State Portland University School of Social Work
SW 532 Spring 2008 Paula B. Mike ACSW Generalist Social Work Practice III
Course Description This sequence is designed to prepare students to offer social work services in a generalist practice framework. Based on the ecosystems, strengths and empowerment perspectives students will develop interviewing, assessment, intervention and evaluation skills across five levels of practice--individual, family, group, organization and community. These skills will be developed in the context of social work values and ethics and with special attention to anti-oppressive and non-discriminatory practice with diverse populations. Theories for social work practice will be examined with an emphasis on critical thinking about their application, their integration with effective practices and their utility with diverse populations across practice settings. The third term of the Generalist Practice sequence is focused on using supervision and critical thinking about theory and empirical evidence to guide social work practice at all levels. Emphasis is on the assessment and intervention phases of practice with organizations and communities. Strategies for involving consumers and family members in organizational and community change will be examined with the intent to build organizations that are responsive to the needs of diverse communities. Skill development for effective anti-oppressive and non-discriminatory interventions and endings with individuals, families, groups, organizations and communities will continue. Evaluation of practice at all levels will be emphasized. Course Objectives 1. Use supervision and critical thinking about research and theory to guide assessment and intervention with communities, organizations and groups. 2. Understand apply skills for intervention and evaluation with communities and organizations, with the goal of building organizations that are responsive to the needs of diverse communities. 3. Communicate effectively with diverse consumers, service providers, and community members and form partnerships to support organizational and community change and to build community capacity. 4. Continue development of skills for intervention and evaluation of work with individuals, families and groups. 5. Understand and apply the skills relevant to the ending phase of social work practice with individuals, families, groups, communities and organizations. Populations at Risk Readings, lectures, class discussions and assignments include content on populations at risk, including women, racial, ethnic and sexual minorities. Populations at risk are those who are intentionally or unintentionally discriminated against because of one or more attributes or status that are not valued by dominant society. These populations are at risk of social isolation and economic disadvantage and its consequences because of the pervasive effects of structural inequality and lack of access to power. Persons of color and ethnic diversity are represented in class readings, discussion, role plays, and case materials. Vulnerability due to poverty, age, gender, ability, and sexual orientation is a general concern.
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Portland State University School of Social Work
SW 532 Spring 2008 Paula B. Mike ACSW
Accommodations for Students Students with disabilities should contact the Director of Disability Services for Students by the third week of class (Suite 425, SMC, 503-25-4150, TDD 503-725-6504). A staff member from Disability Services will notify the instructor about specific accommodations that may be required. Instructional Methods This class blends lecture, discussion, films, videotapes, role plays, and small group process. Small groups will accomplish tasks such as discussion, assignment preparation, skill building, support, case consultation and presentation, role play, field linkages, and literature review. Due to the variety of methods utilized to teach this course, your attendance and participation is crucial to your learning, the learning of others, and the maximization of all methods used. Assignments and Grading Assignments are designed to give students opportunities to practice their skills in assessment, intervention and evaluation of social work practice. Required assignments for this course are in a separate handout. Late assignments will downgraded one letter grade. It is imperative that you use the APA (5th edition) as an editorial guide for formal papers. The instructor may retain a copy of assignments and may confer with colleagues when there is a question of academic dishonesty or of the quality of the work. There are three graded assignments and an ungraded journal for this four credit course. These include a process recording, an intervention and evaluation paper and a final exam. Grades are based on multiple factors. Explanations of letter grades are located in the student handbook. Please review the University's Student Conduct Code, particularly the policy on Academic Dishonesty. The student handbook offers guidance on avoiding plagiarism and describes responsibilities faculty about academic dishonesty. The grade on your assignments will be decided by evaluating the content, style and organization of the work. Content refers to the thorough presentation, development, and substantiation of the main ideas, accurate citation of references, and correct responses to examination questions. Style and organization refer to grammar, spelling, editing and cohesiveness. Other aspects include appropriate organizational structure (including paragraph construction) with clear transitions between ideas, clarity of thinking, interesting and creative ideas, well-supported arguments, capable and suitable use of the literature, and evidence of familiarity with required readings. If you determine a need to request an incomplete grade, it is your responsibility to speak with the instructor first and to obtain and complete the necessary forms. An incomplete grade can jeopardize enrollment in the first quarter of second year practice and in field practicum. An incomplete can be assigned if the quality of the work is a C or above, essential work is uncompleted, or the student's reasons are acceptable to the instructor. A grade of incomplete will not be assigned for failing grades. Attendance Considering the variety of methods used to teach this course, attendance and active participation are crucial to your learning. This instructor expects you to be present for the entire class time. Leaving
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Portland State University School of Social Work
SW 532 Spring 2008 Paula B. Mike ACSW after breaks is not acceptable. If you miss a class and videos are shown, there is not opportunity to view them at a different time. You may miss one class with no consequence to your class grade. The instructor will not determine the merit of your reasons for that absence. Should you miss more classes your grade will be lowered (i.e., A to A-). You must attend 80 per cent of classes to receive a passing grade. Cell phones must be on silent ring or turned off during the class. Required Readings and Books Boyd Franklin, N. & Hafer Bry, B. (2000). Reaching out in family therapy. Home-based, school and community interventions. New York, NY: The Guilford Press. Gambrill, E. (2005). Evidence-based practice: A philosophy and process for thinking ethically and critically about decisions. In Critical thinking in clinical practice. Hoboken, NJ: John Wiley & Sons. (on e-reserve in library). Murphy, B.C. & Dillon, C. (2008). Interviewing in action in a multicultural world. Belmont, CA: Thomson Brooks/Cole. Netting, F.E., Kettner, P.M., McMurtry,S.L. Social work macro practice. Boston, MA: Pearson. Poulin, J. (2005). Collaborative social work practice: Strengths-based generalist practice. Itasca, IL: F. E. Peacock. Reamer, F. G. (2006). Ethical standards in social work. Washington, DC: NASW Press. Walsh, J. (2006). Theories for direct social work practice. Belmont, CA: Brooks/Cole.
Instructor Office Hours Paula Mike, MSW, LCSW, assistant professor of social work, is locatedin 400C in ...