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Page 1: file · Web viewSchool of Social Work Social Work Practice III. Derrelynn Perryman, MSSW, LCSW, Adjunct Faculty. Office Hours: By appointment. Office: Arlington Police Department

University of Texas at Arlington SOCW 3306 Spring 2012

School of Social Work Social Work Practice III Derrelynn Perryman, MSSW, LCSW, Adjunct FacultyOffice Hours: By appointmentOffice: Arlington Police Department, 620 W. Division, phone 817-459-5711 Cell Phone 682-552-4799 Class E-Mail [email protected] Note: if you have a question and need a response quickly, you may text message me on my cell phone. Be sure to indicate your name! I’ll get back to you much faster this way. Emergency E-Mail [email protected] (use this email address for messages on the day of class only)

Council on Social Work Education (CSWE), Educational Policy and Accreditation Standards (EPAS), as applied to SOCW 3306

Educational Policy 2.1.1—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 and growth. Social workers:]

(a) Advocate for client access to the services of social work.(b) Use supervision and consultation.

Educational Policy 2.1.2—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. Social workers:]

(a) Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics2 and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles.(b) Tolerate ambiguity in resolving ethical conflicts; and(c) Apply strategies of ethical reasoning to arrive at principled decisions.

Educational Policy 2.1.3—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 the synthesis and communication of relevant information. Social workers:]

(a) Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.(b) Analyze models of assessment, prevention, intervention, and evaluation; and(c) Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

Educational Policy 2.1.6—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 service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers:]

(a) Use practice experience to inform scientific inquiry and(b) Use research evidence to inform practice.

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Educational Policy 2.1.7—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.Social workers:]

(a) Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.

Educational Policy 2.1.8—Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services. [Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers:]

(a) Analyze, formulate, and advocate for policies that advance social well-being.(b) Collaborate with colleagues and clients for effective policy action.

Educational Policy 2.1.9—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. Social workers:]

(a) Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services.(b) Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services.

Educational Policy 2.1.10(a), (b), (c), and (d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. [Professional practice involves the dynamic and interactive processes 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 achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice]

Educational Policy 2.1.10(a)—Engagement: Social workersEducational Policy 2.1.10(b)—Assessment: Social workers

(i) Collect, organize, and interpret client data.(i) Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities.(ii) Use empathy and other interpersonal skills; and(iii) Develop a mutually agreed-on focus of work and desired outcomes. (ii) Assess client strengths and limitations.(iii) Develop mutually agreed-on intervention goals and objectives; and(iv) select appropriate intervention strategies.

Educational Policy 2.1.10(c)—Intervention: Social workers(i) Initiate actions to achieve organizational goals.(ii) Implement prevention interventions that enhance client capacities.(iii) Help clients resolve problems.(iv) Negotiate, mediate, and advocate for clients; and(v) Facilitate transitions and endings.

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Educational Policy 2.1.10(d)—Evaluation: Social workers critically analyze, monitor, and evaluate interventions.

Catalogue DescriptionExamines generalist community and administrative practice roles, the perspectives of strengths, empowerment, and evidence-based practice along with the values of social justice, diversity, and participation. Specific attention is given to designing intervention programs that address community needs.

Expanded Description of 3306 Course Content Because most social work practice takes place within organizations in the context of one or more communities, understanding and intervening at the organizational and community levels are essential for effective social work. This course builds on a liberal arts base, including skill in written communication and knowledge of human psychology, sociology, and political science. It builds on the historical, contextual, value, and ethical base developed in the Profession of Social Work/Introduction to Social Work courses. It expands the “person in environment” perspective by considering the environment as a focus for practice. It applies ecological systems theory and generic social work process to communities and organizations. It also examines generalist community and administrative practice roles, and the perspectives of strengths, empowerment, and evidence-based practice, along with the values of social justice, diversity, and participation. Specific attention is given to assessing community assets and needs.

Student Learning OutcomesUpon completion of this course, students will be able to:1. Apply ecological systems theory to communities and organizations.2. Relate the development of macro practice to the general history of social work3. Describe typical roles a macro generalist social worker assumes, e.g., advocate, planner, activist, collaborator, supervisor, leader, and manager.4. Demonstrate generalist macro practice intervention skills involved in building relationships, establishing a vision/mission, assessing needs and capacities.5. Demonstrate the importance of using the strengths/capacities, empowerment, and evidence based practice principles to guide practice.6. Assess macro practice interventions and their relationship to the values of social and economic justice, stakeholder participation, empowerment, and diversity.

RequirementsPractice III is required of all BSW students.

Required Textbooks and Other Course Materials

Netting, F.E., Kettner, P.M., & McMurtry, S.L. (2012). Social work macro practice. Boston: Allyn andBacon.

Note: Course Syllabus Changes – The course instructor reserves the option to modify the course syllabus throughout the course by adding guest speakers, audio visual media, or supplemental materials and/or modify assignments or make substitutions so long as course objectives are met and the overall grading criteria are maintained.

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Important Dates:

Last day to drop class- March 30 Spring Break no class- March 15 Last Day of Class- May 3 Note: the current plan is to give the final exam on the

last day of class. Should we miss a class due to weather or other issues, the final exam may be given during regular UTA finals week. Students should plan accordingly to be able to be present May 10th, during UTA finals week, for the final exam if necessary.

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READINGS/Assignment/Quiz SchedulePlease keep track of your quiz scores here. If there is a discrepancy between my total and yours, we will refer to your recorded scores to resolve it!

QUIZ /DUE DATE

My Score

Week 1 Introduction, syllabus review, and group assignment for group project

Week 2Quiz #1

Chapter 1 An Introduction to Macro Practice in Social Work

Week 3Quiz #2

Chapter 2 The Historical Roots of Macro Practice

Week 4Quiz #3

Chapter 3 Understanding Community and Organizational Problems

Week 5 Group Presentations Begin

Week 6Quiz #4

Chapter 4 Understanding PopulationsGroup Presentations Continue if not completed in the prior week

Week 7 Quiz #5

Chapter 5 Understanding Communities“Temple Grandin” Movie will be viewed in class

Week 8 Quiz #6

Chapter 6 Assessing Communities

Week 9 Quiz #7

Chapter 7 Understanding OrganizationsSystems Change Paper Due

Week 10 Quiz #8

Chapter 8 Assessing Human Service Organizations

Week 11 Quiz #9

Chapter 9 Building Support for the Proposed Change

Week 12 Quiz #10

Chapter 10 Selecting Appropriate Strategies and Tactics

Week 13 Quiz #11

Chapter 11 Planning, Implementing, Monitoring, and Evaluating the Intervention

Week 14 Final ExamReview

Representative Paper Due

Week 15Final

Final Exam

Quiz Total/Extra Credit total

Historical Presentation

Representative Paper

System Change Paper

Participation

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Final Exam Group Score

My TOTAL Points

GRADING SCALE:

Quiz Points 1

10Historical presentation 35Representative Paper 50Final Exam 70Systems Change Paper 20Participation 15

Total Possible 300

*The instructor reserves the right to add up to five (5) additional points to the final grade for strong attendance and participation if those points would make a difference between letter grades in the final total. If a student has missed more than one class period for any reason, the student will not be eligible for these possible extra points.

Quizzes: Students are to come to class prepared for discussion and activities by carefully reading assigned material from the text. There will be a 10 point quiz given on each assigned chapter reading. Quizzes will be multiple choice or true false, and will be given via PowerPoint, with answers written on 3x5 cards. Quizzes generally take place at the beginning of class. Students who arrive late to class (and miss the quiz) should turn in a 3x5 card with their name, the date, and a note that they arrived late to class in order to be counted present for the class. There will be NO makeups given for quizzes, regardless of the reason for missing the quiz. Students may elect to do optional extra credit assignments for up to 20 points to make up for missed quizzes or to improve their overall point total.

Assignment # 1 – Historical Presentation (35 points)

The purpose of this assignment is to apply learning social welfare history. Task groups will use current technology to make history “come alive,” telling the story of a selected agency in a creative and engaging way. Not only can your presentation reveal insights about the history of Texas human services, but it may document ideological, religious, gender, and racial issues based on deeply held underlying cultural assumptions that may still be evident today.

The key to this assignment is starting early so that you can locate appropriate documents. First, identify a human service agency or one of its descendants or offshoots, in the Metroplex, that serves an “at-risk” population. Second, see if anyone has written a history of the organization you can use to familiarize yourself with its origins. Contact the agency to see if there are historical archives available. Also locate primary (original) documents about and from the organization.

Each group will prepare a 20 minute presentation, for which a group grade will be given. At the beginning of the presentation, please give the instructor a complete

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300 270 a269 239 b238 208 c207 177 d176 below f

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reference list of all sources used in its preparation. The following outline is provided as a guide:

1. Set the chosen organization in context by conveying what historical events and societal values led to its development.

2. Tell the story of its founding, original mission, naming, target population, and purpose.

3. In the process of the presentation, highlight wording from primary documents such as an early constitution or minutes of a meeting or even the diary of a founder.

4. Highlight role of gender, race, and religion over time in terms of board composition, staffing, and clientele.

5. Include this agency’s contemporary mission and role in the community of service providers. Portray how you think the agency’s history positions it to address community needs and current issues, and how its cultural assumptions may have changed (or not) over time. p

Grading Criteria for Assignment # 1

Substance & Quality (20 points)

1. Ability to set the agency’s founding in the context of history and societal values 2. Insight into role played by ideology, religion, gender, and race. 3. Knowledge of agency’s contemporary relationship within the community of service providers 4. Depth of exploration in locating historical information (complete list of sources given to instructor)

Presentation Skills (10 points)

1. Use of creative methods 2. Good use of time and group members’ skills 3. Ability to engage the class and to get key points across

Individual group participation score (5 points): Each group member will also submit a one to two paragraph summary of their participation in the group project. Put your name at the top of a page, followed by the summary of your participation and your assessment of the extent to which your involvement in the process contributed to the overall project. 5 points would indicate full contribution, timely completion of agreed tasks, participation in meetings or online discussions etc. Each other member of your group must then also initial this score. In the event that a member or members of your group disagree with your assessment of your participation, the group should convene to come to consensus.

Assignment #2: Systems Change Paper (20 points)

We will view the movie “Temple Grandin” in class. You may also want to watch the movie again on your own prior to writing your paper. Students will apply concepts from the text to systems change efforts portrayed in the film. The paper should be no longer than 4 pages, APA format. Further instructions for the format of this short paper will be given in class and will be included on Blackboard.

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Assignment #3: Your Representative (50 points)

Contact your own representative in local or state government. You may choose a city council representative, a county government representative, or a state senator or house congressperson. You may need to speak with one of the representative’s aides/advisors/assistants, this is acceptable.

Prior to contacting your representative, review the representative’s website, news stories about the representative, awards or recognitions they have received, and in particular their voting record (which is public information). Identify key positions the representative has taken with regards to at least one issue the directly affects a vulnerable population.

Contact the representative’s office and find out more about the representative’s position. Some questions you might ask:

How did this issue first come to the representative’s attention? What groups share this concern? If any of these groups are in conflict, how has the representative responded? Have these conflicts been resolved? How?

What initiatives or legislation are currently being considered/researched regarding this topic/population, and what position is the representative likely to take? What is the representative’s process for researching issues (staff? Constituent meetings? Surveys or correspondence with constituents? Etc.)

Finally, after identifying at least one issue and the population most affected, briefly research independently to review what the literature says about the needs of the population, the impact of policies on the population, successful implementation of remedies in other areas etc. The idea is to develop some knowledge on the subject and compare this with what you’ve learned about the representative and how local or state government impacts the community.

Your paper should cover the following three points:

1. A summary of the issue, the population, the population’s needs, and the impact of policies on the population.

2. The second section should discuss what you learned about your representative, the positions they have taken on these issues, and the processes by which these positions are developed.

3. The final section of your paper should cover your own ideas about what actions would need to be taken by either the affected population or advocates on behalf of this population to affect policy at the government level.

Summarize what you’ve learned in a paper of not more than 10 pages. Use APA formatting and pay special attention to carefully referencing all sources, including personal communications. Grammar, spelling and punctuation will be graded as well as your ability to communicate clearly what you have learned during this exercise.

Class Participation -15 points

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In social work, we are participants within our environment, not just simply consumers. We believe in our own potential to grow through our interaction with others and to positively impact the growth of others through our presence. With this in mind, attendance and participation in class are seen as essential. Attendance is the most important factor in your class participation grade. If you miss class repeatedly, expect to see it reflected in your class participation grade. Punctuality is important, as well. Participation in class can come in several forms, including verbal participation;, attentive listening to others; interest in class activities; interest in, respect for, and encouragement of the opinions of others, especially when they are dissimilar to your own;, demonstrating the willingness to speak up when you have a point to make, a question or a disagreement; being prepared to give and accept feedback; and willingness to work with your colleagues. Students will fill out a self assessment of participation to be turned in on the last day of class. The form for this assessment can be found at the end of the syllabus.

Final Exam: - 70 points (60 group grade, 10 for individual participation)

The Final will be comprehensive and based entirely upon the Student Learning Objectives. The final will be a group effort, students will come to class prepared with questions for fellow students that developed to allow fellow students to elaborate attainment of the learning objectives. Students should come on the day of class with typed questions for each objective, which will be turned in after the final. No answers will be included on the question sheet. Further instructions will be given in class.

Attendance Policy:

1. Students are expected to attend all class sessions, be on time, and stay until the completion of the class.

2. Students are to complete reading assignments and be prepared to participate in class discussions and small group activities.

4. Assignments are to be completed correctly at the time of submission. No papers or assignments may be resubmitted once a grade is given.

5. Any disruption of the classroom learning environment (through actions in or out of class) will result in the identified student(s) being required to leave the class, without possibility of being readmitted, and cancellation of class work scores for the disrupted class session(s), with a recorded failing semester grade.

6. All graduate students have ascribed to the NASW code of ethics at admission and are responsible for adhering to standards of professional conduct with colleagues/faculty and elsewhere in the graduate program.

7. Please turn off all electronic devices during class time as a courtesy to both the professor and fellow students. This includes but is not limited to cell phones, ipods, text messaging devices. Laptop computers may not be used for taking notes or for any other reason during class, unless approved by the instructor. Failure to comply with this expectation will result in dismissal from the course for the semester.

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8. Attendance is taken via the quizzes. If a student arrives at class after the quiz has been completed, the student should turn in a blank card with name and date in order to be counted present.

Drop Policy:

If you chose to drop the class, you have the responsibility to complete the paperwork according to the University’s schedule. Not doing so may result in a failing grade.

Incomplete grades: A grade of incomplete will be given only in the case of extreme circumstances.

Americans With Disabilities Act:

The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 - The Rehabilitation Act of 1973 as amended. With the passage of federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.

As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at www.uta.edu/disability. Also, you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 272-3364.

Academic Integrity:

It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University.

"Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." (Regents’ Rules and Regulations, Series 50101, Section 2.2)

Student Support Services Available: The University of Texas at Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. These resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs.

For individualized referrals to resources for any reason, students may contact the Maverick Resource Hotline at 817-272-6107 or visit www.uta.edu/resources for more information.

Librarian to Contact: 10

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The Social Sciences / Social Work Resource Librarian is John Dillard. His office is in the Social Work Electronic Library (SWEL) located in Building A: Suite 111 of the UTA Social Work Complex at 211 South Cooper Street, Arlington, Texas. He may also be contacted via E-mail: [email protected] or by Cell phone: (817) 675-8962, or through the SWEL phone: (817) 272-7518. His SWEL office hours are usually: 10:00 am to 6:00 pm, Monday through Thursday. The SWEL web page is linked to the School of Social Work Main Page and through the Central Library web page. The SWEL library contains a number of computer work stations and printing facilities, and resource guides for conducting research.

E-Culture Policy:

The University of Texas at Arlington has adopted the University email address as an official means of communication with students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to facilitate student success. In particular, important information concerning registration, financial aid, payment of bills, and graduation may be sent to students through email.

All students are assigned an email account and information about activating and using it is available at www.uta.edu/email. New students (first semester at UTA) are able to activate their email account 24 hours after registering for courses. There is no additional charge to students for using this account, and it remains active as long as a student is enrolled at UT-Arlington. Students are responsible for checking their email regularly.

PRINTING POLICY:

Assignments are to be turned-in for evaluation and grade in electronic format as requested unless instructed otherwise . Printing of digital or online course materials, other than paper handouts provided by the instructor, is the responsibility of the student.

Digital or emailed assignments are the preferred method of submitting assignments. Printing allowances for students per course semester are permitted through the Library Pharos system. Faculty members are also limited in printing capacity and cannot cover the print costs for enrolled students.

Make-up Exam/Assignment Due Date Policy:

You will be allowed to take the course exam, if scheduled, on a different date only if you have a valid and verifiable excuse (excuses will be confirmed) for missing the exam and have made previous arrangements with the professor. Pre-scheduled events (weddings, volunteer projects, vacation, employer based events, etc.) will likely not qualify as justification. No excuse will be accepted for submitting a course project (s) or assignment late. Midnight on the date due is considered the cutoff for submitting assignments online on time. Five (5) points per week or part of a week will be deducted for assignments submitted after the due date.

Guidelines for All Written Work. Grading criteria for written work include: thoroughness, logical development of points, clarity of written expression, application of theory/ readings from the course and from independent research, and appropriateness of the product to the topic chosen. All assignments must be typed . No handwritten work will be accepted. Each sentence or part of a sentence must be entirely in the student's own words (paraphrased), unless a direct quotation is indicated by the use of quotation marks and page numbers. All sources of

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words or ideas must be attributed by citation. Failure to do so constitutes failure to meet the assignment.

VERY IMPORTANT: In order to receive credit for written assignments, the assignment MUST follow these guidelines. Please name your paper (when you save it) using your last name and the title of the paper (ex: Gibson Strengths Paper.docx, Martinez Extra Credit 2.docx, etc.) This will insure your paper is easy to find when placed in an electronic folder with everyone else’s papers.

Submit papers on Blackboard. If you experience problems with Blackboard submissions, you may email the paper to me at [email protected]. Use the name of the paper (in the format above) as the subject line in the email. After reporting the problem, I may ask you to resubmit on Blackboard, your email submission will serve as documentation that your assignment was submitted on time.

PLEASE send in MS Word format, not Word Perfect or other formats. If submitting your paper via email, use the file name as the subject line.

Also: See Professor Perryman’s Pet Peeve’s for Papers on Blackboard for examples of what NOT to do on a paper submitted to me!

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Extra Credit Assignments:Except as otherwise noted, you may turn in extra credit assignments at any time up to two weeks before the last day of class. All extra credit papers are to be typed and written in APA format. Spelling, punctuation, and grammar will be graded. No points will be granted for a paper that has more than three (3) grammatical or spelling errors.

You may turn in extra credit papers for no more than 20 total points, maximum.

1. Current Events as they relate to social work: 10 points each (2 articles maximum)

You may write up to 2 short reaction papers based on an article, editorial, or blog post related to the macro practice of social work. The instructor will suggest sources for blogs or editorials. In general, an article or opinion piece on social or community issues that affect vulnerable populations will suffice. Students may select the topics to write about. Each paper needs to follow the format below:

1. APA style, with cover sheet and running head2. No more than ½ page summarizing the article 3. 2 ½ to 4 pages discussing the following:

a. Social problem discussed and the potential role for social workers in addressing the problem.

b. Individuals or groups who are or could be potentially affected c. Involved parties’ perspectivesd. Potential policy changes or modifications surrounding this issue and the potential

impacts on different populationse. Your personal reaction (you may use First Person in this section ONLY).

4. Attach a copy of the article/editorial/post5. VERY IMPORTANT- when you save your paper, you MUST give it a title in the following

format: Last name, article#, month&day (example- perryman-article#1-10-07). Submit on Blackboard.

2. Volunteer for a Day: Locate a volunteer opportunity that will allow you to spend at least 4 hours doing volunteer work. Your volunteer work must be work that serves people and puts you in contact with people. Write a 3-5 page paper on your experience. Ask the instructor if you need help with locating a place to volunteer. Up to 15 points.

3. Guest Speaker Reaction Paper: Write a 2-3 page paper about your reaction to and thoughts about the presentations given by one of the guest speakers we have in class. Include references from the text that relate what the speaker discussed to your readings. Up to 5 points. Must be turned in within one week of the speaker’s presentation. Please indicate whether it’s okay to share your paper with the speaker.

4. United Way Review: review a local United Way community assessment. Evaluate the assessment by measuring it against the Community Encounter Framework in your text (see Table 6.1). Does the assessment answer the questions posed in the framework? Are there any

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gaps in the assessment? Submit a paper of no more than 4 pages, APA format, discussing what you found. Up to 5 points.

5. You’ll just have to come to class to find out… The instructor may give out additional extra credit assignments in class. If you are not present when the extra credit assignment is given, you will not be eligible for that assignment, (although you may do any of the other extra credit assignments on this list).

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Selected Bibliography

Boettcher, R. E. & Nagy, J. N. (2003). A workbook for practice in human service organizations. Mason, Ohio: Thomson Learning Custom Publishing.

Brody, R., (2006). Effective managing human service organizations (3nd). Thousands Oaks, CA: Sage

Brown, Michael J. (2006) Building powerful community organizations: A personal guide to creating groups that can solve problems and change the world, Boston: Long Haul Press

Brueggemann, W. G. (2006). The practice of macro social work, (3nd Ed.). Belmont, CA: Brooks/Cole Thomson Learning.

Churchman, A. & Sadan, E. (Eds.). (2003). Participation: Your way to make a difference. Tel Aviv: Hakibutz Hameuhad Publishing house. (In Hebrew). Tel Aviv: Hakibutz Hameuhad. nd

Fauri, D.P., Wenet, S.P. & Netting, F.E. (2004). Cases in macro social work practice, 2 Allyn and Bacon. ed. Boston:

Fisher, R. & Fabricant, M. (2002). Settlement houses under siege: The struggle to sustain community organization in New York City. New York: Columbia University Press.

Hardina, D. (2002). Analytical skills for community organization practice. New York: Columbia University Press.

Hyra, D.S. (2008). The new urban renewal: The economic transformation of Harlem and Bronzeville. Chicago: University of Chicago Press.

Kirst-Ashman, K.K. & Hull, G.H. (2006). Generalist practice with organizations and communities. 3rd edition. Belmont, CA: Brooks/Cole.

Kirst-Ashman, K. K., & Hull, G. H., Jr. (2006). Macro skills workbook (3nd ed.). Monterey, CA: Brooks/Cole.

Lohmann, R. A. & Lohmann, N. (2002). Social administration. New York: Columbia University Press. Long, D. D., Tice, C. J., & Morrison, J.D., (2006). Macro social work practice: A strengths perspective.

Monterey, CA: Brooks/Cole

Murphy, P. W., & Cunningham, J. V. (2003). Organizing for community controlled development: Renewing civil society. Thousand Oaks, CA: Sage Publications.

Netting, E. F. and O’Connor, M. K. (2003). Organization practice: A social worker’s guide tounderstanding human services. Boston: Pearson Education, Inc. Patti, R. (2007). Handbook of human service management. Thousand Oaks, CA: Sage. Rubin, Herbert J., & Rubin, Irene (2007). Community organizing and development (4th ed.). Columbus, OH: Merrill

Sadan, E. (2004). Empowerment and community planning: Theory and practice. (English translation e-book available on-line at http://www.mpow.org). Swarts, H.J. (2008). Organizing urban America: Secular and faith-based progressive movements. Minneapolis: University of Minnesota Press.

Weil, M. (Ed.). (2005). Handbook of community practice. Thousand Oaks, CA: Sage.

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Witkin, B.R., & Altschuld, J. W. (1995). Planning and conducting needs assessment: A practical guide. Thousand Oaks, CA: Sage. WEB links re: community assessment

http://www.dhss.mo.gov/InterventionMICA/AssessmentPrioritization_3.html http://www.ed.gov/pubs/Idea_Planning/Step_2.html http://www.ed.gov/admins/lead/account/compneedsassessment.pdf

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Student Self Evaluation of Participation Name: ________________________________________________

You will complete a self-evaluation relative to you class attendance, preparation, and participation. This will be turned in on the last class day. Please do not complete prior to this time. Please respond honestly when evaluating yourself.

1. Attendance: It is expected that students attend each class session. In the event that a student is unable to attend a session due to illness, emergency or special circumstances, he or she is expected to notify the instructor. If at all possible, notification should occur prior to the particular class session the student will be missing. Students should arrive to class on time. Arriving and departing early is disruptive to the class. Arriving or departing in excess of one/half hour is considered attendance for one half of the class.

A. How many session have you been absent? ______B. How many sessions did you arrive late for class? _______C. How many sessions did you depart early from class? ______

2. Preparation: It is expected that students will complete reading assignments and be sufficiently prepared to discuss readings in class. Students are encouraged to discuss readings with peers, classmates, and instructor. Students are encouraged to consult additional readings and read recommended articles when time allows.

A. I completed all of the assigned readings prior to each session approximately (check one):a. _____100% of timeb. _____99-90% of timec. _____89-80% of timed. _____79-70% of timee. _____less than 70% of time

B. I felt adequately prepared to discuss the readings at each session (check one)a. _____all of the timeb. _____most of the timec. _____some of the timed. _____rarelye. _____never

C. In order to prepare for class sessions, I typically (check all that apply):a. _____Reread required materials more than onceb. _____Read recommended materials

i. Identify materials:___________________________________c. _____Read supplemental materials other than recommended ones

i. Identify materials:___________________________________d. _____Read notes from prior class sessionse. _____Made written note of any questions I had

3. Participation: It is expected that students will contribute to the maintenance of a healthy learning environment. It expected that all course participants (students and instructor) would respect the dignity of one another. It is expected that students actively participate in class discussions and exercises.

A. I actively participated in classroom discussions (check one):B. _____all of the timeC. _____most of the timeD. _____some of the time

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E. _____rarelyF. _____never

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Briefly describe your classroom discussion participatory efforts:

A. I was respectful and supportive of the rights of participation of my student peers in the class (check one):

i. ______alwaysii. ______almost alwaysiii. ______occasionallyiv. ______rarely

B. I was respectful and supportive of the rights of participation of the instructor in the class (check one):

i. ______alwaysii. ______almost alwaysiii. ______occasionallyiv. ______rarely

C. I feel I contributed to a healthy classroom learning environment (check one):i. _____yesii. _____no

Briefly provide some key examples that support your response

A. On at least one occasion, I detracted from a healthy classroom learning environment by texting on my phone during class:

i. _____yesii. _____no

B. On at least one occasion, I detracted from a healthy classroom learning environment by using my computer for something other than that directly related to the class:

i. _____yesii. _____no

SUMMARY:

1. Attendance: Based upon your responses item 1 enter a number between 0 and 5 as your score for attendance:______

Briefly justify this score:

2. Preparation: Based upon your responses to item 2 enter a number between 0 and 5 as your score for preparation:______

Briefly justify this score:

3. Participation: Based upon your responses to item 3 enter a number between 0 and 5 as your score for participation:______

Briefly justify this score:

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Enter your total score (add the 3 scores above)_______

Name: __________________________________________

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