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Winter 2013

SW4997 Integrative Seminar (3 cr. hrs.) Phone (h) 248-651-2963

Instructor Name: Cassandra J. Bowers (w) 313- 577-4433

Wednesday 12:00pm – 2:45pm email aa2083@wayne.edu

Office Hours: by arrangement

I. Course Domain and Boundaries

SW 4997, Integrative Seminar in Social Work, is the capstone course for the BSW Program. This

is a fifteen week, required course scheduled in the last semester of the BSW curriculum. SW4998,

Field Practice in Social Work II, is a co-requisite. Students will use a case from their field

placement for assessing their knowledge skill and ability related to entry-level generalist practice.

This course has been designated the ―writing intensive‖ required by the University. Students will

prepare a 25-30 page paper demonstrating their ability to incorporate the three levels of practice

and the components of the curricular areas of the entry level general practitioner.

The generalist intervention model (GIM) is the overarching framework for this course. Students

will, demonstrate through written assignments their knowledge, skills and during engagement,

assessment, planning, implementation, evaluation, termination and follow-up with their client

population.

II. Course Competencies:

1. Identify as a professional social worker and conduct oneself accordingly

2. Apply social work ethical principles to guide professional practice

3. Apply critical thinking to inform and communicate professional judgment

4. Engage diversity and difference in practice

5. Advance human rights and social and economic justice

6. Engage in research-informed practice and practice-informed research

7. Apply knowledge of human behavior and the social environment

8. Engage in policy practice to advance social and economic well-being and to deliver

effective social work services

9. Respond to contexts that shape practice

10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations,

and communities

11. Adopt an urban mission

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Benchmark

Final Paper

Learning Outcomes: Upon completion of this course, students will be able to: Competency 1

employ values clarification as a process regarding use of self in their professional role

demonstrate integrity, honesty and an ability to communicate the principles of the profession.

illustrate effective use of social work supervision

identify opportunities and implement strategies to advocate for clients

differentiate between personal and professional standards in their role with clients

describe the unique roles and services that social workers provide

engage in activities that support the value of continuing education

Competency 2

apply strategies of ethical reasoning to arrive at principled decisions

recognize personal values, assumptions and biases and not impose those views on clients

recognize competing ethics and utilize decision making steps to address ethical dilemmas

identify and describe the core values and concerns of the professional social worker in fulfilling

responsibilities with clients

identify ethical issues associated with the NASW code of Ethics when confronting value conflicts

articulate the ethical principles of the NASW Code of ethics

Competency 3

employ effective oral and written language skills in their professional communications

employ effective oral and written language skills to their professional communications

utilize a wide range of recording formats to document case (client activity which is appropriate and

clearly articulated

utilize affective and intellectual processes to critically evaluate knowledge from related disciplines

in conjunction with social work skills and values to help client systems

differentiate between personal and professional standards in their professional role with clients

critically analyze how professional literature and research or group behavior discusses themes of

client strengths, oppression and justice and applications for practice and effectively communicate

those finding to various systems

Competency 4

be responsive to personal feelings, behavior and thoughts and understand how these can impact

professional action which may contribute to social and economic injustice

recognize at a beginning level the impact of diversity on human relationships

examine personal attitudes and values regarding human diversity and evaluate their compatibility

with the purposes and roles of social work profession

be aware of the ways in which cultural and other background factors affect perceptions and

feelings and the expression of these qualities

examine personal traits, attitudes and values regarding human diversity and evaluate their

compatibility with the purpose and values of the social work profession

Competency 5

examine the cycle of socialization and recognize the mechanisms that maintain the cycle and

actions that can interrupt that cycle

demonstrate an understanding of how the forms and mechanisms of oppression and discrimination

impact individuals, groups, families, organizations and communities

analyze the impact of history and how economic political, and cultural conditions affect changes

in policies and practice

practice without discrimination and with respect, knowledge and skills related to clients age, class,

color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race,

religion, sex, and sexual orientation

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Competency 6

critically analyzes how professional literature and research on organizational and community

behavior address themes of client strengths, oppression, justice, and implications for practice

Competency 7

employ an ecological-bio-psychosocial framework for assessment, intervention and evaluation

Competency 8

analyze the political process and its influence on the formation of social welfare policy and social

work practice

analyze the political process and demonstrate knowledge of social work involvement in political

activities, advocacy groups and organizational change.

propose Organizational administrative and planning processes that are necessary to deliver social

welfare services

analyze the historical development of social welfare and how economic, political and cultural

conditions affect changes in social welfare policies and social work practice

Competency 9

apply practice models and change strategies used by social workers

apply theoretical concepts regarding the process and dynamics of groups and including group

norms, goal, roles, communication patterns, decision making methods, leadership styles, power,

conflict management and evaluation

analyze the interconnections between micro, mezzo, and macro systems‘ influence on social

welfare organizations and communities

analyze culturally sensitive generalist social work practice with diverse and oppressed client

populations and apply strategies of advocacy and social change that advance social and economic

justice

III. Role of the Student/Instructor

This course covers a content domain that is quite extensive students‘ are expected to attend each

class session, arrive on time and remain for the entire class period. Regardless of performance on

the various assignments or reasons to explain an absence(s), a student will not be able to earn an

A for the course with more than one absence or a B with more than two absences.

1. It is expected that students complete all required readings, participate in class, and

perform satisfactorily and in a timely manner on all assignments.

2. Written assignments, unless requiring completion in class, are to be word-processed,

double-spaced utilizing Times New Roman 12 Font.

3. Written assignments are graded on both content and writing skills. Problems with

sentence structure, spelling, grammar, punctuation and other writing mechanics will

result in a lower grade for the assignment. The APA format is to be used as appropriate.

4. Class participation includes raising questions from the readings, making relevant

comments drawn from personal experience, reacting to opinions expressed by the

instructor or other students, asking for clarification, being actively engaged in class

exercises or bringing up issues of interest to the class.

5. Cell phones are to be placed on vibrate or turned off. Computers may only be used in the

classroom to retrieve information for relevant classroom discussion.

6. The instructor shall adhere to the requirements set forth in the Wayne State University

statement regarding teaching responsibilities

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PLAGIARISM/ACADEMIC HONESTY:

―Plagiarism is using another person‘s words or ideas without giving credit to the other

person. When you use someone else‘s words, you must put quotation marks around

them and give the writer or speaker credit by revealing the source in a citation. Even if

you revise or paraphrase the words of someone else or just use their ideas, you still must

give the author credit in a note.‖ http://www.otl.wayne.edu/pdf/2006_july_aibrochure.

(William Harris, ―Anti-Plagiarism Strategies for Research Papers,‖

http://virtualsalt.com/antiplag.htm, March 7, 2002)

You must cite sources from the Internet or any other form of electronic media

used in your work. Any paper suspected of plagiarism will be reviewed at

Turnitin.com to verify that it is your work and properly cited.

Any paper that is plagiarized will result in an ―F‖ for the class and a referral to the

University for further Disciplinary Action.

APA FORMAT

All papers written in the School of Social Work require APA format. You may purchase

the Publication Manual of the American Psychological Association (6th

edition), or you

may visit the website listed below

http://owl.english.purdue.edu/owl/resource/560/01/

WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE What is Wikipedia?

―Wikipedia is a free-content encyclopedia, written collaboratively by people from all

around the world. The site is a wiki, which means that anyone can edit entries simply

by clicking on the edit this page link. Because Wikipedia is an ongoing work to

which anybody can contribute, it differs from a paper-based reference source in some

important ways. In particular, mature articles tend to be more comprehensive and

balanced, while other (often fledgling) articles may still contain significant

misinformation, un-encyclopedic content or vandalism. Users need to be aware of this

in order to obtain valid information and avoid misinformation which has been

recently added and not yet removed.‖

IV. Text

Cournoyer, B. & Stanley M. (2002). The social work portfolio: planning, assessing and

documenting lifelong learning in a dynamic profession. Pacific Grove CA: Brooks/Cole.

Course pack of assigned readings provided on Blackboard

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VI. ORGANIZATION OF THE COURSE

The capstone seminar is intended to provide students with a culminating and integrative

experience at the end of the BSW Program. The seminar provides you with opportunities to

conduct independent research as well as refine your analytical, verbal and writing skills. The

primary purpose of this capstone seminar is to use and build upon the backgrounds, skills, and

insights you have gained in this professional school. Throughout the semester you will be called

upon to analyze (verbally and in writing) required readings and various aspects of the BSW

curriculum. At the end of the semester these various components will be integrated into a final

paper.

VII. ASSIGNMENTS

This capstone social work methods course has four principal assignments:

1). Integrative paper assignment: 35% of grade Due Session 13 April 10

Students write a 25-30 page paper based upon their own work with client systems.

This assignment meets the University writing intensive requirement. It is intended to provide the

student with an opportunity to demonstrate his or her knowledge and ability related to generalist

practice utilizing the eight components of social work education, as well as the competencies

required of the General Practitioner.

This paper is the culmination of the BSW academic experience.. It is intended to provide the

student with an opportunity to demonstrate his or her knowledge and ability related to generalist

practice utilizing the eight components of social work education, as well as the competencies

required of the General Practitioner.

Diversity

Populations at risk

Social and Economic Justice

Values and Ethics

social work policy,

social work practice,

human behavior and the social environment,

research methods

Students prepare a draft for each section of the assignment to be submitted to instructor for feed-

back.

Please note: LATE drafts will NOT be accepted.

Draft 1 Due Session 5 Populations at Risk February 6, 2013 The student selects a case (individual, family, group community) from his or her field placement.

The case must come from an at-risk population with whom social workers are involved (women,

ethnic minorities of color, physically and/or mentally challenged, gay men and lesbian women,

aged, etc.). This section of the paper must: provide documented information from a refereed journal or text identifying this client as

a member of an at- risk- population provide analysis of effects of membership in the oppressed population group. discuss any ethical dilemmas presented during the interaction with the client system

including solutions to the (those)dilemmas Draft 2 Due Session 7 Evaluation of client situation February 20, 2013 This section of the paper must include a bio-psycho-social Including how the client views his or her problem areas and what if anything they wish to do to

abate the problem.

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In this section you must also discuss Description of interventions Report on empirical basis of interventions (evidence/theoretical based solutions) Value and ethical dilemmas related to service delivery

Draft 3 Due Session 9 Evaluation of practice: March 6, 2013

Techniques, methodologies to evaluate practice effectiveness (Social Worker and

Agency)

Case outcome Does the Agency have a feed-back loop?

Program evaluation- formal or informal

Methodology appropriate to case

Values and ethics regarding evaluation Final paper Due Session 12 April 3, 2013

Assignment 2: Portfolio = Due Session 11 33% of grade March 27,2013

The portfolio is a well-organized and carefully prepared collection of documents related

to one‘s readiness for professional social work practice. It reflects evidence of an active,

self-directed approach to learning and ongoing growth as a social work student or

practitioner (Cournoyer and Stanley, 2000).

This assignment is designed to have the student summarize their academic and

professional career by compiling

goals for future development.

The format for the social work portfolio: Your picture must be on the front cover of your portfolio

(1)Cover page; (2) Submission letter (3) Table of contents (4) Introduction (5) Resume (6) Personal statement - Your Personal Statement should indicate the competencies

you attained during your BSW education (7) Learning products: One assignment from each course taken in the BSW Program.

For each learning product, provide a written reflection indicate the competency

the assignment fulfilled. And if the practice behaviors and knowledge have been

achieved. (8) Summary and appropriate appendixes evaluations, letters of reference and

recommendation three letters of reference is required, personal learning, licenses,

transcripts, course syllabi performance appraisals. .

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Assignment 3: Presentation assignment = 20% of grade

Students are assigned randomly to work together to present material to the class on one of

the foundation areas (policy, practice, human behavior, research).

Each group will be assigned an area of study found within the BSW Curriculum.

In this assignment you are to survey the bodies of literature relevant to your assigned

topic.

An annotated bibliography lists sources in correct bibliographic form (APA) and includes

a short well written summary for each entry.

Each member of the group must have at least 5 bibliographic entries

Each of the entries should be combined into one Reference submission (provided to each

member of the class and the Professor with the total entries.

Prior to each group presentation I will deliver a lecture on the subject to be presented the

following week. Group I: will present Session V (Practice)Assessment tools and Diversity /Social and

Economic Justice as well as values and ethics Social work programs integrate content that promotes understanding, affirmation and respect for

people from diverse backgrounds. The content emphasizes the interlocking and complex nature

of culture and personal identity. It ensures that social services meet the needs of groups served

and are culturally relevant. Programs educate student to recognize diversity within and between

groups that may influence assessment, intervention, and research. Students learn how to define,

design, and implement strategies for effective practice with persons from diverse backgrounds Populations at risk & Social and Economic Justice: Social work programs integrate content on populations at risk, examining factors that contribute

to and constitute being at risk. The program educate student to identify how group membership

influences access to resources, and present content on the dynamics of such risk factors and

responsive and productive strategies to redress them. Social work programs integrate social and

economic justice content grounded in and understanding of distributive justice, human and civil

rights, and the global interconnectedness of oppression. Content related to implementing

strategies to combat discrimination, oppression, and economic deprivation and to promote social

and economic justice is infuse throughout courses within the program. Programs prepare students

to advocate for non- discriminatory social and economic systems Values & Ethics: Social work education programs integrate content about values and principles of ethical decision

making as presented in the NASW Code of Ethics. The educational experience provides students

with the opportunity to be aware of personal values, develop, demonstrate, and promote the

values of the profession; and analyze ethical dilemmas and the ways in which these affect

practice, services, and clients Group II: will present Session VII Human Behavior and the Social Environment Social work education programs provide content on the reciprocal relationships between human

behavior and social environments. Content include empirically base theories and knowledge that

focus on the interactions between and among individuals, groups, societies, and economic

systems. It includes theories and knowledge of biological , sociological, cultural psychological,

and spiritual development across the life span; the range of social systems in which people live

individual, family, group, organizational, and community; and the ways social systems promote

or deter people in maintaining or achieving health and well-being. Group III: will present Session IX on Social Work Policy and Services Programs provide content about the history of social work, the history and current structures of

social welfare services, and the role of policy in service delivery, social work practice, and

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attainment of individuals and social well-being. Course content provides students with

knowledge and skills to understand major polices that form the foundation of social welfare;

analyze organizational, local , state, national, and international issues in social welfare policy and

social service delivery; analyze and apply the results of policy research relevant to social service

delivery; and understand and demonstrate policy practice skills in regard to economic, politically,

and organizational systems, and use them to influence, formulate, and advocate for policy

consistent with social work values; and identify financial organizational administrative, and

planning processes required to deliver social services Group IV: will present Session XI on Research & Evidence Based Practice Qualitative and quantitative research content provides understanding of a scientific analytic and

ethical approach to building knowledge for practice. The content prepares student to develop,

use, and effectively communicate empirically based knowledge including evidence-based

interventions. Research knowledge is used by students to provide high-quality services; to

initiate change; to improve practice, policy and social service delivery; and to evaluate their own

practice.

Assignment 4 Reflection papers Due as indicated in the course outline = 12 points: A Reflective Paper is a piece of writing that involves your thoughts, views and feelings about a

particular subject. The goal is to not only discuss what you learned from a reading but to convey

the personal experiences and feelings that result. The significance of writing a reflective paper is

that you have a chance to reveal and talk about your personal insight on a topic. A reflective

essay is used as a self-assessment measure of sorts; it allows you to address what you have gained

from a particular experience. A reflective essay concentrates on your ideas and reflections about a topic; however, you want to

show why the points you are making are valid. To do so, any information that led to your

conclusions should be included in the paper as a reference. A good reflective essay includes an insightful interpretation of the matter at hand. The feelings

and experiences that you write about in the essay should be based on your own perception and

demonstrate why your thinking might be significant on a larger scale. The essay should

communicate both the importance of the topic as well as your consideration of it. There is no definite structural design or certain format and/or guidelines to which you should

adhere. In general, the opening paragraph should be engaging and leave the reader eager to study

the rest. The body should reveal your ideas about and experiences with the subject. In the

conclusion, discuss the impact on you as well as the probable impact that it may have on others.

The conclusion sums up what you gained from the experience. You might consider including

what your conclusions are in relation to your expectations of the subject matter before you read or

viewed something about the subject. As in any other paper or essay, strive for cohesiveness; for example, refer to the specific passage

or quote the material that drew this feeling, reflection or analysis from you and why. Do not

simply summarize what you have read or viewed; a reflection is not a summary. It is also

recommended to not use a reflection paper as a free flow of ideas and thoughts. Again, the idea

of a reflective paper is to write a description of your reaction and analysis. Comment on the

relevance of what you have read or viewed and its application to practice. It is more formal than a

journal entry—so steer clear of informal language and form.

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There are 6 reflection papers due in this course.

Each paper will have a point value of 5.

You will write a 1-2 page paper in which you discuss the major ideas of the reading and

your assessment of the information and come prepared to discuss your assessment in

class.

Grading Scale

120-115 A 114-99 A- 98-93 B+ 92-87 B 86-81 B- 80-75 C+ 74-69 C 68-63 C- 62-57 D+ 56-51 D

VII. COURSE OUTLINE

session Session Assignment

1 Jan.9

Introduction to Seminar; Overview of

assignments

2 Jan.16

Discussion will focus on various

intelligences, including emotional

intelligence, psychological type, and

preferred learning styles and

preferences. The overall goal of this session is to

help students become active, self-

directed and collaborative learners.

For Session 2: Exploring your Learning

Style. Read : Cournoyer, B. & Stanley M.

(2002). Exploring your learning self, (pp. 14-26). Assignment: Complete and bring to class all exercises

except Collaborative Group Learning and

Portfolio Exercise. These will be done in

class. Appendix 3 Complete a short reflection

regarding your learning style

3 Jan. 23

Prior Learning Recognition,

Assessment, and Integration

In this unit we focus on the generalist

framework, ecological perspective,

strength-oriented, empowerment

based practice and values and ethics. The students will be documenting

their knowledge base, content areas,

learning needs and information

technology and the utilization of the

personal computer. : What is your knowledge base? What is your competence level? What are your social work learning

needs? How will you utilize technology in

your practice?

For Session 3: Readings: Cournoyer, B. & Stanley M. (2002).

Determining your Social Work Learning

Needs, (pp. 27-37) Code of Ethics of the National Association

for Social Workers approved by the 1996

NASW Delegate Assembly and revised by

the 1999NASW Delegate Assembly http://www.naswdc.org/ Assignment: Complete Appendix 4, write a reflection

of your findings based on the self-

Assessment of Social Work Knowledge

Survey style http://www.naswdc.org/

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4 Jan.30

Faculty Lecture

For Session 4 Readings: Case Study 8-6 ―Empowering Adolescent

Girls in Foster Care: A Short-Term Group ―The Case of Trent‖, pp 3-5 and ―Personal

Growth and Self-Esteem through Cultural

Spiritualism: A Native American

Experience‖, pp. 73-79 Web site: NASW Page on Diversity and

Equity at

http://www.socialworkers.org/diversity.asp Case Study 1-2 ―Using the ecological

model in Generalist Practice: Life

transitions in late adulthood‖, pp.10-14. Prepare a reflection paper on the above

readings. Due session 4

5 Feb 6

Group I presentation

NOTE: DRAFT 1 OF MAJOR PAPER

DUE

6 Feb. 13

17 Faculty Lecture (HBSE)

Debate 15 ―Can HBSE classes discuss

socially sensitive topics without being

labeled ‗politically incorrect‘?‖ pp 214-

227

Debate 17 ―Should HBSE favor social

environment theories over theories of

individual behavior‖, pp 242-254

Debate 20 ―should HBSE Teach Student to

Do anything?‖ pp.286-297 Reflection Due on above readings

7 Feb. 20

Group II Presentation Human Behavior and the Social

Environment

DRAFT 2 OF MAJOR PAPER DUE

8 Feb. 27

Faculty Lecture (Policy

Integrating social welfare policy and social

work practice Chapter 8 Case 29 ―From Case to Cause: My name is

Jess Overton‖, pp 204-210. Prepare a reflection paper on the above

readings

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9 March 6

Group III Presentation Social Welfare Policy and Services In this unit the focus is on how you

conceptualize your role in carrying

out policy, related functions,

including promoting social and

economic justice, as you pursue a

career in social work.

DRAFT 3 OF MAJOR PAPER DUE

Spring Break March 11-March 16

10 Mar.20

Faculty Lecture Social Work Practice and Research:

Consolidating Gains from the field

experience It is time to assess, sort out, pull

together clarify/formulate your own

practice framework as you

apply/applied it in your field

experience. It is also time to assess

how you utilize research knowledge in

your practice. You will need to reflect

on your field experiences, readings,

and case studies involving micro,

mezzo and macro practice as well as

research.

PORTFOLIO DUE Reading: Evaluating practice: guidelines for the

accountable professional. ―Prologue‖ Case 12 ―In the Best Interest of the child‖ Case 15 ―Sally‘s Saga‖ Case 18 ―No mad dog looks: Group work

and mediating differences‖ Case 26 ―Generalist Practice at the

Organizational level: Participation,

Partnership and Process Case 2 ―The Case of Trent Revisited: A

single subject research design.‖ Prepare a reflection paper on the above

readings.

11 March 27

Group IV Presents on social work

research

12 April 3

Wrap-up: student discuss seminar

experience and readiness for

generalist practice

FINAL PAPER DUE SESSION 12

13 April 10

Student Evaluation of Teaching ACAT administration Any other survey

14 April 17

Ending Phase All students must attend this class. Non-attendance will result in a 5

point deduction from overall grade.

Note: Syllabus subject to change based on needs of the class

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COURSE RUBRICS

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RUBRIC

MAJOR PAPER

Student name: ___________________________________________

Basis for Grade Points

Available

Points

earned Organization of the paper

Is the paper or presentation organized and written in a logical manner?

Has the paper been proofread for spelling, punctuation and word choice?

Completeness and thoroughness:

Has the student presented issues in such a way that readers unfamiliar with the

issues can understand it as well as someone who is knowledgeable about the

issues? Are the important issues addressed?

Originality and Creativity:

Has the student used his or her analytical skills to present the content areas in

a manner that indicates more than just a restatement of what others have said

about the issues?

Has the student demonstrated an understanding of the content areas (answers

questions, makes connections, explains in own words)?

Are the student‘s conclusions and recommendations well developed and

supported?

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Use of APA style

Has APA format been applied appropriately 4

Psycho-social assessment

Include explanation of at-risk group membership; ethical dilemmas 5

Policy impact on Client

Include both positive and negative impact; discuss any ethical dilemmas that

you encounter as it relates to policy

5

Theoretical Framework

Discuss theories utilized in assessment 5

Treatment Plan/Intervention

Include empirical basis of intervention 5

Evaluation of Practice

Include empirical research to demonstrate effectiveness; discus dilemmas

related to service delivery.

5

Total 35 /35

NOTE: Structure of the paper, spelling, and grammar will be taken into account.

Structure – 5; spelling -1 for each misspelled word; grammar -1 for each error

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Presentation Rubric SW 4997 Integrative Seminar (Peer evaluation)

Name_________________________________________________ Date_______

Group

Topic

Basis for Grade Points

Available

Points

Earned

Comments

Audible in all parts of the classroom

(good volume)

1

Presents information in a logical

manner (verbal organization)

1

Maintains ―professionalism‖ good

posture, no fidgeting, not reading

from notes, uses clear , organized

language, expresses ideas fluently,

visual supplements

3

Demonstrates knowledge and

understanding of the topic, accuracy,

thoroughness

8

Answers questions, makes

connections, explain in own words

4

Encourages class participation

1

Provides handouts

1

Identify something new you learned

from the information presented

1

Total 20 /20

Additional comments

Evaluator Signature: ________________________________________________________________

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Presentation Rubric SW 4997 Integrative Seminar: Final Score Sheet

Name_________________________________________________ Date_______

Group

Topic

Basis for Grade Points

Available

Points

earned/class

evaluation

Faculty

evaluation

Final

points

earned

Style

Audible in all part of the

classroom (good volume

Presents information in a

logical manner (verbal

organization

Remains on topic

Maintains

―professionalism‖ – good

posture, no fidgeting, not

reading from notes

Content

Demonstrates knowledge of

topic, accuracy,

thoroughness

Engagement

Demonstrates

understanding (answers

questions, makes

connections, explain in own

words

Encourages class

participation

Provides handouts

Identify something new you

learned from the

information presented

total 20

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Portfolio Rubric

Student

Assessment Points

available

Points

achieved

Picture on cover

Cover Page

Submission letter

Table of contents

Introduction

5

Resume 1

Personal statement 7

Learning products/ assessments 15

Competencies

Appendixes

Letters of references (3)

Personal Learning over

next 5 years

Licenses

Transcripts

Course syllabi

7

Overall structure

Spelling

grammar

Total 35 /35

Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error.

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*McInnis-Dittrich, K, Integrating social welfare policy and social work practice: an empowering

approach. (3rd

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National Assosciation of Social Workers. (2002). Social work speaks: NASW policy statements

(5th ed.). Washington, DC: NASW Press.

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Netting, F., Kettner, P., & McMurtry S. (2004). Social Work Macro Practice (3rd

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Boston MA: Allyn and Bacon.

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Payne, Malcolm, (1997). Modern Social Work Theory: A critical introduction Chicago,IL:

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*Rivas, R.F. & Hull, G.H. (2002). Case studies in generalist practice. (2nd

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Wadsworth.

Royce, D. (1999). Research Methods in Social Work (3rd

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Toseland, R.W., & Rivas, R.F. (1998). An introduction to group work practice. (3rd

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Web Sites

Code of Ethics of the National Association for Social Workers (approved by the 1996 NASW

Delegate Assembly and revised by the 1999 NASW Delegate Assembly)

http://www.naswdc.ort/pubs/code/asp

Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree

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Social Work Café at http://www.geocities.com/Heartland/4862

The New Social Worker‘s online Career Center at http://www.socialworker.com

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* Coursepak Readings.