Center for
Social Work Education
SYLLABUS
SW 315 –ORGANIZATION
AND
COMMUNITY INTERVENTION, SPRING
2005
Marcine Pickron-Davis, M.S.W.,
Ph.D.
(610) 499-4566
Email:
mcpickron-davis@widener.edu
Office Hours:
By Appointment
COURSE DESCRIPTION
This course is designed to
prepare
students for a macro practice experience with organizations and
communities.
This course builds upon the student’s conceptual base and skills
developed in
SW 310 – Individual, groups and Family Intervention, by applying the
application to macro practice. Students will develop a fundamental
understanding of the knowledge, values and skills in organizing,
planning and
facilitating macro practice. This course will also introduce students
to
community needs assessments, inter and intra agency collaboration,
community
organizing, and analyzing human service organizations. Students will
examine
the influence of diversity on the helping process with regard to
organizations
and communities, and further develop their understanding of the role of
social
work values and ethics in the development of a professional identity. A
major
focus of this course will be on the service-learning component in which
students will gain hands-on experience in the community.
Service-learning calls
on you to be an active learner and problem-solver, using both
theoretical and
experiential knowledge. The instructor serves as the facilitator of
your
learning process. The course will involve your exploration of questions
the
service experience raises for you. The objectives of this course will
be
achieved through field experiences, lecture, class presentations and
discussions, guest speakers, reading and writing assignments, and
experiential
exercises.
STANDARDS
FOR
ACADEMIC INTEGRITY
Students must adhere to the Widener University policy on
Academic Integrity as written both in the Undergraduate Student
handbook
(2002-2003) and the BSW Student Manual (2002-2003). The standard
clearly
outlines the fact that cheating, plagiarism, and all other forms of
academic
fraud are serious and unacceptable violations of university policy and
gives
the penalties for any such violations. Students are advised to utilize
the Publication
manual of the A. P. A 5th
edition (2001). Washington, D.C: American
Psychological Association as a resource for correct
citation. In addition, it is a
violation of the standards of academic integrity to either use or
submit the
paper of another student in order to complete the writing assignment(s)
in a
course. It is the responsibility of the student to be familiar with the
Standards for Academic Integrity as outlined both in the Undergraduate
Student
handbook (2003-2004) and the BSW Student Manual (2003-2004).
COURSE
OBJECTIVES
1. To
develop an understanding of the value base, code of ethics, and history
of
social work practice with human service organizations and communities.
Curriculum Objective B1, B2,
B6
2.
To develop the ability to identify ethical issues that arise in working
with
human service organizations and communities.
Curriculum Objective B1, B6,
B7, B8
3.
To understand the influence of community processes on human behavior
and
development.
Curriculum Objective B4.
4. To
demonstrate the ability to assess the strengths and needs of a
particular
organization and community.
Curriculum Objective B7.
5.
To develop the ability to incorporate critical thinking skills in
assessing
human service organizations and communities within the context of
social and
economic justice.
Curriculum Objectives B3,
B6, B8.
6. To develop the ability to
utilize research findings and theoretical concepts in working with
organizations, and communities, while increasing the students’
familiarity with
the historical context of the city of Chester, and gaining new
perspectives on
their community
Curriculum Objective B2, B4,
B8, B9.
7. To
develop an understanding of the ways in which
social work interventions with human service organizations and
communities can
be utilized to advocate for oppressed and disadvantaged populations and
in
service to the promotion of social justice.
Curriculum Objectives B3,
B5, B6, B7
8. To develop the ability to
apply a generalist social work perspective
in their work with various social systems including communities and
organizations.
Curriculum Objective B7, B6,
B11.
9.
To demonstrate ability to work with diverse and special populations in
the
context of social work practice with human service organizations and
communities.
Curriculum Objectives B11,
B12
10. To understand the
current impacts of social policies upon
communities, community members and the delivery of services by human
service
organizations
Curriculum Objectives B2,
B5.
REQUIRED
TEXTS
Netting,
Ellen F., Kettner, Peter M., McMurtry, Steven L., (2004). Social Work Macro
Practice, 3rd Edition, Longman: New York
Required
readings on relevant topics for each class session (Widener Library
e-reserve)
COURSE
REQUIREMENTS
The course will be conducted
as an intensive
seminar. That is, students will assume active leadership roles in
class. The
course is taught through a combination of lectures, small and large
group
discussion, and experiential learning activities. Students are expected
to
attend all class sessions and to be an active participant in the class
discussions.
The class is based on the active participation of each student, which
necessitates ongoing critical readings of and commentary on the text
and
assigned articles. Students are expected to have completed the required
readings before class and ready to participate in class
activities.
Class attendance, participation, writing assignments, and community
service are
included in the final grading. More than two unexcused absences
will result
in the lowering of a full letter grade.
Participation in community service is required for
the course. A major component of the course consists of students being
involved
in a project that provides meaningful service to the Chester community. This experience
will enable students to engage in a different kind of learning. For
many
students, the community service experience will offer the opportunity
to
examine cultural differences including, but not limited to: race,
class,
religion, ethnicity, and age.
Grading will be based on your
completion of the following assignments with proper grammar and correct
spelling, listed here without regard to priority:
A. Maintenance
of weekly reflection papers which
focus on assigned readings and community service experiences.
B. Writing
of a
cultural autobiography.
C. Design
and
presentation of the community asset analysis.
D. Completion
of a thorough and well thought out participant interview paper, 5-7
pages in
length.
E.
Participation in a community service project.
F. Attendance
and participation in all class sessions.
COURSE GRADING
Cultural Autobiography 15%
Reflection Papers 20%
Community
Asset Project 15%
Participant Interview 15%
Class
Attendance/Participation 15%
Final
Paper 20%
-------
Total 100%
Social Work Program
Evaluation: Designated Assignment Description
As a part of the ongoing process of
evaluating and
improving our BSW/MSW programs at Widener, the faculty has selected
certain
course assignments for special attention. These “designated
assignments” are
intended to highlight the level of attainment of one or more of our
Social Work
program objectives. Specifically, your score on this assignment will be
aggregated and averaged across all students who complete this
assignment. This
average score will serve as one (of several) ways that we know how well
we are
doing in meeting our program objectives. This course contains one of
these
“designated assignments”- the Service Learning Project Paper.
Please
approach this assignment as you would any other – to be a fair
reflection of
objective attainment requires that you treat the assignment as “nothing
special”. Indeed, the only difference from any other project you will
see is a
second measurement score besides the assignment grade. This score will
range
from 1 – 5. The score indicates your level of objective attainment as
reflected
in this project. The ratings indicate whether the level of objective
attainment
is
1 Unacceptable
2 Acceptable
3 Very good
4 Excellent
5 Outstanding.
Please be assured that your score is
confidential.
It will be used for statistical analysis only, and will NEVER be linked
with
your name anywhere other than on your returned assignment Still, if you
have
any questions about the process, feel free to ask your instructor or
call
Stephen Kauffman, Ph.D at (610) 499-1284.
COURSE
ASSIGNMENTS
A.
Reflection
Papers:
In
order to participate
fully in the discussions, you will need to prepare for each class by
thoughtful
reading of assigned material. The reflection papers demonstrate not
only that
you are preparing for class, but that you are pondering the issues.
Reflection
papers allow you to articulate ideas and arguments while you are
reading and
thus be better prepared to participate in discussions. They should
allow you to
apply what you are learning to life experiences and help you develop
perspectives and insights about the harmony or dissonance between the
theories
and authentic experiences described in the readings and your own
beliefs. The
papers also provide a mechanism to explore ideas that are not
necessarily
covered in class or that you may be hesitant to assert verbally. At the beginning of the
semester, we will form response groups, which will then provide an
ongoing
audience and forum for the exchange of ideas. Thus you will be writing
for your
own reflective, analytical purposes and for an audience of your peers
(classmates) as well as for me. Periodically, questions will be
provided to
guide your thinking about the readings. Papers
should be typewritten, include a minimum of four citations/references
from the
assigned readings, double-spaced, and at least 1-2 pages in length. You will be responsible for
bringing two copies of your paper to class - one for your group members
and one
for the instructor on the due dates. You will have time in class to
read and
discuss each other's papers.
You are
expected to complete all ten Reflection papers. Papers will be handed
in before
each class meeting. Late papers will not
be accepted.
Grading Methods:
√+: turned in on time
and cited
the week’s reading
√: on time and did
not cite the
week’s reading
√-: late and did not
cite the
week’s readings
Zero: if you do not
turn in a
reflection paper
B.
Cultural
Autobiographies (5 pages maximum):
(Defining
Your Own Community)
The autobiography asks you to describe and
analyze
what contributes to your view of your community. Before we can fully
understand
the cultural experiences of others, it is important to understand
ourselves.
You are asked to discuss those aspects of your life that have most
influenced
your sense of community and identity. As you reflect, consider what
attitudes
and beliefs about the world around us influence who we are. You should
include
the influences of your ethnic or cultural heritage, demographic
location, your
ethnicity, gender, economic situation, sexual orientation, cultural
background,
nationality, etc. You should also discuss people, events, and/or
experiences
that have shaped the cultural person you are. Lastly, papers should
focus on
exploring your sense or self and identity in the context of family,
community,
education, and/or world. Ultimately, it is your
story that you are telling and may be written in a voice and style that
is
comfortable for you. Our stories will help to illuminate the way we
organize
and understand our experiences. The autobiography is not meant to be a
chronological report of the major events in your life, but should
highlight the
major themes of your life that have helped to determine who you are.
Depth is
more important than breadth so you should not try to be exhaustive and
cover
everything. The paper is designed to be a conscious starting point for
ongoing
reflection about our academic experiences and the intersections of
race, class,
and identity. Papers should include the following information:
* Write the name of
the
community that you belong to, or identify with (your community during
high
school experience):
* What type is your
community (industrial, residential, service, commercial)
* What are the
demographics
of your community:
-
Population
-
Income per
capita $
-
Racial
make-up
-
Socioeconomic (Poor- middle- upper class)
-
Political
affiliations
*
Identify, in your opinion, some of the dominant values that are shared
with
people in the community.
*
Describe the distinguished/unique characteristics of your community.
*
Briefly, discuss some of the historical background of your community.
*
Assess the nature of interaction (communication) among different racial
groups
in your community.
*
What is the political structure (representation) in your community
(county-
city council etc.).
*
Identify the major institutions (organizations) in your community
(factories-
hospitals- attraction sites).
*
Describe some of the problems that your community deals with and what
may be
the factors contributing with these problems (unemployment- substance
abuse-
teen pregnancy etc.)
*
Identify some of the methods (strategies) that the community uses to
deal with
these problems.
*
Identify some of the formal - informal organizations in the community
that are
involved in dealing with these programs.
* Reflect on this exercise
and identify some issues that you may want to add in relation to
defining your
community. (general comments).
The purpose of this
assignment
is threefold. First, it will begin to
focus your thinking about issues of cultural diversity and the manner
in which
they are lived. Second, it will provide
you the opportunity to explicitly name your own position in culture and
society, a crucial prerequisite to understanding the perspectives and
positions
of others. Finally, because we will be
sharing our autobiographies with each other, this process will allow
everyone
in the class to develop a sense of “you” – your academic experiences,
what you
have been through, and where you stand.
Cultural Autobiographies Due: February
10, 2005
Community
Asset Analysis:
Early during the semester,
students will work in small groups
to do an oral presentation that focuses on the strengths and resources
of the
community where the service experience is held. For this assignment,
students
will investigate the assets of the community from the perspective of
program
participants, agency representatives, religious institutions, etc. (See
handout
for more specific information on this assignment.)
Community Asset Analysis
Due: March 3, 2005
Participant Interview:
The
participant interview paper will be your written profile of the life
experiences of a person from the organization you are mentoring, based
on an
interview with your life-story partner. Please include the following
documentation in your paper: describe the nature of interaction between
the
agency/organization and the community; identify type of client served
by the
Service/Community (age group- gender- ethnicity social class); describe
the
type of partnership between the agency and the community (formal-
informal);
discuss how the client learned/informed about the service; benefits and
challenges from their participation in the program; future plans/career
goals;
and how the client is involved in shaping the nature of the
service/program.
The paper should include an interpretive section with your comments
about ways
this life story illuminates and/or challenges what you have learned in
the
course. Papers should be
typewritten,
include citations/references from the readings, double-spaced, and at
least 3-5
pages in length.
Participant Interview
Paper Due: April 7, 2005
Final Paper:
The
final paper will reflect the integration of the readings, field
experiences,
and reflection papers on best practices in college preparatory
programs. Papers
should also include your major lessons learned from the community
service
experience and the role of social work intervention. Identify your
personal
views on the service-learning experience (both pros and cons). Papers
should include
the following information:
-
Literature review on college-bound/readiness programs.
-
Describe the relevancy of the service learning experience to the
community and organizations class objectives.
-
Identify, based on your own views, what you have learned from the
experience
-
Describe how the experience changed/influenced/challenged your value
system
-
Describe, based on the service learning experience, the purpose and
goals and the contribution of social work as a profession
-
Discuss how your sense of social work professional identity has been
influenced by this experience
- Present
recommendation for
enhancing the service learning experience in the future.
Papers should be
typewritten, include a minimum of five citations/references from
external class
sources/readings, double-spaced, and at least 5-7 pages in length.
Final Papers
Due: May 5, 2005
Service
Learning Project
As a course that includes
a “service learning” methodology,
students will
be provided with learning opportunities through their engagement with
the
community – not simply through traditional learning methods such as
lectures or
library research. At the same time, work with the community is intended
to
result in tangible programs of value to the city. Students will be
volunteering
with Next Steps, a new program which aims to provide high
school
students enrichment activities to prepare them for academic and
professional
success. Program participants will meet monthly with social work
students to
create and monitor action plans. Tutoring, study skills, academic
advising,
career development, and financial aid courses will be offered by the Wellness Center staff and social work
students. Additionally, social work students will function as
“coaches,” to
provide one-on-one mentoring and motivational workshops (curriculum
created by
the Wellness Center).
Through
the Service- Learning initiative, students will be able to understand
the
various needs of the community, and how certain demographics,
historical,
economic and political factors influence the definition of these needs,
as well
as, the ability of the community and existing organizations to identify
resources to meet these needs. By working in one type of
service/program within
the community, students will be able to examine the characteristics of
the
service/program and the nature of interaction between the agency and
the
community. This project intends to achieve the following objectives:
1.
To help students understand the complexity of issues that influence
the community and organizations social functioning;
2.
To understand the process of identifying community needs and the
obstacles that may hinder the satisfaction of these needs;
3.
To gain the ability of analyzing social problems and utilize
scientific methods in applying critical thinking skills in order to
understand
them;
4.
To realize the influence of the service/program activities on the
client systems;
5.
To understand the dynamics and culture within the organization and
community and their effects on achieving effective interaction between
them;
6.
To acquire social work practice skills in working with organizations
and communities;
7.
To realize the integration between micro and macro level of social
work practice; and
8.
To understand the impact of certain policies on the
service/program’s ability to achieve its goals.
Students
will be required to fulfill a minimum of 20 hours (two hours weekly) of
community service during the semester. Field experiences will begin the
week of
February 14th.
COURSE
SCHEDULE
|
Session
1: January 20
|
Introduction
& Semester Overview
Class exercise: Rotating
Trios
Review of Syllabus
The
Concept of Service-Learning
Reflection
Activity
|
|
Session
2: January 27
Reflection
Paper One Due (2 copies)
|
Overview
of Program Participants and High School Enrichment Programs/Activities
Guest
Speakers: Kate Blackburn and
Bilal Taylor, The Wellness Center
Elaine Upton-Green, Chester
Education Foundation
Assigned
reading: Gugerty, C., &
Swezey, E. (1996). Developing campus-community relationship (Chapter 4). In B. Jacob & Associates. Service Learning
in Higher Education. San Francisco: Jossey-Bass Publisher
Article: “The New Mentor”
|
|
Session
3: February 3
Due: Reflection
Paper 2 (2
copies)
|
Introduction
to Macro Practice in Social Work
Assigned
Reading: Netting et al., (2004): Social Work Macro
Practice. Chapter 1: "An Introduction to Macro Practice in Social Work"
In Netting, et.al.
Article: Chapter 2: “Theoretical and Conceptual
Frameworks for Generalist Practice” In Poulin and Contributors (2000)
Article: Jacob, B. (1996). Principles of Good
Practice in Service-Learning (Chapter 2). In B. Jacob & Associates.
Service learning in higher education.
Guest
Speakers: Social Work
Students Share Community Service Experiences
|
|
Session
4: February 10
Cultural
Autobiography Due (4 copies)
|
The
Chester Community and Community-Based Research
Assigned
Reading:
Chapter 5 Understanding Communities, Netting, et.al.
Article: “Origins and Principles of community-based
research”, Strand, et.al.
Chester Community Tour: Jim Ley, Unity Center
Community
Service Project Begins
|
|
Session
5: February 17
Due: Reflection
Paper 3 (2 copies)
|
Examining
Personal and Socio-cultural dimensions of community
Cultural
Autobiography Discussion (Small groups)
Review
of Chapter 5: Understanding Communities
and
community-based research article
Video: Free in Deed
Review
Community Asset Analysis Assignment
|
|
Session
6: February 24
Due: Reflection
Paper 4 (2 copies)
|
Social
Work Practice with Communities
Assigned
Reading: Chapter 6: Analyzing Communities, Netting,
et.al.
Article: Chapter 4: “Planning Collaborative Social
Work” In Poulin & Contributors, 2000
|
|
Session
7: March 3
Due: Community
Asset Analysis
|
Illuminating
Community Assets
Small
group presentations on community asset analysis
Assigned
reading: Chapter 3:
Understanding community and organizational problems, Netting, et.al.
Article: “Why do community-based research?: Benefits
and principles of successful partnerships” Strand, et.al.
Article: “Generalist Practice with economically
disadvantaged clients and communities” In Poulin and Contributors (2000)
|
|
Session
8: March 17
Due: Reflection
Paper 5
|
Urban
Education
Assigned
Reading: Chapter 4: Understanding Populations, In
Netting, et.al.
Article: “Urban education and the “Truly
Disadvantaged”: The historical roots of the contemporary crises,
1945-1990 (Kantor and Brentzel)
|
|
Session
9: March 24
Due: Reflection
Paper 6 ( 2 copies)
|
Urban Education
Article: “”Why urban adolescents drop into and out
of public high school” (Michelle Fine)
Article: “Race, social class, and educational reform
in an inner city school” (Jean Anyon)
Video: Children in America’s Schools
|
Session 10:
March 31
Due: Reflection
Paper 7 (2 copies)
|
The
Human Service Organization: The Wellness Center as a Case Study
Assigned
Reading: Chapter 8: Analyzing Human Service
Organizations, In Netting, et.al.
Austin,
Michael J. & Lowe, Jane Isaacs. (1994).
|
Session 11:
April 7
Due:
Participant Interview Paper
|
Changing
Macro-Systems: Part I
Assigned reading: Chapter 9: Building
support for the proposed change, In Netting, et.al.
Participant
interview presentations
|
Session
12: April 14
Due:
Reflection Paper 8 ( 2 copies)
|
Changing
Macro-Systems: Part II
Assigned
reading: Chapter 10:
Selecting appropriate strategies and tactics, In Netting, et.al.
Article:
“Macro-level
Intervention” In Poulin and Contributors (2000)
Participant
interview presentations
|
|
Session
13: April 21
Due: Reflection
Paper 9 (2 copies)
|
Changing
Macro-Systems: Part III
Assigned
Reading: Chapter 11: Planning, implementing,
monitoring, and evaluating the intervention, In Netting, et.al.
|
|
Session
14: April 28
Due: Reflection
Paper 10 ( 2 copies)
|
Final
Session: Best Practices of College-Bound Programs
Course
Evaluation/Reflections
Guest
Speakers: Cynthia Jetter, Swarthmore College, Director Upward Bound Program
Michael
Robinson, TRIO Overview
|
Final Papers
Due: May 3rd
|
|
BSW
CURRICULUM GOALS AND OBJECTIVES
Goal
1: To
promote the adoption of values and ethics that support social caring,
economic
justice and knowledge development.
B1.
Understand
the value base of the profession and its ethical standards and
principles, and
practice accordingly. (EP 3.0.2)
B2.
Understand
and interpret the history of the social work profession and its
contemporary
structures and issues. (EP 3.0.5)
B3.
Understand
the forms and mechanisms of oppression and discrimination and apply
strategies
of advocacy and social change that advance social and economic justice.
(EP
3.0.4)
Goal
2: To develop the professional knowledge and skills needed to engage in
effective agency-based social work practice.
B4.
Use
theoretical frameworks supported by empirical evidence to understand
individual
development and behavior across the life span and the interactions
among
individuals and between individuals and families, groups,
organizations, and
communities. (EP 3.0.7)
B5.
Analyze,
formulate, and influence social policies. (EP 3.0.8)
B6. Function
within the structure of organizations and service delivery systems and
seek
necessary organizational change. (EP 3.0.12)
B7.
Apply the
knowledge and skills of a generalist social work perspective to
practice with
systems of all sizes. (EP 3.0.M6)
Goal
3: To promote critical analysis and the use of multiple ways of knowing
to
inform the art and science of their social work practice.
B8.
Apply
critical thinking skills within the context of professional social work
practice. (EP 3.0.1)
B9.
Evaluate
research studies, apply research findings to practice, and evaluate
their own
practice interventions. (EP 3.0.9)
B10.
Use
supervision and consultation appropriate to social work practice. (EP
3.0.11)
Goal
4: To strengthen cultural sensitivity and the ability to work
effectively with
diverse populations and a wide range of client systems.
B11.
Use
communication skills differentially across client populations,
colleagues, and
communities. (EP 3.0.10)
B12.
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, gender
identity, and
sexual orientation. (EP 3.0.3)