Department of Social Work



CRN # 41661

Date: Fall 2002

Tuesdays 8am- 12:10pm



INSTRUCTOR: Dr. Morrison-Orton, PhD


Telephone # 661-664- 2089 Voice mail is available



    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:

  1. Identify and explain the NASW Code of Ethics and the social work core values and apply these to vignettes in the classroom setting and in the classroom with their peers and the instructor. Demonstrated by classroom behavior, points received for participation, quizzes and vignettes. (M5.4.4, M5.7.2); Program Goal (1); Program Objective (2).

Assignment (Outcome Measures)

            Weekly quizzes

                        Class participation

                        Speaker reaction papers

                        Video taped interview

                        Process recordings, genogram, and eco-map

  1. Understand the overview of the history of the profession of Social Work in America. Demonstrated by quizzes and class discussion (M5.4.4, M5.7.5); Goal (1); Program Objective (3).

Assignment (outcome Measures)

            Weekly quizzes

            Class participation

            Video taped interview

  1. Know and articulate understanding of generalist social work practice.  Demonstrated through quizzes, class participation and video interviewing assignments. (M5.7.6); Program Goals (1); Program Goal (8).

Assignment (Outcome Measures)

            Weekly Quizzes

            Class participation

            Speaker reaction papers

                                    Video taped interview

  1. Demonstrate awareness of how class, gender, poverty, race, ethnicity, religion and sexual orientation impact the lives of individuals and groups. Demonstrated through class participation, interviewing activities and assignments, bus assignment, reactions papers to speakers and video taped interviewing assignments. (M5.4.1, M5.4.2, M5.7.2); Program Goal (2), Program Objectives (2,6,12).

Assignment (Outcome Measures)

            Short paper

            Bus ride and reaction paper

Speaker reaction papers

            Reaction papers

  1. Understand how to access information about different client groups when unfamiliar with that group.  Demonstrate through interviewing, assessing vignettes for diversity issues, identifying community resources in the paper.  (M5.4.1, M5.4.2, M5.7.2, M5.7.12)   Program Goals (2, 4); Program Objectives (1,2,6,12).

Assignment (Outcome Measures)

            Short paper

            Class participation

            Video taped interview

  1. Understand the tenets of the systems and ecological frameworks and apply them in classroom assignments such as genograms, eco-maps, and during interviewing exercises and writing assignment. (M5.4.3; M5.7.8); Program Goal (2), Program Objectives (6, 8, 12). 

Assignment (Outcome Measures)

            Short paper

                                    Bus ride and reaction paper

                                    Class participation

  1. Understand and engage in effective communication strategies (oral and written), which promote understanding and harmony in the exchange of information.  Demonstrated by assignment of interviewing, process recordings, classroom participation, quizzes, bus assignment and the paper. (M5.7.3; M5.7.12); Program Goal (2, 4); Program Objectives (10, 12).

Assignment (Outcome Measures)

            Short paper

                                    Bus ride and reaction paper

                                    Class participation

                                    Video taped interview

                                    Process recording

  1. Understand the change process and apply this process to client assessment emphasizing shared responsibility. Demonstrated in the final paper, the classroom vignettes, assignments (M5.7.2, M5.7.4); Program Goals (1, 4); Program Objectives (1,2,6).

Assignment (Outcome Measures)

            Short paper

            Video taped interview


  1. Understand and begin to gain insight into the professional use of self.  Demonstrated through the use of interpersonal skills exercises, process recordings (or reaction papers), and self-evaluation of video taped interviews. (M5.7.3, M5.7.12); Program Goal (4); Program Objectives (3,12,1).

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.



  1. Short weekly quizzes over lecture, speakers and readings. (100-150 points i.e., 10 to 15 points per week). [Course Objective 1, 2, 3]. Some multiple choice, t/f, and short answers.
  2. A short paper (10-15 pages plus references) discussing an aspect of micro or mezzo social work practice. You will receive a handout explaining the detailed requirements. The topic selection, an outline, and a draft will be required before the final paper is turned in. Only the APA (Edition 5) style will be accepted.  (100 points) [Meets course objective 4, 5, 6, 7, 8]
  3. There will be a bus ride exercise and reaction paper.  (50 points) (Mezzo and micro assignment) [Meets course objectives 4, 6, 7, 9].
  4. You will be given sporadic reaction papers to complete.  They will be assigned as the issues arise in the classroom.  (20 points each) [Meets course objectives 4, 9].
  5. Class participation is REQUIRED.  NO Exceptions.  The quality and amount of participation will be graded.  This is worth 5 points for every class.  (100 points). Five points are given for attendance and being on time. [Meets course objectives 1, 6, 7, 9].
  6. Speakers reaction papers (Up to 10 points each) [Meets course objectives 1, 3, 4, 7].
  7. Video taped interview. (60 points).  (Application and practice evaluation)  [Meets course objectives 1, 2, 3, 5, 7,9].
  8. Self-assessment interview (100 points). (Application of skills and evaluation of one’s own practice). [Meets course objectives 7, 9].
  9. Process recordings. (10 points each). [Meets course objectives 1,7, 9].




100-94%             = A

93-84%            = B

83-74%              = C

73-64%               = D

63 %                  = F



*****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.






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


In class activity: Overview/ Introduction of the course


                           *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       




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





Read: Chapters 5 and 6 (Seligman); Chapter 16 (Kirst-Ashman) Recording in generalist Social Work Practice; Miller, Chapter 2.


In class activities:


*Brief lecture

a.       Process recording (Information gathering)

b.      Eco map

c.       Genogram (Speaker)

d.      Confidentiality (values and ethics)

e.       Notes

                        *Small group discussion and role play


Assignments Due:  Quiz # 2




Read Chapters 6 (Kirst-Ashman & Hull), Planning in Generalist Practice; Miller, Chapter 4.


In class activity: 

  *Brief lecture

a.       Problem / strength identification

b.      Prioritizing

c.       Needs

d.      Setting goals, objectives

e.       Contracting


                         *Small group discussion and role play


Assignments Due: Quiz # 3




Read Chapters 7 (Kirst-Ashman), Implementation applications and chapter 7 (Seligman).  Miller, Chapter 5-6.


In class activities:


  *Brief lecture

a.       Application of the generalist model (special needs, child maltreatment and substance use / abuse (speaker)

b.      Crisis intervention (suicide, homicide, abuse and the duty to warn)


                          *Small group discussion and role play          


Assignments Due:  Quiz # 4


                                 Bus assignment  (reaction paper) due

                                  Paper topic due





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. 


In class activity: 


                        *Brief lecture

a.       What is a family? (diversity)

b.      Finding strengths

c.       Structure in families

d.      Systems theory in families

e.       Communication in families

f.        Family intervention, problem solving (homeostatis)


*Small group exercises and role plays



Assignments Due: Quiz # 5


                                Draft outline of paper due today.




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)




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  




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


 *Small group exercises and student Role Plays




Student Role Plays:

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).


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.



Reaction Papers


Each reaction papers will be graded on the following criteria:


  1. Adherence to the instructions for the assignment. 10%


  1. Quality of the writing:  organization, clarity, syntax, grammar, spelling, and so forth.  You must be able to express a substantial amount of information succinctly. 20%


  1. APA referencing. 10%


  1. Quality of the ideas presented.  I expect critical analysis and evaluation. 40%


  1. Originality of the ideas presented. 20%



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:


  1. Write a process recording for the entire interview. 
  2. Identify elements of the dialogue (yours) and state reason and purpose for each element.
  3. Identify non-verbal (yours) interactions.  How did they affect the interview process?
  4. Identify the strengths of the interviewee.
  5. Identify the strengths of your interview.
  6. What specific things did you think went well?  Why? How did these things improve the interview?
  7. What NASW Code of Ethics values, principles and service elements were apparent in the interview?
  8. What facilitative conditions did you use?  When, where, why, and how helpful do you think they were?
  9. What are the areas you would like to improve about your part in the interviewing process?  Why?  How would you like it different?  What will it take to make it different?




  1. Followed the requirements of the interview. 20%
  2. Writing is clear, organized and meets the standards of the 5th Ed. of the APA. 20%
  3. Critical assessment. 35%
  4. Stayed focused on self. 20%
  5. Ability to identify strengths of interviewee. 5%



VIDEO Taped Interview


  1. Tape should be easy to see and to read
  2. Provide introduction of self
  3. Demonstrate the engagement phase
  4. Cover the issues of confidentiality
  5. Exhibit use of the facilitative conditions
  6. Cover the strengths
  7. Demonstrate active and reflective listening
  8. Process recording must reflect interview
  9. Ability to identify the problem
  10. Assess duty to warn issues
  11. Obtain informed consent