University of Windsor s1

47-336-01 Theory and Practice of Generalist Social Work 1 Dr. W. Gallant Fall, 2008 Page 1 of 36

UNIVERSITY OF WINDSOR SCHOOL OF SOCIAL WORK

47-336-01 Theory and Practice of Generalist Social Work 1

Tuesday & Thursday 8:30 a.m. – 9:20 a.m. Room 2173 CHN Dr. Wilfred Gallant. Fall 2008 Office: Room CHS 2155 Phone: 253-3000, Ext. 3071 e-mail: [email protected] Office Hrs. T. & Th. 10:00 a.m - 11:30 p.m. Or By Appointment Or Via Electronic E-Mail Last Day for Voluntarily Withdrawing from the Course: Fri., Nov., 7th

Calendar Description

Examines the knowledge base, principles, and techniques of social work generalist practice and the use of social work values in the context of offering help focusing on individuals (micro-level). Included are the use of interpersonal relationships as a medium for helping and the use of theories of human interaction within various systems as a base for problem assessment. Emphasis will be on practice with individuals in their social context. Special time will be taken to ensure the integration of classroom learning with student's experiences in their field placements. (Must be taken concurrently with 47-350).

Course Objectives The purpose of this course is:

1. to provide an overview of the generalist model of social work practice and various associated theoretical frameworks used in social work; 2. to learn how to conduct an assessment within a person-in-environment micros system approach; 3. to learn to develop an initial intervention plan; 4. to learn to develop and apply continuous evaluation of practice; 5. to integrate classroom learning with students’ experiences in their field placements.

Knowledge Objectives To develop an understanding of the following:

1. the foundation principles of general practice social work with oppressed and culturally diverse groups; 2. the principles, methods, techniques, and skills used in general social work practice within the context of the person-environment micro-system; 3. foundation knowledge of general practice with oppressed and culturally diverse groups; 4. knowledge of empowerment and problem solving processes as a means of engagement, assessment, contracting, intervention, evaluation, and termination; 5. knowledge of the ethical and value base of generalist social work practice. 47-336-01 Theory and Practice of Generalist Social Work 1 Dr. W. Gallant Fall, 2008 Page 2 of 36

6. knowledge of the impact of specific policies on the individual and on service delivery.

Value Objectives To foster a commitment to:

1. the core social work values of client self-determination, autonomy, equality, respect, dignity and worth, integrity, non-judgmental attitude, and confidentiality; 2. social work processes that ensure accountability, effectiveness, and relevance as continuing values for general practice; 3. the ethical standards and protocols of human service organizations in serving client systems; 4. the change of policy and service delivery to meet client needs; 5. respect for social and multi-culturalism /cultural diversity; 6. the Social Work Code of Ethics.

Skill Objectives To develop the ability to identify, explain, define, and demonstrate:

1. an identification and assessment of situations where the relationship between people and environments needs to be initiated, enhanced, challenged, restored, protected, and/or altered; 2. the application of a theoretical ecosystem framework to the problem-solving process; 3. the use of recorded and selected information for the development of an initial assessment, intervention, evaluation, and termination plan; 4. an identification with issues of social and multi-culturalism/cultural diversity and oppression to the person-environment interaction, including barriers such as policies and procedures in accessing services; 5. the application of relationship dynamics in the beginning, middle, and end phases of intervention in general practice social work.

Required Text

Timberlake, E., Farber, M., & Sabatino, C. (2008). Generalist social work practice: A strength-based problem-solving approach. Boston, MA: Allyn & Bacon.

PLEASE NOTE: PROVIDING APPROPRIATE ACCOMODATION FOR PROFESSOR IN CLASS

I HAVE A HEARING DISABILITY IN BOTH EARS WHICH REQUIRES THE USE OF HEARING DEVICES AND A TM TRANSMITTER. I WOULD THEREFORE REQUEST:

1. THAT ALL STUDENTS REFAIN FROM SPEAKING ALL AT ONCE IN CLASS IN ORDER TO ACCOMMODATE MY HEARING LOSS.

2, WHEN IN SMALL GROUPS, STUDENTS SHOULD KEEP THE NOISE LEVEL DOWN TO A MINIMUM SO THAT I CAN HEAR THE STUDENTS IN THE AJACENT GROUPS.

2 47-336-01 Theory and Practice of Generalist Social Work 1 Dr. W. Gallant Fall, 2008 Page 3 of 36

3. WHILE LECTURING, STUDENTS SHOULD REFRAIN FROM PRIVATE CONVERSATIONS AS THIS IS DISRUPTIVE TO ME AS A PROFESSOR AND MAKES IT DIFFICULT FOR ME TO CONCENTRATE ON MY LECTURE PRESENTATION.

Methods of Teaching

Instruction in this course will consist of lecturettes delivered by the instructor, class discussion, simulation exercises, work in small groups and dyads, experiential exercises, and role-playing.

Confidentiality Policy In order to integrate theory and practice, class discussions will draw on case examples from the instructor’s and students’ practice experience. In all instances, the presentation of case material will adhere to the Canadian Association of Social Workers’ Code of Ethics (CASW, 1994, Section 5.29 and 5.30). This means that students will be educated about what constitutes “confidential information” and about the necessity to protect clients’ confidentiality -- only non-identifying information can be presented and discussed. If it is not possible to conceal identifying information then the case will not be used. Students will be informed that the rules regarding confidentiality also apply to discussions outside of the classroom setting. If social work students use case examples from their field placement, they will be expected to have received consent to do so from the agency in which they are placed. Again all cases will be presented in a non-identifying way. Students, who discuss personal examples, whether about themselves or others, should consider their own need for confidentiality and those of others around them.

Format and Grading Policy

Attendance: Expectations in terms of full attendance, coming to class late, and leaving class early.

Though the School of Social Work does not have a required attendance policy, students are expected to attend each class (constitutes 10% of the course grade).

The experiential design of this course makes it extremely relevant that students attend (and make a meaningful contribution) to all classes in order to integrate class content and in order to achieve a reasonable grade in this aspect of the course. Students must notify the instructor of any class absence within 24 hours of the beginning of class by phone or e-mail (where possible) and present proper documentation of illness or emergency within one week in order to be excused for medical reasons. Exceptions will be made only for serious and critical circumstances. Students must also explain to the instructor any legitimate tardiness or reason for leaving class early.

Students must attend the whole class in order to receive credit for attendance and must remain for the whole class. Grades will be deducted from students for each unexplained, unjustified and/or unacceptable absence, tardiness or leaving class early. Students who miss classes come to class late or leave early will have their grades subtracted from the total grade for any of the three occurrences [10% of course grade].

Attendance will be taken in each class and the following penalty will be given for missed classes, coming late to class or leaving early without proper clearance. Permission will be only granted in severe circumstances. PLEASE NOTE THE FOLLOWING WILL BE STRICTLY ADHERED TO AND WILL BE AN INTERGRAL PART OF YOUR ATTENDANCE GRADE WHICH IS VALUED AT 10%.

STUDENTS WHO ARE ABSENT (more than one class within the semester) WITHOUT A SERIOUS AND LEGITIMATE EXCUSE OR WHO COME TO CLASS LATE (more than one class within the semester) OR LEAVE EARLY (more than one class within the semester) WITHOUT ACCEPTABLE CLEARANCE BY THE PROFESSOR WILL AUTOMATICALLY HAVE THEIR 10% GRADE REDUCED TO “0” OR “F-“).

THERE WILL BE NO EXCEPTONS FOR ABSENCES, LATENESS OR LEAVING EARLY EXCEPT FOR ILLNESS THAT IS DOCUMENTED WITH A DOCTOR’S CERTIFICATE OR DEATH IN THE IMMEDIATE FAMILY. ABSENCE, LATENESS OR LEAVING EARLY WILL BE GRANTED ONLY FOR SERIOUS REASONS AND MUST BE APPROVED BY THE INSTRUCTOR. STUDENTS SHOULD ADHERE TO THIS RULING IF THEY WISH TO RETAIN THE 10% OF THEIR GRADE.

Assignment # 2 and # 4: Verbal Participation and Active Class Contribution

Students are to use self-reflection, take responsibility for verbal participation and active contribution in the class, give constructive feedback to other students, and cooperate with peers in the process of mutual learning. Students are also expected to read the required materials prior to class and bring their written notes so as to foster active verbal participation and contribution in class in terms of discussions, role-playing, small group, and dyad work Students work in dyads, triads or groups to identify social work issues and the social work practices that might be used to address them. In order to explore and understand the experience of general social work practice, initial case studies are presented by the instructor. Students are also encouraged, however, to draw from their respective field placements to develop their own examples (with all identifying information deleted and using a composite of cases to further enhance confidentiality) to discuss with the class. Role playing will also be used in this class to allow students to assess their skills with respect to social work generalist practice. Students are expected to show their willingness to participate and constructive contribute in role playing and in so doing are expected to adhere to the Ontario College of Social Workers and Social Service Workers Code of Ethics in the classroom.

OVERALL VERBAL PARTICIPATION AND ACTIVE CLASS CONTRIBUTION EVALUATION FORM GUIDELINE (PART I = 5%; AND PART I = 5%) [Total = 10%]

Students must read the required materials in the course text prior to each class and bring their written work and lecture notes to class to foster active verbal participation and active contribution in class (i.e. discussions, role-playing, audiotaping and videotaping exercises, and small group and dyad work). Student should show willingness to work in a collaborative way in order to develop and improve your communication skills, and those of your peers. Students are expected to draw on the readings in the

4 47-336-01 Theory and Practice of Generalist Social Work 1 Dr. W. Gallant Fall, 2008 Page 5 of 36 class discussions. Reading and the effective use of empathic communication skills and the action- oriented dimensions of intervention, and thinking critically about the teaching/learning is an important part of this course. Completing readings, noting your questions and thoughts with respect to the readings, your work with clients where applicable, bringing your written notes to class, and being prepared to discuss these ideas during the classroom time will enhance the learning process of the entire class. Students will be encouraged to raise issues related to the topic, participate in critically analyzing the issues, and discuss how the learning might be applied to practice experience.

It is hoped that the social work theory and practice integration class will provide students the opportunity to express themselves in both a personal and professional manner and broaden their scope of areas related to social work intervention, social work intra-personal and inter-personal communication and relationship building as well as action oriented dimensions of assessment and intervention. Shared learning can create a valuable community of strength and enthusiasm that can bolster one's sense of competence and effectiveness. The stronger students who demonstrate an ability to communicate in terms of their own learning experience are invited to be supportive of other students who may not feel as free to verbalize and express themselves. It is hoped that this supportive type of communication will enhance learning and increase mutual trust and concern for all students. Students who tend to be timid and shy are supported and encouraged to begin asserting themselves by making constructive contributions in class. Students will complete a self-evaluation The is a guide for students and is part of the objective criteria used by the instructor for evaluating each student's active verbal and written contribution to the classroom process as these relate to their active contribution in class, the substance of major paper, their interviewing skills and the integration of field, if possible, and the video/audio/CD tape recordings as shared verbally in class and demonstrated in the various discussions and role plays.

Students will complete a self-evaluation form of their work and investment in the course which will be considered by the instructor when grading their verbal participation and active class contribution. TWICE IN THE TERM, IN ORDER TO PROVIDE A MORE DEMOCRATIC GRADING PROCESS. As per the guidelines provided, students have an opportunity to demonstrate the manner in which they have performed in the class and are given input into the grade they feel they deserve by means of the “two- “Part I and Part II Evaluations and grade based on the objective criteria provided and allows for a more collaborative and democratic distribution of grades. The OVERALL VERBAL PARTICIPATION AND ACTIVE CLASS CONTRIBUTION EVALUATION FORM is a guide for students as it relates to their active contribution in class, the substance of the major paper, their interviewing skills, the overall integration of their cumulative learning, and the video tape recordings as shared verbally in class and demonstrated in the various discussions and role plays.

47-336 COMPLETION OF OVERALL SELF-EVALUATION OF CLASS PREPARATION, VERBAL PARTICIPATION AND ACTIVE CLASS CONTRIBUTION PART I (2008) IS DUE ON THURS., OCTOBER, 9TH BEFORE CLASS TIME (ASSIGNMENT # 2) (YOU WILL FIND POSTED IN CLASS NOTES (5% OF 10%)

47-336 COMPLETION OF OVERALL SELF-EVALUATION OF CLASS PREPARATION, VERBAL PARTICIPATION AND ACTIVE CLASS CONTRIBUTION PART II (2008) IS DUE ON THURS., NOV. 27TH BEFORE CLASS TIME (ASSIGNMENT # 4) (YOU WILL FIND POSTED IN CLASS NOTES (5% OF 10%)

. The overarching goal for this course is to encourage an active learning environment where everyone is involved in learning together. Students are discouraged from performing behaviors that decrease the level of verbal participation and active class contribution. In effect, students are encouraged to perform behaviors that increase the level of class verbal participation and that enhance the teaching/learning process. Students should:

1. Read the required materials and complete the suggested exercises (where appropriate) prior to class and bring written notes to class to foster active participation in class (i.e. discussions, role-playing, audiotaping and videotaping exercises, and small group and dyad work. Complete the assigned laboratory exercises. Show willingness to work in a collaborative way in order to develop and improve your communication skills, and those of your peers. 2. Be willing to share the insights you have gained about your communication skills and be willing to engage in discussion about the impact of your behaviour on others and the impact of others’ behaviour on you. Students will be called upon in class to discuss their insights and relate them to readings, class discussion, their personal and practice experiences, and to social work values and ethics. 3. Be receptive to feedback from peers and reflect on this feedback, and be willing to give constructive feedback to others. 4. Demonstrate your work through role-plays in front of class members. This is required of all class participants. 5. Maintain the confidentiality of the class. Confidentiality will be discussed throughout the course. The level of appropriate class participation increases when students demonstrate the following behaviors:  Express an idea or ask a question that demonstrates understanding or critical thinking about a reading assigned for that class.  Express an idea or ask a question that demonstrates critical thinking about a topic presented by the instructor during class or posted on the course website by the instructor prior to class.  Demonstrate leadership in role plays or class exercises, such as facilitating or reporting discussion/results.  Share an example from the student’s personal, work, or other experiences (maintaining confidentiality rules when applicable) that matches the class discussion or content.  Every two weeks provide a written description of what the student learned linked to a specific comment, exercise, or other content from that class. (Note the specific class content followed by what was learned and based on the readings that were done. The level of appropriate class participation decreases when students demonstrate the following behaviors:  Have a private conversation during a class lecture, discussion, or exercise.

 Have a cell phone, pager, personal audio/video, or other electronic media that produces a signal that may distract the instructor or the class, including answering a cell phone call in the class room.  Use a portable computer or other electronic device for activities unrelated to class which potentially may distract or disturb student learning.  Ignore a class lecture, discussion, or exercise by sleeping, game-playing, or other activities not related to the course content.  Make inappropriate or disrespectful comments.

Student Evaluations of Teaching

As the instructor in this course, I encourage students to give feedback about the methods of instruction and course content. I will ask you to give formal feedback during the course around mid-semester and formal feedback will be requested in the form of Student Evaluations of Teaching (SET) during the last two weeks of classes.

Instructor Availability

I am available during and after every class, as well as during set office hours. You can also reach me by phone, email, and appointment to discuss course material or assignments, review graded work, discuss topics related to the course or the social work profession in general, and to talk about any other concerns regarding your learning in this course. If a matter is urgent, I can be reached at home at (519) 971-9489. Please avoid calling after 10 p.m.

Assignments for Students

Students are required to submit two papers and one reflective assignment consisting of three entries. The problems identified in the two papers are interconnected. For the papers, students select a social work problem or issue from their field placements that are of interest to them and both papers relate to this problem area. The first paper is a literature review that looks at Issues of Human Diversity (Cultural diversity/Multi-culturalism/ and Values and values in relation to the problem identified. In the final paper, the actual assessment and intervention plan is identified and critically examined from a general social work perspective with emphasis on both interaction skills and intervention skills. Students are encouraged to begin to define their own philosophy of practice and how this philosophy can be applied to the problem.

The papers well be evaluated in terms of:

1. Amount of Thought and Preparation 2. Organization of Thought and Content 3. Disciplined Use of Self 4. Style

The following will be used in the assessment of papers:

1) the paper refers to relevant and current literature; 2) the paper reflects an accurate understanding of the literature referenced; 3) the paper reflects class discussion and assigned readings; 4) the paper is well organized, having an appropriate introduction and a clear summary which draws it together at the end; 5) the language is clear, concise, and professional, with no colloquialisms, slang, or errors in spelling or sentence structure; 6) the paper demonstrates a logical integration of the literature, and includes the writer’s thoughts and conclusions; 7) the reference list is complete and follows American Psychological Association (APA) guidelines.

The reflective assignment consists of three separate submissions based on role-plays completed in the class with respect to interactional skills, empathic communication techniques, engagement, data collection, and assessment strategies. This assignment will be assessed with respect to the student’s ability to reflect on the following:

1) her/his level of empathic communication skills, interactional skills and intervention skills. 2) her/his cognitive and emotional responses during the role-play; 3) reactions of the client in the role-play; 4) critical analysis of her/his social work skills in the role-play based on assigned reading and class discussion; and 5) presentation of how the situation would be approached with an actual client.

Assignment # 1 & 2

Assignment # 1 Weight: 20% Due: Thurs. Oct. 9th Issues of Human Before class time Diversity (Cultural diversity/Multi- culturalism/ and Values Due: Thurs. Oct. 9th Assignment # 2 Weight: 5% Before class time OVERALL VERBAL PARTICIPATION AND Before class time ACTIVE CLASS CONTRIBUTION EVALUATION FORM GUIDELINE (PART I)

The paper for assignment # 1 should identify a specific social work problem and show how it relates to human diversity. The paper should include a clear introduction, an examination of the literature as it applies to the social work problem you have chosen to examine, and a clear summary. The introduction should briefly describe a social work problem related to a ‘composite client’ [a combination of information from one or two clients combined into one so as to ensure confidentiality] from your field placement (without any identifying information) related Issues of Human Diversity (Cultural diversity/Multi-culturalism/ and Values and identify the theoretical concepts that you will use to examine the issues. Issues related to gerontology, public social welfare, community service, education, corrections or homeless shelters can also be considered as identified in the course text. Potential areas of analysis might include ‘composite client’ concerns or issues such as poverty, racism, immigration, disabilities, mental health, sexual identity, gender, or community environmental characteristics. The analysis will include course lecture material, the course text, course readings, class discussions, and a minimum of five journal articles or chapters in books (in addition to the material from the course text) that are relevant to the topic. The content of the paper should include a discussion of the student’s values with respect to these issues as they apply to the problem, how they impede and/or enhance the intervention process, and how they are related to those of the Professional Social Work Code of Ethics. [THE NEW CODE OF ETHICS 2005 AND GUIDELINES FOR ETHICAL PRACTICE 2005 IS AVAILABLE THROUGH CLASS NOTES UNDER 47-336] The conclusion should discuss the usefulness of understanding Issues of Human Diversity (Cultural diversity/Multi-culturalism/ and Values and the student’s own values in relation to the identified problem situation. The paper should be 7 - pages in length, typed and double-spaced (7 pages absolute maximum – 12 pt font – 1” margins on all sides). Your conclusion should reflect the quality of your investment in this assignment and explain what you achieved in doing it. (See sample paper in class notes.) You are to follow the required template sections to carry out your assignment # 1 on Human Diversity that is displayed in both Class Notes as an addendum at the end of this course syllabus (pp 33-34).

Assignment # 3 & 4

Assignment # 3 Weight: 20% Due: Thurs. Nov. 27th Personal Reflections Before class time (Three Submissions)

Assignment # 4 OVERALL VERBAL PARTICIPATION AND ACTIVE CLASS Weight: 5% Due: Thurs. Nov. 27th CONTRIBUTION Before class time EVALUATION FORM GUIDELINE (PART II)

In assignment # 3 students will assign themselves role-plays in class, making up a simulated client (i.e. a composite or combination of clients from the field or a combination of individuals from your own experience providing one profile to be used with respect to practicing empathic communication, interactional skills, engagement, data collection, and assessment using the scenarios discussed in class. Students will be required to keep reflective notes on their thoughts, feelings, behaviour, experience and interactions with respect to these role-plays in the three sessions. You should focus on a constructive critique of your skills identifying your strengths and weaknesses. You will participate in self selective role-plays with respect to the scenarios chosen. You will choose the three role-plays and write a two to three-page analysis after each (three submissions) based on assigned readings and class lecture material, class notes, and class discussion. Your submissions should be used to assess what you did that was helpful in the role-play interaction, what you deem was not helpful, areas that were missed and how you would approach the actual client in this situation. You should also indicate your grasp of both empathic and communication skills. Feelings that you experienced during the role-plays should be reflected upon to assess how they were related to the problem situation. [Students should bring the notes taken from their readings and the role play to each class and be prepared to share these with the other students during class time.] Students are also expected to be able to make substantial references to the class lecture material and discussion in the submission of their work.

The three interviews, reflected in three submission, will hopefully show a systematic progression of your interview skills. Maximum – 12 pages.

All assignments above must be submitted at the appropriate time before class time on the due date. All assignments which are not handed in before class time on the due date or at the assigned time will immediately have the mark reduced by one grade (e.g. A to A-, A- to B+, etc.) per day and will not be accepted after one week. Extensions will be granted for sickness [only with a medical certificate] stating that your medical condition definitely prevented you from completing and submitting your paper on the due date, or severe circumstances which must be cleared in writing with the instructor. Students are to retain copies of all submitted papers.

Assignment # 5 See Addendum to Final Paper Assignment # 5 Required Template Guide to be Followed (P. 33)

Assignment # 5 Weight: 40% Assigned as Slot 14 from the Final Take Home Registrar’s Office Assessment and Intervention Due: Wed., Dec. 11th Plan (Major Paper) CHN Room 2155 at 12 Noon

The assignment # 5 paper will include an analysis of a 10 minute video/audio/CD taped interview. (Students who choose the video/CD taping option will need to make the appropriate recording arrangements with [Mr. Larry Foley at 3047, email: [email protected].] Students will provide a blank video/audio tape or CD for the media production of their interview. Since students are acting in dyads, the recorded interview can be shared by the student who acted as a worker and the student who acted as the client.) In this paper students will build on the analyses included in the first assignment. Social workers need to consider how they will become involved at various levels of intervention to assist target systems in addressing problems. The introduction should briefly review the problem or problem areas selected and identify the issues you will address in this paper. You are to follow the required template sections to carry out your assignment # 5 on Human Diversity that is displayed in both Class Notes as an addendum at the end of this course syllabus (pp 34-36).

The paper should include a bio/psycho/social/cultural/spiritual assessment of the problem, and outline a tentative contract; an intervention and treatment plan based on general social work practice. This will provide you with the data you will use to help you with the concepts identified and how you can actually apply them. You should incorporate relevant theories into the assessment and intervention plans using the course text, readings, class discussion, and the literature. The literature review should reflect that a minimum of five relevant journal articles or book chapters (different from those used in the first paper) have been read. You should critically analyze the assessment and intervention plans based on your own perceptions. The conclusions should discuss your perceptions of the usefulness of the general social work assessment and intervention plans, and discuss your own developing philosophy of social work practice. The paper should be 12 – 15 pages in length, typed and double- spaced (15 pages absolute maximum – 12 pt font – 1” margins). Students must remember that the instructor is seeking quality and not merely quantity. It is permissible in a good quality paper for a student to go over a few pages if necessary to effectively demonstrate their skills but not over 20 pages under any circumstances. All charts should be provided as an appendix at the end of the paper and can be included in addition to the maximum required number of pages. [Students who have access to an MP3 PLAYER/RECORDER can submit a CD copy of their interview as other students have done in the past.] (See sample paper in class notes.) You are encouraged to contact the instructor to help facilitate work on your assignments, clarify any issues, and answer any questions you might have.

The final paper is to be passed in to CHN 2155 at 12 noon on the assigned date: Wed., Dec. 11th, 2008 as assigned by the Registrar’s Office. Assignments which are not handed at noon time on the due date at the assigned time will immediately have the mark reduced by one grade (e.g. A to A-, A- to B+, etc.) per day and will not be accepted after one week. Extensions will be granted for sickness [only with a medical certificate] stating that your medical condition definitely prevented you from

completing and submitting your paper on the due date, or severe circumstances which must be cleared in writing with the instructor. Students are to retain copies of all submitted papers. Grading:

Assignment #1 Paper on Human Diversity 20%

Assignment #2 Verbal Participation and Active Class Contribution (Part I) 5%

Assignment #3 Three Reflections: Three Int. Submissions 20%

Assignment #4 Verbal Participation and Active Class Contribution (Part II) 5%

Assignment #5 Major Paper: Interview Analysis 40%

Assignment #6 Attendance 10% Total 100%

Course Grading Policy

Percentile Range Value Grade Grade Point 93-100 96.5 A+ 13 86-92.99 89.5 A 12 80-85.99 83.0 A- 11 77-79.99 78.5 B+ 10 73-76.99 75.0 B 9 70-72.99 71.5 B- 8 67-69.99 68.5 C+ 7 63-66.99 65.0 C 6 60-62.99 61.5 C- 5 57-59.99 58.5 D+ 4 53-56.99 55.0 D 3 50-52.99 51.5 D- 2 35-49.99 43.0 F 1 0-34.99 18.0 F- 0

Course Outline

1. Sept., 4-Th. Introduction to the course; individual and collective learning needs of the class and topics to be covered; creating a supportive atmosphere in the class; an overview of the helping profession and generalist social work practice; An overview of teaching/learning philosophy.

Required readings: “Cognitive, Affective and Experiential Elements in Social Work Curriculum Building: A New Perspective in the Synthesis of Social Work Education.” (See Class Notes Handout)

2. Sept, 9-T The Foundation for Generalist Practice in Social Work

Required readings: Chapter 1 in text.

3. Sept., 11-Th & . Knowledge, Values, and Skills in Social Work Practice.

Ontario College of Social Workers and Social Service Workers Code of Ethics http://www.ocswssw.org/sections/membership_info/ethicsandpractice.html or

[THE NEW CODE OF ETHICS 2005 AS WELL AS THE GUIDELINES FOR ETHICAL PRACTICE 2005 IS AVAILABLE THROUGH CLASS NOTES UNDER 47-336]

4. Sept., 16-T Human Diversity: Multiculturalism, Social Pluralism, and Socio-Demographic Variability (Issues of Human Diversity (Cultural diversity/Multi-culturalism and Values)

Recommended readings: Pedersen, P. (2002). Counseling across cultures. Thousand Oaks, CA: Sage Publications. Chapter 1, pp. 1-20.

Husband, C. (1995). The morally active practitioner and the ethics of anti-racist social work. In R. Hugman & D. Smith (Eds.), Ethical issues in social work (pp. 84-103). London: Routledge.

Turner, J. & Turner F. (2001). Canadian Social Welfare (4th Ed.). Toronto: Pearson Education Canada. Chapter 12, pp. 167-179 and Chapter 23, pp. 320- 345.

5. Sept., 18-Th.

6. Sept., 23-T Human Diversity: Populations at Risk. (Continued) (Issues of Human Diversity (Cultural diversity/Multi-culturalism and Values)

Recommended readings: Turner, J. & Turner F. (2001). Canadian Social Welfare (4th Ed.). Toronto: Pearson Education Canada. Chapter 10, pp. 140-152.

Wise, S. (1995). Feminist ethics in practice. In R. Hugman & D. Smith (Eds.), Ethical issues in social work (pp. 104-119). London: Routledge.

7. Sept., 25-Th. Human Diversity: Populations at Risk. (Continued) (Issues of Human Diversity (Cultural diversity/Multi-culturalism/ and Values)

8. Sept., 30-T Building Empirical Evidence for Practice

9. Oct., 2-Th Strengths-Based Problem-Solving Interviews

10. Oct., 7-T Engagement: Developing a Relationship.

11. Oct., 9 Th. Data Collection (Assignment #1 & # 2 Due: Before Class Time)

12. Oct., 14-T. No Classes (Counseling/Advising/Reading/Days) 13. Oct. 16-Th. No Classes (Oct., 13-17) No Classes

14. Oct. 21-T. Data Collection

15. Oct. 23-Th. Data Collection

16. Oct. 28-T Data Collection – Confidentiality

Recommended Shardlow, S. (1995). The boundaries of client-worker relationship. In R. Hugman & D. Smith (Eds.). readings: Ethical issues in social work. London: Routledge. Chapter 4 pp. 65-83

17. Oct. 30-Th. Data Collection – Recording Information

18. Nov., 4-T Assessment and Contract Planning

19. Nov. 6-Th Assessment and Contract Planning

20. Nov. 11-T. Assessment and Contract Planning

21. Nov. 13-Th. Intervention in Micro and Mezzo Generalist Practice

22. Nov. 18-T. Intervention in Micro and Mezzo Generalist Practice

23. Nov., 20-Th. Intervention in Macro Generalist Practice .

24. Nov. 25-T. Evaluation

25. Nov., 27-Th Termination Assignment #3 & # 4 Due: Before Class Time)

26. Dec. 2-T. Review and Evaluation [Last Day of Classes]

Thurs. Dec. 11th Assignment # 5 – Major Paper is Due. Slot 14 Final Take Home As Outlined Submit in My Office 2155 CHN at 12 Noon From Registrar’s Office

Bibliography

Anderson, J. (1981). Social work methods and processes. Belmont, A: Wadsworth Pub.

Anderson, L., Weston, E., Doueck, H., & Krause, D. (2002). The child-centered social worker and the sexually abused child: Pathway to healing. Social Work, 47, 368-378

Anderson, R., & Carter, I. (1990). Human behavior in the social environment. New York: Aldine De Gruyter.

Baines, C. (1991). The professions and an ethic of care. In C. Baines, P. Evans, & S. Neysmith (Eds.). Women’s caring: Feminist perspectives of social welfare (pp. 36-71). Toronto: McClelland & Stewart.

Beyne, D., Butcher, C., Richmond, B., & Richmond, T. (1996). Immigrant service agencies: A fundamental component of anti-racist social services. In C James (Ed.). Perspectives on racism and the human services sector: A case for change (pp. 171-182). Toronto: University of Toronto Press.

Bloom, M., Fisher, J., & Orme, J. (1999). Evaluating practice: Guidelines for the accountable professional (3rd ed.). Boston: Allyn & Bacon.

Briggs, H., & Corcoran, K. (2001). Social work practice: Treating common client problems. Chicago: Lycem Books.

Candu, E. (1999). Spiritual diversity in social work practice: The heart of helping. New York: Free Press.

Capponi, P. (1999). The war at home. Toronto: Penguin.

Carniol, B. (1995). Case critical: Challenging social services in Canada. Toronto: Between the Lines.

Compton, B. (1999). Social work processes. Pacific Grove, CA: Brooks/Cole.

Connelly, J. (1994). Listening, empathy, and clinical practice. In E. More & M. Milligan (Eds.). The empathic practitioner: Empathy, gender, and medicine. New Brunswick, NJ: Rutgers University Press.

Cormier, S., & Cormier, B. (1998). Interviewing strategies for helpers: Fundamental skills and cognitive behavioral interventions (4th Ed.). Pacific Grove, CA: Brooks/Cole.

Corwin, M. (2002). Brief treatment in clinical social work practice. Pacific Grove, CA: Brooks/Cole.

Cournoyer, B. (2005) The social work skills workbook. (Fourth Edition): Wadsworth Publishing Co. Third Edition

Dass, R. (1985). How can I help? Stories and reflections on service. New York: Knopf.

Davis, L., & Proctor, E. (1989). Race, gender and class: Guidelines for practice with individuals, families and groups. Englewood Cliffs, NJ: Prentice-Hall.

Devore, W., & Schlesinger, E. (1999). Ethnic-sensitive social work practice (5th Ed.). Columbus, OH: Merrill Publishing.

Egan, G. (2004) The skilled helper: A systematic approach to effective helping. (Seventh Edition) Pacific Grove, CA.: Brook/Cole Publishing Co.

Fischer, J. (1978). Effective casework practice: An eclectic approach. New York: McGraw- Hill.

Gelfand, B. (1988). The creative practitioner: Creative theory and method for the helping services. New York: Haworth Press.

Gitterman, A. (1991). Handbook of social work with vulnerable populations. New York: Columbia University Press.

Green, B., & Herek, G. (Eds.). (1994). Lesbian and gay psychology: Theory, research, and clinical applications. Thousand Oaks, CA: Sage.

Harris, G., & Walkins, D. (1987). Counseling the involuntary and resistant client. College Park, MD: American Correctional Association.

Hepworth, D., & Larsen, J. (2002). Direct social work practice. Pacific Grove, CA: Brooks/Cole Publishing Co.

Heus, M., & Pincus, A. (1986). The creative generalist: A guide to social work practice. Barneveld. WS: Micamar Pub.

Hidalgo, H., Peterson, T., & Woodman, N. (1985). Lesbian and gay issues: A resource manual for social workers. Silver Springs, MD: National Association of Social Workers.

Hudson, W. (1982). Clinical measurement package: A field manual. Homewood, Ill: Dorsey.

Johnson, L. C. (1998) Social work practice: A generalist approach. (6th Edition) Toronto: Allyn and Bacon.

Kagle, J. (1991). Social work records. Homewood, Ill: The Dorsey Press.

Lenon, S. (2000). Living on the edge: Women, poverty and homelessness in Canada. Canadian Women’s Studies, 20, 123-126.

Leslie, D., & Cassano, R. (2003). The working definition of social work practice: Does it work? Research on Social Work Practice, 13, 366-375.

Lock, B., Garrison, R., & Winship, J. (1998). Generalist social work practice: Context, story, and partnerships. Pacific Grove, CA: Brooks/Cole.

Loewenberg, F., & Dolgoff, R. (2000). Ethical decisions for social work practice (6th Ed.). Itasca, Ill: Peacock.

Lum, D. (1996). Social work practice with people of color: A process-stage approach (3rd ed.). Pacific Grove, CA: Brookes/Cole.

Mayson, M. (1999). Ontario works and single mothers: Redefining deservedness and the social contract. Journal of Canadian Studies, 34, 89- 109.

Mehr, J. (2003). Human services: Concepts and intervention strategies. Boston, MA: Allyn and Bacon.

Miley, K., O’Melia, M., & DuBois, B. (1995). Generalist social work practice: An empowering approach. Boston, MA: Allyn and Bacon.

Monaghan, B.F.S. (1989). The child within: A powerful therapeutic ally. New York: Human Sciences Press.

Mullaly, R. (1993). Structural social work: Ideology, theory, and practice. Toronto: McClelland & Stewart.

Mumm, A., Olsen, L., Allen, D. (1998). Families affected by substance abuse: Implications for generalist social work practice. Families in Society, 79, pp. 384-394.

Pease, B., & Fook, J. (1999). Postmodern critical theory and emancipatory social work practice. In B. Pease & J. Fook (Eds.). Transforming social work practice: Postmodern critical perspectives (pp. 1-21). St Leonards, AU: Allen & Unwin.

Pillari, V. (2002). Social work practice: Theories and skills. Boston, MA: Allyn & Bacon.

Rivas, R., & Hull, G. (1996). Case studies in generalist practice. Belmont, CA: Brooks/Cole Publishing Co.

Rothman, J. (1994). Practice with highly vulnerable clients: Case management and community- based service. Englewood Cliffs, NJ: Prentice Hall.

Shaefor, B. & Horejsi, C. (2003). Techniques and guidelines for social work practice. (6th Ed.). Toronto: Allyn & Bacon.

Shulman, L. (1999). The skills of helping individuals, families, groups and communities (4th Ed.). Itasca, Ill: Peacock.

Shulman, L (1991). Interactional social work practice: Toward an empirical theory. Itasca, Ill: F.E. Peacock.

Turner, F. (1996). Social work treatment: Interlocking theoretical approaches (4th Ed.) New York: Free Press.

Wise, S. (1990). Becoming a feminist social worker. In L. Stanley (Ed.). Feminist praxis: Theory and epistemology in feminist sociology (pp. 236-249). London: Routledge.

Zastrow, C. (2003). The practice of social work: Applications of generalist and advanced content. Pacific Grove, CA: Thomson/Brooks/Cole.

BEGINNING CLASS RELATIONSHIPS - COMMUNICATING "YOU" Shardlow, S. (1995). The boundaries of client-worker relationship. In R. Hugman & D. Smith (Eds.).

THE ACTIVITIES ARE: 1. EVERYONE STAND UP AND MILL AROUND THE ROOM, MAKING SURE THAT YOU PASS EVERYONE PRESENT. GREET EACH PERSON NONVERBALLY WHILE MAINTAINING EYE CONTACT. THIS GREETING CAN BE A HANDSHAKE, A SMILE, A WINK, A SOCK ON THE ARM, OR ANY OTHER NONVERBAL WAY YOU MAY THINK OF TO SAY "HELLO".

AFTER FIVE MINUTES OF MILLING, FIND A PERSON YOU DON'T KNOW OR THE ONE YOU KNOW LEAST WELL.

2. SIT DOWN WITH THE PERSON. EACH OF YOU TAKE 2 ½ MINUTES TO INTRODUCE YOURSELF. DO THIS BY DISCUSSING: A) WHO YOU ARE AS A PERSON IN A CLASS? B) WHAT IS YOUR INTEREST IN THIS COURSE? C) HOW CAN YOU MAKE YOUR LEARNING EXPERIENCE IN THIS COURSE VALUABLE TO YOU AND TO OTHER STUDENTS IN THE CLASS? D) HOW MIGHT YOU SABOTAGE THIS COURSE AND MAKE IT COUNTERPRODUCTIVE?

ALTERNATE TOPICS: A) WHAT DO YOU CONSIDER BASIC AND ESSENTIAL ELEMENTS INVOLVED IN GENERALIST INTERACTIONAL AND INTERVENTIONAL SKILLS WITH CLIENTS? B) WHAT QUALITIES DO YOU POSSESS THAT ENABLE YOU TO EXERCISE THE ABOVE SKILLS MENTIONED? C) HOW DO YOU PERCEIVE THE PHRASE "SOCIAL WORK INTERVENTION"? D) HOW DO YOU PERCEIVE PEOPLE IN A CLASSROOM SETTING? E) HOW DO YOU USUALLY APPROACH PEOPLE IN A CLASS? F) HOW DO YOU BELIEVE THAT STUDENTS ARE RESPONSIBLE FOR ONE ANOTHER IN THIS CLASS? G) WHAT CAN YOU ACTIVELY DO TO BRING ABOUT YOUR BELIEFS IN BEING RESPONSIBLE FOR ONE ANOTHER?

3. MEET WITH THE LARGER CLASS, INTRODUCE THE PERSON YOU SPOKE TO AND TELL THE CLASS WHAT YOU LEARNED ABOUT THE PERSON AND THEIR PERCEPTION OF CLASSROOM INTERACTION.

BELOW YOU WILL FIND THE PROCESS OF HOW TO CHANGE ANY POWERPOINT CLASS PRESENTATIONS THAT ARE IN CLASS NOTES INTO A WORD DOCUMENT THAT WILL BE EASIER TO PRINT OFF IF YOU WISH TO MAKE A HARD COPY FOR REVIEW.

1) Open the presentation in PowerPoint

2) Go to select

3) Underneath it will say scroll down this selection to the last one which should be

4) Select where you would like to save the file to

5) Select

6) Open MS Word

7) Open the file you have saved in the above steps in word

8) Make any changes you would like to see (for example in this case you can select the whole document and change the font to 12 pt for easier reading)

9) Save the new file

0025d3d9325be6d9eebb89ad881a8014.doc

Plagiarism and Examination Make-up Policies (Faculty of Arts and Social Sciences: Plagiarism Policy: July, 2001)

1. Plagiarism

Plagiarism is a serious academic offense because it dishonestly and fraudulently uses someone else’s work as one’s own. Students are to be evaluated on the basis of their own original work. In the preparation of essays, papers, reports, and any other types of assignments, students must necessarily rely on the work of others. However, it is imperative that the source of any ideas, wording, or data obtained from others be disclosed and properly acknowledged by citations, quotation marks, and bibliographic references in the proper format. Using the work of others without acknowledgment is plagiarism. Plagiarism includes, but is not limited to:

a) Using a passage or passages of any length from published or unpublished work of others without placing the passage(s) in quotation marks (or using indentation for long quotation(s) and acknowledging their source;

b) Submitting work as original when that work also has been or is currently being submitted for another course, unless prior permission has been given in writing;

c) Copying material, for example, from the Internet, or purchasing material and submitting it as one’s own;

d) Submitting work completely or largely identical to that of other students, unless group work and joint submissions are explicitly permitted by the instructor.

In cases of plagiarism, the instructor assigns a grade of 0 (F-) to the work in question. This will be decided in consultation with the AAU head or designate. If an instructor determines that plagiarism has occurred, the student shall be informed and the case reported to the Executive Dean of the Faculty. Disciplinary proceedings may be initiated pursuant to Senate Bylaw 31, which could result in suspension or expulsion from the University in cases of repeated plagiarism. Students will not be allowed to re- write or re-submit work to compensate for grades assigned as a result of plagiarism. Students can appeal a plagiarism grade to the AAU head or designate and/or to the Administrative Dean of Student and Academic Services, and ultimately to a judicial review panel at the University.

2 Exam Policy

The Policy of the Faculty of Arts and Social Sciences is not to allow make-ups for scheduled tests, midterms, or final exams, nor to assign a grade of Incomplete without acceptable and verifiable medical (or equivalent compassionate) reason. Acceptable reasons might include hospital stays, serious illness, family emergencies (like serious accidents or illnesses, death) or similar circumstances. Normally, written documentation stating specific reasons and dates is required. Arrangements for make- up exams--if allowed by the instructor--must be made as soon as possible. The instructor establishes the date and format for make-up exams, which will usually differ from the original exam.

Instructor Course Policy Regarding Attendance, Verbal Participation and Active Class Contribution

The School does not have a formal attendance policy. Nonetheless, it is strongly recommended that students who need to be absent should notify the professor, before the class, if possible. Students are responsible for communicating in writing and providing documentation regarding the cause of their absence in order to substantiate the 10% attendance grade. Only medical documents and other compelling reasons will be accepted. For example, reasonable absence includes but is not limited to the student's own illness, [evidenced by a doctor’s certificate for the time identified] a family member's serious medical concern, the death of a family member or required attendance at a legal proceeding. For example, missing a class or laboratory period without cause, such as having an exam pending in another course, a paper due, or needing to be at the workplace, will not be considered acceptable.

Course Instructor Policy Re: Use of Tape Recording Device See Senate Policy

Sa060412-5.2.2 University of Windsor Senate

*5.2.2: Policy on Audio-Recording of Lectures by Students with Disabilities

Item for: Information

Forwarded by: Academic Policy Committee

PREAMBLE The Ontario Human Rights Code, the Accessibility for Ontarians with Disabilities Act (Bill 118), and the University of Windsor’s Special Needs Policy place an ethical and legal responsibility on all faculty and staff to ensure that students with disabilities are not at a substantial disadvantage in comparison to students who are not disabled. This includes a responsibility to make reasonable accommodation in order to remove any disadvantage that may exist, if such accommodation is reasonable, necessary, and supported by documentation on file with the Special Needs Program.

For some students with disabilities, audio-recording of lectures is a useful and necessary accommodation that enables them to gain full advantage of a course or lecture that might not otherwise be accessible to them. Such recording is allowable under existing Canadian copyright legislation, due to the exception of ‘fair dealing’. For more information about copyright law as it relates to “fair dealings and exceptions” please follow the hyperlink below to the Canadian Intellectual Property Office website at: http://strategis.ic.gc.ca/sc_mrksv/cipo/cp/copy_gd_protect-e.html#section06

PERMISSION TO AUDIO-RECORD CLASSES . Permission to audio-record classes will only be granted through the Special Needs Program to students who have submitted appropriate documentation that identifies this accommodation as supportive of their disability . The need for this accommodation will appear on the Introduction Letters that students present to their instructors at the start of the term . Students for whom this is an approved accommodation will be required to complete the Audio Recorded Lecture Policy Agreement with their Special Needs Advisor, confirming that the recording will be used exclusively for the purposes of private study . If a student has permission to audio-record a class, the course instructor is responsible for informing all Teaching Assistants involved in teaching that student. The name of the person who will position the audio- recorder should be given to each relevant member of the teaching team. This would normally be the name of the student himself/herself, except in cases where the student has requested confidentiality. In these circumstances, the name of the person assisting the student will be given.

Classes that involve self-disclosure from students: In some cases, instructors may object to the use of an audio-recording device in classes (or portions of classes) that involve personal discussion and self-disclosure by students, fearing that audio recorders will inhibit the free exchange of information and potentially violate students’ right to privacy. However, because the use of a recording device is necessary as a substitute for note-taking by the accommodated student, it would be unfair to require the accommodated student to stop recording while allowing other students to continue taking notes. Therefore: . At the discretion of the instructor both note-taking and audio-recording may be prohibited during classes or portions of classes which involve personal discussion and self disclosure. . As an alternative in such cases, the accommodated student may be provided with copies of notes made immediately subsequent to such discussion by a designated note taker. Such notes should refer only to

principles, theories, and techniques demonstrated within the context of those discussions, and not to specific content or personal details that may have been shared in such a forum.

Other alternatives: If there are specific circumstances in which it is deemed inappropriate to audio-record a particular class (or portion of a class), students should be made aware of this well in advance, or at least within the first two weeks of the course. . The duty to ensure that all students have full access to all lectures/tutorials etc. still remains and alternative means of enabling this should be negotiated with the student(s) concerned. . If a student is able to access written material, options may include the services of a note-taker or the provision of a full transcript of the lecture (not just copies of the presentation itself). . If it is essential for the student to receive information in an audio-format, options may include the provision of the full transcript in electronic format (enabling the student to use text-to-voice software, if applicable) or having lecture-notes dictated onto magnetic tapes or digital recording devices. . The specific alternative that may be appropriate in an individual case should never be assumed but should be discussed by the lecturer, student and the Special Needs Advisor. All parties should be clear on which provisions are being made well in advance of the class itself.

Visiting Lecturers: Visiting lecturers are considered to be ‘agents’ of the University. As such, . They should be notified by the inviting party that a student has been given permission to audio-record classes in order to prevent them from being at a substantial disadvantage for reasons related to a disability or impairment. . If the visiting lecturer does not grant permission, the responsibility remains with the University to ensure that any existing disadvantage is alleviated. In such circumstances, alternative options, such as those listed above, must be considered.

0025d3d9325be6d9eebb89ad881a8014.doc Created on 11/09/2008 11:07:00 PM

AUDIO RECORDED LECTURE POLICY AGREEMENT:

I understand that because of my disability I have the right to produce audio recordings of class lectures for my personal study only.

I understand that the recording is intended for my appropriate use as a student, and no other purpose. I understand that therefore I may not share the audio recording with people outside of the course without the consent of the lecturer.

I understand that information contained in the audio-recorded lecture is protected under federal and international copyright legislation, and may not be published or quoted without the lecturer’s explicit consent and without properly identifying and crediting the lecturer.

I understand that violating this agreement may result in the withdrawal of the authorization to audio-record, as well as to a review of access to similar services in the future.

I have read and understand the Policy on Audio-recording of Lectures by Students with Disabilities, and I agree that I will follow the terms of this agreement in accordance with the spirit of the policy.

______Student’s Signature Date

______Special Needs Advisor’s Signature Date

SCHOOL OF SOCIAL WORK STUDENT PROFESSIONAL BEHAVIOUR May 2006

PREAMBLE

ASchools shall have policies requiring that the performance of professional responsibilities of social work students be in accordance with the relevant social work code of ethics, with particular emphasis on professional responsibilities towards vulnerable or disadvantaged groups@ (CASSW Standards 4.3 Board of Accreditation Manual, October 2003). Beginning the Fall Semester 2006, students will be expected to adhere to the Code of Ethics of the Canadian Association of Social Workers (CASW) or the Standards of Practice of the Ontario College of Social Worker and Social Service Workers (OCSWSSW), both in School and in the field practicum. The following document outlines policies and procedures to address concerns regarding students’ behaviours that are not consistent with the CASW Code of Ethics (2005) or the OCSWSSW Standards of Practice and to provide students with a clear set of behavioural expectations. It is important that students review and become familiar with the Code of Ethics, the Standards of Practice and relevant university policies including;

- Integrity in the Conduct of Research – Senate Bylaw 31: Student Affairs Policy S6: Student Code of Conduct - Ethics in Research – Senate Bylaw 31: Student Affairs Policy S6: Student Code of Conduct - Academic and Research Misconduct – Policy S6: Student Code of Conduct

- Student Code of Conduct and Discipline – Policy S6: Student Code of Conduct

(SEE THIS POLICY BELOW)

- Ownership of Student-Centred Intellectual Property – Federal copyright law University of Windsor’s ITS – Acceptable Use Policy - Principles in the Use of Information Technology – Federal copyright law University of Windsor’s ITS – Acceptable Use Policy - Sexual Harassment Policy – Human Rights Policy - Race Relations Policy – Human Rights Policy - Records and Confidentiality – Senate Bylaw 31: Student Affairs Freedom of Information and Protection of Privacy Act (FIPPA) Policy I1: Access to Information/Protection of Privacy (Confidentiality clause, Bylaw 31)

For university policies see the University of Windsor Undergraduate and Graduate Calendars, which are located on-line at: www.uwindsor.ca. Use Quick Link on left-hand side menu to Academic Programs and Departments.

In professional programs such as social work, professional and scholastic performance comprises academic standards. This policy is an attempt to balance the commitment of the School of Social Work to support and assist students, with the need to prepare students for social work roles in which they will have responsibility for, and can directly impact vulnerable individuals, families and communities. It is intended to provide guidelines that will enhance the School=s ability to identify behaviours that suggest that a student may require assistance in order to meet current standards of professional social work practice.

Confidentiality and Sharing of Information

The School recognizes that the safety, confidentiality and self-determination of students or others who have been subject to unprofessional conduct under this Policy must be an important priority. In developing a response to a problem, the School must balance confidentiality against its duty to protect existing and future students or persons who might otherwise be placed in jeopardy by a student who is acting in an unprofessional manner under this Policy. Information disclosed during student meetings with instructors, program or practicum coordinators, or the Director will not be kept confidential if the information raises concerns about a student’s capability of assuming the professional responsibilities of social work practice. Instructors, Program Chairs, Field Administrator, Field Liaison Specialists, and/or the Director will share pertinent information with each other in a respectful and professional manner, for the purpose of identifying student issues and enhancing problem solving about the concerns. The School reserves the right to share information with the University or third parties as required by law.

Behaviour That May Result in a Review

Student reviews can occur under any of the following circumstances:

 Breaches of the CASW Code of Ethics, the OCSWSSW Standards of Practice, or relevant university policies.

 Behaviour that causes individuals within the School of Social Work to have a serious and persistent concern about the effect of the student=s behaviour on the learning environment. Reasons for the serious and persistent concern may include, but are not limited to, the following behaviours: speech or behaviour that contravenes the Ontario Human Rights Code (e.g. discrimination or harassment because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, record of offences, marital status, family status or disability); any threat or attempt to physically harm another person; and intimidation or threats to harm another person in non-physical ways.

Three Levels of Review

Three levels of review can occur in the School of Social Work regarding behaviour that is not consistent with the profession social work ethics and standards or relevant university policies. The level of review depends upon the seriousness of the allegation of a breach of the School’s policy on Student Professional Behaviour. In all cases and at each level of review, the pertinent undergraduate or graduate Chair AND the Director will be notified of breaches of the policy on Student Professional Behaviour.

Level One

A Level One review involves a classroom instructor and a student, or a practicum instructor and a student. When either a classroom instructor or a practicum instructor has concerns about a Social Work student=s behaviour as it relates to professional behaviour that instructor will:

Notify the respective Program Chair and the Director that a Level One review is being undertaken. Discuss those concerns directly with the student and seek to work with the student to resolve the concern.

Document dates and content of all meetings with students.

If a problem arises in the practicum, the practicum instructor will discuss concerns directly with the student and also with the Field Administrator or Field Liaison Specialist following the procedure outlined in the Bachelor of Social Work (BSW) or Master of Social Work (MSW) Practicum Manual.

In many instances, meetings between the parties resolve the concerns and do not lead to further reviews. However, if the concerns are not resolved at Level One, the parties will proceed to Level Two. The School may decide to record in writing the discussions and resolution of the meetings at Level One and has the right to retain this record.

Level Two

If the concern is expressed by a classroom instructor and cannot be resolved at Level One, a Level Two review will be convened. A Level Two review involves the instructor, student, faculty advisor, and, depending on the student’s degree program, either the BSW or MSW Program Chair. The Instructor will first notify the respective Program Chair and the Director that a Level Two review is being undertaken. Following this, the instructor, faculty advisor, and either the BSW or MSW Program Chair will meet with the student to discuss the concerns. The student may elect to bring someone with them to the meeting. The instructor, faculty advisor, and either the BSW or MSW Program Chair will be notified ahead of time regarding the identity and relationship of the person to the student who will be accompanying the student.

If a concern arises in the practicum, and cannot be resolved at Level One, it is the responsibility of the Field Administrator or Field Liaison Specialist to inform either the BSW or MSW Program Chair of the practicum concern. The respective Program Chair will meet with the student (and another person if the student wishes), the practicum instructor, the faculty advisor, and either the Field Administrator or Field Liaison Specialist to discuss the concern. The practicum instructor, faculty advisor, and either the BSW or MSW Program Chair will be notified ahead of time regarding the identity and relationship of the person to the student who will be accompanying the student.

Either the BSW or MSW Program Chair (in the case of concerns arising from the classroom) or the Field Administrator (in the case of concerns arising from the practicum) will determine the nature of the concern and gather sufficient information to develop a written plan to address that concern, if one is needed. No further action may be required, or the student may be asked, in writing, to modify his or her behaviour and/or seek appropriate help. This process is designed to assist students in dealing with identified concerns that have an impact on their performance in the respective Social Work program.

Either the BSW or MSW Program Chair or the Field Administrator or Field Liaison Specialist as appropriate will assess the nature of the concerns with the student, in conjunction with the involved instructor(s), maintain documentation, and decide if it is necessary to conduct a more comprehensive review, pursuant to Level Three.

Level Three

Generally, a Level Three review is called when the issues are serious enough in the discretion of the School to require formal intervention. A Level Three review is most often conducted when concerns have not been resolved in prior reviews. A Level Three review always occurs in the serious case when a student is being considered for withdrawal or discontinuance in the program or suspension or expulsion from the University.

When a Level Three review is being called, the Instructor will first notify the respective Program Chair and the Director that a Level Three review is being undertaken. Subsequently, the respective Program Chair or the Field Administrator will bring the concerns to an in-camera meeting of the School’s Petitions Committee. The Director of the School of Social Work will chair the meeting. The following individuals may be invited to attend the meeting: the student (and another person if the student wishes), appropriate faculty members, practicum instructor, faculty advisor, or others as is deemed appropriate to gather further information, determine the nature of the problem (if one is confirmed to exist) and identify alternatives for its resolution. Members of the Petitions Committee, as well as the respective Program Chair and Director, will be notified ahead of time

27 47-336-01 Theory and Practice of Generalist Social Work 1 Dr. W. Gallant Fall, 2008 Page 28 of 36 regarding the identity and relationship of the person to the student who will be accompanying the student. Members of the Petitions Committee who have formed an opinion on the matter prior to the in-camera meeting will declare themselves in conflict and not participate in the proceedings.

The student will be notified in writing of the concerns and meeting date, with sufficient time to prepare for and attend the meeting.

At the meeting, the representatives of the School will present their information and position on the conduct and appropriate sanction. After the representatives of the School have presented their case, the student, if he or she wishes, may ask questions about the information presented. Then the student can present information he or she considers appropriate and present his or her position on the conduct and the appropriate sanction. The School can ask questions of the student. Hearsay evidence is to be regarded as invalid and the issuance of same is to be avoided. The Committee has the right to rule on the relevancy of information and questions.

At the conclusion of the meeting the committee will determine a solution based on all information gathered and presented. The Director of the School of Social Work will inform the student in writing of the decision, which can include one or more of the following actions:

 Continue the student in the program with no conditions. In these situations, the concern has been addressed and no further action by the student or program is required.

 Establish formal conditions for the student=s continuance in the program. In these situations, specific conditions must be met in order for the student to remain in the program. Action may include establishing goals, a plan, a time line, and appropriate monitoring; providing mentoring and support; placing the student on probation and monitoring the student during the probationary period; referring the student to counselling and/or advising services; or requiring the student to temporarily withdraw from the program.

 Consult with and/or refer to the University Human Rights Commissioner, Dean of the Faculty of Arts and Social Sciences, or Dean of Graduate Studies. In some instances, depending on the nature of the problem, the University=s Human Rights Commissioner, Dean of the Faculty of Arts and Social Sciences, and/or Dean of Graduate Studies may be consulted. If a referral is made, the student will be notified in writing about the nature of the concern and the fact that the referral is taking place. Situations which may result in such a referral include scholastic dishonesty, hazing, harassment (racial, sexual or criminal), possession or use of weapons on university property, damage or destruction of university property, and conduct that endangers the health or safety of any university student, employee, or campus visitor.

 Discontinue the student in the program. On very rare occasions, it will be recommended that the student no longer continue in the respective social work program. The student will be counselled to voluntarily withdraw. If that does not occur, the student will be discontinued from the program. In either case, the student will be provided with documentation regarding the specific reasons for their dismissal and the conditions, if any, under which they may be readmitted. In the event of a reapplication, the student will be required to produce evidence addressing what remedial action they have taken to address the concerns that led to their dismissal from the respective program.

In any Level Three review, there must be clear, concise documentation of the problem areas as well as verification that these concerns have been discussed with the student and attempts have been made to ameliorate the concern, where appropriate. Students must be notified of the decision in writing within ten calendar days of the review.

Appeals

Any decision made by a program Petitions Committee may be appealed. In the case of the BSW Program, appeals must be made to the Dean of the Faculty of Arts and Social Sciences and in the case of the MSW Program to the Dean of Graduate Studies. Students should note that appeals of the Petitions Committee ruling will only be permitted only on the grounds of: a) new evidence, i.e. evidence relevant to the decision made at the School Council or Petitions Committee level but through no fault of the appellant not presented at that level or b) evidence of a substantial procedural irregularity in the consideration of the case.

May 2, 2006

Policy S6: Student Code of Conduct (Senate approved: May 11, 2005)

STUDENT CODE OF CONDUCT

1. Principles

The University of Windsor is a community of scholars committed to the motto of: Goodness, Discipline, and Knowledge. As in any community, integrity is the foundation upon which all else is built. Fundamentally, a university is a place where those eager to learn gather to advance knowledge in an open, accepting and friendly manner with a goal to making important contributions to society.

• It is a place where freedom of expression is protected vigorously and uncompromisingly and where civility of expression in word and deed is the code of conduct. • it is a place where all people are treated fairly without concern to religion, race, colour, national origin, sex, sexual orientation, disability or age.

As such, students are expected to commit to a code of behaviour that stresses respect for the dignity and individuality of all persons, and the rights and property of others. They are expected to practice personal and academic integrity, to take responsibility for their own personal and academic commitments, and to contribute to the University community to gain fair, cooperative and honest inquiry and learning. They are also expected to respect and strive to learn from differences in people, ideas, and opinions, and refrain from and discourage behaviours which threaten the freedom and respect that every individual deserves.

All students, student groups, and organizations have the responsibility to maintain a high standard of conduct based on these principles. It is important to understand that transgressing the code of behaviour or assisting others in a transgression are equally wrong. Students are expected to be individually responsible for their actions whether acting individually or in a group. All students should know that the Senate Bylaw on Student Affairs (Bylaw 31) addresses this issue and all students should be familiar with the content of this Bylaw.

2. This code applies to:

(a) conduct that occurs on the premises of the University or its federated and affiliated institutions; and (b) conduct that occurs off-campus, when the student is conducting University activities: i. the student is representing, or presenting him/herself as a representative of, the University or a student group/organization; ii. the student’s actions or behaviour have, or might reasonably be seen to have, a negative impact on the University or on the rights of a member of the University community to use and enjoy the University’s learning and working environments.1

3. Statement of Academic and non-Academic Rights and Responsibilities

A) Academic Rights and Responsibilities. All students of the University of Windsor have the right to have their work judged accurately and fairly and have the responsibility to behave in a manner that ensures this. Some examples of behaviours that violate this code follow: i. Plagiarism: the act of copying, reproducing or paraphrasing significant portions of someone else's published or unpublished material (from any source, including the internet), and representing these as one's own. Plagiarism applies to all intellectual endeavours: creation and presentation of music, drawings, designs, dance, photography and other artistic and technical works. (Students have the responsibility to learn and use the conventions of documentation as accepted in their area of study and instructors have the responsibility of informing students in writing of any significant individual interpretations of plagiarism.) ii. Falsifying, withholding or concocting medical records, compassionate documents, academic documents, research results, references, sources. iii. Submitting false, fraudulent or purchased assignments, research or credentials. Taking or releasing the ideas or data of others that were shared with the expectation that they are confidential. iv. Impersonating another or permitting some one to impersonate you, either in person or electronically. v. Improperly obtaining, through theft, bribery, collusion or other means, access to privileged information, examination papers, or set of questions or distributing restricted material. vi. Submitting the same work, research or assignment, or portions of the same course work, research or assignment, for credit on more than one occasion in two or more courses without the prior written permission of the instructors in all the courses involved. Taking part in unauthorized collaboration with another student which may include submitting the same assignment as another student in the course. vii. Altering, destroying, hiding or generally restricting access to academic materials intended for general use. viii. Unauthorized removal, destruction, or theft of library and other university resources. ix. Interfering with the scholarly activities of another in order to harass or gain unfair academic advantage. This includes falsifying, interfering or tampering with experimental data, with a human or animal subject, with a written or other creation (for example, a painting, sculpture, film), with a chemical used for scientific study or research, or with any other object of study.

B) Non-Academic Rights and Responsibilities. It is the right of all members of the University community that their person and their property be treated respectfully, free from endangerment or harassment. It is the responsibility of each individual to behave in a manner that ensures this and ensures the protection of societal property. Some examples of behaviours that violate this code follow: i. Physically, verbally or sexually assaulting or harassing another person or in any way threatening another person. ii. Knowingly creating a situation that endangers or threatens the health, safety or well-being of any person or that threatens to damage or destroy property. iii. Misusing one’s own or another person’s identity, password, identification number, University identification card or any other identification card or assisting another to misuse any identity, password, identification number, University identification card or any other identification card. iv. Stealing, destroying or damaging property or stored information such as data files or computer programs or the like. v. Knowingly possessing stolen property or University supplies or documents without authority. (These may

30 47-336-01 Theory and Practice of Generalist Social Work 1 Dr. W. Gallant Fall, 2008 Page 31 of 36 include, but are not limited to, equipment, keys, records, files, computer accounts and instruments of identification.) vi. Participating in unauthorized or fraudulent use of University facilities, equipment or services. vii. Misusing library resources, as defined in the “Library Behaviour Code” (Bylaw 31) or misusing computer resources, as defined in the “Code of Computer Practice for the University of Windsor Computer Centre user”.

More specific examples of academic and non-academic misconduct and the consequences of academic or non- academic misconduct are laid out in Senate Bylaw 31. (http://athena.uwindsor.ca/senatebylaws) Law students should also consult the Faculty of Law Policy Statement on Student Discipline.

______

1 University of Western Ontario, Code of Student Conduct, May 6, 2004, Section I (7).

Bylaw 51: Academic Evaluation Procedures

ADOPTED by Senate: 11 Feb 74

AMENDED: 16 Jan 76, 21 Sep 77, 14 Dec 78, 14 May 81, 15 Oct 81, 17 Mar 83, 15 Dec 83, 27 Sep 84, 13 Dec 84, 19 Sep 85, 14 Nov 85, 18 Jun 86, 10 Jun 87, 1 Dec 87, 20 Oct 88, 22 Sep 89, 2 Nov 89, 27 Jun 90, 21 Apr 94, 12 May 04, 9 June 05, 12 April 06, 7 June 06, 10 May 07.

Date Issued: May 1994

[In this Bylaw, "Dean" shall mean "Dean or Designate" (with the exception of 1.21), “Academic Administrative Unit (AAU) Head” shall mean the Head of a Department, the Director of a School, the Dean of an undepartmentalized Faculty. “Instructor” shall mean the course instructor. “Day” shall mean a normal business day for the University.]

1. Students registered in undergraduate Faculties

1.1 The following regulations 1.1.1 to 1.1.4 inclusive, apply to all undergraduate Faculties except the Faculty of Law and the Faculty of Education:

1.1.1 All courses shall have some type of non-optional, meaningful, final testing procedure (written test, oral interview, essay, take home test, etc.) during the examination period.

1.1.2 Three-hour evaluation periods will normally be scheduled in the formal final examination periods in each semester of the regular year for all courses which terminate in that semester. All final testing procedures (written test, oral interview, essay, take home test, etc.) shall take place (or fall due, as the case may be) during the three-hour period so scheduled. The actual duration of testing procedures during the scheduled period may be less than three hours, at the discretion of the individual instructor.

If oral or other special types of examinations cannot be accommodated in the three-hour period, and satisfactory arrangements cannot be made with the course instructor, notice will be given to the Registrar by the AAU Head and special arrangements will be made.

The Office of the Registrar will complete the foregoing scheduling for the Fall semester prior to September 1, and for the Winter semester prior to January 1, so that it is available to students before they finalize their course selections.

1.1.3 The last SEVEN calendar days prior to, and including, the last day of classes in each period of

31 47-336-01 Theory and Practice of Generalist Social Work 1 Dr. W. Gallant Fall, 2008 Page 32 of 36 instruction of twelve (or greater) weeks in duration must be free from any procedures for which a mark will be assigned, including the submission of assignments such as essays, term papers, and take home examinations. Courses that are presented by a specialized teaching method, where the testing procedures are an integral part of the instructional process, shall be exempt from this regulation subject to approval of the Dean of the Faculty in which the course is given.

In most cases, I will provide a “WORD” copy of my PowerPoint class presentations, In the event that I don’t, you can follow the procedures below to transfer the file to a “WORD” document.

BELOW YOU WILL FIND THE PROCESS OF HOW TO CHANGE ANY POWERPOINT CLASS PRESENTATIONS THAT ARE IN CLASS NOTES INTO A WORD DOCUMENT THAT WILL BE EASIER TO PRINT OFF IF YOU WISH TO MAKE A HARD COPY FOR REVIEW.

1) Open the presentation in PowerPoint 2) Go to select 3) Underneath it will say scroll down this selection to the last one which should be 4) Select where you would like to save the file to 5) Select 6) Open MS Word 7) Open the file you have saved in the above steps in word 8) Make any changes you would like to see (for example in this case you can select the whole document and change the font to 12 pt for easier reading) 9) Save the new file

Addendum to Final Paper Assignment # 1 (Human Diversity) Required Template Guide to be Followed

336(01) FALL, 2008

Assignment # 1: Weight: 25% Due: Thurs. Oct. 9th Before Class Time Issues of Human Diversity (Cultural Diversity/Multi- Before class time Culturalism/ and Values

Assignment Template

INTRODUCTION

The paper should begin with a clear introduction of what you intend to write about and accomplish in this paper. The introduction should briefly describe a social work problem you intend to focus on and the theoretical underpinnings involved.

REVIEW OF LITERATURE

The second part of your paper should come under the above heading and indicate the concepts and theoretical underpinnings you have read and how these apply to the social work problem you have chosen to examine. Since this paper is primarily about dealing with issues of clients who are more or less marginalized, identify in this section the theoretical concepts that you will use to examine the issues related to Issues of Human Diversity (Cultural Diversity/Multi-Culturalism/ and Values. Provide evidence of your work where appropriate from course lecture material, the course text, course readings, class discussions, and a minimum of five journal articles and/or chapters in books that are relevant to the topic. Be sure to reference all material that is not your own whether words, phrases, sentences or whatever using the proper APA format.

PROBLEM AND AREAS OF CONCERN

The next section dealing with the problem at hand is related to your ‘composite client’. The composite client [a combination of information from one or two clients combined into one so as to ensure confidentiality] from your field placement (without any identifying information) related to issues of Issues of Human Diversity (Cultural Diversity/Multi-Culturalism/ and Values

Consider including from your reading problem areas of concern or issues related to gerontology, public social welfare, community service, education, corrections or homeless shelters as identified in the course text and/or your required readings. Potential areas of analysis might include ‘composite client’ concerns or issues such as poverty, racism, immigration, disabilities, mental health, sexual identity, gender, or community environmental characteristics garnered from your readings. The

33 47-336-01 Theory and Practice of Generalist Social Work 1 Dr. W. Gallant Fall, 2008 Page 34 of 36 analysis will include course lecture material, the course text, course readings, class discussions, and a minimum of five journal articles or chapters in books that are relevant to the topic.

STUDENT VALUES RELATED TO THE CODE OF ETHICS

This section of the paper should include a discussion of the student’s values with respect to these issues as they apply to the problem, how they impede and/or enhance the intervention process, and how they are related to those of the Professional Social Work Code of Ethics. [THE NEW CODE OF ETHICS 2005 AND GUIDELINES FOR ETHICAL PRACTICE 2005 IS AVAILABLE THROUGH LOTUS NOTES UNDER 47-336-01.] Recognize the potential or real conflict between your own values and that of the profession or the Code of Ethics.

CONCLUSION The conclusion should be a page or two in length explaining what you did actually accomplish in this paper discussing the usefulness of understanding issues of Issues of Human Diversity (Cultural Diversity/Multi-Culturalism/ and Values, your resolution of values in relation to the identified problem situation. Your conclusion How was what you did helpful to you in terms of social work practice. The final aspect here should reflect the quality of your investment in this assignment and explain what you achieved in doing it.

Guidelines

See Assignment for Students section as the guide for doing your paper. The paper should be 9 – 10 pages in length, typed and double-spaced (12 pages absolute maximum – 12 pt font – 1” margins on all sides).

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Addendum to Final Paper Assignment # 5 (Assessment and Intervention) Required Template Guide to be Followed

Assignment # 5 Weight: 40% Due: Wed., Dec. 11th Final Take Home CHN Room 2155 at Noon Assessment and Intervention Time Plan (Major Paper)

The paper will include an analysis of a 10 minute video/audio taped interview. (Students who choose the video taping option will need to make the appropriate recording arrangements with [Mr. Larry Foley at 3047, email: [email protected].] Students will provide a blank video/audio tape for the media production of their interview. Since students are acting in dyads, the recorded interview can be shared by the student who acted as a worker and the student who acted as the client.) In this paper

34 47-336-01 Theory and Practice of Generalist Social Work 1 Dr. W. Gallant Fall, 2008 Page 35 of 36 students will build on the analyses included in the first assignment. Social workers need to consider how they will become involved at various levels of intervention to assist target systems in addressing problems. The introduction should briefly review the problem or problem areas selected and identify the issues you will address in this paper. The paper should include:

1) a bio/psycho/social/cultural/spiritual assessment of the problem, (Ch. 7)

2) outline of a tentative contract; (Ch. 8)

3) an intervention and treatment plan based on general social work practice. (Ch. 8 & 9, where applicable).

NOTE: YOUR PAPER SHOULD PROVIDE:

1) A “PROBLEM-PRIORITAZATION CHART” AS SHOWN IN TABLE 7.1, P. 249 AS WELL AS

2) A “CONTRACTUAL PLAN” AS SHOWN IN TABLE 7.3 ON P. 255

This will provide you with the data you will use to help you with the concepts identified and how you can actually apply them. You should incorporate relevant theories into the assessment and intervention plans using the course text, readings, class notes, discussion, and the literature. The literature review should reflect that a minimum of five relevant journal articles or book chapters (different from those used in the first paper) that have been read. You should critically analyze the assessment and intervention plans based on your own perceptions. The conclusions should discuss your perceptions of the usefulness of the general social work assessment and intervention plans, and discuss your own developing philosophy of social work practice. The paper should be 12 – 15 pages in length, typed and double-spaced (15 pages absolute maximum – 12 pt font – 1” margins). Students must remember that the instructor is seeking quality and not merely quantity. It is permissible in a good quality paper for a student to go over a few pages if necessary to effectively demonstrate their skills but not over 20 pages under any circumstances. All charts should be provided as an appendix at the end of the paper and can be included in addition to the maximum required number of pages.. [Students who have access to an MP3 PLAYER/RECORDER can submit a CD copy of their interview as other students have done in the past.]

You are encouraged to contact the instructor to help facilitate work on your assignments, clarify any issues, and answer any questions you might have.

The final paper is to be passed in to CHN 2155 at Noon Time on the assigned date: Wed., Dec. 11th, 2008. All assignments which are not handed in at Noon Time on the due date or at the assigned time will immediately have the mark reduced by one grade (e.g. A to A-, A- to B+, etc.) per day and will not be accepted after one week. Extensions will be granted for sickness [only with a medical certificate] stating that your medical condition definitely prevented you from completing and submitting your paper on the due date, or severe circumstances which must be cleared in writing with the instructor. Students are to retain copies of all submitted papers.

PS. BE SURE TO SUBMIT YOUR COMPLETED MAJOR PAPEREVALUATION FORM AND ATTACH IT TO YOUR FINAL ASSIGNMENT

0025d3d9325be6d9eebb89ad881a8014.doc Created on 9/11/2008 11:07:00 PM Created by Dr. W. Gallant