The Social Worker As Professional

SW 381: The Social Worker As Professional
Spring 2007

Mary S. Carlsen, MSW, LISW
Holland Hall 213C, email carlsen@stolaf.edu
Office: x 3136. or Home: 645-9176 (before 9:00pm)
Hours: Tuesday 8:30-10:00 and Monday and Wednesday 2:00-3:00 or by appointment

PROGRAM MISSION

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

DESCRPTION

This capstone course is for senior majors. Students complete a project commonly assigned to a beginning level generalist social worker. Weekly seminars introduce auxiliary skills and knowledge for beginning workers. Students discuss current social work issues and provide peer assistance with projects. Evaluation includes a report of project results, analysis of decision-making in relation to theory, scientific findings, policies, diversity and ethics, and assessment of demonstrated mastery of program objectives. Prerequisite: SW 380

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.

OBJECTIVES

At the conclusion of the course, the student should be able to do the following at a beginning professional level:

Apply critical thinking skills within the context of professional social work practice.
Understand the value base of the profession and its ethical standards and principles, and practice accordingly.
Practice without discrimination and with respect, knowledge, and skills related to clients' age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, sexual orientation.
Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice, locally and globally.
Understand and interpret the history of the social work profession and its contemporary structures and issues in the world, including policies regarding licensing and certification of social workers.
Apply the knowledge and skills of generalist social work to practice with systems of all sizes in the global community.
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 and relationships between our nation and the world.
Analyze, formulate, and influence social policies at all governmental levels--local, state, regional, national, and international
Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.
Use communication skills differentially across client populations, colleagues, communities and cultures.
Use supervision and consultation appropriate to social work practice at home and abroad.
Function within the structure of organizations and service delivery systems and, under supervision, seek necessary organizational change.

READINGS

Books:

Tropman, J. (2006). Supervision and management in non-profits and human services: How not to become the administrator you always hated. Peosta, Iowa: Eddie Bowers Publishing.

Perlmutter, F. & Crook, W. (2004). Changing hats while managing change: From social work practice to administration. Washington, D. C.: NASW Press. (reference)

Sheafor, B. Horesji, C. & Horesji, G. (2003). Techniques and guidelines of social work practice (6th ed). Needham Heights, MA: Allyn and Bacon. (reference)

On electronic reserve or handed out in class:

Board of Social Work Manual online at:
http://www.socialwork.state.mn.us/Portals/0/student%20handbook%20August%202005%20PDF.pdf

Code of Ethics (1996). Washington, D.C.: National Association of Social Workers. Online at
www.socialworkers.org

Kuczynski, K. & Gibbs-Wahlberg, P. (July, 2005). HIPAA the health care hippo: Despite the rhetoric, is privacy still an issue? Social Work, 50 (3); 283-287.

Midgley, J. (2006). International social work, globalization and the challenge of a unipolar world. Journal of Sociology and Social Welfare, 33 (4), 11-18.

NASW (2006). Letters to the editor regarding NASW press censorship. Journal of Sociology and Social Welfare, 33 (4), 19-28.

Singer, T. (1995). Sexual Harassment. Encyclopedia of Social Work, 19th Edition, Washington, D. C.: NASW Press. 2148-2156.

Spencer, P. & Munch, S. (2003). Client violence toward social workers: The role of management in community mental health programs. Social Work, 48 (4); 532-544.

Vargus, I. (1995). Charitable foundations and social welfare. Encyclopedia of Social Work, 19th Edition. Washington, D. C.: NASW Press, 340-346.

GUIDELINES/EXPECTATIONS
If any student with a documented disability needs academic adjustments or accommodations, please speak with me during the first two weeks of class. All discussions will remain confidential. Students with disabilities must also contact Student Disability Services in the Academic Support Center located in Room 1 of Old Main Annex.

ASSIGNMENTS/ACTIVITIES
The Project
The idea may originate with you or with an agency person. It is preferable that the project is not an existing project with previously assigned staff. A new project has two advantages: 1) your contribution is truly an addition to the work of the agency, organization or program; 2) you will have more responsibility for making decisions about goals, objectives and plans, and responsibility for carrying out those decisions if the project is not already assigned to a regular staff member. It may involve needs assessment, program planning, development and implementation, program evaluation, practice-related research, advanced specialized practice, or any combination. The project need not be research-based, although it could be.

The project may be done on or off campus. You may return to the agency where you did your senior practicum if that is mutually agreeable. Your prior knowledge of the agency's organization and purpose may mean that you may work more quickly and accomplish more. While you are expected to take individual responsibility for your project, you are not expected to accomplish it in isolation. You are expected to seek out appropriate "consultants"--colleagues, teachers, community leaders, and others -- to help you accomplish your goals. You may work in teams if the project is sufficient in scope to allow each individual to demonstrate competence.

Through the project, it is expected that you are "educated for practice"; that the past four years of liberal arts and social work education have made a difference in your approach to people, problems and situations, and that you can demonstrate that difference through analysis of your plans, choices, conclusions and results (or lack thereof). It is a "real world" test. For that reason, it is not judged solely on success or failure of the project. The most competent professionals in the best circumstances may have projects go astray of fail for some reason--that is reality. But you must demonstrate "purposeful use of self," thought, planning and informed decisions in all phases of the project.

Relating to the sponsoring group or agency
You will be "working for" some group, organization, or program and will submit the formal report of your project to one or more members of that group. One person may be your "contact person" or "professional supervisor", but should not be expected to do your job. You must discuss your work with persons in the sponsoring group and seek their guidance, but it is not their responsibility to direct your work in the way an internship supervisor might have. If you have questions about moving into this kind of relationship, bring them to the seminar or to the instructor individually. This is the person/group to whom you will report your results in early May.

Planning your time
The project should take an average of 8-10 hours per week for 12 weeks. Generally there is a planning period, followed by a more intense -- and time-consuming -- implementation period. Be careful to choose a project that is appropriate for such a period of time. You will make a timeline, working backward from a due date for your reports, that apportions your activities over the time available (include this in your final report). Then carefully adhere to your schedule or change it when necessary to realistically reflect your activities.

Implementing the project

Follow the planned change process--collect data, information and resources; set goals; prioritize and plan, carry out tasks, evaluate, terminate (Reference: Shaefor, et al);
Keep a journal of all your activities--it will prove very helpful in analysis and reporting;
Keep track of any expenses to write a budget;
Make a timeline and stick to it; adapt as neccessary;
Ask questions in seminar and consult with each other.

Analyzing and reporting
Periodic oral and written reports will be expected in seminar meetings. Because the project is designed to mirror the kinds of projects you might do in your workplace, each project update will not be given a letter grade, but instead will be given a plus, a check, or a minus. Consider these to correspond to A, B, C. This will give you an idea about how you are progressing, but these periodic reports will not "add up" to your final grade. The final grade will be based on your attendance, participation, and your final reporting and write-up of the project in relation to the learning objectives. Doing well on the periodic reports can improve your final grade; doing poorly will adversely affect it.

Final evaluation and summary
Whether the project focuses on a need you've identified or on one identified by the agency or program, it must be a project that you can be "in charge" of. You are expected to work with, consult and report to others, but you are to have the key role in setting goals, carrying them out and evaluating the project. It should take an average of 8-10 hours per week; generally that means fewer hours in the planning stage, then many hours in April and early May for implementation and reporting.

Your process and decisions are to be informed by social work literature, knowledge, skills, research, and values. They should reflect your ability to relate social work practice (in this case working on a project) to the liberal arts, to social work values and ethics, to policy, and to diverse populations. You will be evaluated on how well your project reflects your social work education and expertise, not on whether it is a success. Having a successful program is always a plus, but in the real world it is possible to have a terrific idea, do thorough and responsible planning and have it "snowed out" or fall flat. Sometimes when efforts "flop" you can recognize mistakes you made and move to correct them; other times it is difficult to identify the problems, though you must try. Your grade depends on the thoughtfulness and purposefulness of your planning, decision-making, problem-solving, implementation, evaluation and on the quality and thoroughness of your analysis and reporting.

The Final Report
The final report will have four parts:

Part I: Outcome Report (1-5 pages)--a brief, clear, concise, written report of the project goals, objectives, methods and results presented to the host organization, group, or individuals when the project is completed. This report must be of professional quality in appearance, substance and presentation. You will give an oral presentation to the class. I will try to schedule this before you are to give it to your agency/community people; this will give you a chance to "polish it" for professionalism.

Part II: Analytic Report (15-25 pages)--a detailed critique of the project, addressing the whole and each part, giving the rationale for all choices, attempting to explain consequences, identifying points at which change could have, or should have, been made. This should include concrete examples chosen carefully to illustrate the analysis. The analytic report will address the twelve Program outcomes that comprise the objectives for this course. Though some senior projects will obviously involve greater content for some of the outcomes than for others, I expect that you demonstrate your learning relative to each one of these.

Throughout your analytic report, I will look for evidence of self-awareness in relation to practice, application of social work values, use of knowledge acquired in required courses, including knowledge of human development, social systems theory, problem-solving process, social research, policy, and influences of diversity, and mastery of skills necessary to bring about change in the person/environment interaction.

Part III: Annotated Bibliography--annotations of at least 8 books, articles, or substantive pamphlets that were particularly helpful in carrying out the project, including the reasons why they were beneficial. You are expected to search out written materials, particularly research-based reports, which are relevant to your work, and to use that information to inform your project. Write annotations in formal language, not using first person.

Part IV: Appendix:
a) original and final project proposals (the copies you handed in and I marked up), including anticipated budget and timeline;
b) list of major activities, meetings, collateral contacts involved with the project;
c) human subjects review proposal (if necessary);
d) evaluation instrument(s);
e) any other ancillary documentation you think is appropriate to include.

The Seminar
Graduates of the St. Olaf Social Work Program have been hired for positions in small agencies, new programs, and innovative areas. Sometimes they are immediately given responsibility for program development, implementation, fund-raising, supervision, evaluations, budgeting, advanced direct practice (e.g. case management) or practice-related research. This class introduces you, who are only a few weeks away from graduation, to discrete articles or other publications and/or professionals from the community with expertise in specific areas of practice such as publicity/marketing, grant-writing, agency safety, non-profit budgeting, and hiring practices. These speakers outline their areas and provide concrete information that may be helpful, particularly in a first job. You are not expected to develop expertise as a result of the sessions, but only to become aware of expertise which you can and should ask for should you find yourselves in positions that call for it. Each session is very important and your attendance is expected. A schedule of topics, speakers and related readings follows. You are also expected to apply any relevant information from the class meetings to your individual projects and to demonstrate that application in your analytical report.

Students must attend at least two of the class sessions scheduled for peer consultation. This will assure that some will always be available to assist their peers, and each student will get ample time to obtain such assistance. You may attend all if you desire.

GRADING
Your grade for SW381 depends on your regular participation in seminar meetings and your demonstration of fulfillment of the objectives and requirements of the project. This will indicate your willingness to begin professional practice.

C: Fine. Met basic requirements of the course and the project. Attendance and participation in class was minimal; periodic reports, outcomes report, and annotated bibliography were completed minimally, with many areas for improvement; all twelve objectives were addressed in the Analytic Report to a minimal degree. On periodic ungraded assignments you hand in, this will be indicated by a minus (-).

B: Very good. Met basic requirements of the course and the project. Attendance and participation contributed to the learning of others; periodic reports, outcomes report, and annotated bibliography were completed with care; in addition to all twelve, at least six of the objectives were addressed in the Analytic Report to an advanced degree. On periodic ungraded assignments you hand in, this will be indicated by a check.

A: Exemplary. Met basic requirements of the course and the project; attendance and participation were excellent and contributed to the learning of self and others; periodic reports, outcomes report, and annotated bibliography were completed to an exemplary degree; ten or more standards were addressed in the Analytic Report to an advanced degree, illustrating reasons for decisions and demonstrating learning during the project relative to previous courses in liberal arts and social work curriculum. On periodic ungraded assignments you hand in, this will be indicated by a plus (+).

The final evaluation for the course will be calculated approximately as follows:

Part I--Outcomes Report: 20% (goals, objectives, methods, results); written and oral
Part II--Analytic Report relative to Program/Course Objectives: 60%
Part III--Annotated Bibliography: 10%
Part IV--Appendix, attendance, participation, periodic reports (on time, well done, revised as necessary): 10%

SCHEDULE

DATE	TOPIC/ACTIVITY	ASSIGNMENTS
February 6	What is this about 'Professional' and 'Project'?
February 8	Part 1: From supervisor manager to middle manager: tasks and functions on the managerial staircase; Part 2: The setting of administrative work: Supervision, project management and middle management: Some crucial techniques; Organizations and the setting of administrative work	Tropman 1, 2 & 3
February 13	Part 3: The people picture: Managing five ways Managing oneself, one's subordinates, one's peers/bosses and external network	Tropman 4, 5, & 6
February 15	Social work licensure Guest: Kate Zacher-Pate, Minnesota Board of Social Work	Board of Social Work Student Manual
February 20	Part 4: The product picture: getting jobs done, tasks completed and work accomplished; Managing jobs, tasks, and work 12:30 Peer consultation	Tropman 7, 8 & 9 Concept paper due by 4:30
February 22	International social work	Midgley
	February 22-24 Globalization Conference March is National Social Work Month
March 1	Part 5: Managerial levels: Issues and techniques in supervisory, project and middle management issues and techniques; Money talk: Budgeting	Tropman 10; sample budget
March 6	The quest for funding: Grant writing Guest: Zach Pruitt, Northfield Healthy Community Initiative	Vargus
*March 8*	Disasters at Home and Abroad: Social Work Responds 11:00-4:00 seniors expected to attend	*Proposal due by 4:30*
March 13	Part 6: Cross-cutting skills: Meetings, decisions, managerial documents and communication 12:30 Peer consultation	Tropman 11-14
*March 13*	*Social Work Career Night 6:15-8:00 Ballroom*
March 15	Part 7: Orchestrating managerial change: Competence, Crisis and Success Guest: Simon Zeller, Social Work administrator and entrepeneur	Tropman 15-17
	*If I have suggested revisions on proposal, turn in prior to March 20th*
March 20	Ethical decision-making in social work	NASW Code
March 22	*Peer consultation*
	March 25-April 1-Spring Break Asia Weeks April 2-22 Day at the Capitol April 2
April 3	Project update Interim Oral Report in class	*Interim report due by 4:30*
April 5	Getting the word out Guest: Amy Gage, St. Olaf Communications
April 10	Personal safety/violence	Spencer & Munch
April 12	*Peer consultation*
*April 17*	Social Work as Vocation Retreat 6-8:30 PM Guests: Pat Smith, Social Work alumni; Attendance optional but highly encouraged
April 17	Creating a lawful (not awful) work environment Guest: Roger Loftus, Director of Human Resources	Singer; Kuczynski & Gibbs-Wahlberg
April 19	Open, depending on student interest/needs
April 24	*Field trip to Northfield CAC, Jim Blaha*
April 26	*Peer consultation*
May 1	*Final Oral Reports*
*May 3*	CSWE Site Visit for reaffirmation of accreditation Guests: Prof. Kuennen, Briarcliff College; Prof. Renner, University of Mary
*May 4*	*Honors Day & Kimer Tea*
May 8	*Final Oral Reports*
May 10	"You're off!" "The joys and calling of social work"	*Carlsen & Lennox*
*May 18*	*Final Written Report-all parts due by 4:30 PM in Mary's office*

The professor reserves the right to change the schedule and assigned readings as new learning opportunities arise.

SW381: The Social Worker as Professional
Description of assignments/expectations
Spring 2007

Periodic Reporting of Senior Project
Throughout the semester, we will have class sessions devoted to peer assistance with projects. You are expected to attend at least two of these during the semester; you can attend all if you choose. The purpose is to consult with each other to get the able and caring assistance of your peers!

I. Concept Paper Due Tuesday, February 20
Prepare one page describing the proposed project. This page:

identifies what is the problem to be solved or the question to be addressed;
indicates why this problem or question needs an answer (including an indication of who is interested in the question and who will benefit and how);
outlines how the project will be accomplished (What needs to be done? When will this work be done? How much will it cost?);
identifies who will direct the project as well as others likely to be involved (either individuals by name or by areas of expertise to be named later);
indicates the impact the project will have (What will happen as a result of this work? Where will it lead? Will there be a need for follow-up?)

A concept paper may be a series of "bullet" items (as above), an outline, or a brief narrative addressing the points above. Form is not the most important thing at this point; the purpose is. The purpose of the concept paper is to initiate discussion with others interested in the project and to give the instructor enough of an idea about what you seek to accomplish to help you. It should be circulated to agency persons who might be interested and/or involved and classmates--who can provide a useful reality check of the viability of the idea--who can respond to how clearly the core idea is presented.

A good concept paper, and the proposal that grows from it, should trace a clear path that connects the problem/question, the method(s) of addressing it, the availability of the required resources, and the expected results. A good project depends to a great extent upon the thoroughness of the underlying planning (remember "A-to-R" from SW254?) of the project. It is difficult to write persuasively if the project has not been carefully thought through and all relevant players fully involved in the planning.

II. Project Proposal Due Thursday, March 6
This is in two parts:

1. Your revised concept paper (I. above) with any relevant changes noted (in italics, bold, underlining... whatever makes it clear to me that you've changed it in some way), and

2. Narrative (max. 5 pages) describing:

goals of your project;
previous efforts of the agency, group, or program - if any - to deal with this need or problem;
any policies that might be involved with your project (agency, local, state, national);
impact, if any, on or from diverse communities with this project;
potential ethical concerns (if any) and/or plans for Human Subjects Review application (if needed);
possible plans for evaluation of your activities.

Attach an appendix with:

A proposed time line with major activities
Names of at least two potential consultants, collaborators, or resource persons who might encourage your accomplishments with your project (hint: if you email with these folks, be sure to keep copies of the emails for later reference in your final report)
Citations for at least 2 published research/bibliographic sources closely related to your project that you have already found helpful.

III. Interim Oral Report Due Tuesday April 3

1. Cover page including:

Your name;
Date;
Name or title of project;
Sponsoring agency, group, or program;
Name of contact person;
General statement of project purpose;
Estimated date of reporting to the sponsoring agency or group, including whether report will be oral, written, media, or a combination of approaches.

2. Narrative, including:

brief restatement of need/problem being addressed and how need was determined;
project goal(s) and objective(s);
description of agency as it relates to your project including its history, mission, and mandating body, its organizational structure (may include an organizational chart), its major source of funding, populations served (noting, especially, diverse populations or populations-at-risk);
previous efforts to address this need;
description of how project is consistent with sponsoring agency mission;
brief summary of results, obstacles, and efforts to date;
role of diversity in the agency and in your project (consider race, gender, age, disability, ethnicity, sexual orientation, geographic location, and/or class);
policies relating to the need and your project;
evaluation plan;
plan for dissemination of results, including the required Outcomes Report;
plan for continuing progress toward the project goals.

3. Anticipated line item budget for the project
Include a statement for each line of any contributions by the agency or group; include "in-kind" and cash contributions.

4. Detailed Plan of Activities with time line

5. Progress Report to Date VERY IMPORTANT!!
Indicate where on the time line your work is at this point. Are you on schedule? If you have hit a snag or two, are you working it out satisfactorily? If you think you are in serious trouble, make an appointment to talk with the professor.

6. Annotated bibliographic entries
At least four published research sources closely related to your project with an annotation explaining how they have been useful to you.

7. Names of consultants, collaborators, or resource persons who have encouraged your accomplishments with the project thus far, with comments on the ways in which you have used their assistance.

8. Any other items that support your Interim Report.

IV. Final Oral Report Due May 1 or 8
This presentation should be a rehearsal of your oral presentation (or 8-10 minutes of it) to the sponsors of your project. Be prepared to present formally; stand in the classroom, have any audiovisuals or handouts prepared, and summarize your project. As a conclusion, for the purposes of the class (you can relax for this part!) please share with the class the high points of your learning during work on this project. This learning will be related to self, social work practice, clients, and agencies.

V. Final Written Report Due by 4:30 PM on Friday, May 18
See syllabus for details on the four parts of the final report.