CALIFORNIA STATE UNIVERSITY, BAKERSFIELD
Department
of Social Work
CRN # 41661
Date: Fall 2002
Tuesdays 8am- 12:10pm
LOCATION: DDH F100
INSTRUCTOR: Dr. Morrison-Orton,
PhD
OFFICE: DDH A117 Room
Telephone # 661-664- 2089 Voice
mail is available
EMAIL: dmorrison_orton@csub.edu
OFFICE HOURS:
Other times by appointment
The assumptions, concepts, principles, and values of generalist practice are examined at the micro and mezzo levels from a cross-cultural perspective in regards to professional relationships, social work roles, change processes, and service delivery models with individuals, families, and small groups. Using the ecological and systems strength based approach this course focuses on professional relationships characterized by mutuality, collaboration, and respect for the client system. The course emphasizes the helping process utilizing the helping relationship and interview to identify problems, collect and analyze data, plan change, select and implement appropriate interventions, evaluate interventions (practice), and termination. Further, special issues relating to diverse populations such as ethnic minorities, children, women, the poor, and other oppressed groups will be examined. Values and ethics will underlie the materials and analysis of social work problems and decision-making.
LINKAGES: This course is a foundation course that sets the tone for the social work program. Students who begin this program will have a strong liberal arts foundation that provides the knowledge necessary to relate to humans as complex, dynamic and cognitive beings. A human biology course also feeds into this course helping to grasp the importance biology plays in the human condition. If a student has recently graduated from an accredited undergraduate degree in social work the student will have met this requirement. The course also introduces students to the profession of social work and the values, principles and ethics associated with the change process. Students will learn the necessary communication and interviewing skills opening the door to the rest of the curriculum both horizontally and vertically.
At the end of this course, students will
be able to:
Assignment
(Outcome Measures)
Weekly quizzes
Class participation
Speaker reaction papers
Video taped interview
Process recordings, genogram, and eco-map
Assignment
(outcome Measures)
Weekly quizzes
Class participation
Video taped interview
Assignment
(Outcome Measures)
Weekly Quizzes
Class participation
Speaker reaction papers
Video taped interview
Assignment
(Outcome Measures)
Short paper
Bus ride and reaction paper
Speaker
reaction papers
Reaction papers
Assignment
(Outcome Measures)
Short paper
Class participation
Video taped interview
Assignment
(Outcome Measures)
Short paper
Bus ride and reaction paper
Class participation
Assignment
(Outcome Measures)
Short paper
Bus ride and reaction paper
Class participation
Video taped interview
Process recording
Assignment
(Outcome Measures)
Short paper
Video taped interview
Quizzes
Assignment
(Outcome Measures)
Bus ride and reaction paper
Reaction papers
Class participation
Video taped interview
Process recordings, genogram, eco-map
Kirst-Ashman, K., &
Hull, G. (2002). Understanding generalist practice (3rd ed.) Pacific
Grove, CA:
Brooks/Cole
Seligman, M. & Benjamin-Darling, R.
(1997). Ordinary, families, special
children: A systems approach to childhood disability. New York: Guilford
Press.
Reamer, F. (1999). Social Work values and ethics. New York: Columbia
University Press.
Miller, W. & Rollnick, S. (2002). Motivational interviewing: Preparing
people to change addictive behavior (2nd ed.). New York: Guilford Press.
TBA each quarter.
Several articles will be placed on
reserve in the library. I will also ask students if they wish to have packets
made. If so, I will make them available at the copy center. You may call to
order one. It is cheaper than copying them yourselves.
COURSE REQUIREMENTS:
100-94% =
A
93-84% =
B
83-74% = C
73-64% = D
63 % = F
COURSE SCHEDULE
*****Readings should be done prior to class as you
will have weekly quizzes and you will need to be informed to participate in
meaningful discussions.
WEEK
ONE:
Pretest
Read: Chapter 1 and 2
(Kirst-Ashman & Hull). Introduction to Generalist Practice; The Generalist
Intervention Model and Micro Practice Skills; Working with Individuals and
(Kirst-Ashman) chapter 11, Values, Ethics and
the Resolution of Ethical Dilemmas
*Brief
Lecture
a. Defining
generalist practice
b. Systems
Theory
c. Ecological
Model
d. Micro,
mezzo and macro
e. Ethical
principles, values and service
*Small group discussions / Role plays
WEEK
TWO:
Read: Chapter 5
(Kirst-Ashman), and Engagement and Assessment in Generalist Practice; and
Chapters 1-4 (Seligman); Chapter 1, Miller.
In class activities: Continue Micro skills (theory and practice)
from last week
*Brief Lecture
a. What
is planned change?
b. Communication
theory
c. Active
Listening skills
d. Facilitated
conditions (Rapport building)
e. Interview
stages and associated skills
*Small group discussion and role plays
Assignments Due: Quiz # 1
WEEK
THREE:
Read: Chapters 5 and 6
(Seligman); Chapter 16 (Kirst-Ashman) Recording in generalist Social Work Practice;
Miller, Chapter 2.
In class activities:
Assignments Due: Quiz # 2
WEEK
FOUR:
Read Chapters 6
(Kirst-Ashman & Hull), Planning in Generalist Practice; Miller, Chapter 4.
Assignments Due:
Quiz # 3
WEEK
FIVE:
Read Chapters 7
(Kirst-Ashman), Implementation applications and chapter 7 (Seligman). Miller, Chapter 5-6.
In class activities:
*Small group discussion and role play
Assignments Due: Quiz # 4
Bus assignment (reaction paper) due
Paper topic due
WEEK
SIX:
Read: Chapters 9 &
10(Kirst-Ashman & Hull), Understanding Families and Working with Families
and (handout) NASW Code of Ethics; and chapter 8 (Seligman), Miller, Chapter
8.
Assignments Due:
Quiz # 5
WEEK
SEVEN:
Read Chapters 12 & 13
(Kirst-Ashman & Hull), Culturally Competent SW Practice; Gender-Sensitive
SW Practice; and chapter 9 (Seligman); Article TBA
*Brief lecture
a. Barriers
to cultural competence
*Small group exercise
Assignments Due:
Quiz # 6
Video
assignment due (a copy of your interview)
WEEK
EIGHT:
Read Chapter 3, 4,
(Kirst-Ashman & Hull) Mezzo / Macro Practice Skills; Working with Groups, Miller,
Chapter 10
In class activity:
*Brief lecture
a. Mezzo
roles
b. Group
function
c. Group
skills
d. Macro
Roles
*Small group exercise / role play
Assignments Due:
Quiz # 7
Video self-assessment interview due
WEEK
NINE:
Read: Chapter 13, 14
(Kirst-Ashman) Advocacy; Brokering and Case Management; and
Chapter 10 (Seligman)
*Brief Lecture
a. What
is advocacy? (micro and mezzo levels)
b. Interviewing
for case and cause advocacy
c. Advocacy
intervention strategies
d. What
is brokering
e. Identifying
resources
f.
What is case management?
g. The
service delivery process in case management
WEEK
TEN:
Post Test
Social Work is a professional training
program. The mission of the CSUB
Department of Social Work is to prepare competent and ethical social work
practitioners who possess the knowledge, skills, and values required to prevent
social problems, intervene in problem areas, and improve the social conditions
of the region through culturally sensitive practice.
CIVILITY GUIDELINES: We are a unique profession with a long
history of commitment to human dignity, respect, and right to
self-determination. Any act that is
counter to these ideals will be seriously examined. This includes behavior in and outside the classroom. We will be discussing difficult, value-laden
issues that may generate great debate and strong opinions. This is expected. We will learn to accept our differences so we can develop helpful
relationships in and out of the classroom.
I expect each of us to rise above the personality conflicts and
stereotypes, celebrate our commonalities and learn from our differences. The clients we SERVE will be different. If you cannot work well in the classroom or
in our community with others, I will have strong reservations about your
ability to SERVE clients. In line with this it is important for all of us to
remember we each must individually deal with our feelings about others by looking
at our own behavior. Should a student
engage in disruptive or disrespectful behavior more than one time points will
be taken from your participation points.
CLASS ATTENDANCE: Students are expected to attend each class
session and participate in a civil, respectful, and professional manner. Disrespectful behavior or attitudes will
loose you participation points. If you are unable to attend, please notify me
at least a week in advance to make arrangements for missed work. If there is a real emergency (life
and death or required military service) we will discuss make-ups at that
time. In all cases, please notify me as
soon as possible. Leave me a voice
mail, email, or notify Pat Cadena, the Department Administrator. Her # is 664-3434. She does not make arrangements for you. She can only leave a message in my department mailbox.
LATE WORK or
EXTENSIONS: Except
for real emergencies, late work will not be accepted without a
deduction in points. The first day it
is late, you will lose 5 points. Each
day thereafter, you will lose 3 points.
Missing a quiz cannot be made up.
MISSING ASSIGNMENTS: The same policy as above applies.
TEST MAKE-UPS: There will be NO make up tests.
EXTRA CREDIT: The only extra credit allowed this quarter
is for students who attend a NASW or other approved social work
meeting. The student is required to
present a brief synopsis or overview of the meeting to the class. (5 points max).
ILLNESS: If you are ill, notify me as soon as
possible so I can work with you.
ACADEMIC HONESTY,
CHEATING AND PLAGIARISM:
See the MSW student handbook or in the CSUB catalog, and read the Code
of Ethics. No excuses will be made for
academic misconduct. You may be removed
from the program and the University. If
you are unclear about what plagiarism means than ask me or another member of
the faculty. DO NOT rely on
another student. They too may not fully
understand the policy.
STUDENT / FACULTY
RESPONSIBILITIES:
We have a shared responsibility.
I am here to guide and support you in your graduate learning
experience. You should expect the
highest professional standards from me.
I will do my best to create a safe and enriching environment in the
classroom so you may maximize the benefits of your education. I expect you to take responsibility for your
learning and provide me feedback when something is unclear or if you need
something more. I expect you to attend
class, be prepared, and use critical thinking as you participate in the
classroom. I can lead, but I cannot do
the work for you. If something isn’t
going well for you, let me know. We may
be able to improve the situation. Do not wait until the last minute.
SPECIAL NEEDS: If you are a person with a disability,
please register with the Services for Students with Disabilities as soon as
possible (664-2171). Not only are there
many services available, we will need to arrange any necessary accommodations
as soon as possible to maximize your learning experience. Go early.
See the MSW Student Handbook and the CSUB
catalog for details.
Brill, N. (2001). Working with people: The helping process (7th ed.). Boston: Allyn & Bacon.
Canda,
E.R., & Yellow Bird, M.J. (1997). Another view, cultural strengths are
crucial. Families in Society: The Journal of Contemporary Human Services,
78 (3), 248.
Cecil,
H., & Matson, S. (2001).
Psychological functioning and family discord among African-American
adolescent females with and without a history of childhood sexual abuse. Child Abuse & Neglect, 25, (7),
973-988.
Chavez, L. (1991).
Out of the barrio: Toward a new politics of Hispanic assimilation. New York: HarperCollins.
Compton, B., & Gallaway, B. (1984). Social work processes. Homewood, IL. Dorsey Press.
Cournoyer, B. (1999).
(3rd ed.).
The social work skills workbook. Belmont, CA: Wadsworth.
Devore,
W. & Schlesinger, E. (1998). Ethnic-sensitive
social work practice. St. Louis,
C.V. Mosby Co.
Edwards,
R.L., Hopps, J.G., & Steiner, R. (1995).
Encyclopedia of Social Work (19th ed.). Washington, DC: NASW.
Epstein,
L. (1980). Helping people: The task centered approach. St. Louis, MO: CV Mosby.
Gibbs,
P., Locke, B., & Lohmann, R. (1990).
Paradigm for the generalist-advance generalist continuum. Journal of Education for Social Work, 26,
(3), 217-233.
Goldstein,
H. (1990). The knowledge base of social
work practice: Theory, analogue, or
art. Families in Society 73,
32-43.
Haj-Yahia,
M. (2001). The incidence of witnessing
interparental violence and some of its psychological consequences among Arab
adolescents. Child Abuse &
Neglect, 25, (7), 885-907.
Hepworth,
D., Rooney, R., & Larsen, J. (1997).
Direct social work practice:
Theory and skills. (5th
Ed.). Pacific Grove, CA: Brooks / Cole.
Hoffman,
K., & Sallee, A. (1994). Social work practice: Bridges to change. Boston:
Allyn & Bacon.
Johnson,
L., & Yanca. S.J. (2001). Social
work practice: A generalist approach (7th
ed.). Boston: Allyn & Bacon.
King,
S. (2001). “God won’t put more on you
than you can bear”: Faith as a coping
strategy among older African American caregiving parents of adult
children with disabilities. Journal
of Religion, Disability, & Health, 4, (4), 7-24.
LeCroy,
C.W. (1999). Case studies in social
work practice. (2nd Ed.). Brooks / Cole.
Marley, J. & Bulia, S. (2001).
Crimes against people with mental illness: Types, perpetrators and influencing factors. Social Work, 46, (2), 115-124.
McGiogan, W.
& Pratt, C. (2001). The predictive impact
of domestic violence on three types of child maltreatment. Child Abuse & Neglect, 25, (7),
869-883.
McMahon, M. O. (1996). The general method of social work
practice: A problem solving
approach (3nd Ed.).
Boston, Allyn & Bacon.
Miller,
W. R. & Rollnick, S. (2002). Motivational
interviewing: Preparing people to change addictive behavior (2nd
ed.). New York: Guilford Press.
Morales,
A. & Sheafor, B. (2001). Social work: A profession of many faces (9th ed.). Boston, MA:
Allyn & Bacon.
NASW. (2001).
http://www.socialworkers.org./pubs/standards/cultural.htm
Patterson,
C. J., & D’Augelli, A. R. (1998). Lesbian,
gay, and bisexual Identities in families: Psychological perspectives. New York: Oxford University Press.
Parsons,
R., Jorgensen, J., & Hernandez, S. (1994).
The integration of social work practice. Pacific Grove, CA: Brooks/Cole.
Pincus, A. & Minahan, A. (1973). Social work practice
model and method.
Itasca, IL: Peacock Publishers
Inc.
Reamer,
F. (1999). Social Work values and
ethics (2nd Ed.).
Columbia University Press.
* Chapter 3, p. 42-92
Saleebey,
D. (2002). The strengths perspective
in social work practice (3rd ed.). Boston: Allyn & Bacon.
Shulman,
L. (1999). The skills of helping
individuals & groups (4th ed.). Itasca, IL: F.E. Peacock
Publishers.
Seligman,
M. & Darling, R. B. (1997). (2nd
Ed.) Ordinary families, special children: A systems approach to
childhood disability. New York:
Guilford.
Teare,
R. & Sheafor, B. (1993). Practice
sensitive social work education.
Unpublished manuscript, University of Alabama, Tuscaloosa.
Weaver,
H. N. (1999). Indigenous peoples and the social work profession: Defining culturally
competent services. Social Work, 44,
217-225.
Woodside,
M. & McClam, T. (1998). Generalist case management: A method of
human services delivery.
Brooks/Cole.
Each reaction papers will be graded on
the following criteria:
Short Paper
The topics include but are not limited to the following topics. The instructor must approve any topic NOT on the list. To gain approval you must present a written outline of what you wish to do. You must still meet all the other course assignment dates. Each of you will be expected to use a case example to conceptualize and analyze your topic in the paper.
Selection of one aspect of the change process (micro level engagement to termination).
The pros and cons of generalist practice
and the implications for interventions with individuals, families and small
groups.
The importance and use of facilitative
conditions in the change process with individuals and groups (i.e. empathy,
warmth, genuineness, self-disclosure…)
The importance and use of advocacy to
micro and mezzo practice.
Analysis of the systems and ecological
approach for problem identification, assessment and problem solving.
The use of the NASW Code of Ethics
(values, principles and service) as a framework for the change process.
Video Taped Interview Self Assesment
Each of you will be expected to do a taped interview with a person of your choice. It will last no more than 20 minutes. You will be specifically focused on the initial engagement and information gathering stage of the change process. You may feel awkward at first and you may not get the information you need to do the assignment. If this happens redo the interview with another person. You will be expected to write a critical (strengths and limitations) assessment of your interview. Both the tape and the assessment will be turned in. You must write a consent form and have it signed before you interview each individual(s) you select. The consent should include permission to show the tape to me when I am grading your assignment.
You must evaluate your part
of the interview:
SCORING:
VIDEO Taped Interview