swk384 course guide

8/23/2019 SWK384 Course Guide

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KUTZTOWN UNIVERSITYSocial Work Department

Edward P. Hanna, DSW, LCSW Office Hours: M 11-12, 1-2;T 10-11; W&F 10-11:30

OM 27E

[email protected]

484-646-4271

PROFESSIONAL SEMINAR IN SOCIAL WORK II

Old Main 21

I. Course Description: SWK 384 Professional Seminar in Social Work IIThis is the second of two required semesters of Professional Seminar in

Social Work. The Seminars complement the Field Instruction and provide a

structured learning opportunity where students process their practiceexperiences and integrate the common base of social work values, skills, and

knowledge of generalist social work in a systems theory perspective. The

Seminars also assist students to expand their knowledge of the human

services field beyond the confines of their own placement. Topics andpolicies of social work and social welfare are discussed, based in large part,

on the experiences of students in the field through written logs, client

summaries, and classroom discussions of experiences including feelings

about their social work practice. An agency-based research paper isrequired. Must be taken with SWK 383, Field Instruction in Social Work II.

Offered in Spring only. Open to majors only. Required of all majors. A

grade of C or better is required in this course. Prerequisites: SWK 381,Field Instruction in Social Work I, and SWK 382, Professional Seminar in

Social Work I. 3 s.h. 3 c.h.

II. Course Rationale:

This course provides an opportunity for students to integrate social work

knowledge, theory, values, and skills for beginning generalist professional

practice. Students need the opportunity to discuss topics and policies beyondtheir own agency, staff, and community within the human service arena.

Reinforcement and integration of theory and practice culminates inpreparation for the comprehensive examination, a six-part Capstone Paper

integrating theory with practice in the agency setting.
mailto:[email protected]:[email protected]:[email protected]


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III. Course Objectives:

The four main objectives of this course are:

1. Students will learn to apply course material to improve thinking, problemsolving and decision making.

2. Students will develop specific skills, competencies and points of viewneeded by professionals in the field.

3. Students will develop skill there capacity for self-expression, orally andin writing.

4. Students will develop a more clear understanding of, and commitment to,personal values.

At the end of this course the student will:

1. Demonstrate communication skills through written logs, clientsummaries and classroom discussions of experiences and feelings about

them;

2. Demonstrate the ability to utilize the array of social services availablewithin the community for client services;

3. Apply the values, skills, knowledge and ethics of the social workprofession;

4. Demonstrate an understanding of the "use of self" to maximize effectivesocial work practice;

5. Demonstrate the ability to apply the planned change process and itsphases at multi-levels of intervention;

6. Evaluate professional practice and effectiveness;7. Effectively utilize professional supervision;8. Understand the agency and its structure in relation to the social welfare

system;9. Write an agency-based research report.

IV. ASSESSMENTAssessment of student achievement in relation to course objectives will be

based on a subset of the following, with the approval of the DepartmentChair:


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Objective testsActive participation in class, group work, role plays,

guest speaker events and discussions

Group and solo presentations of content related to campus activities

Professional association meeting attendanceWritten assignments, including process recordings

Midterm examination

Final examination

Special Accommodation:Any student who has a need for accommodation based on the impact of a disability

should contact me privately to discuss the specific situation as soon as possible.Contact the Office of Human Diversity (3-4108) for resources and services to

coordinate reasonable accommodations for students with documented disabilities.

Add any specific referral sources or policies

Academic Honesty Policy:

Honest behavior is an expectation for all students in the Social Work Program.

The purpose of this policy is to create and maintain an ethical academicatmosphere in keeping with our programs mission. We hope to foster and

encourage a desire in our students to contribute positively to our learning

community and to become competent professionals and practice ethical behaviorsin regard to academic and professional practice. Your Social Work professors

understand and value the concept of intellectual property. We strive to teach

students the ethics of responsibly documenting the ideas of others in all formats.To do so, we believe that we must not only teach the ethics and mechanics of

documentation, but we must also hold students accountable for the ethical use of

the ideas and words of others. Therefore, all professors will provide the

instruction and scaffolding necessary for students to use materials ethically, and

all students are expected to exercise good faith in the submission of research-based work and to document accurately regardless of how the information is used

(summary, paraphrase, and quotation) or regardless of the format used (written,oral, or visual). Plagiarism, in any form, is unethical and unacceptable in this

course. Kutztown University Academic Honesty Policy has been printed in The


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Key. As a student of this course, it is your responsibility to be aware of this policyand abide by it at all times, including asking questions in situations of uncertainty.

Social Work Department Writing Style Policy:

The following policies and practices will apply to all assignments and will assist

you in complying with the Social Work Departments Academic Honesty Policy:

Assignments will follow the format of the AmericanPsychological Association (APA) as it is presented in

the written publication of that organization in its most

current edition;

Written assignments will universally have a gradedcomponent related to writing style (although theproportion of the grade will vary based on professors

preferences and other factors);

The style component of the assignments that will begraded will be evaluated based upon the overallpresentation (e.g. margins, cover page, spacing, etc.)

and/or the assignments reference page;

Writing style in all cases will be evaluated ascorrect or incorrect based upon that components

compliance with APA standards.Any questions about this policy should be directed to the professor of relevant

course; that professor is to be considered the sole authority in the interpretation of

the written publication of the APA manual in its most current edition.

Social Work Programs Definition of Diversity:

Diversity is variation among peoples individual and social dimensions of

identity, family and community. These dimensions profoundly impact peoples

seeing and being seen, feeling and being felt, and sharing support with others.

In a social environment where these differences within and between groups are

respected, accepted and celebrated, they act as a catalyst for the positive

development of self in individuals. Further, in this type of social environment,

these dimensions act as a catalyst to release the creative synergy that propels

the capacity of social institutions to respond to the needs of people. Conversely,

in an environment where difference and the perception of difference is not

recognized or is used for exclusion or stigmatization, then individuals are

isolated and incapacitated; entropy occurs in social institutions, blunting their

capacity to respond to the needs of people. This definition calls on social


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workers to explore and exploit strengths in order to enhance social functioning

while creating societal conditions favorable to that goal.

V. COURSE OUTLINE

Week 1-2 PRACTICING INTERVENTION SKILLS IN THE PLANNED

CHANGE PROCESS: MULTI-LEVEL ISSUES (Jan 30-Feb 6).

Goal setting and appropriate skill assessment for effective interventions.

Phases of the intervention plan, problem reassessment, referral options,

strategy options, value conflicts and professional/personal styles of

intervention.

Week 3-4 PRACTICING RESEARCH SKILLS (Feb 13-Feb 20)

Professional practice evaluation; competency scale for beginning social

work practice (Fieldwork Manual), evaluation methods for levels of client

systems, individual assessment scales, group assessment, organizationalprogram evaluation, effective referral evaluation, professional journal use.

Week 5-6 PRACTICING TERMINATION AND FOLLOW-UP

STRATEGIES IN GENERALIST PRACTICE (Feb 27-Mar 6).

Evaluation in the planned change process. Evaluation of goals at individual,

group and agency program levels. Planning for maintenance of progress

after termination including follow-up referral: institutionalizing the changeeffort. Feelings about ending--client and worker. Relationships with

colleagues.

Week 7-8 MULTI-LEVEL ETHICAL DILEMMAS IN GENERALIST

SOCIAL WORK-PRACTICE, RESEARCH, AND CLIENT ISSUES.

(Mar 13-Mar 27).Self-assessment (attitudes about beliefs and preferences), professional

influences and power, stress in the helping professions, competencies and

behaviors, client rights and responsibilities, professional liabilities, legalities.

Implications with clients, supervisors, agency and in the community.

Week 9-10 PRACTICING GENERALIST SKILLS IN CASE

MANAGEMENT-A SYSTEMS APPROACH (Apr 3-Apr 10).


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Definitions, rationale, quality issues, multi-level skill applications, clientsystems and environmental issues, fragmentation, provider-driven realities,

role issues, research and analysis, challenges to the profession.

Week 11-12 SANCTIONS IN GENERALIST SOCIAL WORK

PRACTICE--THE AGENCY, COMMUNITY, AND STATE (Apr 17-

24).

Legal issues of professional generalist practice. Licensure, agencyconstraints, ethical and value issues and conflicts.

Week 13 PROFESSIONAL RESPONSIBILITIES (May 1).

Continuing professional growth; professional memberships NASW;

professional responsibilities: Clients, the profession, and society.

Week 14 REVIEW AND EVALUATION (May 8).

Important Dates thi s Semester: A ll of them are important!

Community Forum: March15

Legislative Advocacy Day: Apr il 16

Graduation/Al umni Event: M ay 10

PAUSWE: April 12 & 13

Some of the characteristics of effective class participation are as follows:


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1) Are the points that are made relevant to the discussion in terms of increasingeveryones understanding, or are they merely regurgitations of facts?

2) Do the comments take into consideration the ideas offered by others, or arethe points isolated and disjointed? The best contributions following the lead

off tend to be those which reflect not only excellent preparation but goodlistening, and integrative skills as well.

3) Do the comments show evidence of a thorough reading and analysis of theassignments?

4) Does the participant distinguish among different kinds of data; that is facts,opinions, assumptions and inferences?

5) Is there a willingness to test new ideas or are all comments cautious/safe?6) Is the participant willing to interact with other class members by asking

questions or challenging conclusions?

Methods for Evaluating Class Participation

1) Outstanding Contribution: Contributions reflect thorough preparation.Ideas offered are usually substantive, provide one or more major insights as

well as direction for the class. Arguments, when offered, are wellsubstantiated and persuasively presented. If this person were not a member of

the class, the quality of the discussions would be diminished significantly.

2) Good Contribution: Contributions reflect thorough preparation. Ideasoffered are usually substantive, provide good insights and sometimes direction

for the class. Arguments, when presented, are generally well substantiatedand are often persuasive. If this person were not a member of the class, the

quality of the discussion would be diminished considerably.

3) Adequate Contribution: Contributions in class reflect satisfactorypreparation. Ideas offered are sometimes substantive, provide generallyuseful insights, but seldom offer a major new direction for the discussion.

Arguments are sometimes presented, and are fairly well substantiated andsometimes persuasive. If this person were not a member of the class, the

quality of the discussions would be diminished somewhat.


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4) Marginal Contribution: Contribution in class reflects inadequate

preparation. Ideas offered are seldom substantive; provide few, if any,

insights, and never a constructive direction for the class. Integrativecomments and effective arguments are absent. Class contributions are, at best,

cherry-picking efforts making isolated, obvious, or confusing points.

5) Unsatisfactory Contribution: This person has said little or nothing in thisclass to date. Hence, there is not adequate basis for evaluation. If this person

were not a member of the class, the quality of the discussions would not be

changed.

Adapted from: Davidson, C. & Ambrose, S. (1994). The new professors handbook. Boston: Anker


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Assignments

Class Discussion One: January 30

Personal StyleValues and Diversity in Assessment and Planning (Dr. M)

Purpose: The purpose of this class discussion assignment is for students to

partially meet program goal one, to help students use critical thinking and

integrate liberal arts and professional knowledge, values, and skills into beginninggeneralist social work practice with individuals, families, groups, communities,

and organizations. Of particular relevance are objectives one, applying

biopsychosocial variables and theoretical frameworks to understand behaviors,

two, to apply the problem solving method, and four, to uphold the values of theprofession.

Assignment: Students will work cooperatively to assess strengths, needs andareas of diversity in a multi-generational case in the context of the social work

knowledge, skills, and values, as well as agency structure and function and their

own personal values. A person-in-environment perspective will be employed.

A course grade will be assigned related to students effort toward the use of

professional self in the process of cooperative work.

Working in pairs or small groups, handwrite on the reverse answers to the

following questions.

You work as a social work counselor at a private, not-for-profit agency. Alongwith other occupations, the agency provides Employment Assistance counseling

to persons who are employed at public schools. Normally, you are allotted six,

one-hour sessions per client. You are given this brief information from yourtelephone intake worker:

Dr. M. is a 47-year-old African-American woman who is employed part time asan elementary school psychologist. She has three adult children, Prentice,

Juanita, and Reginald. Reginald is 21 and is working as a liquor store clerk while

he is trying to decide whether or not to go to college or join the Army. Juanita is

a 23-year-old single mother of a three-year-old, and a registered nurse who is

working her way through a BSN. Prentice is 25 years old, holds a bachelorsdegree in English, and lives at home with Dr. M. Dr. Ms 77-year-old mother, a

retired seamstress, also lives in the home.


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Prentice claims he is not able to work because his poetry writing will suffer, andhe refuses to help out around the house with chores and housekeeping

responsibilities. He drinks regularly and sometimes excessively and has already

dropped out of one 30-day rehabilitation program.

Dr. Ms presenting problem is that she is fed up with Prentice. She has tried to

live her own life recently by ignoring Prentice. She is active in civic

organizations and cultural events. From time to time she is successful at gettingPrentice to help out around the house, but increasingly his behavior has become

more abusive and even violent. He hit his brother the last time they were all

together for dinner. That night, Dr. M. demanded that Prentice leave the house.

He stayed with a friend overnight, but now he is back in the house and refuses to

leave.

1. Preparatory empathyconsider (in pairs) what might be Dr. Ms mostpressing concerns.

2. Share with the larger group.3. What were differences (areas of diversity) across pairs (if any)? How

might these be related to personal (ours, not the clients) values?

4. With only six sessions, successful brokering is essential to truly helpingthis client. The key to successful brokering will be successful

engagement. Successful engagement will depend upon preparatory

empathy and an effective management of diversity. What aspects of client

diversity are relevant here? Worker diversity? How can you use these tofacilitate engagement? (Use language from your text to explain this

process!)


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Class Discussion Two: February 6

Use of Community Social Services: When Where You a Link?

Purpose: The purpose of this class discussion assignment is for students topartially meet program goal one, to help students use critical thinking and

integrate liberal arts and professional knowledge, values, and skills into beginning

generalist social work practice with individuals, families, groups, communities,

and organizations. Of particular relevance is objective five, to apply thecommunity context of practice.

Assignment: Students will work cooperatively to describe the major formal,

informal and societal resource networks of the social interaction community of amulti-generational case.

A course grade will be assigned related to students effort toward the use ofprofessional self in the process of cooperative work.

Working in pairs or small groups, handwrite on the reverse answers to the

following questions.

1. Individually: Discussion about formal, informal and societal resourcenetworks.

2. In pairs: Define each of the three concepts listed above, and note thepotential inadequacies of each for meeting human needs.

3. Large group: name resources from each area for Dr. Ms family.4. Consider how to complete successful brokering considering your

preparatory empathy and the areas of diversity previously discussed:

Which social work skills will be most important?


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Class Discussion Three: Research Introduction February 13


partially meet program goal one, objective 3, to (under supervision) evaluate theirown practice interventions and those of other relevant systems.

Assignment: Students will work cooperatively to craft an introductory statement

for their research projects. Course grade will be assigned related to students

effort toward the use of professional self in the process of cooperative work.

Handwrite on the reverse answers to the following questions. (May be copied

from a previous, approved research proposal.)

What is the problem that you care about enough to research? _______________

__________________________________________________________________

_____

Do you need a citation for the above statement? ___________

What is your research question or hypothesis? ____________________________

__________________________________________________________________

____

What is the significance of the problem and the rationale for studying it? (End

here with The purpose of this study is

Example:

A problem (need to improve quality of education, particularly for

women)The results of the recent focus on improving the quality of teaching methods in higher education

have been twofold. First, the entire concept of teaching and learning in higher education has been redefined in

the past decade (Belenky, et.al, 1986; Brookfield, 1990; Daloz, 1986; Friere, 1993; Knowles, 1989; Mexirow,

1991). Instructors and students have entirely new roles: Instructors are no longer seen as disseminators ofinformation but as facilitators of a learning environment, and students are viewed as active participants

(Robertson, 1996). Second, new methods for carrying out these roles are being developed in higher education.

These methods highlight the concept of the educational helping relationship, a human interaction that fosters

effective learning (DeLange, 1995).

This evolution in educational methods may have significant implications for the empowerment ofwomen. Because women and men use different behaviors and strategies for learning (DeLange, 1995) that arelikely to place women at a disadvantage in the traditional classroom (Aleman, 1997), a focus on the creation of

an educational helping relationship has great potential for creating learning opportunities for women.

HypothesisOne educational innovation that shows promise of fostering the educational helping relationship is

computer-mediated interaction (Gasker & Cascio, 1998; Tobias, 1990). Computer-mediated interaction has


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been identified as a means of increasing class participation (McCombs, 1994), generating enthusiasm among

students (Mowrer, 1996), and providing equal access to course-related discussions (Tobias, 1990).

Rationale for this studyThese encouraging findings led to the study reported here, the purpose of which was to determine

whether computer-mediated communication might facilitate the educational helping relationship for social workstudents, in general, and female social work students, in particular.

From: Gasker,J., & Cascio, T. (2001). Empowering women through computer-mediated class participation.

Affilia, 16(3), 295-313.


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Class Discussion Four: February 20

Values and Ethics in Recording and Supervision

Purpose: The purpose of this class discussion assignment is for students topartially meet program goal one, to help students use critical thinking and

integrate liberal arts and professional knowledge, values, and skills into beginning

generalist social work practice with individuals, families, groups, communities,

and organizations. Of particular relevance are objectives one, applyingbiopsychosocial variables and theoretical frameworks to understand behaviors,

two, to apply the problem solving method, and four, to uphold the values of the

profession.

Assignment: Students will work cooperatively to assess strengths, needs and

areas of diversity in a multi-generational case in the context of the social work

knowledge, skills, and values, as well as agency structure and function and theirown personal values. A person-in-environment perspective will be employed.

In pairs, prepare to answer the following questions in a large group discussion:1. List the six core professional social work values. Choose one and state

how carrying out this value has affected your clients, your agency and

yourself.

2. List the six ethical standards, or areas of responsibilities. Explain whichaffects your clients most directly.

3. Consider the recording you do at your field placement. Given your ethicalresponsibilities, would you call your record keeping ethical?

4. Consider your use of supervision. Read Kadushins Games People Playin Supervision and identify at least one game youve been tempted to

play. Then identify one activity you and your supervisor have carried out

to enhance your professional performance and personal growth.


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Class Discussion Five: Research Methods and Design: February 27

Purpose: The purpose of this class discussion assignment is for students topartially meet program goal one, objective 3, to (under supervision) evaluate their

own practice interventions and those of other relevant systems and objective 4, to

uphold the values and standards of the profession.

Assignment: Students will work cooperatively to craft a research method anddesign statement for their research projects. Course grade will be assigned related

to students effort toward the use of professional self in the process of cooperative

work.

Handwrite on the reverse answers to the following questions. (May be copiedfrom a previous, approved research proposal.)

1. What is your research question?2. How will you answer it? (What are the important concepts or variables?

What is your research designexploratory, descriptive, explanatory?)

3. How will you collect the data? From whom? (Sampling, instrumentationdesign)

4. Have you started collecting data? How is that work proceeding?5. How will you analyze the data?6. What are the ethical issues related to your data collecting process?

Example:

Research Questions

MethodThe available information on the educational helping relationship and computer mediated interaction was

incorporated into the design of the study. Research questions included:

1. What strategies might be employed by the instructor to facilitate computer-mediated interaction with andamong students?

2. Could computer-mediated interaction facilitate the student-instructor relationship?3. Could this type of communication facilitate student peer relationships?4. Are there gender differences in the quantitative or qualitative methods of communicating via computer?Design (also, see Limitations Section below), Sampling, Instrumentation

The study consisted of two parts: a voluntary email communication project and a survey concerning thestudents perception of that project. A convenience sampling method was employed at a mid-size (about 8,000 students),

public university offering an accredited bachelors degree in social work. One section of an Introduction to Social Work

course was introduced to the opportunity to communicate via the university email system. The project was presented as

voluntary, but students were offered extra credit as an incentive to participate.This particular class was purposively selected as one that included students with a broad variety of designated

majors and educational backgrounds. The class consisted of 46 students, including first-semester students as well as

students who had completed over 100 credits. The students had a variety of declared areas of study, including education,


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political science, psychology, business administration, social work, sociology, criminal justice, and special education. As

is typical in social work courses, the class was predominantly female (63%), but males were well-represented at 13 (37%).Forty-two of the students were Caucasian, with two African Americans and two Latinas. Of the students completing the

survey portion of the study, all but four described themselves as traditional students. Over half (62.8%) lived in some type

of student housing, while 11% lived off campus with family and 9% lived off-campus independently. Most students (89%)were between the ages of 21 and 25. One student was 38 years old, one was 48 and two were 27. Only 9% of the students

reported that they had never used e-mail before, but only about one half (51%) reported that they used an email system

frequently.

Ethical Issues

Students were introduced to the email project during the first week of classes. A handout was distributed

explaining that the project was designed to encourage computer-mediated communication between and among students.

The handout also explained clearly that participation in the project was voluntary, but that students would receive extracredit based on the frequency of their participation.)

The method for communicating by electronic mail was facilitated by a university-wide system designed toallow instructors to communicate with students via a listserve correspondence. At the same time students were introduced

to the project in class, an initial email message was sent to all students on the course roster stating that the instructorwished to use this method of communication. Students were informed that the instructor would provide discussion topics

at weekly intervals and were asked to acknowledge this initial message with an email reply.

In light of current literature, the instructor-generated topics used to solicit participation were kept closely related

to the course content. To further encourage interaction, early discussion-starters included practical information (e.g. achange in classroom location). Instructor postings also included a limited amount of self-disclosure (e.g. I didnt get a

chance to write yesterday, since I had to rush out to pick up my daughter) as a way of building relationship. An informaltone was adopted and was facilitated with symbols that have become commonplace in email correspondence (e.g. the use

of a colon followed by a parenthesis to indicate humor).

At mid-term, the class was given the opportunity to complete a written survey regarding the email experience.Informed consent was obtained and students were asked to rate the experience in terms of its perceived influence on their

learning, their relationships with the instructor and their relationships with their peers. Close-ended questions regarding

relationship-building were employed, while open-ended questions solicited general feedback regarding student perceptionsof the experience and suggestions for its improvement.

Once the survey was completed, the students were offered the opportunity to make independent use of the email

communication system. Students were informed that the instructor would continue to read and participate in discussion,

but the only as an equal participant. Students were encouraged to develop their own topics for discussion, while continuing

to receive extra credit based on the frequency of their participation.

Data Collection and Analysis

Email postings were read and printed to be available for quantitative and qualitative analysis. Each posting wastallied according to author and topic. This data was analyzed using descriptive and non-parametric statistics. The t-test

was used to examine potential gender differences. In addition, content analysis of postings served the purpose of

identifying qualitative indicators of developing relationship as well as categories of student-generated responses. Close-ended survey questions were coded and analyzed using descriptive and non-parametric statistics. Finally, the open-ended

questions were examined for qualitative indicators of students perceptions of the experience and suggestions for

improvement of the project.

LimitationsThis study is exploratory in nature. While it does build on previous findings regarding the quality of student

email and the use of email as ancillary to undergraduate courses, it is a new effort in determining whether email might

facilitate the educational helping relationship, particularly for women. As an exploratory study, it is limited in scope. The

sample size is small and relatively homogenous. Findings are transferable only with caution to similar educationalsituations and are intended to inform further study in this area.


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In addition, there appears to have been a threat to the face validity of the survey related to the close-ended

questions about the perceived impact of the experience on student-peer relationships. Students were asked to rate the effectof the email project on their relationships with other students as positive, negative or no perceived effect. For those

students who responded no effect at all, almost every one then noted in the open-ended part of the survey that they

enjoyed knowing what others are thinking, or sharing ideas on the computer with other students. It is possible that theconcept of relationships with peers carries the connotation of an intimate, personal connection for persons of this age

group. Therefore, the concept of peer relationship will need to be operationalized more specifically in future studies to

reflect the educational helping relationship accurately.

The validity of the content analysis of student-generated postings was checked by the co-author, who evaluated

a purposive sample of postings for inclusion in the categories of reference to a previous posting and clear intent to generate

discussion. Agreement between the authors was 80% (8) of the (10) postings checked. In the instances of disagreement,member checking served to clarify the students intent.


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Class Discussion Six: Data Collection: March 6


partially meet program goal three, to understand social policy and its impact uponprofessional practice and to participate in efforts that assure that policy responds

to human needs, specifically, objective one, that students develop an

understanding of the history and philosophy of social welfare policies and identify

client targets of these policies.

Assignment: Students will discuss the impact of the history of social work on

social work research and its application to their own present and future research

projects. Service delivery system efficiencies will be considered along with fieldagency policies which may or may not be conducive to research or evidence-

based practice.

Course grade will be assigned related to students effort toward the use of

professional self in the process of cooperative work.

Discussion Questions:

1. How do you think the history of the social work profession has impactedsocial work research and, consequently, social policies? Do you thinkmost social workers like research? How does all of this impact clients?

2. How have your agencys policies helped or hindered your data collectionefforts? How do most social work agencies get (or keep getting) grant

money?3. Where did your agencys policies come from?4. Do you think you will conduct research when you are finished with your

college education?5. How does question number one above relate to questions number 2, 3, and

4?


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Class Discussion Seven: Sharing Research Findings: April 10


partially meet program goal one, objective 3, to (under supervision) evaluate their

own practice interventions and those of other relevant systems.

Assignment: In pairs initially, and then in the larger group, students will discuss

the implications of the findings of their agency-based research projects.

Course grade of 50 points will be assigned related to students effort toward theuse of professional self in the process of cooperative work.

Take notes on the following discussion questions:

1. What was the problem under consideration?2. What did you learn from the literature?3. What was your research question(s) and your method of collecting data?4. What did you learn? Explain the results of your data collection.5. If you could have one, five minute conversation with all of the people who

were going to work in your agency in the next year, what would you tellthem?


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Literature Review Assignment: Due February 20

Purpose: This assignment addresses program goal one, encompassing the use of

critical thinking and the integration of liberal arts and professional knowledge,values, and skills; specifically, objective 3: the evaluation of research studies.

Assignment:

Using APA style, develop a literature review relevant to your agency-basedresearch project as discussed and approved in class in your Research Introduction

assignment. Use at least 5 articles in your review, as discussed and approved in

class in your Components of the Literature Review Assignment.

I. Introduction10 pointsWhat is the problem under study? (Restate the The purpose of this

paper statement from your introduction assignment.) What is the

purpose of the literature review? Identify two or three themes that emergefrom a reading of the available literature and that will be addressed in the

review.

Length=one paragraph

II. The Themes30 pointsProvide two or three brief sections (no longer than one, double-spacedpage each) which discuss these themes. Each theme should be relevant to

the subject under study. Cite at least 2 sources for each section. State thetheme and describe current knowledge about that theme. Be sure to

establish the authority behind what you say based on the literature you

have consulted. Comment on the quality

of the research available related to that theme.

Length=2-3 pages

III. Use appropriate references, citations and quotations throughout20points.

IV. Use APA style throughout20 points.V. Provide a conclusion20 points.


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Summarize what you have learned about your topic by integrating the

three themes. This summary should point to the need for your study.

Total Length: 4-8 pages

Literature Review Feedback

Introduction

Problem under study

Purpose of literature review

Identification of themesExpected length about one paragraph

_____ / 10

Themes

Theme stated

Current knowledge describedAuthority established behind citations

Comment on quality, quantity of literature available

At least two sources cited

Expected length about 2-3 pages_____ / 30

Appropriate References (Bibliography), Citations, Quotations _____ / 20

APA Style _____ / 20

Conclusion

SummaryIntegrate themes

Point to need for your study _____ / 20


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Methodology Written Assignment: Due March 13

Purpose: This assignment addresses program goal one, encompassing the use ofcritical thinking and the integration of liberal arts and professional knowledge,

values, and skills; specifically, objective 3: the evaluation of practice.

Assignment:

Using APA style, develop a research methods section relevant to your agency-

based research project as discussed and approved in class in your Research

Methods and Design assignment.

State the research question 5 points

Describe the research design 10 points

Describe sampling and data collection 10 points

Describe data analysis 20 points

State any limits to generalizability 5 points


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SWK384 Professional Seminar in Social Work IIResearch Paper Assignment: Due April 25

Purpose:The purpose of this paper is for students to partially meet program goal one,

objective 3, to evaluate their own practice interventions and those of other

relevant systems.

Use the first class discussion assignment to provide an introduction to your paper:

what problem do you care enough to research; what is your research question or

hypothesis; what is the purpose of the study?

Add your literature review assignment: include introduction to the review; three

themes from the available literature; conclude this section; note the need for your

study

Add your methods assignment: note the design of your study and the method you

will use to answer your research question; note how you will collect data and howyou will analyze your data; add ethical considerations

Tell what you found: begin by describing your sample, then explain your other

data analysis

Next, make conclusions: How will you answer your research question?

Finally, given what you have found, what would you like to tell your agency?

Carefully provide references and formatting.


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Final Research Paper Feedback

Introduction: ____/25

Significance of problem, rationale, research question/hypothesis, citation

as needed, purpose of study.

Literature Review: ____/25

Organization by themes, peer-reviewed sources, relevancy, current,

critically analyzed.

Methods: ____/25

Type of design, appropriate sampling/analysis, ethical issues, limitations

noted.

Data Collection: ____/25

Sampling/collection complete or explained.

Findings: ____/25

Demographics, Data analysis complete.

Conclusion: ____/50

Research question answered.

APA Style; Overall Presentation: ____/25

Total ____/200


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***OptionalReplace Ethical Decision-Making I,II,III with other ethicaldecision making assignments as needed

Ethical Decision-Making: Lying on the Couch Part I

The primary purpose of this assignment is to address Program Goal 1, Objective

4, that students will uphold the values and standards of the profession. In

addition, the following program objectives are addressed: Program Goal 1,Objective 1 related to critical thinking and multi-level, generalist practice;

Program Goal 4, Objective 1 related to students developing motivation to assume

responsibility for continuing professional growth and development.

Social work values are introduced in SWK100 via readings and discussions of the

NASW Code of Ethics and its intersection with personal values. In SWK130,

students are introduced to the values which inform social welfare policy and therelationship between those values and social work professional values. In

SWK200, the relationship between personal, cultural and professional values has

been reinforced via introspective and interactive exercises using personalexperiences, current events and case studies. In addition, in SWK200, students

are introduced to and practice an empirical process for ethical decision-making.1

In SWK382 and 384, students integrate theory and practice. Through discussion

of practicum cases and case studies, they make increasingly independent use ofthis model.

The Case of Seymour Trotter: Unethical Practice?1. Consider this case on the micro, mezzo and macro levels.

(Eg: Who is the client? Where are the mezzo relationships?

Macroeconomic issues? )2. Be sure to identify at least five social institutions that impact this case.

(Hint. Dont forget the Medical Ethics Committee.)

3. List the six core social work values and the six professional ethicalstandards. Write these down.

4. Determine whether an ethical dilemma exists (if Seymour were a socialworker, of course). Do two equally important values or ethical principles

conflict? Wr ite these down.

5. PrioritizeSuggested ethical priorities (Loewenberg & Dolgoff, 1992):

1The programs ethical decision-making model is adapted from Loewenberg, F. M., & Dolgoff, R.

(1992). Ethical decisions for social work practice, 4th Ed. Itasca, IL: Peacock.


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--protect life (Consider suicidal risk)

--work toward equality

--preserve individual autonomy and freedom

--prioritize least harm

--preserve quality of life

--maintain confidentiality and privacy

--speak the truth

--be aware of your own personal values and ethics

4. Explore alternatives--brainstorm and write down the alternatives.

5. Weigh alternatives.

6. Think about possible outcomes and consequences.

7. Determine a tentative solution.


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Ethical Decision-Making: Lying on the Couch Part IISWK 384

The primary purpose of this assignment is to address Program Goal 1, Objective

4, that students will uphold the values and standards of the profession. In

addition, the following program objectives are addressed: Program Goal 1,

Objective 1 related to critical thinking and multi-level, generalist practice;Program Goal 4, Objective 1 related to students developing motivation to assume

responsibility for continuing professional growth and development.

Social work values are introduced in SWK100 via readings and discussions of theNASW Code of Ethics and its intersection with personal values. In SWK130,

students are introduced to the values which inform social welfare policy and the

relationship between those values and social work professional values. InSWK200, the relationship between personal, cultural and professional values has

been reinforced via introspective and interactive exercises using personal

experiences, current events and case studies. In addition, in SWK200, studentsare introduced to and practice an empirical process for ethical decision-making.

2

In SWK382 and 384, students integrate theory and practice. Through discussion

of practicum cases and case studies, they make increasingly independent use of

this model.

The Booksigning: Unethical Practice?

1. Consider this case on the micro, mezzo and macro levels.2. Be sure to identify at least five social institutions that impact this case.3. List the six core social work values and the six professional ethical

standards. Write these down.4. Determine whether an ethical dilemma exists. Do two equally important

values or ethical principles conflict? Wr ite these down.

5. PrioritizeSuggested ethical priorities (Loewenberg & Dolgoff, 1992):

--protect life (Consider suicidal risk)

--work toward equality


2The programs ethical decision-making model is adapted from Loewenberg, F. M., & Dolgoff, R.

(1992). Ethical decisions for social work practice, 4th Ed. Itasca, IL: Peacock.


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--preserve quality of life

--maintain confidentiality and privacy

--speak the truth

--be aware of your own personal values and ethics





Is it okay for Ernest to go out with her? Just for coffee? Dinner? Does he really

need to agonize over this? What does the issue imply about his practice? Does he

need supervision on this?


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Ethical Decision-Making: Lying on the Couch Part IIISWK 384

The primary purpose of this assignment is to address Program Goal 1, Objective4, that students will uphold the values and standards of the profession. In

addition, the following program objectives are addressed: Program Goal 1,

Objective 1 related to critical thinking and multi-level, generalist practice;

Program Goal 4, Objective 1 related to students developing motivation to assumeresponsibility for continuing professional growth and development.

Extra Termination Sessions1. Consider this case on the micro, mezzo and macro levels.2. Be sure to identify at least five social institutions that impact this case.3. List the six core social work values and the six professional ethical

standards. Write these down.4. Determine whether an ethical dilemma exists. Do two equally important

values or ethical principles conflict? Wr ite these down.5. Prioritize

Suggested ethical priorities (Loewenberg & Dolgoff, 1992):

--protect life (Consider suicidal risk)--work toward equality



--preserve quality of life--maintain confidentiality and privacy

--speak the truth

--beware of your own personal values and ethics





Should Ernest have scheduled extra termination sessions with Justin?

swk384 course guide

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