Social Work & Social Welfare

SW 221: SOCIAL WORK AND SOCIAL WELFARE

Fall 2008

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: Tuesdays 9:30-11 and Wednesdays 9-10 (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

DESCRIPTION

Whose responsibility is it to address human needs? What contributions can social work make? Students study the U.S. social welfare system (governmental, corporate, voluntary, and church-related) and how its components relate to each other. We trace its progression from the English Poor Laws through the Social Security Act to contemporary welfare reform. The course includes the development of social work and its relationship to social welfare in the service of diverse populations in rural and urban communities.

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.

INTENDED LEARNING OUTCOMES

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 bases, 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 and primary 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, fundamental values and ethics of the social work profession expressed in the codes approved by 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 objectives 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

Axinn, J. & Stern, M. (2008). Social welfare: A history of the American response to need. Allyn and Bacon: Boston, MA.
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 and Wells, C. (2009). The social work experience: An introduction to social work and social welfare (5th Ed). Boston: McGraw-Hill.

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.
Lyons, K., Manion, K. & Carlsen, M. (2006). International perspectives on social work: Global conditions and local practice. Palgrave Press: Basingstoke, UK: chapter 2.
Marty, M. E. (Dec. 1980). Social service: Godly and godless. Social Service Review, 54 (4), 463-481.
Reichert, E. (2003). Development and history of human rights. In New York: Columbia University Press, 18-43.
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.

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
Social Work History Station	www.idbsu.edu/socwork/dhuff/history/central/core.htm
Islamic Social Services Association	www.issaservices.com
Latino Social Workers Organization	www.lswo.org
National Association of Black Social Workers	http://www.nabsw.org/mserver

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 a major paper and a comprehensive outline, 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. Critical analysis typical of that required of a professional social worker is a part of 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.

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. Walk-in tutoring is available Mon-Thur 8am-10pm, Fri 8am-6pm, Sun 1-10pm. Writing Place is located in The Den in Rolvaag, next to the computer lab. 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.

We will have an individual conference to discuss writing strengths and possible areas of improvement. You will also provide feedback to other students in a writing partnership and 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.

All assignments must be handed in on time—I will dock late papers three points for each day (not class day) they are late. If you anticipate a problem, discuss it with me as soon as possible. Any student with a documented cognitive, physical or social/emotional disability needing academic accommodations is expected 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 to present to me 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. Students are adults and must establish their 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 the student is 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…
(www.stolaf.edu/stulife/thebook/academic/plagiarism.html)

ASSIGNMENTS AND ACTIVITIES

(Important: additional instructions provided on separate handout and in Moodle)

1. Shadowing a social worker/related professional (with reflection) due Oct 3/Dec 3

Name and location due October 3 for 2 points
Reflection due Dec 3 for 8 points

2. Article commentaries (2) due Oct 17/Nov 24

3. Biography of historical social reformer due Nov 2

person name 2 points due Sept 26
outline and sources 3 points due Oct 1
complete draft 5 points due Oct 8
final paper 20 points due Nov 2

4. Agency outline (extensive)

agency choice 2 points due Oct 10
draft 3 points due Nov 21
final 15 points due Dec 10

5. Group leadership on fields of practice due Nov 14-Dec 5

6. Vocation paper due Dec 1

7. Interrupting oppression due Dec 5

8. Writing partner response due Dec 10

GRADING

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

Mid-term and final exams (2 @30 points)	60
Shadowing Hours/Reflection	10
Clippings: 5 pts each	10
Biographical Paper	30
Agency Outline	20
Class Leadership: Group	10
Participation/Attendance	plus, check, minus
Interrupting Oppression Assignment	plus, check, minus
Vocation Paper	10
Total	150

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

DATE	TOPIC	WHAT’S DUE
Sept. 3	Introduction: Student experience with service, go over syllabus & politics, advocacy, poverty, human rights	meet writing partners
Sept. 5	Generalist social work/ethics/related professions http://www.socialworkers.org/pubs/code/code.asp	Suppes, 1 Code of Ethics online
Sept. 8	Introduction to Poor Laws Some comments on writing in the discipline	Axinn & Stern 1 Suppes, 100-104
Sept. 10	Theoretical perspectives for social work	Suppes 2
Sept. 12	Human rights as a framework for social work	Reichert; UNDHR Suppes 128-130
	*~Latino Heritage Month September 15 to October 15*~
Sept. 15	The Colonial Period	Axinn & Stern 2
Sept. 17	"Living Below the Line" film
Sept. 19	The Pre-Civil War Period	Axinn & Stern 3
Sept. 22	Bibliographic instruction on Biographical paper www.stolaf.edu/library/instruction/biguides/ Meet in Rolvaag 355	bring names
Sept. 24	History of social service delivery for blacks	Jackson, et al
Sept 26	The Civil War and After: 1860-1900	Axinn & Stern 4 Suppes 105-106 *name for biography paper due*
Sept. 29	Common cultural expectations: A framework for seeking assistance, *Guest: Professor Lennox*	Interest Inventory for possible/likely social work majors handed out
	~October is National Disability Employment Awareness Month~
Oct. 1	Progress and Reform: 1900-1930 Conference on Charities and Corrections	Axinn & Stern 5 Suppes 108-110 outline/sources for biography paper due
Oct. 3	Poverty and populations at risk	Suppes 81-100 *Name of agency/worker for shadowing due* *Meet with writing partner on draft of biography paper by Oct 8* “Where the Spirit Lives” on library reserve; see on your own by 10/10
Oct. 6	Poverty and populations at risk Blaming the victim	Healy Ryan Intro-44, 89-95, 117-123
Oct. 8	Strengths perspective/empowerment	Weick *draft biography paper due, with comments from writing partner*
Oct. 10	"Orphan Trains" documentary	*choice for agency outline due*
	~October 11 is National Coming Out Day~
Oct. 13-15	FALL BREAK
	*~Native American Weeks are October 16-30~*
Oct. 17	The Depression and the New Deal: 1930-1940	Axinn & Stern 6 Suppes 110-113 first article commentary due
Oct. 20	“The Children Remember: Life at the Minnesota State Public School for Dependent and Neglected Children, 1886-1945” documentary
Oct. 22	Mid-term exam
Oct. 24	War and Prosperity: 1940-1968	Axinn & Stern 7
Oct. 27	Religious base of social work DVD on Lutheran Social Services	Degeneff, Marty
Oct. 29	Conservative Resurgence/Social Change 1968-1992	Axinn & Stern 8 Suppes 113-117
Oct. 31	Supplemental BI; mid-term course evaluation Meet in classroom	*meet in groups for presentation*
	*~Diwali Festival and Hmong New Year are Saturday, November 1~*
Nov. 3	Professions as “callings”	Hugen *Biography paper due (Interest inventory for SW major due)*
	*~Africa Weeks are November 3-17~*
Nov. 5	*Guest panel of retired social workers??*
Nov. 7	Social Welfare & the Info Society1992-2007	Axinn & Stern 9 Suppes 118-122
Nov. 10	no class; work in presentation groups and writing pairs
Nov. 12	Mental health	Rose's Story; Suppes 5 Browse website http://www.nami.org *(meet with me on draft of agency outline before Thanksgiving)*
	November 14-December 5: Group Leadership days
Nov. 14	Family and children’s services	Suppes 4
Nov. 17	Health care	Suppes 6
Nov. 19	Schools	Suppes 7
Nov. 21	Substance abuse services	Suppes 8 *draft of Agency outline due*
Nov. 24	Older adults/aging	Suppes 9 second article commentary due
Nov 26-30	THANKSGIVING BREAK
Dec. 1	Criminal justice settings	Suppes 10 *vocation paper due*
Dec. 3	Developmental disabilities	Suppes 11 *shadowing reflection due*
Dec. 5	Interrupting oppression discussion	Suppes 108-11 *Interrupting oppression assignment due*
Dec. 8	Global social work/welfare *guest: Roshan Malik, MSW* *hand out writing partner response form*	Suppes 12 &123-127; Lyons, et al
Dec. 10	Future challenges, questions, conclusions; course evaluation	*agency outline and writing partner response form due*
Dec 16	Final Exam	2:00-4:00 PM

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
Description of Assignments
Fall 2008

"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/narrative reflection due Dec. 3
Document at least four (4) hours of shadowing a social worker or related professional in a social agency. 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).

This assignment is designed to meet all of the course objectives to some degree, depending in part on the location of the experience. Write a 3-4 page narrative reflection of your observations and how they contribute to your accomplishment of one or more course objectives.

The narrative reflection should include:

The name and location of the agency or program

The general category of social welfare into which your experience best fits, e.g., mental health, family and children’s services, health, education

The number of hours spent and with whom
A summary of your experience and learning as it relates to course learning. Some suggestions:

The agency or program--Which of the issues, concepts, terminology that you encountered in class--through readings, lectures, films, class discussions, etc.--were relevant to your experience here? Did it allow a generalist practice experience, or not?
The client group--Did you have ideas about social welfare agency clients before you encountered them in person that were reinforced or dispelled by this experience? What did you learn about the diversity of clients in general and this population in particular? Did you come away with questions rather than answers? 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?

Your reflection should conclude with comments on whether this work might interest you, and the reasons why or why not

2. Article commentaries Oct 17/Nov 24
Find one article from a major newspaper that demonstrates "Blaming the Victim” (review Ryan) and one that demonstrates a strengths perspective (review Weick). Hand in the article with a written critical commentary of at least one page for each.

This assignment will assist you to understand the pervasiveness of social policy, and will help you to develop a beginning level of critical thinking skills to use as you read and listen to information in the media. Clip/print the articles and write a critical commentary of at least one page for each (hint: the New York Times does not charge students for an on-line subscription; I suggest you subscribe for the remainder of your college career. Simply go to http://www.nytimes.com and follow the instructions). The selections must be carefully chosen entries that include:

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).

Your commentaries will include:

the social problem(s) or strength(s) indicated in the article and which diverse populations(s) 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.

3. Biography of Historical Social Reformer Length: 9-12 pages, in three parts.
Due dates:

person name due September 26
outline and 2 sources due October 1
complete draft due October 8
final paper due November 2

a. Before the Bibliographic Instruction session on September 22, read at least two (2) biographies from Volume II of the Encyclopedia of Social Work (HV 35.S6 in the Rolvaag Reference Room or in the Social Work Commons area). 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. The reference librarian will present additional sources for selecting an individual. 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.

b. Read biographical material from at least 2-3 sources about this individual. Follow the library course guide and suggestions given by the librarian. Also try to locate materials on the social, political, and/or economic context of the times in which the person 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. Then, write a summary of the biographical material you read (2-3 pages).

c. Choose at least 50 pages of material written by the person you are studying. By reading this you can learn what this reformer thought and believed. 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 many topics. If an individual's interests and expertise were diverse, that could be one thing you bring out in your paper. Read a minimum of 50-60 pages written by the person you chose. Then, write a summary of the ideas, actions, and/or points of view held by your person and expressed in her/his writings (4-5 pages).

d. Think about the person, the times in which s/he lived, the ideas expressed in the writings. Review the impact of this one person's life and influence on the profession of social work and the field of social welfare. Then think about you, the times in which you live, and your future. Then, describe the impact of this assignment on your philosophy and practice of helping people. 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 writing? (3-4 pages)

Paper details: The paper is 12 pages maximum, 12 point font, and 1.5 or double spaced. Two sided printing is encouraged. You must have at least six sources, including primary documents, and secondary sources. Use APA style of reference. Up to three headings are fine.

4. Agency outline Length: 6-8 pages
Due dates:

agency choice due Oct. 10
draft due Nov. 21
final due Dec.10

Preparation
a. 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.

b. Research the kind of service provided by the agency in order to establish a framework for explaining the agency’s specific services, e.g. funding, purpose and goals, clients, commonly addressed issues and problems, connections to other agencies and services, etc.

c. Create 5-10 questions you want to ask to prepare for a visit to the agency. Ideas from those questions will come from the research you did in #2.

d. Make an appointment on email, by phone, or in person, to interview someone who is VERY familiar with the agency/program. Ask for pamphlets or brochures; 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. Ask the questions you prepared, and, using those as a springboard, develop an interview that gives you factual information to use in your descriptive paper. 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.

Writing (6-8 pages)

You will write a fully developed outline about the agency. Each section will have full sentences and/or paragraphs to describe particular characteristics. There will be four main sections in your outline, with subsections of your choice in sections II and III. 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.

Section I. Description of the agency or program. Include:

history (why/how it got started)
mission, goal(s);
policy sources and governance structure (include an organizational chart if one is available);
funding and fee structure;
scope and variety of services;
eligibility guidelines;
client information (where do they come from, where might they go for additional services, how long do clients stay in contact);
staff description (how many, full-or part-time, their diverse characteristics (race, ethnicity, sexual orientation, religious beliefs, if applicable);
social work roles in the agency, and what other disciplines are represented among the workers
any policies or procedures in the agency that explicitly address discrimination or oppression of clients

Section II. Agency/program's relationship to other components of the social welfare system. Address the questions in two of the following bullets:

Who or what oversees or monitors the programs and their operation? Is there an Ombudsman?
Are there other agencies/programs in the community or region that provide the same or similar services? In business terms, who's their competition?
What makes this program different, special or unique? Why would someone come to them and not go somewhere else?
Do their clients often/generally/sometimes use other services also? If so, which ones and under what circumstances?

Section III. Analysis of the agency/program in relation to human needs and policies. Address the questions in two of the following bullets:

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?
How secure is the existence of the agency/program? What factors are important in its continuation or demise?

IV. Conclusion(s) What can you conclude about this agency/program as a component of the larger social welfare system? Be sure that you support all conclusions with evidence from your research, class discussions or readings, and your interview

References : Cite all brochures, pamphlets, public relations pieces, etc. which were a part of your exploration.. Document your sources using APA style of reference.

5. Group leadership due Nov. 14-Dec. 5
The goal of this assignment is to acquaint the class with the major elements of social work within this field of practice and highlights contemporary issues/challenges in this field. With a team of class members you will prepare a class presentation and discussion focused on an assigned field of practice in social work/welfare.

Before the day of presentation
Each student in the group will read carefully the Suppes chapter on this field of practice and an entry related to it from the Encyclopedia of Social Work. In addition, each member will read one additional academic journal article based on relevant research, practice wisdom, or policy in that field of practice. All articles should:

Be from a social work journal
Be different from the articles read by other group member
Be published within the past five years

At least one article in each group should:

Discuss diverse clients in this field of practice (e.g. social work with African immigrant children in public schools)
Cover ethical issues in this field of practice (e.g. social work with clients who request assisted suicide in nursing homes)
Discuss recent research by social workers in this field of practice (e.g. evaluation of group work with elderly people with developmental disabilities)
Address policy issues in this field of practice (e.g. the effects of Medicare drug benefit on the elderly)
Include international content about this field of practice

You will prepare for the class 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 on Moodle).

On the day of presentation
Your group will 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. You will receive a group grade and each of you will complete a confidential description of your work in the group relative to the others in your group.

6. Interrupting oppression due Dec 5
During the course of the semester, you are to actively look for an opportunity to interrupt an oppressive or discriminatory situation toward some group of people. The purpose is to heighten our awareness of everyday behaviors and recognize the power of one person to change it to improve the lives of others. 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 type up a 1-2 page description of the situation, what you did, how you felt, and the result of your action. These papers will remain confidential, but do disguise the identities of people you do not want me to know.

7. Vocation paper due Dec. 1
In 2-3 pages, address one of the following two statements:
a. “At the present time, I have decided NOT to pursue social work as a major and career choice”.

What major/s or concentrations have you chosen/are you considering?
Why does this major/s “fit” better than social work for you?
Based on personal experience and knowledge, what changes are likely to take place in society that will influence your career choice? What skills, and knowledge will be important to possess in order to deal with these changes?
Speculate on your vocational future: at graduation, in five years and in ten years
What has been the most helpful learning about social work that can be applied to your major? Speculate on how/why this might be helpful

b. “At the present time, I have decided to pursue social work as a major and/or a career choice.”

Why does this major “fit”? (“I want to help people” is not enough!)
Describe the degree of “fit” between personal beliefs, values, and need and the values and demands of the social work profession. What impact might being a social worker have on your personal, physical and mental health, intellectual development, beliefs and practices and personal economic situation? How will being a social worker affect your overall quality of life?
Based on personal experience and knowledge, what changes are likely to take place in society that will influence your career choice? What skills, and knowledge will be important to possess in order to deal with these changes?
What has been the most helpful learning about social work thus far? Why/how might it be helpful in your work and personal life?

8. Writing partner response due Dec 10
For this course, students are assigned a writing partner. This person will be your sounding board, your proofreader, your idea person where it comes to your biographical reformer paper, your agency outline, your article commentaries, even your vocation and/or shadowing reflection papers. You are expected to connect at least once before each assignment is due, read each others’ papers, give verbal and written feedback…in general, support each others’ writing processes. Try to have as many of these connections be face-to-face as possible. At the end of the term, I will ask for a brief reaction to the use of partners in this course; the form will be handed out in class.