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TRANSCRIPT
SOCIAL WORK 101
Spring 2017
GREAT BASIN COLLEGE
Syllabus
This is the same syllabus that the UNR School of Social Work uses. Some assignments have been changed.
This is an ONLINE/IAV/web enhanced Course Also this is a lecture capture course. The lectures from the live section will be posted in a module in web campus the day after they are taped.
Please refer to web Campus for more details
Course Number & Title: SW 101: Introduction to Social Work
Instructor: Laura Debenham
Contact Information: Office: 775-753-2466 Text: 406-850-1840
E-mail: [email protected] Most of the time you will use the web campus E-mail for this class
Location: My Office is located in the DCIT Suite 105
Office Hours: Tuesdays and Thursdays 11 AM - 2 PM
Credits: 3
Prerequisites: none
Description:
The course acquaints students with the history, philosophy, values, and knowledge base of the social work profession. The course emphasizes human diversity and generalist practice. The goals of the course are to:
(1) Provide students with an accurate understanding of what social workers do,
(2) begin to socialize students to the values and philosophy of the social work profession,
(3) introduce students to the methods and approaches of social work,
(4) Introduce students to the generalist social work practice paradigm, and
(5) Develop a basic level of critical thinking and writing skills needed in social work practice.
More on description of class:
This class will tell you the who, what, how, when and why’s of social work! You will learn about various theories that social workers utilize, concepts such as strength based practice and you will also learn about the rewards and challenges that make social work such an exciting career! You will be given the necessary information to chart your social work curriculum so that you can complete a Bachelor’s degree in Social Work (BSW) from the University of Nevada, Reno
Linkages with Other Courses: In addition to providing any student at GBC with the opportunity to learn about the profession of social work, this course is the first course requirement for students who decide to pursue a social work major.
Relevant Competencies and Associated Foundation Practice Behaviors: This course introduces students to the professional foundation competencies articulated by the Council on Social Work Education. In particular, at an introductory level, students will have knowledge and awareness of the following competencies:
1. Identify as a professional social worker and conduct oneself accordingly.Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct & growth.
Advocate for client access to the services of social work. Practice personal reflection and self-correction to assure continual professional
development. Attend to professional roles and boundaries. Demonstrate professional demeanor in behavior, appearance, and communication. Engage in career-long learning. Use supervision and consultation.
2. Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision making. Social workers are knowledgeable about the value base of the profession, its ethical standards and relevant law.
Recognize and manage personal values in a way that allows professional values to guide practice.
Make ethical decisions by applying standards of NASW Code of Ethics and, as applicable, principles of the International Federation of Social Workers and the Association of Schools of Social Work Ethics in SW.
Tolerate ambiguity in resolving ethnic conflicts. Apply strategies of ethical reasoning to arrive at principled decisions.
3. Apply critical thinking to inform and communicate professional judgments. Social workers are knowledgeable about the principles of logic, scientific inquiry and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires synthesis and communication of relevant information.
Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.
Analyze models of assessment, prevention, intervention and evaluation. Demonstrate effective oral and written communication in working with individuals,
families, groups, organizations, communities, and colleagues
4. Engage diversity and difference in practice.Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization and alienation, as well as privilege, power & acclaim.
Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power.
Gain sufficient self-awareness to recognize the influence of personal biases and values in working with divers groups.
Recognize, value, and communicate their understanding of the importance of difference in shaping life experiences.
View themselves as learners and engage those with whom they work as experts of their own circumstances.
5. Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize 3 the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice.
Understand the forms and mechanisms of oppression and discrimination. Advocate for human rights and social and economic justice. Engage in practices that advance social and economic justice.
6. Engage in research-informed practice and practice-informed research.Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social services delivery. Social workers comprehend quantitative and
qualitative research and understand scientific and ethical approaches to knowledge building.
Use practice experiences to inform scientific inquiry. Use research evidence to inform practice.
7. Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological and spiritual development.
Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.
Critique and apply knowledge to understand person and environment.
8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services.Social work practitioners understand that policy affects service delivery and they engage in policy practice. Social workers know the history and current structures of social policies.
Analyze, formulate, and advocate for policies that advance social well-being. Collaborate with colleagues and clients for effective policy action.
9. Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively.
Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services.
Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.
10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and communities. Professional practice involves the dynamic and interactive process of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations and communities. Practice knowledge includes identifying, analyzing and implementing evidence-based interventions designed to 4 achieve client-goals; using research and technological advances; developing, analyzing, advocating and providing leadership for policies and services; and promoting social and economic justice.
Substantively and affectively prepare for action with individuals, families, groups, organizations and communities.
Use empathy and other interpersonal skills. Develop a mutually agreed-on focus of work and desired outcomes Collect, organize and interpret client data. Assess client strengths and limitations. Develop mutually agreed-on intervention goals and objectives. Select appropriate intervention strategies. Initiate actions to achieve organizational goals. Implement prevention interventions that enhance client capacities. Help clients resolve problems. Negotiate, mediate, and advocate for clients. Facilitate transitions and endings. Critically analyze, monitor, and evaluate interventions.
Course Objectives / Educational Outcomes:
101.1 Identify and describe the various fields of practice within the social work as measured by class discussions
101.2 Distinguish between micro, mezzo, and macro practice as measured by test questions
101.3 Identify and articulate the ethical principles expounded by NASW and the IFSW as measured by Code of Ethics assignment and quizzes
101.4 Identify core personal values and how these values influence decisions, judgment and behaviors as measured by pretest and Self reflection paper
101.5 Conduct searches for scholarly articles using electronic databases as measured by discussion questions and research paper
101.6 Critically examine multiple dimensions of a social issue as measured by discussion questions and research paper
101.7 Demonstrate ability to write using correct grammar, spelling and sentence structure as measured by discussions, annotated bibliography and research paper.
101.8 Define cultural humility as measured by discussion questions
101.9 Identify and articulate elements of one’s own culture as measured by diversity worksheet and interview
101.10 Define and distinguish between power, privilege, discrimination, and oppression as measured by discussion questions
101.11 Recognize common forms of structural oppression within our society as measured by class discussions and research paper
101.12 Identify and distinguish between various fields of practice within the social work profession as measured by discussion question and pre and post test
101.13 Define generalist practice as measured by discussion question/quiz
101.14 Accurately describe the roles and functions that constitute social work practice as measured by post test
Class Policies:
Class Rules and Instructor’s Expectations of Students - All students are expected to be active participants, learners, and teachers in the classroom. When students have something to say, their communication should be directed to the entire class, tell one-tell all. Excessive side talking or other classroom disruptions can result in attendance points being deducted. In order to be effective learners and participants students are expected to be on time to class. - Students are expected to complete the assigned readings before class. - Students are encouraged to seek additional materials from the media, libraries, and the Internet; to share these with the class; and to use these in their assignments. -
Cell Phone and Electronic Equipment: In a live class you are expected to turn your cell phone, and other electronic devices, off during class. If you use a computer to take notes, discovery that you are using this computer to engage in activities not specifically associated with this class will impact your grade. Unauthorized use or misuse of cell phones and other electronic devices will result in consequences that may include a reduction in participation points, public confrontation by faculty, and/or a failing grade on a test or other assignment. -
Students are expected to invest 2-3 hours outside of class for each hour in class. A three-hour class includes 6-9 hours per week of outside work.
Intellectual integrity and academic honesty are expected from all students.
Students are expected to display respect of fellow students’ unique characteristics including race, ethnicity, culture, gender, religion, creed, national origin, age veteran status, disability, socioeconomic status, and sexual orientation. All written assignments will use nondiscriminatory language.
Knowledge, Values and Skills -
Cultural humility (introduced to the framework) -
Self-reflection on personal values and culture -
APA (introduced to APA manual and using it for citations/references) -
Library research (introduced to electronic databases, explanation of peer-reviewed journals, distinction between types of sources) -
Explanation of generalist approach -
Explanation of micro, mezzo, macro -
Fields of social work practice
Exposure to major social issues, including poverty, central to the profession’s mission
- NASW Code of Ethics - IFSW Values and Ethics
- Basic writing skills
- Introduction to the concepts of power, privilege, discrimination and oppression
- White privilege and the privilege walk
Changes to Syllabus, Course Outline, and Grading Procedures - The instructor reserves the right to make changes to the syllabus and course plans as deemed appropriate for the course. It is important for students to note that in order to effectively address the unique needs of each classroom and group experience, the instructor may need to make adjustments to the timeline, reading requirements, and the involvement of guest or outside speakers. Students who are concerned with any changes or confused should contact the instructor immediately. Additionally, circumstances may arise that would require changes to grading procedures. Students will always be informed of any such changes.
Use of Web Campus and Electronic Communication - Web Campus will be used to support this course. Students are required to use Web Campus to access additional required or supplemental readings, details of course assignments, and discussion boards. Web Campus will also be used to communicate to students any changes in course plans and other important notices.
Writing Policy - Good writing skills to communicate information accurately and concisely are requirements for effective generalist social work practice. Therefore, all writing assignments will be evaluated for content, clarity of ideas presented, critical thinking, and clarity of writing. - All papers are to be typewritten, 12 pt. font, double-spaced, and one-inch margins and submitted through Web Campus. Students must use APA format for citations and references. Please be sure to document your use of others’ scholarly work, ideas, and thoughts in your papers. Plagiarism will not be tolerated, and will be addressed according to GBC policy.
Class Attendance and Participation: Class attendance and participation are critical aspects of the professional socialization process and engagement in the learning environment. Students are responsible for assisting in the creation of a learning environment that promotes such socialization and engagement. To do so, students should assume responsibility for their own learning by not being late or leaving early from class, being prepared for and participating in class-related activities, and consulting with the instructor outside of class, as appropriate. It is the personal responsibility of the student to consult with the instructor regarding absences from the class. Students are expected to attend class, be on time, and participate in class activities and
discussions. All reading assignments are to be completed before the class session in which the material is discussed. Students are also expected to stay abreast of current information through professional journals and news media. No make-up of assignments, quizzes, or exams will be accepted without prior approval meaning before or the day the assignment is due. There are no excused absences without arrangement with the instructor. Absences from class will be excused only due to extreme personal or family emergencies. If you are experiencing such an emergency, please contact the instructor by e-mail prior to or immediately following the missed class meeting. If you miss 3 classes you can be removed from the class.
Readings:
Intro to Social Work & Social Welfare (Empowerment Series) Edition: 5th
Author: Kirst-Ashman ISBN: 9781305388390Copyright Year: 2017Publisher: Brooks Cole
Other readings will be assigned during the semester, and will be posted on Web Campus.
Method of Instruction
Each week there will be assigned readings, a quiz and discussion questions. I will provide lectures each week in the live section which will be recorded and placed in the online section. I will provide individual feedback on assignments and present feedback to the whole class as well.
Assignments:
Pretest 30 points
Before you look at your book or any of your other materials you must complete your first assignment.
This assignment is to find out what you might know or have an intuitive sense about social work. Please discuss the following:
1. What values, attitudes and beliefs are important for social workers to have?2. What are some healthy reasons for people to go into social work?3. What are some unhealthy reasons for people to go into social work?4. What kinds of personal characteristics do you think a social worker should have?5. What is the role of a social worker6. Don’t overthink this you will not be graded on content this time you will only be graded
on following directions and getting it on time.7. Complete this in 2-3 pages8. You will be graded on spelling and grammar and sentence construction.
Class Goal Paper 20 points
Each student will write at least a 2 paragraph post on the goal that they have for this class and how they will achieve it. The post will include:
1. Name of student and where they live2. A short paragraph about them such as what you like to do, family structure or anything
else they want to include 3. Where they are at on their college journey i.e. I just graduated from high school and
where from. This is my first class, or I am a sophomore, etc.4. Why are they taking this class? Do you want to major in Social Work?5. What goal they have for this class6. How they will achieve that goal.
Then each student will respond to at least one other student in the class on the discussion board.
This will be typed with at least a 12 font, double spaced.
Ethics assignment 30 points
Follow instructions found in web campus
Diversity worksheet 25 points
Follow instructions on attachment found in web campus. Save as a word document and submit as an attachment Place in assignment drop box.
Annotated Bibliography 30 points
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited. Cornell University Library
Go to or call the library and have them help you find 3 peer reviewed journal articles, two internet articles/sites and 1 newspaper or magazine article that will help you write your final paper. (So it is a good idea to think about your final paper now!) Anyway make sure you have a GBC library card first, then find your sources then read the articles review the web sites.
Here are a couple of websites that can help you with this assignment. If you have questions please ask?
http://guides.library.cornell.edu/annotatedbibliography (Links to an external site.)
https://owl.english.purdue.edu/owl/resource/614/01/ (Links to an external site.)
https://owl.english.purdue.edu/owl/resource/614/03/ (Links to an external site.)
Mystery Assignment (30 points)
This will be posted on web campus later in the semester
Agency Visit 40 points
The purpose of this assignment is to give you exposure to human service agencies and to begin building upon the value that social workers aim to understand the environment(s) that surround our clients. You might want to pick an agency that coincides with the paper you are going to write. Students will identify and visit a human services agency and interview someone who works there, preferably a social worker, to learn about the agency’s history, mission, and services. Students will try to gain insight into the experience of clients by observing the agency’s physical characteristics, atmosphere, and other procedures if possible. Students will post at least 3 paragraphs of 10 sentences each describing the details of the visit on discussion Board. You will be graded on detail provide about agency and the clarity of your explanation to the class. If you do not have any idea of where to go then please ask instructor for ideas.
Diversity Interview 50 points
See attachment on web campus for this assignment for instructions and format.
Research paper 50 points
1. Pick a topic that is pertinent to social work2. Use the articles you found in your annotated bibliography 3. You will answer the questions who, what, how, when, and where about your topic. For
instance if you are writing about teen pregnancy, you would state who are they? (From broken homes, isolated kids etc.) What is the scope of the problem? (statistics) Why/how/when do they get pregnant? (No birth control, prevalence of sexual experiences, when their parents are gone after school etc. where are they rural vs. urban?)
4. Your paper should be at least 6-8 pages long Typed, 12 Font Times New Roman or similar font. Each Page must have a header with your name and SW 101 and the shortened name of your paper on it.
5. Have your paper proofread before you turn it in. You can take it to the Academic Success Center or submit your paper online to them http://www.gbcnv.edu/asc (Links to an external site.) (Links to an external site.)
6. Your paper should be written in the APA format. The Academic Success Center can help you with this too
7. Papers will be placed in the assignment drop box for grading no later than May 8,20168. Provide your bibliography and cite your sources within your paper
Use these sources to help you write your paper
http://www.aresearchguide.com/1steps.html (Links to an external site.)
http://faculty.georgetown.edu/kingch/How_to_Write_a_Research_Paper.htm (Links to an external site.)
http://www.citationmachine.net/apa/cite-a-book (Links to an external site.) http://guides.library.cornell.edu/annotatedbibliography
Final Reflections Essay (30 points)
- The purpose of this assignment is to reflect upon what you have learned about social work throughout the semester. Details in web campus.
Quizzes:
There will be quiz almost every week. Points to be determined.
Student Conduct/Policies
It is important that you read pages 29-51 in the GBC catalog. These pages cover important topics such as hate crimes, student privacy, student conduct policy and other topics students should know about. Before you come to me with questions regarding student issues read your catalog.
Students With Disabilities:
The instructor is willing to make reasonable accommodations for limitations due to any disability, including learning disabilities. Contact Julie Byrnes at 753-2271 if you believe you need special accommodations to help you in this class
Plagiarism is prohibited
Plagiarism
Plagiarism is presenting someone else’s words, ideas, or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references, and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the student will acknowledge the source whenever:
Another person’s actual words are quoted. Another person’s idea, opinion, or theory is used,
even if it is completely paraphrased in the student’s own words.
Facts, statistics, or other illustrative materials are borrowed, unless the
information is common knowledge.
A nationally recognized plagiarism software may be used to check student
work.
Cheating
The following are some examples of cheating:
Recycling (using material generated for one class in another class). Using electronic devices inappropriately. Using unapproved notes. Unapproved discussion between classmates. Having others represent you in class—attend class for you, do work in your place, take
exams. Having others do your work.
Nationally recognized plagiarism software may be used to check student work.
The following are some examples of cheating:
Recycling (using material generated for one class in another class). Using electronic devices inappropriately. Using unapproved notes. Unapproved discussion between classmates. Having others represent you in class—attend class for you, do work in your place, take
exams for you. Having others do your work.
Consistent with a collegiate environment of educational study, students are expected to conduct themselves in a manner appropriate for an institution of higher learning.
1. The disruption or obstruction of teaching will not be tolerated.
2. Students are expected to be respectful and tolerant of diverse opinions/ideas even if they do not agree with them.
3. Students should be aware that this course might generate discussions, use videos, which portray a graphic and honest look at the issues of the aging population. All students are expected to be active participants, learners, and teachers
4. If you miss 3 or more classes, not logging on for a week indicates an absence, you can be dropped from the class
5. Added material may supplement the chapter topics. Due to time restrictions, not every piece of information contained in the book will be covered in power points, lectures etc., but nevertheless, you are expected to read all of the assigned material.
6. Students are encouraged to seek additional materials from the media, libraries, and the Internet; to share these with the class via message boards; and to use these in their assignments.
7. Students are expected to invest 2-3 hours outside of class for each hour in class. A three hour class includes 6-9 hours per week of outside work.
Writing
Writing Policy: Good writing skills to communicate information accurately and concisely are a requirement for being a good student and an effective worker especially if you are going to work with people! Formal writing assignments for this course will be evaluated both for content, ideas presented, and for the clarity of presentation. You must use the APA style of citation to cite your references. The following website is the best /most definitive site for APA help. http://owl.english.purdue.edu/owl/resource/560/01/ (Links to an external site.) (Links to an external site.)
Also the Academic Success Center on campus 775-753-2149 has APA sources. Go to the ASC website http://www.gbcnv.edu/asc/ (Links to an external site.) (Links to an external site.)Look to the left hand side and click on APA resources then look down further and click on "has your teacher asked you to write a paper on APA style?" Click on that...be patient, it takes a while to open but there is a great PowerPoint to view about APA
Written assignments are to be turned in as an attachment via the assignment drop box. Do not cut and paste in the assignment area except for discussions. Assignments will not be accepted this way or if they are sent by any other way such as via e-mail. If you do not know how to turn them in this way then call the Help Desk 753-2167 Office and they will talk you through it.
I expect you to be able to:
Write a correct sentence that makes sense. It needs a noun and a verb, adjectives, etc. There should be no fragments or run on sentences.
Use your spell checker Write with a logical flow Use paragraphs with topic sentences.
Answer the question in the assignment Elaborate on your ideas Cite your work using APA style
*If you are in doubt about your writing skills, try these ideas:
Read your paper out loud to yourself and see if it makes sense to you Read your paper out loud to someone else and see if it makes sense to them Have someone else read your paper out loud to you If all else fails, have your paper proofread by a capable editor.
HOW TO SUCCEED IN AN ONLINE COURSE: This is an online/live class. The live class lectures will be recorded and placed in a module in web campus. The learning modules will contain power points, videos, reading assignments and discussion boards (only required if you are in the online class)
1. Set up your CANVAS communication so that you receive emails and notices in places you check often Facebook, cell phone, etc. And then read those communications!
2. Read the course syllabus completely and with care. 3. Pay attention to the schedule and the calendar. Print that schedule and keep it handy.4. Work the modules!! Access each part of the weekly learning module and do required
work. 5. Important Many times in discussions, online and in person, we disclose personal
information about ourselves. What you choose to share about yourself is your decision but please remember this is a class and not a therapy group. I appreciate honesty and often times it is our own experiences that help us and others understand complex issues such as poverty. Please help create an atmosphere of trust by pledging to hold, in confidence, anything a fellow classmate discloses about themselves or their family. No names or identifying information are to be used
Grade Appeals or Professional Conduct:
See Great Basin College catalogue for details. This is the process for dealing with complaints about grades or professional conduct. There are deadlines in the procedures, so be aware of this information.
Explanation of Terms [*]:
Incomplete [“I”] grades will be assigned sparingly, when, in the judgment of the instructor, the student has completed the major portion of his/her work for the course, is passing the course, but cannot finish the course by semester’s end for a compelling reason such as injury or illness, death in the immediate family, etc. If the Incomplete has not been removed by the middle of the ensuing semester (October 15 or March 15), the “I” on the student’s record will revert to a letter grade (which could be an “F”).
Withdrawal [“W”] will be given to students only when the following conditions are met:
1) The student must notify the instructor regarding his/her intent to withdraw.
2) The student must notify Admissions and Records and officially withdraw from the class.
3) If you do not officially withdraw, from a class by November 2 2016 and you remain enrolled in the class but you don't participate you will get an F (Must drop class(es) by midnight 11/2/2016 to receive a "W" rather than an "F")
Grading
94-100% = A
90-93% = A-
87-89% = B+
83-86% = B
80-82% = B-
77-79% = C+
3-76% = C
70-72% = C-
67-69% = D+
63-66% = D
60-62% = D-
<60 = F
Bibliography:
Barker, R. (1999) Social Work Dictionary, 4th ed. Silver Springs, MD: NASW Press.
Black, C. (1981) It Will Never Happen to Me. Denver, CO: MAC Publishing.
Crosson-Tower, C. (2002) Understanding Child Abuse and Neglect, 5th ed. Boston: Allyn & Bacon.
DuBois, B. L. & Miley, K. K. (2005). Social Work: An Empowering Profession, 5th ed. Needham Heights, MA: Allyn & Bacon.
Edin, K. & Lein, L. (1997) Making Ends Meet: How Single Mothers Survive Welfare and Low-Wage Work. NY: Russell Sage Foundation.
Ginsberg, L. H. (2001) Careers in Social Work, Needham Heights: Allyn & Bacon.
Green, J. W. (1999) Cultural Awareness in the Human Services: A Multiethnic Approach, 3rd ed. Boston: Allyn & Bacon.
Johnson, L. & Yanca, S. (2004) Social Work Practice: A Generalist Approach, 8th ed. Needham Heights, MA. Allyn & Bacon.
Kiser, P. (2012) The Human Service Internship; Getting the most from your experience, 3rd ed. Belmont, CA: Brooks Cole Publishing
Mehr, J. J. (2001) Human Services: Concepts and Intervention Strategies, 8th ed. Needham Heights, MA.: Allyn & Bacon.
Moore, P. A. (1985) Disguised! Waco, TX: Word Books.
Pelzer, D. (2004) The Privilege of Youth: A Teenager’s Story of Longing for Acceptance and Friendship. NY: Dutton.
Pelzer, D. (1997) The Lost Boy: a foster child's search for the love of a family. Deerfield Beach, FL: Health Communications.
Pelzer, D. (1995) A Child Called “It”: An Abused Child’s Journey from Victim to Victor. Deerfield Beach, FL: Health Communications.
Scales,T. & Streeter, C. ( 2004) Rural Social Work: Building and sustaining Community Assets. Belmont ,CA: Brooks Cole Publishing
Suppes, M. & Wells, C. (2003) The Social Work Experience, 4th ed. Columbus, OH: McGraw Hill Publishing.
Szuchman, L. & Thomlison, B. (2004) Writing with Style: APA Style for Social Work. Belmont, CA: Brooks/Cole Publishing.
Zastrow, C. (2004) Introduction to Social Work and Social Welfare: Empowering People, 8th ed. Belmont, CA.: Wadsworth Publishing.