August 26th: Introduction to Macro Practice



UNIVERSITY OF SOUTHERN CALIFORNIA SCHOOL OF SOCIAL WORK

Social Work 703

Fall 2010

Instructor: Ramon M. Salcido D.S.W.

Office: MRF 343

Office Hours: After class & by appointment.

Telephone: (213) 740-2003

E-mail: Salcido@usc.edu

EXPLANATORY THEORIES FOR LARGE SYSTEMS

This course focuses on understanding theories for large systems to better serve community needs of persons living in a complex multicultural environment. The challenges of studying communities and their social service systems are placed in the context of current social demographic trends. In this context, the relationship between demographics and community service knowledge has become increasingly important for macro practice theory and research. Moreover, considering the demographic changes throughout California and the nation, social work scholars have become interested in understanding theories and research on community changes and its impact on service delivery systems.

This course is designed to provide conceptual and analytical knowledge for advanced macro practitioners and doctoral students who will be expected to develop community research and service evidence on large system problems at local, state and federal levels.

To achieve this purpose, the course critically assesses several major theories of community and large system research articles. In addition, students will be exposed to various large systems research methods such as demographic analysis, survey methods, and qualitative methods The research approach of the course includes the application of social demography concepts and census methods for analyzing population changes, community change and national trends. Special emphasis will be devoted toward designing demographic studies on a target population trends and their implications for social services.

LEARNING OBJECTIVES

Upon completion of this course students should be able to:

1. Demonstrate an understanding of large system concepts.

2. Identify and analyze the role of social demography in understanding population change and need.

3. Demonstrate the use of Census data collection for development of a small scale

study.

4. Utilize appropriate Census data to analyze national and international population trends.

5. Understand the role of immigration, ethnicity and language in their affect on national and international diversity.

6. Demonstrate an understanding of different research approaches in studying

community need and services.

7. Analyze different research and scholarly articles on large system topics.

Seminar Format

A combination of lecture, class discussion, and student presentation of research articles will be used in seminar format. The presentations will include a short abstract of the analysis. As class discussion and analysis is an important part of the learning process, students are expected to come prepared to seminar session. Students should be prepared to discuss required readings and its application to theory and research.

Retrieving Census data sets is an integral part of the learning process, students are expected to learn how to retrieve data sets and use the different files after instruction. Outside class time should be used for the mastery of Census data set retrieval and analysis.

Course Evaluation and Grading.

Grading in this seminar will be based on attendance, class participation, compliance with the assignment and quality of small scale studies

Course Assignments and Small Scale Studies

In class presentation of student analysis of research articles 15%

Small scale study using Census data (mid-term). 45%

Analysis of a large system study (final). 35%

Class participation 05%

Small Scale study #1: each student will use Census data to conduct a small scale study of city/region or metropolitan area of choice. The study will provide mapping and Census track identification including demographic description of the community population, SES, geographic location and any other class concepts that will help analyze the large system context. The study will include an analysis of the target population of study. Students will attempt to link the analysis data with concepts from the course. The paper should be about 10 pages not including references and tables. The study relates to learning objectives #1, #2, and #3.

Final Study Analysis #2: The paper is a an analysis of a large scale study (approved by the instructor) that emphasizes a large system issue or a demographic study of large system trend. The paper should describe the decision rationale for selecting this article from at least three articles reviewed for the analysis. The analysis can focus on an international or domestic theme. Using concepts from the course, the analysis should focus on a critical literature review, method and analysis . After writing the analysis the student should describe limitations of the study, make recommendations for future studies and describe the contributions to social work. The paper should be about 12 pages or more not including references and tables. Copies of all reviewed articles should be included in the appendix of the paper. This study relates to learning objectives #1, #3, and #4.

Class Participation: the class is instructed as a seminar, which depends on class discussion and analysis of the readings and research. It is important that students read all of the readings before each class session and participate.

Student Presentation: Students will be given article analysis assignments to present in class. In addition students will make short presentations on their abstracts and final paper topic. The presentations relate to learning objective #6 and #7.

Course Expectations And Guidelines

It is expected that students will attend class and complete course readings, participate in class discussions and keep up with course readings. Students should be able to raise issues, pose analytical questions and conceptualize key themes. Students are expected to attend every class, and to remain in class for the duration of the session. Failure to attend class or arriving late may impact your ability to achieve your course objectives which could affect your course grade. Students are expected to notify instructor by telephone or e-mail of any anticipated absence or reason for tardiness.

Academic Accommodations.

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor early in the semester. DSP is located in STU 301 and is open from 8:30a.m. to 5:00 p.m., Monday through Friday. The phone number is (213) 740-0776.

Session #1. This session will address Learning Objective #1: Demonstrate an understanding of large system concepts.

Introduction: Evidence, Theoretical Approaches to Large System knowledge (August 24th).

Reading

Gambril, Eileen. (2006). Evidence-Informed Macro Practice:Challenges and Opportunities. Paper presented at 2006 ACOSA Symposium, Council on Social Work Education, Annual Program Meeting, February 19th, 2006. Chicago Illinois.

Johnson, A.K. (2000). The Community Practice Pilot Project: Integrating Methods, Field, Community Assessment, and Experiential Learning. Journal Of Community Practice. Vol 8 (4).

Classic.

Rypkema, Donovan. (1994). “ Place, Community, and Economic Development”. Majors Institute on City Design. U.S. Conference of Mayors.

Session #2. This session will address learning objective #1 & #7: Analyze different concepts related to understanding community.

Community Concepts & Context (August 31st).

Reading

Felling P. (2005). The Community and the Social Worker (4th ed.). Itasca Ilinois: F.E Peacock Publishers Inc.

Ch. 3. Defining Communities

Netting F.L. Kettner, P.M. & Mc Murtry (2008). Social Work Macro Practice (4th ed).

New York, NY: Longman

Ch. 4. Understanding Community.

(Study #1)

Research Article

Salcido R.M. (2002). A Neighborhood Watch Program for Inner-City School Children. Children & Schools. Vol, 24, No. 3, 175-187.

Session #3. This session will address objective #1, #6 & #7. Neighborhoods, Types and Ethnic/Cultural Neighborhoods (September 7th).

Readings

Fellin P. (2005). The Community and Social Worker (4th ed.). Itasca Illinois: F.E. Peacock Publishers Inc.

Chapter 7: Neighborhood Communities

Chapter 8 Social Class and Ethnic/Cultural Neighborhoods

Classic.

Daley, J.M. & Wong P. (1994). Commuity Development with Emerging Ethnic Communities. Journal of Community Practice , 1 (1), 9-24.

(Study #2).

(Research Article)

S. Rhee et al (2003). Korean American Pastors’ Perceptions and Attitudes Toward Child Abuse. Journal of Ethnic & Cultural Diversity in Social Work, Vol. 12 (1) 27-46.

Recommended.

Schweigert, F.J. (2010). Strengthening Citizenship Through Deliberative Polling. Journal of Community Practice, Vol. 18, 19-39.

(Study#3:).

(Research Article)

Salcido R.M. & Ornelas, V., Lee N. (2002). Cross Cultural Field Assignments in an Undergraduate Community Practice Course: Integrating Multimedia Documentation. Journal Of Community Practice, Vol. 10 (4).

Session #4. This session will address learning objectives #1, #2 & #6: Identify and analyze the role of social demography in understanding community change. Introduction to Census Data.

Demographics, Community Change, and Ethnic Communities (September 14th).

Readings.

Fellin P. (2005). The Community and Social Worker (4th ed.). Itasca Illinois: F.E. Peacock Publishers Inc.

Chapter 5: Demographics & Change

Classic

Myers, D. (1995). Analysis with Local Census Data. University Of Southern California.

Chapter 1. Introduction

Chapter 2 Using Census Data for Local Potraits.

Chapter 3 Concepts, Definitions, and Linkages.

(Study #4)

(Research Article)

Myers, D. (2002). Upward Mobility in Space and Time: Lesson From Immigration. PSC Research Report No. 02-520. Populations Studies Center. University Of Michigan.

Census Workshop (2:15-345).

Session #5. This session will address learning objectives #2 & #3: Demonstrate the use of Census data for community analysis.

Race/Ethncity & Census workshop (September 21st).

Readings

Kertzer D.I, & Arel, D. (2002). Census and Identity: The Politics of Race, Ethnicity, and Language In National Censuses. Cambridge University Press: London.

Chapter 1: Racial categorization & census

Gautheir, J.G. (2002). Measuring America: The Decennial Censuses From 1790 to 2000.

U.S. Department of Commerce. Economics and Statistics Administration. U.S. Census Bureau.U.S. Government Printing Office: Washington D.C.

Prewitt, Kenneth (2000). The US Decennial Census: Political Questions, Scientific Answers. Population and Development Review, Vol. 26, No. 1.pp.1-16.

Topic: A History Of the Decennial Census: 1790-2000. Pages 125-140

(Study #5)

Research Study.

Fuller-Thomson & Minkler (2005). American Indian/Alaskan Native Grandparents Raising Grandchildren: Findings from 2000 Supplementary Survey. Social Work. Vol. 50. No 2. 131-139.

Census Workshop (2:15-3:45).

Session #6. This session will address learning objectives #5 & #7: Understand the role of immigration, ethnicity and population shifts on a national/international level.

Demographics, Native and Foreign Born (September 28th).

Census and Identity: The Politics of Race, Ethnicity, and Language in National Censuses. Cambridge University Press: London.

Chapter 3: Ethnic categorizations in censuses: comparative observations from

Israel, Canada, and the United States.

Salcido, M.R., & V. Ornelas. (2003). Our Changing Demographic Landscape: Focus On Latinos. Poverty & Social Justice. National Association Of Social Workers. Washington. D.C.

Syrett, S. (2002). Contemporary Portugal: Dimensions of Economic and Political Change. Asgate Publishing Limited: Hampshire, England.

Ch.5. International Population Mobility, Immigration and Labor Market in

Portugal.

(Study #6).

(Research Article)

Frey, W.H. (2002). Census 2000 Reveals New Native-Born and Foreign-Born Shifts Across U.S. Population Today. Washington DC: Population Reference Bureau. August/September.

Session #7. This session will address objectives #1, #2, #3, #4 , #5 &# 7: Utilize appropriate Census data to research and analyze Canadian population trends .

Canadian Demography, Census Model. (October 5th). Students to present outline of Small Scale Study.

Statistics Canada. 2001 Census Analysis Series: Canada’s ethno-cultural portrait: The changing mosaic. Cataloque no. 96F0030XIE2001008. Ottowas: Statistics Canada. Website: statcan.ca

Alba, R. et al.(2002). Only English By The Third Generation? Loss and Preservation Of The Mother Tongue Among The Grandchildren Of Contemporary Immigrants. Demography, Vol.39-No.3: 467-484.

Salcido, R.M., & V. Ornelas. (2005) Diversity In Canada: Implications For Cross-Cultural Social Work Practices. Poverty & Social Justice Section. Spring.

Students present conceptual outline of Small Scale Study (2:15-3:45).

Session#8. Analysis of Small Scale Community Study. This session will address learning objectives #1,#2, & #3.

October 12th.

Small Scale Study Presentation Seminar.

Session #9. This session will address learning objectives #5 . Understanding international linguistic trends and their implications for change.

Language population issues. October 19th .

Salcido, R.M. & V. Ornelas. (2004). A Focus On Latinos: Language and Service Access Issues. Poverty & Social Justice Section. Summer.

Kertzer, D.I. & Arel, D. (2002). Census and Identity: The Politics of Race, Ethnicity, and Lanaguage In National Census.

Chapter 4 Language categories in censuses: backward-or forward-looking?

Statistics Canada. 2001 Census analysis series: English, French and many others. Catalogue no. 96F0030XIE2001008. Ottawa:Statistics Canada.

Website: statcan.ca.

Session #10 . This session will address learning objectives #4, #5, & #7.

Language analysis and regional changes.

October 26th. Instructor Out of Town. Students to analyze Study #7.

(Study #7).

Salcido. R.M. (2007). Latino Population Growth, Characteristics and Language Capacities: Implications for Society, Services and Social Justice. Journal of Ethnic & Cultural Diversity in Social Work. Vol. 16. No 3/4. 93-101.

All students to analyze article and report its implications for regional changes and report back their findings.

Recommended.

Louis, Balthazar. (1996). French-Canadian Civilization. The Association for Canadian Studies in the United States. Washington D.C, & Michigan State: University Press.Pages 1-47.

Session #11. Learning objectives #5,#6 #7. Asian Pacific and European Demographic Trends. November 2nd.

Eberstadt ,Nicholas & Hans Groth (2007). Europe’s Coming Demographic Challenge. The AEI Press. Washington D.C.

Ch.2. U.S.-European Demographic Diverence: The shape of Things to Come.

Harrison J. & Corkill David. (2004). Spain: A Modern Eurpean Economy. Ashgate Publishing Limited. Hampshire England.

Ch. 2. Demography

Population and Poverty in Asia and Pacific Report. (2003). Population and Development Selected Issues. Asian Population Series No 161. United Nations Publication.

Ch. 1. Population and Poverty In Asia

Student groups report their analysis and recommendations of study #7.

Session #12. This session will address course objectives #1, #5 #6 & #7: Demonstrate an understanding of different research approaches in studying community needs and services.

Understanding Needs & Services (November 9th).

Netting F.L. Kettner, P.M. & S. McMurtry (2008). Social Work Macro Practice (4th) New York, N.Y: Longman

Chapter 6: Understanding a Community Service System

Sloane D.C. (2003) Improving the Nutritional Resource Environment for Healthy Living Through Community Based Participatory Research. Journal General Intern Medicine. Vol. 18, 568-575.

Grogan-Kaylor A., et al (2006). Predictors of Neighborhood Satisfaction. Journal of Community Practice, Vol 14 (4) 27-50.

(Study #8) All Students Analyze & Report.

Research Article: classic.

Smith M.A.B. & Mason, M.A. (1995). Developing Disability Services to Carribean Americans in New York City. Journal Of Community Practice (2nd)

Vol 2.(1): 87-96.

Session #12. This session will address course objectives #1, #5, #6, & #7.

Ecological Well Being, Social Ties & Culture (November 16th).

Salcido R.M. & Garcia J. (2000). Using Focus Groups for Considering Culture: Developing A Culturally Responsive System for Mexican/American Families. Social Perspectives Vol. 1, No 2.

Wong, F.K.W et al (2003). Mental Health and Social Competence of Mainland Chinese Immigrant and Local Youth in Hong Kong: A Comparison. Journal of Ethnic Diversity in Social Work. Vol 12. 85-109.

Brown, D.W. & Kasser, T.(2005). Are Psychological and Ecological Well-Being Compatable? The Role of Values, Mindfulness, and Lifestyle. Social Indicators Research. 74: 349-368.

Session 13. This session will address objectives #1, #6, & #7.

Understanding Assets & Cultural Networks (November 23rd).

Delgado, Melvin, (1998). Social Services in Latino Communities: Research & Strategies. Haworth Press Inc: New York.

Chapter 1: Community Asset Assessment and Substance Abuse Prevention

Chapter 2: Puerto Rican Elders and Gerontological Research

Chapter 5: Puerto Rican Elders and Botanical Shops

Classic.

Delgado, M. & K. Barton. (1998). Murals in Latino Communities: Social Indicators of Community Strengths. Social Work. Vol 43. No.4.346-356.

Consultation on paper provided by instructor.

Students to discuss and present possible article topics for the final.

Session 14. This session will address course objectives #1, #5, and #7.

Social Capital, Networks & Economics (Students to report on articles to be reviewed for final via blackboard) November 24th.

Jean-Marc Fontan & Shragge, E. (1998). Community Economic Development in Montreal. Journal Of Community Practice. Vol. 5 No. ½.

Agnitsch,K. Flora,J, & Vern Ryan (2006). Bonding and Bridging Social Captial: The Interactive Effects on Community Action. Journal of the Community Development Society. Vol. 37. No 1. 36-51.

Bridger J.C. & T.R. Alter (2006). Place, Community Development, and Social Capital. Journal of the Community Development Society, Vol 37. No.1. 5-18.

Consultation on paper provided by instructor.

Session 15. This session will address course objectives #1 through #6.

Last Day of class re-cap and evaluate (Dec 30th).

Seminar presentation of conceptualization of final research topic.

Paper Due December 8th.

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