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UNIVERSITY THE OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: Unique Number: Semester: Meeting Days: Meeting Time Meeting Place: Office Number: Office Phone: Office Hours: CSHORKEY@MAIL.UTEXAS.EDU SW312 64365 FALL 2005 MON./WED. 11 A.M -12:30 P.M.SWB2.118 SWB1.218G 471-0520 MON./WED.. 12:30-2 P.M. or by appointment Clayton T. Shorkey, LMSW-ACP, PhD Josleen and Frances Lockhart Professor of Direct Practice in Social Work Sunju Sohn (TA) GENERALIST SOCIAL WORK PRACTICE: KNOWLEDGE, VALUES, AND SKILLS (Required Course BSW Program) I. Standardized Course Description This the first course in the practice methods sequence, in which students are introduced to the fundamental values and ethics, skills, and knowledge relevant to generalist social work practice. Areas covered include the NASW Code of Ethics and Standards for Cultural Competence in Social Work Practice; the development of observation, communication, interviewing and assessment skills utilizing the problemsolving approach. Experiential learning is emphasized, including a 45-hour volunteer component in which students have direct client contact. II. Standardized Course Objectives By the end of the course, students will be able to: 1. Explain the major dimensions of generalist social work practice and the planned change/problem-solving process with individuals, families, groups, organizations and communities. 2. Apply Social Work knowledge, values, and skills to their participation in the learning environment. 3. Demonstrate skills in observation, communication, interviewing, assessment and problem solving. 4. Demonstrate the ability to differentially use basic social work skills to reflect the needs of clients of diverse groups distinguished by race, ethnicity, class, gender, culture, sexual orientation, religion, age, physical or mental abilities, and national origin. 1 5. Identify ethical issues and recognize when client, societal, and/or personal values conflict emphasizing understanding, affirmation and respect for human diversity and social justice in the practice of social work. III. Teaching Methods Although a variety of teaching methods will be employed (e.g., lecture, discussion, and group exercises), experiential learning (e.g., volunteering, role-playing) will also be emphasized in this course. This course will use an electronic Blackboard site. To reach your class site on Blackboard, please go to http://courses.utexas.edu or go to the Social Work web page and click on Blackboard. To access the course website, you must have an internet connection and computer access. You will need a UT EID and password. The Help Desk available through the UT home page (www.utexas.edu/its/help) can assist you with your computer and blackboard questions. You can also call them at 475-9400. Additionally, the Learning Resource Center at the SSW has computers and computer assistance. IV. Required and Recommended Texts and Materials Required texts: Cournoyer, B. (2004). The social work skills workbook (4th. Ed.). Pacific Grove, CA: Brooks/Cole Recommended texts: Kirst-Ashman, K. and Hull, Grafton Jr.(2001) Generalist practice with organizations and communities. Pacific Grove, CA: Brooks/Cole. Kirst-Ashman, K. and Hull, Grafton Jr.(2001) Macro skills workbook: A generalist approach. Pacific Grove, CA: Brooks/Cole. Ivey, A. and Ivey, M. (1999) Intentional interviewing & counseling: Facilitating client development in a multicultural society. Pacific Grove, CA: Brooks/Cole. 2 Locke, B., Garrison, R., and Winship, J. (1998) Generalist social work practice: Context, story, and partnerships. Pacific Grove, CA: Brooks/Cole. Meenaghann, T., and Gibbons, W. (2004) Generalist practice in larger settings: Knowledge and skill concepts. Chicago: Lyceum. Miley, K., O Melia, M, and DuBois, B. (1998) Generalist social work practice: An empowering approach. Needham Heights, MA: Allyn & Bacon. Poulin, J. and Contributors (2004). Collaborative social work: Strengthsbased generalist practice. Itasca, IL: F.E. Peacock. Woodside, M., and McClam, Tricia. (1998) Generalist case management: A method of human services delivery. Pacific Grove, CA: Brooks/Cole. V. Course Requirements This course will use a competency-based approach. Specifically, there will be several assignments that are basic requirements for the course. Completion of each assignment by the due date in these areas is necessary for satisfactory completion of this course. All assignments will be rated satisfactory, or unsatisfactory. If a student s performance on any of these required assignments is initially rated less than satisfactory, he or she may redo that assignment, and resubmit a revision by the next class session and receive full credit for the assignment if it was submitted by the due date. If an assignment is turned in later than one class session past due date, the student will receive 50% of points. Also, if it is turned in past the due date, the student does not have the option to revise. To receive a B in the course, students must complete all required assignments with satisfactory ratings on each and have 80% of points assigned; 70-80% of points = C, below 70 points = Fail. Students with any unsatisfactory ratings on the required assignments will receive a grade of no higher than a C. Students who turn in assignments more than one class session late will receive an unsatisfactory rating for the assignment. Students desiring to earn a grade of A for the course must also complete a high quality optional assignment as well as having satisfactory ratings on all required assignments. Required Assignments: I. Volunteer experience: 3 Students must complete 45 hours of volunteer work in an agency of their choice during the semester. NOTE: Only 10 volunteer training hours can be used toward the 45 hour requirement. Also, if you are enrolled in SW310 at the same time as this course, you only have to complete 75 volunteer hours (instead of 90). You may locate an agency that interests you on the web through the Austin Volunteer Network: htt://www.utexas.edu/ssw/cdar/avn.html. A. Volunteer Agency Selection (5 points) Indicate agency selected for volunteer work, location, supervisor and scheduled volunteer hours. Sept. 28 B. Agency Profile (10 points) The agency profile is intended to help you clarify information about the agency where you are doing your volunteer work. You will receive specific instructions for the assignment. Oct. 19 C. Educational contract (10 points)_ The educational contract is a format for organizing your personal objectives with specific activities designed to help you meet those objectives. You will receive specific instructions for the format of this assignment. Oct. 26 D. Volunteer logs (50 points 5 points for each of 10 entries) NOTE: First weekly log due Oct. 3rd. The volunteer log is intended to document your time and activities at your volunteer site AND to reflect on and integrate your reactions to the volunteer experiences and course content. You will receive a list of concepts covered in the course to help you. You will receive additional guidelines for your volunteer log. Logs must be turned in weekly and include all required information. You must turn in logs for the previous week at the Tuesday class session. The final log must be turned in on the last class day. You are required to turn in logs for 10 weeks beginning with the fifth week of class. E. Volunteer experience evaluations (Required for course credit). Dec. 5th. Students will submit an evaluation of their performance in their volunteer placement by their agency supervisor, AND an evaluation of their agency as a volunteer placement site. V. Course Requirements (cont.) II. Other Assignments: The remaining required assignments relate more directly to the classroom activities: A. Workbooks (10 points for each assignment; Eco Map/Genogram (10), Psych.Social (10), Ethics (10), Listening Skills (10). Students are expected to complete selected exercises in the Cournoyer workbook by the dates assigned in 4 the course outline. Work will be collected and reviewed for completion and quality of work. B. Oral History Assignment (10 points) Each student is expected to complete a 30-45 minute oral history interview of a selected community member. The focus is on listening, exploring and appreciation of the individual. Each student will be expected to submit a onepage report on the interview and give a brief report in class. You will receive specific instructions for this assignment. C. Ethics group presentations (10 points) Small groups will be formed in order to complete this assignment. Each group will receive several case presentations which involves one or more ethical dilemmas. Class time will be provided (but may not be sufficient) for the groups to reach consensus on the appropriate response to the situation and a plan on how they will present the information to the class. D. Videotaping (15 points 5 points for each of 3 worksheets) Students will complete two videotaped assignments during the semester: A) a preliminary tape completed early in the semester for the purpose of assessing your beginning interviewing skills; and B) a final tape made late in the semester for the purpose of demonstrating your competency in these skills. There will be three short written assessments accompanying this project; you will receive instructions for this assignment. Each student must purchase one blank VHS videotape. Each student must submit their interviews on their own tape. E. Special Talent Form (15 points) Social work practice can be enriched by appropriate incorporation of activities and content reflecting the worker s special interests and skills. In this brief assignment, you will share information on your special interests, skills, etc. F. Community Assignment (20 points) Students will work in small groups to complete this assignment. Students are asked to choose one neighborhood/community system for the project. They are expected to research the needs and problems of this system and should select one problem or need of this system and complete a problem-solving process. Each group will be given a wall panel in the LRC with which to display their project. Do not use products that you can not leave on display in the LRC. The products of the assignment may include posters, photos, charts, graphs related to census data police statistics, etc. and videotapes, maps, and summary data related to goals and tasks. Since this assignment is due at the end of the semester an unsatisfactory presentation or products cannot be resubmitted. Students may want to pre-submit materials to the Professor or the TA. Points for participation determined by team members! 5 VI. Class Policies It is important for social work practitioners to be punctual in both attendance and in meeting deadlines. Therefore, class attendance is expected, as is handing in assignments on time. Any adjustments in due dates MUST be discussed with the instructor at least one class session PRIOR to the regularly scheduled date. Students who turn in more than two assignments past the deadline will receive one grade lower than their final grade as indicated above. Students who fail to attend class on a regular basis (missing more than three classes without a valid excuse, e.g., medical documentation) will receive one letter grade than lower their final grade as indicated above. Students who miss more than five classes without a valid excuse will receive two grades lower than their final grade indicated above. There is a limit of four days of medically documented excused absences; beyond the four medically excused absences, the student must make special arrangements with the instructor to complete the course. Similarly, the instructor reserves the right to raise a student s grade at the end of the semester based on attendance participation. In addition to regular class attendance, the instructor expects all students to actively participate in class discussion and be a contributing member to group assignments. The instructor reserves the right to reduce the grade up to one point for lack of adequate participation. Students requesting an incomplete for medical problems or family emergencies must fill out the required form available from the BSW office. And discuss their request with the instructor. Social work practitioners assume responsibility for themselves. Therefore, it is expected that work handed in will be your own. Scholastic dishonesty, including plagiarism, violates social work values and will result in recommendation against admission to the BSW program and a referral to the Dean of Student's Office. Information shared in class about agencies and clients is considered to be covered by the NASW Code of Ethics regarding the sharing of information for supervisory purposes. Agencies are aware that information is shared in class for this purpose. However, discussion outside of class with individuals not in this class or with other class members in settings where you can not assure that no one else may overhear the conversation is considered a breach of confidentiality and will result in recommendation against admission to the BSW program. Social work practitioners are assertive and function as team members. Therefore, feedback about the course is welcome and the course will be viewed as a joint effort between students and the instructor. Part of professional accountability includes treating others with respect and courtesy. Within this class, this means you will be expected to listen to the opinions and concerns of others with 6 openness, to offer suggestions and ideas in a positive and respectful manner and to be willing to promote group cohesiveness in order to create a safe learning environment. The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information, contact the Office of the Dean of Students at 471-6259, 471-4641 TTY. As part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student s responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should also notify instructors regarding any safety concerns. Any student with a documented disability (physical or cognitive) who requires academic accommodations should contact the Service for Students with Disabilities area of the Office of the Dean of Students at 471-6259 (voice) or 4714641 (TTY for users who are deaf or hard of hearing) as soon as possible to request an official letter outlining authorized accommodations. 7 VII. Course Schedule Date Aug. 31 & Sept. 7 Description Introductions Syllabus review Overview of social work practice Volunteer Opportunities Text / Readings Cournoyer (2004), Chap. 1 Introduction, pp. 1-17 U.T.School of Social Work Volunteer CenterHandout Social work roles (handouts) Pincus & Minihan Chp. 3, 4, & 5 (handouts) Sept, 12 & 14 Module I: Course Objective #1: Major dimensions of Generalist Social Work Practice and the planned change /problem solving process. Professional roles and functions. Four basic systems in social work practice. Relationships among component systems. Basic process of planned change. Course Objective #2: Apply Social Work knowledge , values, and skills to their participation in the learning environment. Integrate volunteer work with class content related to social work knowledge, values and skills. Agency Profile Assignment includes history, organizational data, programs, policies, diversity of staff and clients served and evaluation of agency attention to economic, cultural and social justice issues. 8 Sept. 19, 21, 26, 28, Oct. 3 & 5 Module II: Course Objective #1: Explain the major dimensions of generalist social work practice and the planned change /problem-solving process. Focus on initial client contact through beginning assessment procedures. Course Objective #4: Ability to adapt basic social work skills to reflect the needs of clients of diverse groups distinguished by race, ethnicity, class, gender, culture, sexual orientation, religion, age, physical or mental abilities, and national origin. Cultural competence according to NASW s Standards begins with self awareness followed by increased other awareness. Students will explore self and family using genograms, ecomaps and learn from each other through sharing this content. Introduction to the psychosocial assessments process adds content related to historical as well as current information related to the individual, family and community origins to deepen awareness of diversity and develop basic assessment skills. Self/other understanding: Family background and environmental influences and psychosocial assessment Workbook and class presentations: A family Genogram & An Eco Map Exercises 2-4 EcoMap due 9-19 Genogram due 9-26 Volunteer Agency Selection Form Due (Sept, 28, 2005) Workbook due - Chap. 8 Psychosocial Assessment Exercise 8-1 Section I Description Section of Description, Assessment and Contract (DAC) see pps. 279-290 Note: Organize as in example Due (10/12/05) Cournoyer (2004) Chap. 2 Professional integrity, pp. 19-79 Cournoyer (2004) Chap. 8 Assessing, pp. 267-312 Texas State Library, Archives and Information Services. Geneology Collection http://www.tsl.state.tx.us NOTE: First of 10 weekly logs due Oct. 3, 2005 9 Oct. 10, 12 Module III: Objective #5: Identify ethical issues and recognize when client, societal, and/or personal values conflict emphasizing the importance of human diversity and social justice in the ethical practice of social work. Cournoyer (2004) Chap. 3 Ethical decision making pp. 81-120. Course Objective #4: Demonstrate the ability to adapt basic social work skills to reflect the NASW Standards for needs of clients of diverse groups distinguished Cultural Competence in by race, ethnicity, class, gender, culture, sexual Social Work (handout) orientation, religion, age, physical or mental abilities, and national origin. Ethical principles and ethical decision making Values, ethics, NASW Code of Ethics and Standards for Cultural Competence in Social Work Practice In this module students learn and apply basic social work values including the NASW Code of Ethics and Standards for Cultural Competence in Social Work Practice and apply this to case examples and observed situations in their volunteer placement through log entries and class discussion. Issues related to diversity and social justice that are related to agency services and policies are highlighted. Group Presentation Ethics due Oct. 17th. Workbook due Oct. 19. Chap. 3 Summary Exercises pp. 117-120. Agency Profile Due (10-19-05) 10 Oct. 19, 24, 26 & Nov. 2 Video Lab 1 (Oct. 19th) Videotape assignment #1 due ( Oct. 24th) Cournoyer (2004) Chap. 4 Talking and listening: Basic interpersonal skills pp. 125-157 Oral history handouts: (1) Assignment Instructions, (2) Consent Form, (3) Oral History: A Guide, (4) Ethnography as a bridge to Multicultural Practice. Module IV: Course Objective #3: Demonstrate skills in observation, communication, interviewing, assessment and problem solving; Course Objective #4: Demonstrate the ability to adapt basic social work skills to reflect the needs of clients of diverse groups distinguished by race, ethnicity, class, gender, culture, sexual orientation, religion, age, physical or mental abilities, and national origin. Students will conduct oral histories and develop listening skills & ability to appreciate others with special emphasis on diverse characteristics. This module builds student s knowledge and skills related to observation and communication skills for social work interviewing and basic counseling. Educational Contracts and Special Talents Form Due (Oct. 26th) Oral history interview report due (Nov. 2nd) Workbook Chap. 4 Listing Skills Due ( Nov.7) Exercise 4-2: Body language Exercise 4-4: Active listening 11 Nov. 7 Module V: Generalist practice: Process of planned change/problem solving, diversity, Cournoyer (2004) Chap. 5 populations at risk and social & economic Preparing, pp. 159-186 justice. Course Objective #1: Explain the major dimensions of generalist social work practice and the planned change /problem-solving process Course Objective #2: Apply Social Work knowledge , values and skills to their participation in the learning environment Course Objective #3: Demonstrate skills in observation, communication, interviewing, assessment and problem solving; Course Objective #4: Demonstrate the ability to adapt to basic social work skills to reflect the needs of clients of diverse groups distinguished by race, ethnicity, class, gender, culture, sexual orientation, religion, age, physical or mental abilities, and national origin. Objective #5: Identify ethical issues and recognize when client, societal, and/or personal values conflict emphasizing the importance of human diversity and social justice in the ethical practice of social work. . A: Preparation for client contact Special Talent Form due Nov. 7th Workbook - Chap. 5 ( In class, no homework ) Exercises: 5-1: Preparatory reviewing 5-2: Preparatory exploring 5-3: Preparatory consulting 5-4: Preparatory arranging 5-8: Preliminary planning & recording Assignment of Community Project Groups The readings, exercises and group project related to this module gives students first-hand experience using the generalist practice planned change /problem solving process with a macrolevel system. (Details are found in the assignment handout.) This module allows students the opportunity to choose a socially/ culturally/ economically diverse neighborhood to adapt social work skills to reflect the needs of the residents of this area. Group presentations allow sharing of 12 information with other class members related to the selected neighborhoods. Students have an Nov. 9 B: Beginning: Introductions, statements of purpose, client roles, policy, ethical factors and seeking feedback Workbook due-Chap.6 (Complete in class, no homework) Cournoyer (2004) Chap. 6 Beginning, pp. 187-213 Nov. 14 & C: Contracting/ Problem solving Work on Group Community Project 16 & 21 & Chapter 9 Workbook (Utilize in Community 23 Project) Cournoyer (2004) Chap. 9 Contracting pp. 313-362 Problem solving handouts Nov. 28 & 30 E: Community Projects Posters Due (Nov.28th) Video Lab 2 Repeat Video Exercises #1 and complete comparison of 1st. & 2nd. Interview. Dec. 5 Dec. 7 Videotape assignment #2 & #3 due 13

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