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SW 381:  Community Engagement in Social Work
Spring 2009

Mary S. Carlsen, MSW, LISW
Holland Hall 213C, email <carlsen>
Office: x 3136 or Home: 645-9176 (before 9:00 PM)
Hours: Tuesday 9:30-11:00 AM and Wednesday 3:00-4:30 or by appointment

PROGRAM MISSION

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

DESCRIPTION

This capstone course is for senior majors. Students complete a project with a community partner that might commonly be assigned to a beginning level generalist social worker. Weekly seminars introduce auxiliary knowledge and skills. 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: SW380.

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

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

1. Apply critical thinking skills within the context of professional social work practice.
2. Understand the value base of the profession and its ethical standards and principles, and practice accordingly.
3. Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.
4. 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.
5. 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.
6. Apply the knowledge and skills of generalist social work to practice with systems of all sizes in the global community.
7. 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.
8. Analyze, formulate, and influence social policies at all governmental levels--local, state, regional, national, and international.
9. Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.
10. Use communication skills differentially across client populations, colleagues, communities and cultures.
11. Use supervision and consultation appropriate to social work practice at home and abroad.
12. Function within the structure of organizations and service delivery systems and, under supervision, seek necessary organizational change.

READINGS
Books:
Strom-Gottfried, K. (2007). Straight talk about professional ethics. Chicago, Illinois: Lyceum.
Sheafor, B. Horesji, C. & Horesji, G. (2006). Techniques and guidelines of social work practice (7th ed). Needham Heights, MA: Allyn and Bacon).

On electronic reserve, the web, or in the Rolvaag reference room:
Mizrahi, T. & Davis, L.E. (2008) Encyclopedia of Social Work: 20th Edition. New York: Oxford University Press.

• Chase, Y. Professional liability and malpractice
• Doner Kagle, J. Recording
• Gronbjerg. K. Fundraising
• Schneider, R. et al. Advocacy
• Lohmann, R. & Lohmann, N.  Management—Financial
• Mor Bard, M. Management—Human resources
• Polowy, C. et al. Confidentiality and privileged communication
• Randall, A. D & DeAngelis. Licensing
• Shulman, L. Supervision
• Williams, L & Joyner, M. Baccalaureate social workers
• Yankey, J. Strategic Planning

IFSW World Social Work Day (2009) http://www.ifsw.org/en/p38001263.html

For reference:
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)

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 ASC.

ASSIGNMENTS/ACTIVITIES

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 and/or implementation, fund-raising, supervision, evaluation, budgeting, advanced direct practice (e.g. case management) or practice-related, community-based 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 articles and 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 this course, but only to become aware of expertise which you can and should ask for should you find yourselves in positions which call for it. Each session is very important, and your attendance is expected. 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 specially 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. While two consultation days is the minimum, you may certainly attend all, if you desire.

 

The Project

The idea may originate with you or with a community partner. 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 partners, 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 or 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 community partner
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 "project 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 partner relationship, bring them to the seminar or to the instructor individually. You will report your results to community partners 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 time line, 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: Sheafor, 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 it as necessary
• 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, respectively. 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 preparation for, and participation in, class, your oral presentation, 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 community partner, 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/early May for implementation.

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.

GRADING

Your grade for SW381 depends on your regular, high quality participation in seminar class meetings, your oral presentation, and your fulfillment of the objectives and requirements of the project. This will indicate your readiness and 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 outcomes were addressed in the Analytic Report to a minimal degree. On periodic ungraded assignments, this will be indicated by a minus (-). 76% is a C

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 minimum addressing of all twelve, at least six of the objectives were addressed in the Analytic Report to an advanced degree. On periodic ungraded assignments handed in, this will be indicated by a check. 82% is a B-

A: Exemplary. Met basic requirements of the course and the project; attendance and participation were excellent and contributed in an intelligent, challenging and thoughtful way 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 handed in, this will be indicated by a plus (+). 93% is an A-

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

• Oral Presentation:                                                                                               10%
• Outcomes Report: (goals, objectives, methods, results)                                         20%
• Analytic Report relative to Program/Course Objectives:                                         40%
• Annotated Bibliography:                                                                                      10%
• Appendix:                                                                                                          10%
• Attendance, participation, reports (on time, well done, revised as necessary):         10%

SCHEDULE

DATE	TOPIC/ACTIVITY/SPEAKER	ASSIGNMENT(S)
February 10	What is this about ‘Professional’ and ‘Project’? Guest: Nate Jacobi, Center for Experiential learning Baccalaureate social workers	reference Shaefor, chap 7 Williams & Joyner
February 12	Professional Ethics	Strom-Gottfried , chap 1
February 17	Strategic Planning and Supervision	Shulman; Yankey; Sheafor 16.9
February 19	Licensure Merit System employment http://merit.dhs.state.mn.us/JobDetails.aspx?Postings=364 Guest: Michelle Kramer-Prevost, LGSW, MN Board of Social Work	Randall & DeAngelis Sheafor, 16.1 Concept paper due by 4:30
February 24	Ethical Decision making	Strom-Gottfried chap 2; Shaefor 8.9
February 26	Informed consent and Conflicts of interest	Strom-Gottfried chaps 4 & 5
*March is National Social Work Month: Purpose and Possibility*
March 3	Money talk: Financial mgmt/Budgeting 12:30 Peer Consultation	Lohmann & Lohmann; Shaefor 13.35
March 5	Grant-writing and fundraising Project Proposal due by 4:30	Gronbjerg; Shaefor 13.38 & 13.39 reference Shaefor 12.13
March 6- 7	Nobel Peace Prize Forum Social Work & Climate Change www.ifsw.org/en/p38001666.html
March 10	Peer consultation
March 10	Social Work Career Night, 6:00-8:00 Ballroom
March 12	Confidentiality, Privileged communication, Recording Doner Kagel: Polowy; (If I suggested revisions on your proposal, turn in by Mar 17th)
March 17	Ethics: Competence and Professionalism	Strom-Gottfried chaps 8 & 9
March 19	Special Social Work Month continuing education event on Ghandian Social Work Practice; guest Dr. Tom Walz, University of Iowa  (reference Shaefor 9.9)
	Spring Break, March 21-30
March 30	Day at the Capitol, Advocacy	Schneider; Sheafor, 16.6 and 16.7
March 31	Peer consultation
April 2	Project update, Interim Oral Report in class; Interim report due by 4:30
April 7	Ethics: Non-discrim & cultural competence	Strom-Gottfried chap 10
April 9	building an inclusive organization & community Guest: Bruce King, MSW; Assistant to the President for Institutional Diversity
April 15	Peer consultation Read: http://www.ifsw.org/en/p38001262.html	2nd World Social Work Day
April 17	Creating a lawful (not awful) work environment Management: Human resources; Guest: Roger Loftus, Director of Human Resources	Mor Bard
April 21	Professional liability and malpractice	Chase; Sheafor 16.6, 16.7
April 23	Ethics: sustaining ethical habits	Strom-Gottfried chap 11
April 28	Peer consultation
April 30	Personal safety/violence, Field Trip to Rice County child protection
April 30	Social Work as Vocation Retreat 6-8:30 PM Guests: Pat Smith, CEL; Social Work alumni	Sheafor, 588-591, 625-6
May 5 & 7	Final Oral Reports	Sheafor, 16.12
May ??	Kimer Tea 3:30-5:00, Margaret Skoglund Reception Room
May 12	“You’re off!” “The joys and calling of social work”
May 16	9-11 final exam time Final Written Report-all parts due by 11:00 AM in Mary’s office	Reference Shaefor 9.1

The professor reserves the right to change the schedule and assigned readings as new opportunities for learning arise, particularly related to students’ development as beginning level social work professionals.

SW381: Community Engagement in Social Work

Description of assignments/expectations
Spring 2009

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 Thursday, February 19

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 or program people who might be interested and/or involved (and your classmates--who can provide a useful reality check of the viability of the idea) . These people have a vested interest in your success and 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 of the project (remember “A-to-R” from SW254?). 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 5
This is in three parts:

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

2. Narrative (maximum 5 pages) describing:

• over all purpose and specific 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.

 

3. 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 Thursday April 2
In class, all students are required to orally summarize their projects thus far, listing the purpose, goals, general timeline, basic budget, human subjects application (if necessary), colleagues, consultants, and tools for evaluation.

IV. Interim Written Report                                                                 Due Thursday April 2

1. Cover page including:

• Your name;
• Date;
• Title of project;
• Sponsoring agency, group, or program;
• Name of contact person;
• Estimated date of reporting to the sponsoring agency or group

2. Narrative, including:

• project purpose, goals(s) and objective(s);
• brief restatement of need/problem being addressed and how need was determined;
• 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;
• 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;
• brief summary of results, obstacles, and efforts to date;
• evaluation plan;
• plan for dissemination of results, including the required Outcomes Report; including whether report will be oral, written, media, or a combination of approaches.
• 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 time line with activities
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 academic sources closely related to your project with an annotation explaining how they have been useful to you.
7. Names of consultants, collaborators, or resources 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 5 or 7
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. I will try to schedule this before you are to give it to your community partners; this will give you a chance to “polish it” for professionalism and receive feedback from your peers and your professor.

V. Final Analytic Report                                   Due by 11:00 AM on Saturday, May 16

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. If it makes sense with your project to attach appendices for the organization to have, you may do so.

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 learning outcomes for this course. Though some senior projects will obviously involve greater content for some of the outcomes than for others, I expect that you illustrate 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. You are expected to search out academic 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, as it is likely you will share them with your community partners.

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