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SW 221: SOCIAL WORK AND SOCIAL WELFARE       Fall 2009

Mary S. Carlsen, MSW, LISW, Professor of Social Work

Holland Hall 213C, e-mail <carlsen>  Office: x3136  Home: 645-9176 (before 9:00 PM)
Hours: Wednesday 3:00-4:30; Thursday 1:-2:30 (others by appointment)

“[Since] God does not need our work and has not commanded us to do anything for him but to praise and thank him, the Christian makes haste to give himself wholeheartedly to the neighbor.”                                            ~Martin Luther, Sermons from the year 1527

“But when to affection and kindness we are able to add that knowledge of the workings of the human mind and that knowledge of social resources...we have a new power in the world added to the older power of just loving one another”.         ~Mary Richmond, 1922, social reformer

“Charity is commendable; everyone should be charitable. But justice aims to create a social order in which, if individuals choose not to be charitable, people still don’t go hungry, unschooled, or sick without care”.     ~Bill Moyers, 2009, journalist & social commentator

DESCRIPTION

Students study the progression of the U.S. social welfare system from English Poor Laws and the Social Security Act to contemporary reforms and how its components (public, private, faith-based) interrelate to serve diverse populations in cities and small towns. The development of social work, its values and knowledge, and its relationship to fields of social welfare are included. Students shadow a social worker for four hours.

PROGRAM MISSION

The Social Work Program prepares liberally educated professional social workers to ethically serve diverse populations and promote a just global community.

DEFINITION OF GENERALIST PRACTICE

Generalist practice is multilevel intervention with clients (individuals, families, groups, organizations and communities) of diverse backgrounds. It uses the social systems framework, planned change process, empowerment perspective and strengths-based approach to practice. It is grounded in the liberal arts, scientifically informed and ethical.
 

COURSE OBJECTIVES

1. Describe the major structures of social welfare in the U.S. (public and private, rural and urban, religious and secular), their relationships to one another, and to the political, economic, and philosophical context of society;

2. Trace the development of the profession of social work and its relationship to the liberal arts, social sciences, other helping professions, and the U.S. social welfare system;

3. Recognize the definition of generalist social work practice and identify the knowledge base, professional values, and general skills related to beginning level practice;

4. Describe the ideological and historical roots of professional social work and modern social welfare programs, with examples from other countries;

5. Conduct historical research on a social reformer using biographical primary and secondary sources, with a thoughtful research strategy;

6. Recognize diversity in individuals, families, groups, organizations, and communities, and articulate some differences and similarities in their strengths and needs;

7. Identify ways in which social workers work for social and economic justice for populations at risk, in an increasingly global context for practice;

8. Recognize some forms and mechanisms of oppression and discrimination that accompany various approaches to social welfare (e.g. "blaming the victim"), particularly those directed toward women, people of color, and gay and lesbian persons;

9. State a rationale for evaluating the effectiveness and efficiency of social service delivery systems;

10. Name, and recognize the application of, core values and ethics of the social work profession expressed in the codes of NASW, IFSW and the Minnesota Board of Social Work;

11. Apply skills of critical thinking to at least one current issue in social welfare policy;

12. Actively consider their own vocation in service to others;

13. Make satisfactory oral and written presentation of ideas and information related to the course;

To meet learning outcomes for the WRI credit, students will demonstrate:

1. The ability to write effectively in a form appropriate to social work/social welfare;
2. The ability to write as a means for inquiry, learning, thinking, and communicating;
3. The ability to engage in writing as a systematic, iterative process, using flexible strategies for generating drafts, responding to feedback, revising, editing, and proofreading.

BOOKS

By Rose, a survivor of our social services. (1991). Rose's story. Milwaukee, Wisconsin: Family Service America.

Ryan, W. (1976). Blaming the victim. New York: Random House.

Suppes, M. & Wells, C. (2009). The social work experience: An introduction to social work and social welfare (5th Ed). Boston: McGraw-Hill.

Trattner, W. (1999). From poor law to welfare state: A history of social welfare in America. 6th edition. New York: Free Press.

ARTICLES AND CHAPTERS (on Moodle)
Degeneff, C. (July, 2003). What is Catholic about Catholic Charities?  Social Work, 48 (3), 374-383.
Hugen, B. (2002). Calling: A spirituality model for social work practice. In Hugen, B. & Scales, T. L. Christianity and social work: Readings on the integration of Christian faith and social work practice (2nd Edition). Botsford, CT: NACSW. 31-44.
Healey, S. (1994). Diversity with a difference: On being old and lesbian. Journal of Gay and Lesbian Social Services, (1), 109-117.
Jackson, W. S., Rhone, J. and Sanders, C. (1973). Social service delivery system in the black community during the ante-bellum period (1619-1860). Atlanta GA: Atlanta University School of Social Work.
Marty, M. E. (Dec. 1980). Social service: Godly and godless. Social Service Review, 54 (4), 463-481.
United Nations (1948). Universal Declaration of Human Rights www.un.org/Overview/rights.html
Weick, A. C. et al. (July, 1989). A strengths perspective for social work practice. Social Work, 34(4), 350-354.

GUIDELINES AND EXPECTATIONS

This course fulfills requirements for Writing (WRI), as part of your general education so be prepared to write!! All professional responsibilities require that you be good writers. You will write and revise two papers, each of which will be judged on its form as well as content. These writing assignments and others required for the class will provide the opportunity to distinguish primary from secondary documents and differentiate descriptive, persuasive, and personal narrative styles. You will also find that writing is used for many purposes, to learn, to communicate, and to inform. Critical analysis typical of that required of a professional social worker is a part of both the agency outline and the clippings assignment. I expect you to use writing handbooks you may have used in your first year seminar and to use the APA style of reference. We will have an individual conference to discuss writing strengths and possible areas of improvement. You will also provide feedback to other students in groups. Evidence of careful research and fulfillment of the purpose of each assignment are important. Appearance of papers, clarity of expression, spelling, and similar characteristics of good writing matter, and I judge them as well as the content. I expect non-sexist and inclusive language verbally and in writing.

The Writing Place (http://www.stolaf.edu/services/asc/writing-place.html.) has peer tutors who offer help with any stage of the writing process. It is located in The Den in Rolvaag, next to the computer lab. Walk-in tutoring is available. Tutoring is also available for English language learners; interested students should meet with Su Smallen in the Academic Support Center. Call x3288 (507-786-3288) for an appointment.

All assignments must be handed in on time—I will dock late papers three points for each day (including weekends) they are late. If you anticipate a problem, discuss it with me as soon as possible. I invite any student with a documented cognitive, physical or social/emotional disability needing academic accommodations to speak with me during the first two weeks of class. All discussions will remain confidential. Students with a disability who do not have an accommodation letter must also contact Ruth Bolstad (bolstadr@stolaf.edu) or Connie Ford (ford@stolaf.edu) in the Academic Support Center (x3288) located in the Modular Village.

I expect class attendance and participation. I take class time seriously and try to ensure that each time we meet something worthwhile happens.  I expect you to turn your cell phones to silent as you enter the room. You are adults and must establish your own priorities. If illness, emergency, or better educational opportunity prevents your attendance, I appreciate a message on voice mail or e-mail. I do not expect to "give permission," however, and you are totally responsible for any holes in knowledge or missed materials caused by the absence. Anything that happens when the class is together--video, guest speaker, lecture material, discussion--may be included in exams. And just a reminder that St. Olaf (and the social work profession!) takes very seriously any ethical violations, including plagiarism. See policies at:
http://www.stolaf.edu/stulife/thebook/academic/integrity.html
http://www.stolaf.edu/stulife/thebook/academic/honor.html

ASSIGNMENTS & ACTIVITIES
(Important: specific assignment rubrics are provided on a separate handout and on Moodle)

1. Shadowing a social worker/narrative reflection - due: Dec. 7

• Name and location due October 9 for 2 points
• Reflection due Dec 7 for 8 points          

2. Article commentaries (2) - due: Oct 19/Nov 23

3. Biography of historical social reformer - due: Nov 6

• person name                          2 points                     due Oct 2                    
• outline and 2 sources              3 points                     due Oct 7                    
• complete draft                       5 points                      due Oct 14                  
• final paper                           20 points                      due Nov 6       

4. Comparative vocation paper - due: Dec. 4

5. Agency description paper -due: Dec 14

• agency choice                          2 points                        due Oct 16                  
• draft                                       3 points                        due Nov 16     
• final                                      15 points                      due Dec 14     

6. Interrupting oppression -due: Nov. 9

7. Group leadership on fields of practice - due: Nov 18-Dec 7

GRADING
I will grade your work based on evidence of your achievements throughout the semester, including two exams, 3 papers, class leadership, shadowing hours and reflection, interrupting oppression assignment, 2 article clippings with critical commentary, and participation/attendance. Evaluation includes: 

 

The guide to letter grades is below. I may take into account additional circumstances, e.g. level and degree of class participation and attendance. Remember: Social work students must achieve at least a “C” in all required social work courses to attain an accredited degree in social work.
           
Outstanding: A = 144+
Excellent: A- =139+
Very Good: B+ = 135+
Good: B =129+
Generally Good: B- =123+
Satisfactory: C+ =118+
Sufficient: C =114+

SCHEDULE

 

                   

       The professor reserves the right to change the schedule and assigned readings as new
opportunities for learning present themselves, particularly in relation
to emerging issues in social welfare.

 

SW 221: Social Work and Social Welfare--Carlsen
Assignment Descriptions
Fall 2009

"[with writing]I aim to reach ordinary, literate, curious people, people who work with their hands as well as their minds, people for whom reading is neither pastime nor puzzle, but an essential nutrient, like water or salt."                                                 --Scott Russell Sanders

"The art of writing, like the art of love, runs all the way from a kind of routine hard to distinguish from piling bricks to a kind of frenzy closely related to delirium tremens."  --HL Mencken

1. Shadowing a social worker (name and agency due Oct 2) & narrative reflection                (due Dec. 7)
Purpose: To experience the real work of a social welfare organization and human service professional; then writing to learn about the relationship between class learning and experiential learning.

Relationship to intended learning outcomes (ILOs): addresses outcomes 1, 2, 9, 10, 12
Audience: Your professor

Description: Shadow a social worker or related professional in a social agency for at least 4 hours. This is best done in one segment of time, though two segments of two hours works, as well. I expect you to locate this person on your own; if you need assistance in finding someone, please contact me as early as possible in the semester. You need to complete a form that is then signed by your agency contact person to verify that you completed the experience (handed out in class, and also located on Moodle).

Write a 3-4 page narrative reflection of your observations/experience. The introduction should include the name and location of the agency or program and the general category of social welfare into which your experience best fits (e.g., mental health, family and children’s services, health, education).

Your reflection on your learning should include commentary on each of the following areas:

• The agency or program—What, if anything, surprised you about this agency, relevant to your reading and discussions in this course?
• The client group—Which of your ideas about social welfare agency clients were reinforced or dispelled by this experience? What did you learn about the diversity of this agency’s client population? If you came away with questions about the clients, what were some of those questions?
• The human service worker(s)--In what ways were your expectations met or not? What evidence, if any, did you see of staff working to eliminate oppressive or discriminatory policies? Did the staff operate from a strengths or deficits perspective? What values do you think underlie the services provided? How likely is it that this professional would use the words “vocation” or “calling” for her/his work? What additional questions would you raise about the professional(s) after the experience? 

Conclude with comments on whether this kind of work in this setting might interest you, and the reasons why or why not.
Evaluation: You will be graded on whether you completed the hours and forms, reflected on the questions listed, and wrote with depth and clarity. 

2. Article commentaries -  Due: Oct 19/Nov 23
Purpose: This writing to learn assignment is designed to assist you to understand the pervasiveness of social welfare, and will help you to develop a beginning level of critical thinking skills to use as you glean social welfare information from news sources.

Relationship to intended learning outcomes (ILOs): addresses outcomes 1, 4, 6, 7, 8

Audience: General audience with education in social welfare issues

Description: Find one article from a major newspaper (New York Times, Washington Post, or Wall Street Journal) that demonstrates "Blaming the Victim” and one that demonstrates a strengths perspective. This can be a short column or run several pages. I should be from 2008 or 2009. Clip or print the articles to hand in with your commentary. The selections must be carefully chosen entries:

• 1 that demonstrates "Blaming the Victim;" your commentary should note the at risk population being blamed and relate the article to how blaming the victim can result in oppression or discrimination (review Ryan selections);
• 1 that demonstrates a strengths perspective (review Weick article).

Write a critical commentary of 500-700 words for each. Your commentaries will include:

• the social problem(s) or strength(s) indicated in the article and which diverse populations(s) or population at risk is highlighted;
• any policy implications in the article, e.g. any policy suggested to solve the problem, ideas to change programming, to influence legislation, to increase funding, to perform research, etc.
• evidence that you have integrated class learning and are learning to be critical consumers of information on social welfare.

Evaluation: I will evaluate your work on whether your articles are examples of blaming and strengths, and on how well you illustrated your understanding of these two concepts as taught/learned in class. I will also take into consideration clarity and conciseness of your writing.

3. Biography of Historical Social Reformer - Due:  Nov. 6

• person name                                                                 due October 2
• outline and 2 sources                                                     due October 7
• complete draft                                                               due October 14
• final paper                                                                     due November 6

Purpose: This writing to communicate assignment will help you learn about the history of social welfare and social reform in this country through the life and work of one reformer. It is also designed to help you feel empowered by the model of another person to create change in society and help improve people’s social functioning. You will begin to see the relationship of person and environment that is central to the profession of social work.

Relationship to intended learning outcomes (ILOs): Addresses outcomes 5, 7, 12, 13

Audience: Educated audience of interested people

Description:
a. Before the library research session on September 28, read at least two (2) biographies from Volume IV of the Encyclopedia of Social Work (R.R. HV35.S6 2008).

b. After considering the variety of biographical dictionaries provided in the session with the reference librarian (in addition to the ESW), choose an individual who was prominent in social work or social welfare. The person should either be an American or a person from another country who had a demonstrable influence on American social work/social welfare.  Choosing someone who has died makes research easier since more published biographical material focuses on persons who have died. If you have special interests or difficulty choosing someone, talk with the librarian or me.

c. Read biographical material from at least 3 sources about this individual.  Follow the library course guide and suggestions given by the librarian. Locate materials on the social, political, and/or economic context of the times in which the reformer lived; these will assist you to focus on those aspects of her/his life (family, experiences, education, religious tradition) that are related to the specific contributions to social work and social welfare made by the individual. 

d. Choose at least 50 pages of material written or spoken by the person you are studying. By reading this you can learn what this reformer thought, believed and articulated.  You may find a whole book, chapters of books, or articles in journals.  Sometimes a student or admirer collects short writings together and publishes them with commentaries. It may be the person’s speeches, sermons, or letters. Any of these, or a combination, is acceptable as long as it is written by the person you chose. Look at several sources if you can, so you can choose those that are of most interest to you.  Many people wrote in several areas and on a variety of topics.  If an individual's interests and expertise were diverse, that could be one thing you bring out in your paper.

e. Write a paper that combines factual biographical information about the reformer, (e.g. family life, education, and experiences) with the ideas, actions, values, and/or points of view held by your person and expressed in her/his writings.

Paper details: the organization of the paper is up to you; you can write it chronologically or by several themes or with an overall theme that best illustrates the impact this person’s life had on social work or social welfare. The paper is 8 pages maximum, 12 point font, and 1.5 or double spaced. Two-sided printing is encouraged. You must have at least six sources, including both primary documents, and secondary sources. Use APA style of reference. Up to three headings are fine.

Evaluation: I will grade this assignment based on the sources you’ve used, the mechanics and flow of your paper, and whether you addressed the purpose of the paper—to illustrate how one person can affect social welfare in this country.

4. Comparative Vocation Paper - 4 pages maximum - Dec. 4

Purpose: To interpret the values, philosophy, political leanings, methods of helping and  advocacy held by the reformer you studied, and compare it to yours. To put your own future work into the context of historical efforts to improve peoples’ lives and to begin to find your own strengths and areas of passion in social welfare.To clarify some of your vocational interests in light of the learning in this course

Relationship to intended learning outcomes: Address outcomes 2, 3, 4, 5, 7, 12, and 13

Audience: Your professor

Description: Think about the social reformer you wrote about in the earlier paper. Consider the times in which s/he lived, the ideas expressed in her/his writings. Review the impact of this one person's life and influence on the profession of social work and the field of social welfare. Consider your life, the times in which you live, and your future.  Then, writing to inform your teacher, describe the relationship between this person’s work and ideas and your philosophy and practice of helping people. Consider at least two of the following questions:

• In what ways will getting to know this person and her/his ideas make a difference in your personal and/or professional life?
• How are you similar to, or different from, this person in considering a life of service a “calling” or “vocation”?
• What can you (will you) take with you from your research on this person's life, service, and ideas?

In your final paragraph, discuss the major you are pursuing, in light of the course and the study of this reformer. Briefly describe how and why this major fits your interests, strengths and talents. Add what has been the most helpful learning in this course as it applies to your chosen major area(s) of study at St. Olaf.

Evaluation: This paper is a maximum of 4 pages, 12 point font, 1.5 spaced; two-sided printing is fine. By now I expect an improvement in your writing, so for this paper I will grade based on the depth of your comparison between the reformer and yourself, considering your own passions, interests, talents, strengths, political points of view, willingness to take risks, hopes for personal lifestyle. I expect to see integration of course content and your reflection on vocation. And, of course, good mechanics will result in a higher grade.

5. Agency Description paper 6-8 pages -
Due: agency choice Oct. 16;
draft Nov. 16;
final Dec.14

Purpose: In this paper you will write to learn about the structure and “systems” of the various sectors of social welfare in the U.S. It will aid you to put into context your shadowing experience and your developing philosophy and values about how to address human needs. It will also help you think about what type of organization might be the best fit for you in your work experiences.

Relationship to learning outcomes: Addresses1, 2, 3, 4, 6, 7, 8, 9

Audience: A new college graduate interviewing at this agency for a human services position

Description: First. the preparation…

1. It is most helpful to choose the agency or program in which you do your shadowing experience. If your choice is a complex agency, focus on only one program within the agency.  If you choose a small, focused agency you may relate to the whole organization. Agencies or programs that are very small or very informal do not lend themselves very well to this assignment. The agency or program may be public or private, local or global. It must provide some services to diverse clients or communities and you must be able to interview, in person, on the phone or through email, someone very familiar with the agency. It may serve only one diverse type of client, but may be a multi-cultural agency or program as well. 

2. Research the agency ahead of your shadowing and interview; first learn all you can on your own, so the questions you have for the professional can be focused and significant. Review the web site, if they have one. Read newspaper articles and other materials that would help someone unfamiliar with the agency to understand what it has to offer and typical issues that it faces

3. Make an appointment on email, by phone, or in person, to interview someone who is VERY familiar with the agency/program. This can be the same person you shadow, or a different person in the agency. Make this appointment, along with a schedule for shadowing, as early as possible in the semester, as agency professionals, while happy to help students, are very busy people and sometimes have to change appointments.

 

Complete your shadowing before you do the interview.
While they may be done on the same day, these are two separate assignments.

4. Create 5-10 questions you want to ask in your interview. Based on your research in #2 and the description of the content required (below), these questions should elicit information not able to be gleaned from other sources. This can also serve as your outline for your paper.

5. Conduct the interview, using the few questions you prepared. With those as a springboard, gather factual information to use in your descriptive paper.

Then the writing…

Write a short descriptive paper about the agency. I will ask you to bring to class a draft of section III sometime before the paper is due. The paper will have:

Title Page: Agency name, name & position of person interviewed, date of interview.
Introduction: Include the name of the organization, its mission and goals, when, how and by whom it was started.
Section I.  Agency Data (insert a table similar to the following one into your paper)

AGENCY OR PROGRAM NAME	SPECIFIC INFORMATION
Auspice (public or private, for-profit or non-profit)
Governance (board or directors, state gov’t dept, family-owned, etc)
Funding source(s) (gov’t, fees, grants, ind/corp contributions)
Clients served ages needs backgrounds (culture, religion, sexual orientation, etc)
Services offered
Eligibility guidelines
Cost to clients
Average “length of stay”
Other agencies used by clients
Staff characteristics age education/training (e.g. discipline and degrees) gender backgrounds (culture, religion, sexual orientation, etc)
Social work role(s), if present
Anti-discrimination or affirmative action policy?

Section II.  Agency relationships to other components of the social welfare system.

OVERSIGHT: What external entity oversees or monitors the programs and their operation? Is there an Ombudsman?

COMPETITION: Are there other agencies/programs in the community or region that provide the same or similar services? In business terms, who's their competition?
NICHE: What makes this program different, special or unique? Why would someone come to them and not go somewhere else?

Section III.  Analysis of the agency/program in relation to human needs and policies. Choose two of the following bulleted arenas to address in your paper:

What is the greater good for the group (or all of us) that is gained by having this service available? What are the negatives or what would the detractors say?

Does it serve those it's designed to serve? Well or not so well? From a strengths or deficits perspective?
Can you get a sense of the reason for their success or limitations?

Describe issues, problems, or controversies that are a part of this agency/program's service to its clients and the community. In what way are these issues, etc., related to larger elements of racism, economic and political power, or skills and techniques that reflect the larger society? Are any of them rooted in the attitudes about welfare and self-support that we studied in the history of social welfare? 

Section IV. Conclusion(s) How sustainable is the agency/program? What factors are important in its continuation or demise? What can you conclude about this agency/program as a component of the larger social welfare system?

Evaluation: Headings are fine, but not required. Use 12-point font, 1.5 or double-spaced. Two-sided printing is fine. I will look for evidence in sections II, II and/or IV that you are in this class, i.e. connections to our readings, class discussions, and/or lectures. Support your conclusions with evidence from your research, class discussions or readings, and your interview. Cite all written brochures/pamphlets, websites, public relations pieces, etc. which were a part of your exploration. Document your sources using APA style of reference.

6. Interrupting oppression - Due: Nov. 9

Purpose: To heighten our awareness of everyday behaviors and recognize the power of one person to change it to improve the lives of others.

Relationship to outcomes: Address outcomes 6, 7, 8

Audience: Your professor

Description: This writing to learn assignment requires that during the course of the semester, you actively look for an opportunity to interrupt an oppressive or discriminatory situation toward some group of people. For example, you could:

• Interrupt someone’s oppressive remark or joke;
• Write a letter to the newspaper about some oppressive comment(s) made in it;
• Stop someone from engaging in some form of oppressive behavior;
• Address some form of institutionalized oppression/discrimination.

Please compose a description of the situation, what you did, how you felt, and the result of your action. You can write a song, a poem, a rap, a paper or another form of communication; nothing over two pages. Your product will remain confidential, but do disguise the identities of people you do not want me to know.

Evaluation: I will evaluate this paper on a plus, check, minus system, primarily according to how seriously you took this as an opportunity to challenge yourself and to learn. It must be completed to pass the course.

7. Group leadership - Due: Nov. 18-Dec. 7

Purpose: This assignment will acquaint you with the major fields of practice in social welfare and social work. It will highlight contemporary issues/challenges in this field. It will also help you think about possible arenas of work in your future! I will assign the groups and presentation dates early in the semester.

Relationship to intended learning outcomes: 1, 2, 4, 9, 11

Audience: The class

Description: With a team of classmates, prepare a class presentation and discussion focused on an assigned field of practice in social work/welfare.

Before the day of presentation

• Group members all read carefully the Suppes chapter on this field of practice (the whole class will read it, as well, though not as carefully)
• Group members each locate and read a separate entry related to the field of practice from the Encyclopedia of Social Work (located in the reference room of Rolvaag).
• Group members each read one additional academic journal article on research, practice wisdom, or policy in that field of practice.

All articles should be located in the Social Work or Social Services database; be different from the articles read by other group members, and be published since 2004.

At least one article read by your group members should cover:

• Diversity of clients in this field of practice (e.g. social work in schools with African immigrant children)
• Ethical issues in this field of practice (e.g. health care social work with clients who request assisted suicide in nursing homes)
• Research by social workers in this field of practice (e.g. evaluation of a program for elderly people with developmental disabilities by a social worker in the field of aging)
• Policy issues in this field of practice (e.g. the effects of immigration policy on families and children)
• International content about this field of practice (e.g.

Prepare a handout with the titles of the related articles you read (this should be sent to me electronically by the day you present and I will post it on Moodle).

On the day of presentation
Present a PowerPoint overview of the field of practice, incorporating highlights from Suppes, the Encyclopedia and your articles (30-40 minutes). Then, present some questions or a case example relevant to the field of practice for class discussion. To stimulate class discussion about issue(s) in this field of practice, you can use role-playing, a case study, a series of thought-provoking questions, or any other method you choose.

Evaluation: You will receive a group grade based on how well you followed the instructions provided and on how you helped the class to engage the material. Each of you will complete a confidential description of your work in the group relative to the others in your group.

Related Websites

Council on Social Work Education                                www.cswe.org
National Association of Social Workers                        www.socialworkers.org
National Association of Christians in Social Work         www.nacsw.org
Worldwide Web Resources for Social Workers            www.nyu.edu/socialwork/ip
New Social Worker Online                                           www.socialworker.com/
Islamic Social Services Association of Canada              www.issaservices.com
Latino Social Workers Organization                              www.lswo.org
National Association of Black Social Workers  www.nabsw.org/mserver/
Social Work History Station www.idbsu.edu/socwork/dhuff/history/central/core.htm