practicum. P a g e | 19 Organization Description and Analysis
Due Date: Friday, October 21, 2016 (in class) This assignment will be done in a digital format which will be further explored during class time.
Course Objectives: This assignment is designed to contribute to achieving Objectives #: 1, 4, 10, & 12
Overall Purposes: 1. To increase your understanding of human service organizational structures 2. To increase your knowledge of operations in a human service organization 3. To explore the role policy plays in a human service organizational setting
Requirements: This is not paper but it will be in a Power Point Presentation or a Prezi Presentation and will be a minimum of 7 slides (not including title slide and reference slide).This will be uploaded on Moodle as designated. All sources of information must be documented in APA style.
Attach all supporting information that you collect to your paper: e.g. an Organizational Chart, list of Board Members, organization pamphlet or flyers, news letter, etc. (5% of your grade for this paper)
Data Collection: In order to collect the necessary information for this paper, you will need to:
30352. Interview “key informants” in your organization (i.e. people who you believe can tell you the most about the organization). For example: 1) the Executive Director, Administrator, or President; 2) your Field Educator; 3) Program Managers or Coordinators (if applicable); 4) Board Members (if applicable); and 5) “line-workers”, i.e. staff (and/or volunteers) who provide the actual services. 30353. Explore the agency’s website (if available) for relevant information. Do not copy and paste information from the website into your paper, summarize in your own words. 30354. Collect any printed materials that the organization has available, for example: 1. An Organizational Chart 2. Pamphlets, flyers, etc. describing the organization and/or its programs 3. Mission statement (often found on agency pamphlet) 4. List of Board of Directors (often found on the agency letterhead) 5. Other sources of information may be available to assist you, such as: Annual Reports, Organizational Budget, News Letters, proposals written to funders (these can be especially informative), newspaper articles about the organization. 30355. Use your own observations and field work experience in the agency. P a g e | 20
Part I: Organizational Description:
1. Provide the name, address, phone number of the organization and the name(s) and position(s) of the people you interviewed. (2 points) 2. Provide the organization’s hours of operation. (2 points) 3. Indicate the type of agency (i.e. a private non-profit Community-Based Organization, a public agency, a for-profit organization, etc.). (1 point) 4. Describe the population(s) served by this agency, e.g. race/ethnicity, ages, gender, income level(s), (or any other particular target populations, such as, the disabled, victims of violence, etc.) (5 points) 30356. Describe the organization’s stated mission and goals. (5 points) 30357. Describe what the organization actually does: its activities, programs/services. (5 points) P a g e | 21 Describe the agency structure: size and staffing (refer to an organizational chart if available or create your own); staff qualifications; number of paid staff and volunteers, or members (if applicable). (10 points) 30358. Describe the Board: (if applicable) How many members? What skills/qualifications do members bring to the agency? Are they representative of the clients served (i.e. in terms of race/ethnicity, gender, etc.)? How are they selected? How often does the Board meet? How are Board members involved in the agency? Are they active or just a “paper Board”? (e.g. do they help to raise money, create policies, assess community needs, etc. or just show up to the occasional meeting?). (10 points) 30359. Describe the “lines of authority”: How are decisions made? Who is involved in the decision making processes? Are clients represented or involved? If so, how are they involved? (e.g. in decision making, in program development, as volunteers, or in other ways). In what way do external factors (e.g. social welfare policies and funding sources) influence decision making? (20 points) 30360. Identify and describe the funding sources of your organization (e.g. public funders - government; private foundations; individual donations; money raised through special events; client fees or donations, etc.). Also indicate the primary funding sources (e.g. Department of Mental Health). Is the agency primarily dependent on public money or is their funding base diverse? (15 points) 30361. Identify and describe the agency’s linkages with other organizations in the community. For example, does your agency collaborate with other agencies to provide services? Does it share resources (space, funds, staff, etc.) with other agencies? Is it a member of any community networks, coalitions or collaborations? Is it linked in any way to policy makers or political representatives? (20 points) 30362. Bibliography & Appendix: Attachments. Bibliography required to receive a grade. (5 points)
PROCESS RECORDINGS
Due Dates: Friday, November 5, 2016
The requirement for this assignment will be discussed in detail in class. The process recording form will be made available to you electronically. However, you may use a different format selected by your Field Educator, if preferred. As you will need to receive written comments on this form from your Field Educator before handing it in, please plan to complete your part of the assignment one-to- two weeks ahead of the due date to allow time to discuss the recording with your Field Educator during supervision. P a g e | 22 Research or Practice Evaluation Project
NOTE: This is an assignment that you will complete in Spring 2017 (in SOWK 414). However, you will need to begin working on it in Fall. To this end, you will complete a Literature Review and a Research Question for your Research Project or Practice Evaluation Project this semester. A draft of the Question is due in class on Friday, October 7, 2016. Your final Literature Review is due Friday, November 18, 2016. Your selection of readings for your Annotated Bibliography assignment should support your work on this Literature Review. You will need to have a good understanding of the literature before developing your Research or Evaluation Proposal.
For this assignment, you will either: 1) conduct a research based evaluation to examine the effectiveness of an intervention you are using with clients in your field practicum. The objective is to look at a client or group of clients before and after some form of intervention to assess how successful your intervention has been. This can be done for either a single client or a group of clients by using some form of pre- and post-measure and charting the client(s)’ progress; or 2) conduct a research study on a topic and question related to your work in field. This could be a question related to a social issue or problem experienced by clients served by the agency. It could be a question related to the organization or organizations of this type. It could also be a question related to the community setting your agency is located in; there are many options.
You will need to develop a research or evaluation plan that is feasible and which does not violate the client(s)’ confidentiality or rights or the field agency’s policies. We will discuss more about this in class. It is also important that you discuss this assignment with your Field Educator early on in the semester.
Whether you chose option 1 or option 2, you will need to complete a literature review. For example, if you decide to evaluate an intervention, you will need to gather some back ground (library research) information on the problem area that your intervention seeks to address and on the intervention itself from the existing practice literature.
Course Objectives: This assignment is designed to contribute to achieving Objective #: 7
Goals for this Assignment: 1. To develop skills in designing and conducting research studies or in designing and implementing program evaluation within the context and limitations of an agency setting 3. To analyze and interpret findings from data 4. To demonstrate professional writing skills P a g e | 23
Research or Practice Evaluation Proposal
Note: This form will help Guide your “Research Question” Due this Semester Fall 2016
Due Date: Friday, October 7, 2016
Requirements: Write a two-page proposal outlining your plan to evaluate an area of practice related to your current work in field or a proposal that outlines your research project. The final Research or Practice Evaluation report is due at the end of the Spring semester (see guidelines below). This proposal is designed as the first step and aims to assist you in planning and implementing your study.
Your evaluation proposal should respond to the following questions:
1. What practice intervention or interventions do you seek to evaluate? 2. What is your evaluation question? 3. Who will be involved in the evaluation process? (e.g. clients, client family members, other helping professionals, etc.) 4. What will you need to know to conduct this evaluation? 5. What method or methods will you use to conduct the evaluation? (Evaluation design, sample, measurement tools) 6. What are the limitations of your evaluation design and methods? 6. How will you implement the evaluation? 7. Who will you consult to assist you in the evaluation process? 8. What obstacles might you encounter and how might you resolve these? 9. What are the ethical considerations within your study? Cite at least two specific ethical principles and values from the NASW Code of Ethics (2008).
Your research study proposal should respond to the following questions:
1. What is the general area (larger issue, topic area) you want to research? 2. What is your specific researchable question? 3. Who/what will be studied in the research process? (unit of analysis) 4. What will you need to know to conduct this study? 5. What is your research design? What are your methods (e.g. survey, field observation, etc.), sampling design, human subjects, measurement tools, etc. 6. What are the limitations of your design and methods? 6. How will you implement the study? 7. Who will you consult to assist you in the study process? P a g e | 24 8. What obstacles might you encounter and how might you resolve these? 9. What are the ethical considerations within your study? Include a discussion of relevant NASW Code of Ethics principles and values related to research and human subjects.
Resources: 1. Chapters in your Approaches to Social Science Research (SOWK310) text (e.g. on evaluation research and readings on single-case or single-subject designs - we will talk about this in class), as well as handouts and assignments from this class. 2. Demonstrating Your Program's Worth: A Primer on Evaluation for Programs to Prevent Unintentional Injury (download in pdf format or order online [free] at: http://www.cdc.gov/ncipc/pub - res/demonstr.htm) 3 Community Tool Box at http://ctb.ku.edu/ (Under “Learn a Skill” - Evaluating Programs). See course readings above
WHICH PROJECTS/STUDIES MUST BE REVIEWED BY THE IRB?
The college’s IRB has assured federal regulatory agencies that the institution will review and approve all research that meet the federal definition of human subjects research.
Determining whether or not a project meets the federal definition of research involving human subjects is a two-step process. The investigator must determine if the project meets the federal definition of research and, if so, determine if the project includes human subjects. The information below will help you assess whether IRB review is required.
Note: Projects including the use of drugs or devices (either approved or unapproved by the FDA) require submission to the IRB.
Step One — Is it Research?
The Federal Policy for the Protection of Human Subjects (Common Rule) defines research as “a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge...”
What is systematic investigation?
Systematic Investigation is typically a predetermined method for studying a specific topic, answering a specific question(s), testing a specific hypothesis(es), or developing theory. P a g e | 25 Systematic investigations include observational studies, interview or survey studies, group comparison studies, test development, and interventional research.
Projects that are not systematic investigations include oral histories, journalism, phenomenological activities.
Gray areas: Case studies prepared and disseminated for educational purposes are not systematic investigations and therefore are not considered research. If you are unable to prepare the case study report without disclosing information that would make it possible to identify the subject, you must obtain permission from the subject before using their data. Please note the important difference between a case study that is not research and an experimental research study, with an “n-of-1,” (a research study with only one subject) that is human subjects research. Program evaluation may also fall into or out of this definition based on design and intent.
What is generalizable knowledge?
Developing or contributing to generalizable knowledge means that intent or purpose of the systematic investigation is dissemination of findings. Common ways of disseminating results include publishing or presenting.
To help determine the intent or purpose of the activity ask this question: would this project be conducted as proposed if the principal investigator knew that he or she would never receive any form of academic recognition for the project including publication of results in a scholarly journal or presentation of the project at an academic meeting? If the project would remain exactly the same, the activity is most likely not research.
Gray areas: Quality Improvement (QI) is not considered research if the primary intent of the QI is to inform or improve a local process. However, if your primary intent is to generalize the results outside of your local area the activity is research
IRB review is not required if your project does not match the definition of research. You do not need to submit an application.
Step Two — Does it involve human subjects?
The Federal Policy for the Protection of Human Subjects (Common Rule) defines human subjects as “… a living individual about whom an investigator (whether professional or student) conducting research obtains (1) data through intervention or interaction with the individual, or (2) identifiable private information.” P a g e | 26 Notice that the definition of human subject focuses on what information or material is obtained from people. If either of the following is true, your research activity involves human subjects.
Data about living individuals through intervention or interaction
An intervention may be physical procedures (e.g. venipuncture) or manipulations of living individuals or the living individuals’ environments.
An interaction may be communication or interpersonal contact between the investigator (or research team) and the living individual. Examples include interviews, questionnaires, surveys, observations, manipulations of subject behavior, diet, or environment, physical measurements, specimen collection (e.g. blood tissue), and administration of experimental drugs or devices.
Why “about whom” is key
Consider if the project focuses on the person or if the focus is on policies, practices or procedures about which the person is knowledgeable. Projects which collect information about policies, practices or procedures – even if the person who provided that information is identified – do not constitute human subject research.
Identifiable private information about living individuals
Identifiable means if 1) the identity of the individual from whom the information was obtained is ascertained or may be readily ascertained by the investigator; or 2) the identity of the individual from whom the information was obtained is associated or may be readily associated with the information.
Private Information is information about behavior that occurs in a context in which the individual can reasonably expect that no observation or recording is taking place or information that has been provided for specific purposes that the individual can reasonably expect will not be made public (e.g. medical record, employee or student records).
Examples of identifiable, private information include the subject’s name, address, phone number, social security number, medical record number, student or employee identification number, or in some cases, the combination of data such that they can identify a single individual through deductive reasoning. For example, data about employer, job title, age and gender may not individually identify a subject, but when combined, could in certain cases, identify a specific individual. P a g e | 27 What is NOT considered identifiable, private information: If the information cannot be linked to a living individual, or is considered public or is given with the expectation that it will be made public and that it will be linked to the individual (e.g. biography or news story), then it would not be considered private identifiable information. For example, use of a publicly available data set that does not contain identifiers or codes linked to individuals does not involve human subjects research. However, use of a publicly available data set that does contain identifiers or codes linked to individuals does involve human subject research.
If you obtain/purchase/are given specimens/cells/material/data that has already been collected by someone else for some other purpose, and the specimens/cells/material/data are not linked to any identifiers that would make reasonably possible to identify an individual, the activity is not considered research with human subjects.
If your activity is research but does not involve human subjects as defined in the regulations your activity does not fall under the purview of the IRB. You do not need to submit an application.
If you have determined that your research does meet the federal definition for human subjects research, you will need to apply for IRB review and approval before you begin (the IRB will not review projects retrospectively). Use the menu bar to the left to determine which type of application you need to submit.
Still unsure?
If you are unsure if your project meets the definition of research, you can contact the Co-Chairs to set- up an individual meeting to discuss your project with a committee member.
Additional Resources Available in the following Appendixes: A, B, C, D, and E P a g e | 28 (In class) Oral Case Presentations and Role Play
Course Objectives: This assignment is designed to contribute to achieving Objectives #: 1-13
Start Date: Friday, September 16, 2016
Goals of this Assignment are to: 1. Increase student’s skills to formally organize assessment material. 2. Demonstrate ethical behavior when preparing and presenting case material. 3. Integrate theoretical and research knowledge relevant to the case 4. Demonstrate professional oral skills. 5. Provide supervision and feedback to enhance student's client assessment skills.
Overview: Each student will sign up to present a case-situation in class based on a field practice experience. The “case” can be an individual, family, or group. It can also be a macro-related practice experience (e.g. assisting with a grant proposal or special event planning, participation in a network planning meeting).
The following guidelines provide you with the type of content that is included in formal case presentations in agency settings. For individual and family cases, you will likely have access to client charts/records to research this information. For a new case or even some older cases, you may not yet have all the information. For the purposes of this assignment, you will not need all of this information to present a case – you will just present what you know!
Note: As you know, it is important to keep all client-identifying information confidential. Use fictitious names for clients, their relatives, neighborhood, schools, etc.
Individual Client and/or Family: Information to include in your presentation (as possible)
48. Identifying socio-demographic information: age, gender, race/ethnicity, marital status, education, economic status.
49. Family composition and current living situation.
50. How the client came to your agency (e.g. if he/she was referred, and who by)
51. The presenting problem(s), as presented by: the referral source, the client and his/her family (e.g. a parent or primary care giver, in the case of a child). P a g e | 29 52. Background information, any history of the problem(s) or related problems, and identification of strengths, resources and/or coping skills. Include in your discussion issues relevant to the client=s bio-psycho-social development. This includes information that you gathered during the assessment phase of your work with the client, for example:
The client’s history Client’s developmental history and current developmental Astatus@ Client’s health status and history Family history School or work history Relationships with others (e.g. with friends, family, teachers, co-workers) Social support and community resources available to the client
53. Ethics- Identity ethical issues in providing services to the client system. Cite specific principles or values from the NASW Code of Ethics (2008).
54. A summary of your assessment of how the client is currently functioning within the context of the various systems in her/his social environment and life (e.g. family, school, work, social activities, personal functioning, such as self-care, etc.). Utilize a strengths perspective to assess client=s functioning and relationship with other systems in his/her environment. Another student will be drawing an Eco-Map on the board as you speak to illustrate client=s relationship with resources in his/her environment.
55. An assessment of how you view the issues/problems faced by this client. Relate your assessment to at least one relevant theory and to existing research.
56. Within the context of the activities of your agency and your client’s needs, what plan of action (treatment or intervention plan) was developed, in conjunction with the client and/or with significant others (e.g. parents). What goal or goals were established? Describe the Intervention Plan, the intended duration of treatment/services, and any other participating agencies or Ahelping@ professionals or informal helping networks (e.g. self-help groups, client=s minister or priest, etc.) involved in the provision of services.
57. Briefly describe the treatment/services the client has received so far (or received while he/she was your client, if you are no longer working with this client) from you and others collaborating in the treatment plan. Identify any services that are missing or not available to the client.
58. How would you assess your client’s possibilities, i.e. outlook for the future? Provide objective support for your prognosis based on all the information you have about the client’s strengths and problems/issues and his/her social environment. (For class discussion by all members: Given the nature of the issues/problem(s) presented, how might they also be (or better be) addressed through P a g e | 30 other forms of social work practice? (i.e. through community, organizational or policy interventions). Describe possible alternative interventions and why you selected them).
59. Pose at least one question about your case to the class for feedback and discussion.
Group Experience: Information to include in your presentation (as possible)
1 A brief description of the organizational setting in which the group is being conducted. For example, if in a school or an agency, describe the school or agency setting, the resources available B staffing, space, educational materials, technological aids (if applicable), institutional support for the group (is their a commitment on behalf of the agency to the group program? How is this commitment manifested?), sources of funding for the group service/activities.
2. Describe the actual location where the group meetings are held, i.e., the physical layout of the room in respect to privacy, comfort, space, noise, lighting, furnishings, availability of materials used in group activities, etc.. How are participants and group facilitators seated in the room?
3. Describe the structure of the group, i.e. frequency of group sessions, duration of each session, whether it is an open or closed group, whether there is a time-limit on the life of the group, size of the group (how many participants and if there are any size restrictions).
4. Explain why the group was established. What need or needs is the group responding to? What were the original goals or purposes of the group? (i.e. what does it aim to achieve?). Who was involved in planning and organizing the group? If you were involved, describe your role in the planning and development stage? Was the Atarget population@ (clients themselves) involved in designing the group program? Explain in what way they were involved.
5. Describe the processes or criteria for participating in the group and how participants are recruited for the group. Is participation voluntary or e.g. court mandated? If voluntary, is their any type of selection criteria? Who makes the decisions about who can or cannot participate? Also, what are the primary referring sources to the group? (e.g. teachers, other agencies, self-referred, etc.).
6. Provide a brief socio-demographic description of group members: age, gender, race/ethnicity, marital status, education, economic status. (As you know, use false names) P a g e | 31 7. Describe your role and participation in the group. What do you actually do as the facilitator or co-facilitator? Describe your feelings as they relate to your experience and role in the group?
8. At this time, what stage or phase is the group in, i.e. beginning, middle or ending phase? Describe how group rules where established during the beginning phase.
9. Describe the group dynamics, as they can be assessed so far. What roles do different members of the group play in the group processes?. What are the patterns of communication in the group? How is conflict handled? How are feelings attended to? Can you identify any specific factors that facilitate the problem-solving process?
10. Describe any progress towards the goal(s) of the group that might have been achieved to date. Discuss the group processes that you think contributed to this progress. Also, identify strategies or interventions and resources that might enhance the effectiveness of the group. Explain why.
11. Pose at least one question about your group to the class for feedback and discussion.
31 P a g e | 32 Oral Case Presentations Analysis: Guidelines for Class Discussions
Course Objectives: Numbers 1 - 13
Each case presented in class will be discussed and analyzed by the class as a whole. The following guidelines developed by the authors of your “Just Practice” text can help us think about the issues relevant to each case. We will also be discussing the “Biopsychosocial” perspective and assessment model in class.
Guidelines from the “Just Practice Framework”:*
Meaning What are the core concepts relevant to this case? What are the meanings of these core concepts as they relate to current social policy and practice? How do these meanings fit with your own understandings of these terms? How might these meanings differ from the experience and understanding of the client(s) in this case How does the client make sense of her/his situation? How might you validate her/his views and acknowledge your own perspectives as well?
Context How does the organizational context shape your interaction with this client? How might class, race, or gender-based images both inform your agency's policies and practices and shape the interaction between you as a social worker and this client? How might you discuss these issues while addressing the immediate circumstances of the client’s life?
Power How do the power relations that shape public policy impact this interaction? Who has the power to make and enforce decisions that affect this client’s life? What power do you have in this situation and how can you share it? What power does the client have and how might she/he exercise it? Is it meaningful to speak of empowerment here, and if so, what specific forms might it take? How might you make power a theme that can be discussed?
History How have past experiences and circumstances shaped the way you perceive this client and her/his situation? What prejudgments may be involved? What past events and circumstances have shaped the client’s perceptions? How do broader histories of racism, sexism, heterosexism, or classism infiltrate the relationship?
Possibility What are the possibilities for renaming and reframing the encounter? How might the client’s view and voice be validated?
32 P a g e | 33 How might the client be brought in as a meaningful participant in the decisions that affect her/his life? How can you best practice advocacy within the time, resource, and policy constraints of the position? How might you challenge the limits of those constraints in the process?
*Adapted from: Finn, Janet L. and Maxine Jacobson (2003). Just practice: steps toward a new social work paradigm. Journal of Social Work Education, 39 (1): 57.
33 P a g e | 34 Websites of Interest: www.cbpp.org/housingvoucher.htmCenter on Budget and Policy Priorities www.cwla.org Child Welfare League of America www.cswe.org Council of Social Work Education (CSWE) website www.endhomelessness.org/ National Alliance to End Homelessness www.famerenaissance.org First A.M.E. Church Renaissance Center website, a faith-based organization for economic development in Los Angeles www.first5.org First 5 – referral site for children (0-5 yr) and their families; multi- language access www.hud.gov/homeless/index.cfm U.S. Department of Housing and Urban Development/Homeless www.followthrough.net/WAPJC Whittier Area Peace & Justice Coalition www.lahsa.org/ Los Angeles Homeless Services Authority www.lswo.org. Latino Social Work Organization www.lacehh.org/ L.A. Coalition to End Hunger & Homelessness www.nami.org National Alliance of the Mentally Ill www.nationalhomeless.org/ National Coalition for the Homeless www.nch.ari.net National Coalition for the Homeless www.nlchp.org/ National Law Center on Homelessness and Poverty www.naswca.org National Organization of Social Workers, CA www.nosweatshop.com Info about “no-sweat” products www.pflag.org Parents, Families, and Friends of Lesbians and Gays www.redandgreen.org/SWAA/SWAALinks.htm Social Welfare Action Alliance, a progressive coalition of social workers and service recipients, link page to progressive/radical and government websites www.rtumble.org Identifies current “hot topics” in legislation and policy www.sweatshopwatch.org Info about products/stores that use “sweat labor” and ways that you can purchase “no-sweat” stuff. www.weingart.org/institute/ Institute for the Study of Homelessness and Poverty (Weingart Center) www.nyu.edu/socialwork/wwwrsw World Wide Web Resources for Social Workers
34 P a g e | 35 Appendix A
35 P a g e | 36 Appendix B
36 P a g e | 37 Appendix C
Literature Review Worksheet1/3: Evidence Based Practice (Through a Just Practice Approach)
An evidence-based review seeks to comprehensively cover the field in order to find the best form of intervention (Adolphus, 2011). 1. Introduction:
A. Hook. Define the social problem being addressed. What is____? a. Hook example: Many high school students struggle emotionally and academically in school. b. Example: Defining poverty, high school dropout.
B. Describe population who is impacted by the social problem. a. Characteristics of the population throughout U.S. b. Root causes of the problem. Describe the presenting problem practice issue. c. Describe prevalence of the problem in the general population by utilizing statistics to describe the extent of the problem, and any other contextual issues.
C. State your research question in bold and as a running heading. a. Example: Given the low high school graduation rate throughout the U.S. my research question is: How does completion of the WhyTry Program (EBP) affect high school student’s attendance? (population and factor) b. OR : What EBP increases students’ school attendance?
D. A brief statement of how your study relates to previous work in this area and how it targets gaps in current research studies.
E. List of social work values that may be faced during study.
F. Introduce cultural competency and cultural humility and their importance in research in general and your specific research (California Healthcare Advocates&NASW, 2016). a. Compare and contrast competency and humility (NASW, 2016).
G. Describe any ethical concerns regarding your study through the NASW or IASSW (NASW&IASSW, 2016).
H. Introducing implications for change. a. Example: List various research studies that will later appear in the body of the paper or evidence-based practices/or past research studies on particular topic.
37 P a g e | 38 I. Rational for your own study-and how EBP and your research fits into the body of research on your topic.
II. Body:
When looking at prior studies consider….
Study # Author What What How is What Is it What is Are there How will and theories research cultural is the translated missing flaws in your study year address the has competen time from ? the body relate to, topic? previousl cy and period another of yet go y been cultural of the language existing beyond the done? humility study? ? research previous addressed: that you study? Context, feel you Meaning, can name History, and Power and remedy? Ethical Principles ? (Californi a Healthcare Advocate &NASW, 2016). (Finn & Jacobson, 2008).
38 P a g e | 39
A. Define/explain the EBP or implementation of another research study. For each paragraph describe one or more studies to back up EBP or the reason for your own study.
a. What is the research question for the study?
b. What were the results/research findings? Were the researchers clear as to why the proposed solution was the best solution to this issue?
c. Why is it effective?
d. Critical commentary:
-Weighing pros and cons of this particular study and the research done. Integrate discussion of ethics through the NASW and IASSW (NASW&IASSW, 2016).
Example: “This study had some flaws because it was a phone interview/ snowball interviewing/ participants were not diverse” Or “Because of the in-depth interviewing and the vast population interviewed, this study has been used to be representative of the general population in particular southern states.”
-Weighing the pros and cons of other various research papers in relation to the study you are talking about. Integrate discussion of ethics through the NASW and IASSW (NASW&IASSW, 2016).
Example: “While this study explains compassion as relating to empathy, another study by Ruth St. James found that these results contradicted her study of…. “ Or “Both of these studies found similar results and thus they both prove the effectiveness of this EBP.”
(Continue adding body paragraphs as needed for each additional study.)
III. Conclusion: A. Are there flaws in the body of existing research that you feel you can remedy?
B. How will your study relate to, yet go beyond the previous studies?
C. Which evidence-based practice appears most effective? Or: Does this EBP appear effective?
D. How can your research add components of cultural competency and cultural humility (For future research)? (California Healthcare Advocates&NASW, 2016).
39 P a g e | 40 a. How can it be improved to benefit the community being served?
E. Make an argument for your specific topic and why the studies above support the further research you intend to conduct.
a. Example: “Throughout this body of research it is conveyed that dialectical behavior therapy (DBT) has been utilized as an effective evidence-based practice therapy for at risk youth. However …which is why it is important to further look at ....”
40 P a g e | 41 Works Cited
Adolphus, M. (2011). How to conduct a systematic or evidence-based literature review. Emerald Group Publishing. Retrieved from http://www.emeraldgrouppublishing.com/authors/guides/write/evidence_based.htm.
California Healthcare Advocates. (2016). Are you practicing cultural humility? – The key to success in cultural competence. Retrieved from: http://www.cahealthadvocates.org/news/disparities/2007/are-you.html.
Finn, J. L. & Jacobson, M. (2008). Just practice: A social justice approach to social work. Peosta, Iowa: Eddie Bowers Publishing co, inc.
International association of schools of social work. (2016). Ethics in social work, statement of principle. Retrieved from http://www.iassw-aiets.org/ethics-in-social-work- statement-of-principles.
National Association of Social Worker. (2016). Diversity and cultural competence. Retrieved from https://www.socialworkers.org/pressroom/features/issue/diversity.asp.
41 P a g e | 42 Appendix D Literature Review Worksheet 2/3: Qualitative
Researchers conduct a thorough review of the literature to summarize existing philosophies in order to see where theory or research is lacking (Foundation of Qualitative Research in Education, 2012).
1. Introduction:
J. Hook. Define the social problem being addressed. What is____? a. Hook example: Many high school students struggle emotionally and academically in school. b. Example: Defining poverty, high school dropout.
K. Describe population who is impacted by the social problem. a. Characteristics of the population throughout U.S. b. Root causes of the problem. Describe the presenting problem practice issue. c. Describe prevalence of the problem in the general population by utilizing statistics to describe the extent of the problem, and any other contextual issues.
L. State your research question in bold and as a running heading. a. Example: Given the low high school graduation rate throughout the U.S. my research question is: How does completion of the WhyTry Program affect high school student’s attendance? (population and factor) b. OR : What do qualitative studies reveal about effective efforts to increases students’ school attendance?
M. A brief statement of how your study relates to previous work in this area and how it targets gaps in current research studies.
N. List of social work values that may be faced during study. Describe any ethical concerns regarding your study through the NASW or IASSW (NASW&IASSW, 2016
O. Introduce cultural competency and cultural humility and their importance in research in general and your specific research (California Healthcare Advocates &NASW, 2016). a. Compare and contrast competency and humility (NASW, 2016).
P. Introducing implications for change. a. Example: List various research studies that will later appear in the body of the paper or past research studies on particular topic.
Q. Rational for your own study-and how your qualitative research fits into the body of research on your topic.
II. Body: 42 P a g e | 43
When looking at prior studies within the fast five years consider….
Study # Author What What How is What Is it What is Are there How will and theories research cultural is the translated missing flaws in your study year address the has competenc time from ? the body relate to, topic? previousl y and period another of yet go y been cultural of the language existing beyond the done? humility study? ? research previous addressed: that you study? Context, feel you Meaning, can name History, and Power and remedy? Ethical Principles (Californi a Healthcare Advocate &NASW, 2016). (Finn & Jacobson, 2008).
B. Define/explain the qualitative research or implementation of another research study. For each paragraph describe one or more studies to back up the reason for your own study.
e. What is the research question for the study?
43 P a g e | 44 f. What were the results/research findings? Were the researchers clear as to why the proposed solution was the best solution to this issue?
g. Why is it effective?
h. Critical commentary:
-Weighing pros and cons of this particular study and the research done. Integrate discussion of ethics through the NASW and IASSW (NASW&IASSW, 2016).
Example: “This study had some flaws because it was a phone interview/ snowball interviewing/ participants were not diverse” Or “Because of the in-depth interviewing and the vast population interviewed, this study has been used to be representative of the general population in particular southern states.”
-Weighing the pros and cons of other various research papers in relation to the study you are talking about. Integrate discussion of ethics through the NASW and IASSW (NASW&IASSW, 2016).
Example: “While this study explains compassion as relating to empathy, another study by Ruth St. James found that these results contradicted her study of…. “ Or “Both of these studies found similar results and thus they both prove the effectiveness of the research.”
(Continue adding body paragraphs as needed for each additional study.)
III. Conclusion: F. Are there flaws in the body of existing research that you feel you can remedy?
G. How will your study relate to, yet go beyond the previous studies?
H. What qualitative study appears most effective? I. How can your research add components of cultural competency and cultural humility (For future research)? (California Healthcare Advocates &NASW, 2016). a. How can it be improved to benefit the community being served?
J. Make an argument for your specific topic and why the studies above support the further research you intend to conduct.
a. Example: “Throughout this body of research it is conveyed that dialectical behavior therapy (DBT) has been utilized as a therapy for at risk youth. However …which is why it is important to further look at…”
44 P a g e | 45
Works Cited
California Healthcare Advocates. (2016). Are you practicing cultural humility? – The key to success in cultural competence. Retrieved from: http://www.cahealthadvocates.org/news/disparities/2007/are-you.html.
Finn, J. L. & Jacobson, M. (2008). Just practice: A social justice approach to social work. Peosta, Iowa: Eddie Bowers Publishing co, inc.
Foundation of qualitative research in education. (2012). Literature reviews. Retrieved from http://isites.harvard.edu/icb/icb.do?keyword=qualitative& pageid=icb.page35064.
International association of schools of social work. (2016). Ethics in social work, statement of principle. Retrieved from http://www.iassw-aiets.org/ethics-in-social-work- statement-of-principles.
National Association of Social Worker. (2016). Diversity and cultural competence. Retrieved from https://www.socialworkers.org/pressroom/features/issue/diversity.asp.
45 P a g e | 46 Appendix E
Literature Review Worksheet 3/3: Quantitative Quantitative reviews digest all of the available research studies on a particular topic in order to determine the effects of one variable on another directly or indirectly (Foundation of Quantitative Research in Education, 2012). .
1. Introduction:
R. Hook. Define the social problem being addressed. What is____? a. Hook example: Many high school students struggle emotionally and academically in school. b. Example: Defining poverty, high school dropout.
S. Describe population who is impacted by the social problem. a. Characteristics of the population throughout U.S. b. Root causes of the problem. Describe the presenting problem practice issue. c. Describe prevalence of the problem in the general population by utilizing statistics to describe the extent of the problem, and any other contextual issues.
T. State your research question in bold and as a running heading. a. Example: Given the low high school graduation rate throughout the U.S. my research question is: How does completion of the WhyTry Program affect high school student’s attendance? (population and factor) b. OR : What do quantitative studies reveal about effective efforts to increases students’ school attendance?
U. A brief statement of how your study relates to previous work in this area and how it targets gaps in current research studies.
V. List of social work values that may be faced during study. Describe any ethical concerns regarding your study through the NASW or IASSW (NASW, IASSW, 2016).
W. Introduce cultural competency and cultural humility and their importance in research in general and your specific research (California Healthcare Advocates&NASW, 2016). a. Compare and contrast competency and humility (NASW, 2016).
X. Introducing implications for change. a. Example: List various research studies that will later appear in the body of the paper or past research studies on particular topic.
Y. Rational for your own study-and how your quantitative research fits into the body of research on your topic.
46 P a g e | 47 II. Body:
When looking at prior studies within the last five years consider….
Study Autho What What How is What Is it What Are How will # r and theories research cultural is the translate is there your year address has compete time d from missin flaws in study the topic? previous ncy and period another g? the relate to, ly been cultural of the languag body of yet go done? humility study e? existing beyond addresse ? research the d: that you previous Context, feel you study? Meaning, can History, name Power and and remedy Ethical ? Principle s? (Californ ia Healthca re Advocate &NASW , 2016). (Finn & Jacobso n, 2008).
C. Define/explain the quantitative research or implementation of another research study. 47 P a g e | 48 For each paragraph describe one or more studies to back the reason for your own study.
i. What is the research question for the study?
j. What were the results/research findings? Were the researchers clear as to why the proposed solution was the best solution to this issue?
k. Why is it effective?
l. Critical commentary:
-Weighing pros and cons of this particular study and the research done. Integrate discussion of ethics through the NASW and IASSW (NASW&IASSW, 2016).
Example: “This study had some flaws because it was a phone interview/ snowball interviewing/ participants were not diverse” Or “Because of the in-depth interviewing and the vast population interviewed, this study has been used to be representative of the general population in particular southern states.”
-Weighing the pros and cons of other various research papers in relation to the study you are talking about. Integrate discussion of ethics through the NASW and IASSW (NASW&IASSW, 2016).
Example: “While this study explains compassion as relating to empathy, another study by Ruth St. James found that these results contradicted her study of…. “ Or “Both of these studies found similar results and thus they both prove the effectiveness of the research.”
(Continue adding body paragraphs as needed for each additional study.)
III. Conclusion: K. Are there flaws in the body of existing research that you feel you can remedy?
L. How will your study relate to, yet go beyond the previous studies?
M. Which quantitative study appears most effective?
N. How can your research add components of cultural competency and cultural humility (For future research)? (NASW& IASSW, 2016).
a. How can it be improved to benefit the community being served?
O. Make an argument for your specific topic and why the studies above support the further research you intend to conduct.
48 P a g e | 49 a. Example: “Throughout this body of research it is conveyed that dialectical behavior therapy (DBT) has been utilized as an effective therapy for at risk youth. However … which is why it is important to further look at…”
49 P a g e | 50 Works Cited
California Healthcare Advocates. (2016). Are you practicing cultural humility? – The key to success in cultural competence. Retrieved from http://www.cahealthadvocates.org/news/disparities/2007/are-you.html.
Finn, J. L. & Jacobson, M. (2008). Just practice: A social justice approach to social work. Peosta, Iowa: Eddie Bowers Publishing co, inc.
Foundation of quantitative research in education. (2012). Literature reviews. Retrieved from http://isites.harvard.edu/icb/icb.do?keyword=qualitative& pageid=icb.page35064.
International association of schools of social work. (2016). Ethics in social work, statement of principle. Retrieved from http://www.iassw-aiets.org/ethics-in-social-work- statement-of-principles.
National Association of Social Worker. (2016). Diversity and cultural competence. Retrieved from https://www.socialworkers.org/pressroom/features/issue/diversity.asp.
50 P a g e | 51 Appendix F
AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) GUIDELINES
REFERENCING SOURCES: EXAMPLES:
12. Journal Article:
Kilimoski, R., & Palmer, S. (1993). The ADA and the hiring process in organizations. Consulting Psychology Journal: Practice and Research, 45(2), 10-36.
13. Magazine Article:
Posner, M. I. (1993, October 29). Seeing the mind. Science, 262, 673-676.
14. Newspaper Article:
Schwartz, J. (1993, September 30). Obesity effects economic, social status. The Washington Post, pp. A1, A4.
51 P a g e | 52
15. Entire Book:
Cone, J. D., & Foster, S. L. (1993). Dissertation and theses from start to finish: Psychology and related fields. Washington, DC: American Psychological Association.
16. Chapter in an Edited Volume: (book)
Auerbach, J. S. (1996). Socialization in the context of the family. In P. H. Mussen (Ed.), Child Psychology. (pp. 309-330). New York: Wiley Press.
17. Encyclopedia or Dictionary:
Sadie, S. (Ed.). (1980). The new Grove encyclopedia of music (6th ed., Vols. 1-4). London: Macmillan Press.
18. Organization as Author:
U.S. Department of Health and Human Services. (1994). Morbidity and mortality statistics, June 1993 (DHSS Publication No. ADM 32-0956). Washington, DC: Author. P a g e | 53
REFERENCING AON-LINE@ SOURCES (ELECTRONIC MEDIA - INTERNET):
EXAMPLES:
U.S. Department of Health and Human Services. (1996). Summary of notifiable diseases, United States 1995. Morbidity and Mortality Weekly Report, 44(53) [On-line]. Available: www.cdc.gov/ncidod/publications/eid_plan/summary.htm
Satcher, D. (1996). Emerging Infections: Getting ahead of the curve. Emerging Infectious Diseases, 1(1) [On-line]. Available: www.cdc.gov/ncidod/EID/vol1no1/satcher.htm
National Institute on Aging. (1997). Even in old age, genes still influence the way we learn, new study suggests [On-line], Public Information Office. Available: www.nih.gov:80/nia/new/ press/oldgenes.htm
WRITTING AUTHORS IN TEXT IN APA STYLE:
EXAMPLES:
Either: Rubin and Rubin (1992) report that a sense of disempowerment stems from “learned inefficacy”.
Or: A sense of disempowerment stems from “learned inefficacy” (Rubin and Rubin, 1992).
Direct Quotes:
Either: According to Rubin and Rubin (1992), “Disempowerment also occurs because people learn inefficacy” (p. 64).
Or: “Disempowerment also occurs because people learn inefficacy” (Rubin and Rubin, 1992, p. 64). P a g e | 54