School of Social Work Syllabus Template Guide
Social Work 627
Sections 61059 & 61060
Policy and Macro Practice in Child, Youth and Family Services
Spring-2017
3 Units
Large-scale social change requires broad cross-sector coordination, yet the social sector remains focused on the isolated intervention of individual organizations.[1]
…we redefine social innovation to mean: A novel solution to a social problem that is more effective, efficient, sustainable or just than existing solutions and for which the value created accrues primarily to society as a whole rather than private individuals.[2]
|Instructor: Terence Fitzgerald, Ph.D., M.Ed., MSW. Email: tdfitzge@usc.edu |
|Office Hours: Tuesday 11-12pm (Section 61059 only!) 4-5pm (Section 61060 only!) |
|Course Day: Tuesday Evening |
|Time: 61059 (Tuesday, 8-10:50am) & 61060 (Tuesday, 1-3:50pm) |
|Location: SDAC (Room C) |
Course Prerequisites
None
Catalogue Description
Provides context and preparation for social work practitioners holding policy, management and macro practice roles in communities and organizations serving children, youth and families.
Course Description
This course prepares advanced social work practitioners for innovative macro practice in community and organizational settings serving children, youth and families. Students will be exposed to key aspects of social innovation that are driving change in public and private agency services for children, youth, families and communities. Some of the key issues underlying recent changes in policy and macro practice to be discussed in the course include: collective impact, pay for success models, data driven decision-making, disruptive innovation, constructive disruption, return on investment and governing by network.
Overall, the course is organized in three modules that focus on: 1) the policy and resource context of child and family services at the federal, state and local levels; 2) measuring outcomes and tracking success; and 3) social work management and macro practice skills. Students will be exposed to models of community change, place-based partnerships designed to enhance resident engagement in community building, cross-agency collaboration and network models of governance and service delivery. Focus will be placed on organizational models designed to integrate services for the most vulnerable children and families who live in poor under-resourced communities.
Course Objectives
|Objective # |Objectives |
|1 |Integrate information from multiple sources to assess, appraise and develop social innovations to advance human |
| |rights and social justice for families and children in diverse communities. |
|2 |Enhance awareness of evidence-based, evidence-informed and promising practices that guide macro practice in a variety|
| |of child and family service settings. |
|3 |Develop skills that support management in complex environments including workforce development, supervision, |
| |data-based management, cross-organizational collaboration, and inclusion of clients and community members in |
| |decision-making. |
|4 |Assess the resource environments of social service agencies in order to expand resources needed by families and |
| |communities. |
|5 |Develop skills in policy analysis and in development of new policies needed to provide more appropriate services, |
| |supports and resources for communities, families and children. |
Course format / Instructional Methods
The format for the course will include didactic instruction and experiential exercises. Case vignettes, videos, and role plays will also be used to facilitate student learning. These exercises may include the use of videotapes, role-play, and/or structured small group exercises. Material from the field will be used to illustrate class content and to provide integration between class and field. Confidentiality of material shared in class will be maintained. As class discussion is an integral part of the learning process, students are expected to come to class ready to discuss required reading and its application to theory and practice.
Student Learning Outcomes
The following table lists the nine Social Work core competencies as defined by the Council on Social Work Education’s 2015 Educational Policy and Accreditation Standards. This course focuses on competencies 3 and 5:
|Social Work Core Competencies |
|1 |Demonstrate Ethical and Professional Behavior |
|2 |Engage in Diversity and Difference in Practice |
|3 |Advance Human Rights and Social, Economic, and Environmental |
| |Justice* |
|4 |Engage in Practice-informed Research and Research-informed |
| |Practice |
|5 |Engage in Policy Practice* |
|6 |Engage with Individuals, Families, Groups, Organizations, and|
| |Communities |
|7 |Assess Individuals, Families, Groups, Organizations, and |
| |Communities |
|8 |Intervene with Individuals, Families, Groups, Organizations, |
| |and Communities |
|9 |Evaluate Practice with Individuals, Families, Groups, |
| |Organizations and Communities |
* Highlighted in this course
The following table shows the competencies highlighted in this course, the related course objectives, student learning outcomes, and dimensions of each competency measured. The final column provides the location of course content related to the competency.
| | | | | |
|Competency |Objectives |Behaviors |Dimensions |Content |
|Competency 3: Advance Human Rights and Social, Economic, |1. Integrate information from |3a. Incorporate social justice |Values |Unit 1: Introduction |
|and Environmental Justice |multiple sources to assess, |practices in advocating for policies | | |
|Social workers understand that every child, young person,|appraise and develop social |that promote empowerment in | |Unit 2: Policy and Fiscal Content |
|and family member, regardless of position in society, has|innovations to advance human |vulnerable children, youth and | | |
|fundamental human rights such as freedom, safety, |rights and social justice for |families. | |Unit 3: Organization and Communities |
|privacy, an adequate standard of living, health care, and|families and children in diverse | | | |
|education. Social workers understand the global |communities. | | |Unit 4: Social Innovation by Example |
|interconnections of oppression and human rights | | | | |
|violations and employ social justice strategies to |5. Develop skills in policy | | |Unit 5: Policy Analysis |
|promote social and economic justice and human rights for |analysis and in development of new| | |Unit 14: Putting it All Together |
|children and families and the communities in which they |policies needed to provide more | | | |
|live. Social workers use strategies designed to eliminate|appropriate services, supports and| | |Unit 15: Student Roundtable |
|oppressive structural barriers in order to ensure more |resources for communities, | | | |
|equitable distribution of social goods, rights, services,|families and children. | | |Assignment 1: Policy Analysis |
|and responsibilities and to protect the civil, political,| | | | |
|environmental, economic, social, and cultural rights of | | | |Assignment 4: Final Paper |
|children, youth, and families. Social workers are aware | | | | |
|of the historical and current impact of colonization and | | | | |
|globalization on children, youth and families, and | | | | |
|incorporate social justice practices to bear witness to | | | | |
|and actively dismantle oppression and foster liberation. | | | | |
| | | | | |
|Competency |Objectives |Behaviors |Dimensions |Content |
|Competency 5: Engage in Policy Practice |4. Assess the resource |5a. Identify policy and resource |Cognitive and |Unit 2: Policy and Fiscal Content |
|Social workers understand that human rights, social |environments of social service |contexts of child, youth, and family |Affective Processes | |
|justice and social welfare of children, youth and |agencies in order to expand |services at the local, state, and | |Unit 3: Organization and Communities |
|families are mediated in the larger social environment |resources needed by families and |federal levels. | | |
|and particularly by policy and its implementation at the |communities. | | |Unit 5: Policy Analysis |
|federal, state, and local levels. Social workers | | | | |
|understand how the history and current structures of |5. Develop skills in policy | | |Unit 8: Accountability and Budgeting |
|social policies and services affect service delivery to |analysis and in development of new| | | |
|children, youth, and families, specifically focused on |policies needed to provide more | | |Unit 14: Putting it All Together |
|vulnerable, oppressed and those living in poverty. They |appropriate services, supports and| | | |
|understand their role in policy development, |resources for communities, | | |Unit 15: Student Roundtable |
|implementation and evaluation within child and family |families and children. | | | |
|practice settings at micro, mezzo, and macro levels. | | | |Assignment 3: Written and roundtable |
|Social workers understand the historical, social, | | | |discussion on management interviews |
|cultural, economic, organizational, environmental, and | | | | |
|global influences that affect social policy, and are | | | |Assignment 4: Final Paper |
|knowledgeable about policy formulation, implementation, | | | | |
|and evaluation. | | | | |
| | | | | |
Course Assignments, Due Dates & Grading
|Assignment |Due Date |% of Final Grade |
|Assignment 1: Policy analysis |Unit 7 |20% |
|Assignment 2: Data-driven decision-making |Unit 10 |20% |
|Assignment 3: Written and roundtable discussion on management Interviews |Unit 15 |10% |
|Assignment 4: Final paper |Finals week |40% |
|Course participation | |10% |
The final paper for this course will be completed in three sections – analysis of a policy affecting the student’s field of practice, data to support management decision-making, and interviews with managers in the field to understand the practical consequences of policy action. Each section will be completed separately at different points in the semester, and the student will put them together as a final paper to be submitted at the end of the semester.
NOTE: Individual Readings TBE in class activity goes toward participation
Assignment 1. Policy Analysis
Students will select a recent state or local level policy (or proposed policy change) affecting their field placement agency (or a topic of personal interest) and submit a written 8-10 page analysis. Students who wish to select a policy of interest that is not relevant to their current field placement agency may do so with approval from the instructor. Guidelines for the analysis, which will be distributed and discussed in class, will include: description of the context; relationship to human rights and social justice; proponents and opponents of the policy; objectives, expectations and criteria; resource requirements; and how this policy affects or could affect agency clients or key communities served.
Due: Unit 7.
This assignment relates to student learning outcomes 1 & 5.
Assignment 2. Data-Driven Decision-Making
Based on the same policy, students will describe the management or practice issues raised by this policy that could be of concern to their field placement agency (or to an agency in their field of interest). They will identify and describe sources of administrative data or data available on public information websites that would be useful in informing the agency’s practice, planning or decision-making. They will collect and analyze available data and write up their recommendations for agency decision makers (3-5 pages).
Due: Unit 9.
This assignment relates to student learning outcomes 3 & 5.
Assignment 3. Management Interviews
Based on the same policy topic, students will interview 2-4 agency mangers about the relationship of this policy to improving conditions for the communities, families and children the agency serves. Questions will address the impact or potential impact of this policy on social work practice and social justice. As a group, the class will develop a set of key questions for managers based on class readings and discussion. Each student will then modify or customize the questions to fit their field placement agency, and will use the questions to guide interviews lasting approximately half an hour each. Students will submit a 3-5 page paper describing the questions and methods used, responses to interview questions, and what they learned from these interviews. Students will also participate in a roundtable discussion on what they have learned about policy practice and how it affects decision making in human service agencies during the last class session.
Due: Unit 12
This assignment relates to student learning outcome 5.
Assignment 4. Final Paper
The final paper will combine all three of the previous assignments. It will also include the conclusions about the value and importance of the policy, its relevance to social justice and human rights, its impact on management and practice in human service agencies, its likely impact on agency clients and the target population overall, and reflections on what they have learned in the course.
Due: Unit 15.
This assignment relates to student learning outcomes 3 & 5.
Class Participation (10% of Course Grade)
Class grades will be based on the following:
|Class Grades |Final Grade |
|3.85 – 4 |A | 93 – 100 |A |
|3.60 – 3.84 |A- |90 – 92 |A- |
|3.25 – 3.59 |B+ |87 – 89 |B+ |
|2.90 – 3.24 |B |83 – 86 |B |
|2.60 – 2.87 |B- |80 – 82 |B- |
|2.25 – 2.50 |C+ |77 – 79 |C+ |
|1.90 – 2.24 |C |73 – 76 |C |
| | |70 – 72 |C- |
Within the School of Social Work, grades are determined in each class based on the following standards which have been established by the faculty of the School: (1) Grades of A or A- are reserved for student work which not only demonstrates very good mastery of content but which also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The difference between these two grades would be determined by the degree to which these skills have been demonstrated by the student. (2) A grade of B+ will be given to work which is judged to be very good. This grade denotes that a student has demonstrated a more-than-competent understanding of the material being tested in the assignment. (3) A grade of B will be given to student work which meets the basic requirements of the assignment. It denotes that the student has done adequate work on the assignment and meets basic course expectations. (4) A grade of B- will denote that a student’s performance was less than adequate on an assignment, reflecting only moderate grasp of content and/or expectations. (5) A grade of C would reflect a minimal grasp of the assignments, poor organization of ideas and/or several significant areas requiring improvement. (6) Grades between C- and F will be applied to denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student’s performance on the assignment.
Required and supplementary instructional materials & Resources
Required Textbooks
Kettner, P. M., Moroney, R. M. & Martin, L.L. (2016). Designing and managing programs: An effectiveness approach. 5th edition. Thousand Oaks CA: Sage Publications.
Recommended Guidebook for APA Style Formatting
American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: APA.
Recommended Websites
The Network for Social Work Management,
National Association of Social Workers,
,
Child Welfare League of America,
National Association for the Education of Young Children,
National Alliance on Mental Illness,
American Probation and Parole Association,
Note: Additional required and recommended readings may be assigned by the instructor throughout the course.
Course Overview
|Unit |Topics |Assignments |
|1 |Introduction | |
| |Social innovation | |
| |Data driven decision making | |
| |Collective impact | |
| |Disruptive innovation and constructive disruption | |
| |Pay for success | |
| |Return on Investment | |
|2 |Policy and Fiscal Context | |
| |Policy processes | |
| |Policy paradox | |
| |Policy practice | |
| |Social work in an age of accountability | |
|3 |Organizations and Communities | |
| |History of community change efforts | |
| |Structures, strategies and results | |
| |Community empowerment and participation | |
| |Power and resources | |
|4 |Social Innovation by Example | |
| |What is social innovation? | |
| |Reforming bureaucracy (the example of child welfare) | |
| |Pay for success | |
|5 |Policy Analysis | |
| |The legislative process | |
| |Federal, state and local policy making | |
| |Three policy environments | |
|6 |Data-Driven Decision Making | |
| |Using administrative data effectively | |
| |Organizational uses of available data | |
| |Dashboards, scorecards and other uses of data | |
| |Publicly available data | |
| |Evidence-based and evidence-informed research | |
|7 |Tracking Process and Results |Assignment 1 due |
| |Tracking inputs and outputs | |
| |Outcomes and results | |
| |Data for planning and decision-making | |
|8 |Accountability and Budgeting | |
| |Financial planning and program sustainability | |
| |Accountability | |
| |Line-item, functional and program budgets | |
|9 |Program Development |Assignment 2 due |
| |Strengths and needs assessment | |
| |Assessing community resources | |
| |Setting goals and objectives | |
| |Designing effective programs | |
| |Outcomes-based program design | |
|10 |Putting Program, Budget and Outcomes Together | |
| |What is a logic model? | |
| |Evidence-based, evidence-informed and promising programs | |
|11 |Supervision and Workforce Development | |
| |Supervision 101 | |
| |Maintaining a diverse workforce | |
| |Dealing with conflict | |
| |Building trauma informed systems of care and trauma informed organizations | |
| |Training: classroom, E-learning and simulation | |
|12 |Networks, Collaboration and Service Integration |Assignment 3 due |
| |History and models of service integration | |
| |Network theory and network development | |
| |Nuts and bolts: Running effective meetings, continuous communication, finding common | |
| |purpose | |
| |No wrong door for families | |
|13 |Learning from Community and Place-Based Initiatives | |
| |Magnolia Community Initiative | |
| |Best Start Communities | |
| |Lessons learned across the country | |
|14 |Putting It All Together | |
| |Sharing through social media | |
| |Reflective practice | |
| |Opportunities for innovation | |
| |Where do you want to be? | |
|15 |Student Roundtable |Assignment 4 due |
| |How do managers talk about what they do? | |
| |How do they talk about social innovation? | |
| |How does policy affect management and decision-making in human service agencies? | |
|STUDY DAYS / no classes |
|FINAL EXAMINATIONS |
Course Schedule―Detailed Description
|Unit 1: Introduction |Month Date |
|Topics |
|Social innovation |
|Data driven decision making |
|Collective impact |
|Disruptive innovation and constructive disruption |
|Pay for success |
|Return on investment (ROI) |
This Unit relates to course objectives 1.
Required Readings
Kania, J. & Kramer, M. (2011). Collective impact. Stanford social innovation review. Winter: 36-45.
Haskins, R. (2015). Social programs that work. New York Times, op-ed January 1, 2015.
Module I. Policy
|Unit 2: Policy and Fiscal Context |Month Date |
|Topics |
|Policy processes |
|Policy paradox |
|Policy practice |
|Social work in an age of accountability |
This Unit relates to course objectives 1, 4 & 5.
Required Readings
Stone, D. (2012). Policy paradox: The art of political decision-making (3rd Ed., pp. 379-385). New York: W.W. Norton & Company: Introduction and Chapter 1. The market and the polis: 1-36
Jansson, B. J., Dempsey, D., McCroskey, J. & Schneider, R. (2005). Four models of policy practice: Local, state and national arenas. In Weil, M., Reisch, M., Gamble, D. N., Gutierrez, L., Mulroy, E. A. & Cnaan, R. A. (eds). The Handbook of Community Practice. Thousand Oaks, CA: Sage Publications: 319-338
|Unit 3: Organizations and Communities |Month Date |
|Topics |
|History of community change efforts |
|Structures, strategies and results |
|Community empowerment and participation |
|Power and resources |
This Unit relates to course objective 1 & 5.
Required Readings
O’Connor, M. K. & Netting, F. E. (2009). Human service practice in a diverse organizational landscape. Organization Practice, A Guide to Understanding Human Service Organizations. Hoboken, NJ: John Wiley and Sons: 3-39.
Bourgon, J. (2011). What is different about serving in the 21st century? A New Synthesis of Public Administration, Serving in the 21st century. Montreal, CA: School of Policy Studies, McGill-Queens University Press: 19-30.
Mondros, J. (2005). Political, social and legislative action. In Weil, M., Reisch, M., Gamble, D. N., Gutierrez, L., Mulroy, E. A. & Cnaan, R. A. (eds). The Handbook of Community Practice. Thousand Oaks, CA: Sage Publications: 276-286.
|Unit 4: Social Innovation by Example |Month Date |
|Topics |
|What is social innovation? |
|Reforming bureaucracy (the example of child welfare) |
|Pay for success |
| |
This Unit relates to course objective 1 & 3.
Required Readings
Phills, J. A., Deiglmeier, K. & Miller, D. T. (2008). Rediscovering social innovation. Stanford Social Innovation Review. Fall 2008.
Golden, O. (2009). Reforming Child Welfare. Washington DC: Urban Institute Press. Chapters 1 & 2:
Chapter 1. What does it take to reform child welfare?: 1-17
Chapter 2. Building the airplane while flying it: The District of Columbia: 19-52
Nonprofit Finance Fund. Pay for Success/Social Bond Initiative. (retrieved January 5, 2014). ..
|Unit 5: Policy Analysis |Month Date |
|Topics |
|The legislative process |
|Federal, state and local policy making |
|Three policy environments |
| |
| |
This Unit relates to course objective 5.
Required Readings
DiNitto, D. M. & Johnson, D. W. (2012). Chapter 1. Politics and the policy making process. Essentials of Social Welfare: Politics and Public Policy. Pearson Higher Education: 1-26.
Segal, E., & Brzuzy, S. (1998). Social welfare policy analysis. In Social welfare policy, programs and practice. Itasca, IL: Peacock Publishers: 59-74..
Nakamura, R., & Smallwood, F. (1980). Implementation and the policy process: A conceptual overview. In The politics of policy implementation (pp. 21-28). New York: St. Martin’s Press.
Module II. Outcomes
|Unit 6: Data-Driven Decision-Making |Month Date |
|Topics |
|Using administrative data effectively |
|Organizational uses of available data |
|Dashboards, scorecards and other uses of data |
|Publicly available data |
|Evidence-based and evidence-informed research |
This Unit relates to course objectives 2 & 3.
Required Readings
Marsh, J. A., Pane, J. F. & Hamilton, L. S. (2006). Making sense of data-driven decision-making in education, Evidence from recent RAND research. Los Angeles, CA: RAND.
Frick, W. (2014). An introduction to data-driven decisions for managers who don’t like math. Harvard Business Review.
Boba, R., & Santos, R. (2011). A police organizational model for crime reduction: Institutionalizing problem solving, analysis, and accountability. Washington, DC: Office of Community Oriented Policing Service.
DeLorenzi, D., Shane, J.M., & Amendola, K.L. (September 2006). The CompStat process: Managing performance on the pathway to leadership. The Police Chief, 73 (9).
|Unit 7: Tracking Process and Results |Month Date |
|Topics |
|Tracking inputs and outputs |
|Outcomes and results |
|Data for planning and decision-making |
This Unit relates to course objectives 2 & 3.
Assignment 1 due.
Required Readings
Kettner, P.K., Moroney, R. M. & Martin, L.L. (2012). Designing and managing programs, 4th edition. Los Angeles CA: Sage.
Chapter 1. Contemporary Issues in social service program planning and administration: 1-28
Chapter 10. Performance measurement, monitoring and program evaluation: 223-239
Chapter 11. Impact program evaluation and hypothesis testing: 241-252
|Unit 8: Accountability and Budgeting |Month Date |
|Topics |
|Financial planning and program sustainability |
|Accountability |
|Line-item, functional and program budgets |
This Unit relates to course objectives 3 & 4.
Required Readings
Gibelman, M. (2003). How organizations are financed. Navigating Human Service Organizations, Essential Information for Thriving and Surviving in Agencies. Chicago, IL: Lyceum Books: 42-65.
Casey Family Programs. (2012). Shifting resources in child welfare to achieve better outcomes for children and families. Seattle, WA: Casey Family Programs Research Services. media/ShiftingResourcesExecSum.pdf
Kettner, P.K., Moroney, R. M. & Martin, L.L. (2012). Designing and managing programs, 4th edition. Los Angeles, CA: Sage. Chapters 12-13:
Chapter 12. Budgeting for financial control, management and planning: 255-269
Chapter 13. Developing line-item, functional and program budgeting systems: 271-299
Module III. Management and Macro Practice
|Unit 9: Program Development |Month Date |
|Topics |
|Strengths and needs assessment |
|Assessing community resources |
|Setting goals and objectives |
|Designing effective programs |
|Outcomes-based program design |
This Unit relates to course objectives 3.
Assignment 2 due.
Required Readings
Kettner, P.K., Moroney, R. M. & Martin, L.L. (2012). Designing and managing programs, 4th edition. Los Angeles, CA: Sage., Chapters 2-5:
Chapter 2. The contribution of theory to program planning: 31-42
Chapter 3. Understanding social problems: 43-58
Chapter 4. Needs Assessment: Theoretical considerations: 59-:76
Chapter 5. Needs assessment: Approaches to measurement: 77-103
|Unit 10: Putting Program, Budget and Outcomes Together |Month Date |
|Topics |
|What is a logic model? |
|Evidence-based, evidence-informed and promising programs |
This Unit relates to course objectives 2 & 3.
Required Readings
U. S. Department of Justice Office of Juvenile Justice and Delinquency Programs website. Understanding Performance Measures and Logic Models.
Centers for Disease Control and Prevention. Healthier Worksite Initiative. Logic Models and Components of a Basic Logic Model.
W. K. Kellogg Foundation. (2004). Logic Model Development Guide. Available form:
Kettner, P.K., Moroney, R. M. & Martin, L.L. (2012). Designing and managing programs, 4th edition. Los Angeles CA: Sage. Chapters 6-7.
Chapter 6. Selecting the appropriate intervention strategy: 105-120
Chapter 7. Setting goals and objectives: 121-149
|Unit 11: Supervision and Workforce Development |Month Date |
|Topics |
|Supervision 101 |
|Maintaining a diverse workforce |
|Dealing with conflict |
|Building trauma informed systems of care and trauma informed organizations |
|Matching staff development strategies to program and agency goals |
This Unit relates to course objective 3.
Required Readings
Gibelman, M. (2003). Supervision within the organizational setting. Navigating Human Service Organizations, Essential Information for Thriving and Surviving in Agencies. Chicago, IL: Lyceum Books: 82-102.
Kettner, P.K., Moroney, R. M. & Martin, L.L. (2012). Designing and managing programs, 4th edition. Los Angeles CA: Sage. Chapters 8 & 9.
Chapter 8. Designing effective programs: 153-191
Chapter 9. Using management information: 191-220.
|Unit 12: Networks, Collaboration and Service Integration |Month Date |
|Topics |
|History and models of service integration |
|Network theory and network development |
|Nuts and bolts: Running effective meetings, continuous communication, finding common purpose |
|No wrong door for families |
This Unit relates to course objective 3.
Assignment 3 due
Required Readings
Goldsmith, S. & Eggers, W. D. (2004). Governing by network, The new shape of the public sector. Washington DC: Brookings Institution Press. Chapters 1-3:
Chapter 1. The new shape of government: 3-24
Chapter 2. Advantages of the network model: 25-38
Chapter 3. Challenges of the network model: 39-53
Mizrahi, T. & Rosenthal, B. B. (2008). Complexities of coalition building: Leaders’ successes, strategies, struggles and solutions. In Rothman, J., Erlich, J. L. & Tropman, J. E. (eds) Strategies of Community Intervention, 7th edition. Peosta, IA: Eddie Bowers Publishing: 471-490.
|Unit 13: Learning from Community and Place-Based Initiatives |Month Date |
|Topics |
|Magnolia Community Initiative |
|Best Start Communities |
|Lessons learned across the country |
This Unit relates to course objective 3.
Required Readings
Kubisch, A. C., Auspos, P., Brown, P. & Dewar, T. (2010). Voices from the Field III: Lessons and Challenges from Two Decades of Community Change Efforts. Washington, D.C.: Aspen Institute: Chapters 1-5.
Anderson, S. H. (2010). A good place to live? Municipality characteristics and children’s placement risk. Social Service Review, June 2010: 201-224.
Magnolia Community Initiative. Read website materials on Theory of Change, Why Networks Matter and Making It Happen. .
First 5 LA Best Start Communities. Select at least one of the communities described on the First 5 LA website under Best Start Communities and read description of community processes underway.
|Unit 14: Putting It All Together |Month Date |
| |
|Topics |
|Sharing through social media |
|Reflective practice |
|Opportunities for innovation |
|Where do you want to be? |
| |
This Unit relates to course objectives 1, 2, 3. 4 & 5.
Required Readings
Shirky, C. (2008). Sharing anchors community. Chapter 2, Here Comes Everybody, The Power of Organizing without Organizations. NY: Penguin Press: 25-54.
Gibelman, M. (2003). Coping with change. Navigating Human Service Organizations, Essential Information for Thriving and Surviving in Agencies. Chicago, IL: Lyceum Books: 187-200..
|Unit 15: Student Roundtable |Month Date |
|Topics |
|How do managers talk about what they do? |
|How do policy makers and advocates talk about what they do? |
|What do both groups think about social innovation? |
|How can social innovation increase social justice? |
|How does policy affect management and decision-making in human service agencies? |
|What roles do macro practitioners play in policy practice? |
This Unit relates to course objectives 1, 2, 3, 4 & 5.
Assignment 4 due.
|STUDY DAYS / NO CLASSES |Month Date |
| | |
|FINAL EXAMINATIONS: Summing Up |Month Date |
|Where do you stand? | |
|How cam macro practice support micro and mezzo practice strategies? | |
|How important is it for social workers to be active in the policy arena? | |
University Policies and Guidelines
Attendance Policy
Students are expected to attend every class and to remain in class for the duration of the unit. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by email (xxx@usc.edu) of any anticipated absence or reason for tardiness.
University of Southern California policy permits students to be excused from class for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students’ observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.
Please refer to Scampus and to the USC School of Social Work Student Handbook for additional information on attendance policies.
Academic Conduct
Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standards. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, .
Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity or to the Department of Public Safety . This is important for the safety whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person. The Center for Women and Men provides 24/7 confidential support, and the sexual assault resource center webpage sarc@usc.edu describes reporting options and other resources.
Support Systems
A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute , which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs provides certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information provide safety and other updates, including ways in which instruction will be continued by means of blackboard, teleconferencing, and other technology.
Statement about Incompletes
The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a documented illness or some other emergency occurring after the 12th week of the semester. Students must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be instituted by the student and agreed to be the instructor and reported on the official “Incomplete Completion Form.”
Policy on Late or Make-Up Work
Papers are due on the day and time specified. Extensions will be granted only for extenuating circumstances. If the paper is late without permission, the grade will be affected.
Policy on Changes to the Syllabus and/or Course Requirements
It may be necessary to make some adjustments in the syllabus during the semester in order to respond to unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students both verbally and in writing.
Code of Ethics of the National Association of Social Workers (Optional)
Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly []
Preamble
The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living.
Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:
▪ Service
▪ Social justice
▪ Dignity and worth of the person
▪ Importance of human relationships
▪ Integrity
▪ Competence
This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.
Complaints
If you have a complaint or concern about the course or the instructor, please discuss it first with the instructor. If you feel cannot discuss it with the instructor, contact the chair of the [xxx]. If you do not receive a satisfactory response or solution, contact your advisor and/or Vice Dean Dr. Paul Maiden for further guidance.
Tips for Maximizing Your Learning Experience in this Course (Optional)
✓ Be mindful of getting proper nutrition, exercise, rest and sleep!
✓ Come to class.
✓ Complete required readings and assignments BEFORE coming to class.
✓ BEFORE coming to class, review the materials from the previous Unit AND the current Unit, AND scan the topics to be covered in the next Unit.
✓ Come to class prepared to ask any questions you might have.
✓ Participate in class discussions.
✓ AFTER you leave class, review the materials assigned for that Unit again, along with your notes from that Unit.
✓ If you don't understand something, ask questions! Ask questions in class, during office hours, and/or through email!
✓ Keep up with the assigned readings.
Don’t procrastinate or postpone working on assignments.
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[1] Kania, J. & Kramer, M. (2011). Collective impact. Stanford social innovation review. Winter: 36-45.
[2] Phills, J. A., Deiglmeier, K. & Miller, D. T. (2008). Rediscovering social innovation. Stanford Social Innovation Review. Fall.
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