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Winter 2013SW4997 Integrative Seminar(3 cr. hrs.)Phone (h) 248-651-2963Instructor Name: Cassandra J. Bowers (w) 313- 577-4433Wednesday 12:00pm – 2:45pm email aa2083@wayne.edu Office Hours: by arrangementI. Course Domain and BoundariesSW 4997, Integrative Seminar in Social Work, is the capstone course for the BSW Program. This is a fifteen week, required course scheduled in the last semester of the BSW curriculum. SW4998, Field Practice in Social Work II, is a co-requisite. Students will use a case from their field placement for assessing their knowledge skill and ability related to entry-level generalist practice. This course has been designated the “writing intensive” required by the University. Students will prepare a 25-30 page paper demonstrating their ability to incorporate the three levels of practice and the components of the curricular areas of the entry level general practitioner. The generalist intervention model (GIM) is the overarching framework for this course. Students will, demonstrate through written assignments their knowledge, skills and during engagement, assessment, planning, implementation, evaluation, termination and follow-up with their client population.II. Course Competencies: Identify as a professional social worker and conduct oneself accordinglyApply social work ethical principles to guide professional practiceApply critical thinking to inform and communicate professional judgmentEngage diversity and difference in practiceAdvance human rights and social and economic justiceEngage in research-informed practice and practice-informed researchApply knowledge of human behavior and the social environmentEngage in policy practice to advance social and economic well-being and to deliver effective social work servicesRespond to contexts that shape practiceEngage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities Adopt an urban missionBenchmarkFinal PaperLearning Outcomes: Upon completion of this course, students will be able to:Competency 1employ values clarification as a process regarding use of self in their professional role demonstrate integrity, honesty and an ability to communicate the principles of the profession. illustrate effective use of social work supervision identify opportunities and implement strategies to advocate for clients differentiate between personal and professional standards in their role with clients describe the unique roles and services that social workers provide engage in activities that support the value of continuing education Competency 2apply strategies of ethical reasoning to arrive at principled decisionsrecognize personal values, assumptions and biases and not impose those views on clientsrecognize competing ethics and utilize decision making steps to address ethical dilemmas identify and describe the core values and concerns of the professional social worker in fulfilling responsibilities with clientsidentify ethical issues associated with the NASW code of Ethics when confronting value conflictsarticulate the ethical principles of the NASW Code of ethicsCompetency 3employ effective oral and written language skills in their professional communicationsemploy effective oral and written language skills to their professional communications utilize a wide range of recording formats to document case (client activity which is appropriate and clearly articulatedutilize affective and intellectual processes to critically evaluate knowledge from related disciplines in conjunction with social work skills and values to help client systemsdifferentiate between personal and professional standards in their professional role with clientscritically analyze how professional literature and research or group behavior discusses themes of client strengths, oppression and justice and applications for practice and effectively communicate those finding to various systemsCompetency 4be responsive to personal feelings, behavior and thoughts and understand how these can impact professional action which may contribute to social and economic injusticerecognize at a beginning level the impact of diversity on human relationships examine personal attitudes and values regarding human diversity and evaluate their compatibility with the purposes and roles of social work professionbe aware of the ways in which cultural and other background factors affect perceptions and feelings and the expression of these qualities examine personal traits, attitudes and values regarding human diversity and evaluate their compatibility with the purpose and values of the social work professionCompetency 5examine the cycle of socialization and recognize the mechanisms that maintain the cycle and actions that can interrupt that cycledemonstrate an understanding of how the forms and mechanisms of oppression and discrimination impact individuals, groups, families, organizations and communitiesanalyze the impact of history and how economic political, and cultural conditions affect changes in policies and practicepractice without discrimination and with respect, knowledge and skills related to clients age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientationCompetency 6critically analyzes how professional literature and research on organizational and community behavior address themes of client strengths, oppression, justice, and implications for practiceCompetency 7employ an ecological-bio-psychosocial framework for assessment, intervention and evaluationCompetency 8analyze the political process and its influence on the formation of social welfare policy and social work practiceanalyze the political process and demonstrate knowledge of social work involvement in political activities, advocacy groups and organizational change.propose Organizational administrative and planning processes that are necessary to deliver social welfare servicesanalyze the historical development of social welfare and how economic, political and cultural conditions affect changes in social welfare policies and social work practiceCompetency 9apply practice models and change strategies used by social workersapply theoretical concepts regarding the process and dynamics of groups and including group norms, goal, roles, communication patterns, decision making methods, leadership styles, power, conflict management and evaluationanalyze the interconnections between micro, mezzo, and macro systems’ influence on social welfare organizations and communitiesanalyze culturally sensitive generalist social work practice with diverse and oppressed client populations and apply strategies of advocacy and social change that advance social and economic justice III. Role of the Student/InstructorThis course covers a content domain that is quite extensive students’ are expected to attend each class session, arrive on time and remain for the entire class period. Regardless of performance on the various assignments or reasons to explain an absence(s), a student will not be able to earn an A for the course with more than one absence or a B with more than two absences. It is expected that students complete all required readings, participate in class, and perform satisfactorily and in a timely manner on all assignments. Written assignments, unless requiring completion in class, are to be word-processed, double-spaced utilizing Times New Roman 12 Font.Written assignments are graded on both content and writing skills. Problems with sentence structure, spelling, grammar, punctuation and other writing mechanics will result in a lower grade for the assignment. The APA format is to be used as appropriate.Class participation includes raising questions from the readings, making relevant comments drawn from personal experience, reacting to opinions expressed by the instructor or other students, asking for clarification, being actively engaged in class exercises or bringing up issues of interest to the class. Cell phones are to be placed on vibrate or turned off. Computers may only be used in the classroom to retrieve information for relevant classroom discussion.The instructor shall adhere to the requirements set forth in the Wayne State University statement regarding teaching responsibilitiesPLAGIARISM/ACADEMIC HONESTY:“Plagiarism is using another person’s words or ideas without giving credit to the other person. When you use someone else’s words, you must put quotation marks around them and give the writer or speaker credit by revealing the source in a citation. Even if you revise or paraphrase the words of someone else or just use their ideas, you still must give the author credit in a note.” .(William Harris, “Anti-Plagiarism Strategies for Research Papers,” , March 7, 2002)?You must cite sources from the Internet or any other form of electronic media used in your work.?Any paper suspected of plagiarism will be reviewed at to verify that it is your work and properly cited.Any paper that is plagiarized will result in an “F” for the class and a referral to the University for further Disciplinary Action.APA FORMATAll papers written in the School of Social Work require APA format. You may purchase the Publication Manual of the American Psychological Association (6th edition), or you may visit the website listed below WIKIPEDIA WILL?NOT BE ACCEPTED AS A RELIABLE SOURCEWhat is Wikipedia? “Wikipedia is a free-content encyclopedia, written collaboratively by people from all around the world. The site is a wiki, which means that anyone can edit entries simply by clicking on the edit this page link. Because Wikipedia is an ongoing work to which anybody can contribute, it differs from a paper-based reference source in some important ways. In particular, mature articles tend to be more comprehensive and balanced, while other (often fledgling) articles may still contain significant misinformation, un-encyclopedic content or vandalism. Users need to be aware of this in order to obtain valid information and avoid misinformation which has been recently added and not yet removed.”IV. TextCournoyer, B. & Stanley M. (2002). The social work portfolio: planning, assessing and documenting lifelong learning in a dynamic profession. Pacific Grove CA: Brooks/Cole.Course pack of assigned readings provided on BlackboardVI. ORGANIZATION OF THE COURSEThe capstone seminar is intended to provide students with a culminating and integrative experience at the end of the BSW Program. The seminar provides you with opportunities to conduct independent research as well as refine your analytical, verbal and writing skills. The primary purpose of this capstone seminar is to use and build upon the backgrounds, skills, and insights you have gained in this professional school. Throughout the semester you will be called upon to analyze (verbally and in writing) required readings and various aspects of the BSW curriculum. At the end of the semester these various components will be integrated into a final paper.VII. ASSIGNMENTSThis capstone social work methods course has four principal assignments:1). Integrative paper assignment: 35% of gradeDue Session 13 April 10Students write a 25-30 page paper based upon their own work with client systems. This assignment meets the University writing intensive requirement. It is intended to provide the student with an opportunity to demonstrate his or her knowledge and ability related to generalist practice utilizing the eight components of social work education, as well as the competencies required of the General Practitioner. This paper is the culmination of the BSW academic experience.. It is intended to provide the student with an opportunity to demonstrate his or her knowledge and ability related to generalist practice utilizing the eight components of social work education, as well as the competencies required of the General Practitioner.DiversityPopulations at riskSocial and Economic JusticeValues and Ethicssocial work policy, social work practice, human behavior and the social environment, research methodsStudents prepare a draft for each section of the assignment to be submitted to instructor for feed- back.Please note: LATE drafts will NOT be accepted.Draft 1 Due Session 5 Populations at Risk February 6, 2013The student selects a case (individual, family, group community) from his or her field placement. The case must come from an at-risk population with whom social workers are involved (women, ethnic minorities of color, physically and/or mentally challenged, gay men and lesbian women, aged, etc.). This section of the paper must:provide documented information from a refereed journal or text identifying this client as a member of an at- risk- populationprovide analysis of effects of membership in the oppressed population group.discuss any ethical dilemmas presented during the interaction with the client system including solutions to the (those)dilemmasDraft 2 Due Session 7 Evaluation of client situation February 20, 2013This section of the paper must include a bio-psycho-socialIncluding how the client views his or her problem areas and what if anything they wish to do to abate the problem.In this section you must also discussDescription of interventionsReport on empirical basis of interventions (evidence/theoretical based solutions)Value and ethical dilemmas related to service deliveryDraft 3 Due Session 9 Evaluation of practice: March 6, 2013Techniques, methodologies to evaluate practice effectiveness (Social Worker and Agency)Case outcomeDoes the Agency have a feed-back loop?Program evaluation- formal or informalMethodology appropriate to caseValues and ethics regarding evaluationFinal paper Due Session 12 April 3, 2013Assignment 2: Portfolio = Due Session 11 33% of grade March 27,2013The portfolio is a well-organized and carefully prepared collection of documents related to one’s readiness for professional social work practice. It reflects evidence of an active, self-directed approach to learning and ongoing growth as a social work student or practitioner (Cournoyer and Stanley, 2000).This assignment is designed to have the student summarize their academic and professional career by compiling goals for future development.The format for the social work portfolio:Your picture must be on the front cover of your portfolio(1)Cover page;(2) Submission letter(3) Table of contents(4) Introduction(5) Resume(6) Personal statement - Your Personal Statement should indicate the competencies you attained during your BSW education(7) Learning products: One assignment from each course taken in the BSW Program. For each learning product, provide a written reflection indicate the competency the assignment fulfilled. And if the practice behaviors and knowledge have been achieved.(8) Summary and appropriate appendixes evaluations, letters of reference and recommendation three letters of reference is required, personal learning, licenses, transcripts, course syllabi performance appraisals..Assignment 3: Presentation assignment = 20% of gradeStudents are assigned randomly to work together to present material to the class on one of the foundation areas (policy, practice, human behavior, research). Each group will be assigned an area of study found within the BSW Curriculum. In this assignment you are to survey the bodies of literature relevant to your assigned topic. An annotated bibliography lists sources in correct bibliographic form (APA) and includes a short well written summary for each entry. Each member of the group must have at least 5 bibliographic entriesEach of the entries should be combined into one Reference submission (provided to each member of the class and the Professor with the total entries. Prior to each group presentation I will deliver a lecture on the subject to be presented the following week. Group I: will present Session V (Practice)Assessment tools and Diversity /Social and Economic Justice as well as values and ethicsSocial work programs integrate content that promotes understanding, affirmation and respect for people from diverse backgrounds. The content emphasizes the interlocking and complex nature of culture and personal identity. It ensures that social services meet the needs of groups served and are culturally relevant. Programs educate student to recognize diversity within and between groups that may influence assessment, intervention, and research. Students learn how to define, design, and implement strategies for effective practice with persons from diverse backgroundsPopulations at risk & Social and Economic Justice:Social work programs integrate content on populations at risk, examining factors that contribute to and constitute being at risk. The program educate student to identify how group membership influences access to resources, and present content on the dynamics of such risk factors and responsive and productive strategies to redress them. Social work programs integrate social and economic justice content grounded in and understanding of distributive justice, human and civil rights, and the global interconnectedness of oppression. Content related to implementing strategies to combat discrimination, oppression, and economic deprivation and to promote social and economic justice is infuse throughout courses within the program. Programs prepare students to advocate for non- discriminatory social and economic systems Values & Ethics:Social work education programs integrate content about values and principles of ethical decision making as presented in the NASW Code of Ethics. The educational experience provides students with the opportunity to be aware of personal values, develop, demonstrate, and promote the values of the profession; and analyze ethical dilemmas and the ways in which these affect practice, services, and clientsGroup II: will present Session VII Human Behavior and the Social Environment Social work education programs provide content on the reciprocal relationships between human behavior and social environments. Content include empirically base theories and knowledge that focus on the interactions between and among individuals, groups, societies, and economic systems. It includes theories and knowledge of biological , sociological, cultural psychological, and spiritual development across the life span; the range of social systems in which people live individual, family, group, organizational, and community; and the ways social systems promote or deter people in maintaining or achieving health and well-being.Group III: will present Session IX on Social Work Policy and ServicesPrograms provide content about the history of social work, the history and current structures of social welfare services, and the role of policy in service delivery, social work practice, and attainment of individuals and social well-being. Course content provides students with knowledge and skills to understand major polices that form the foundation of social welfare; analyze organizational, local , state, national, and international issues in social welfare policy and social service delivery; analyze and apply the results of policy research relevant to social service delivery; and understand and demonstrate policy practice skills in regard to economic, politically, and organizational systems, and use them to influence, formulate, and advocate for policy consistent with social work values; and identify financial organizational administrative, and planning processes required to deliver social servicesGroup IV: will present Session XI on Research & Evidence Based Practice Qualitative and quantitative research content provides understanding of a scientific analytic and ethical approach to building knowledge for practice. The content prepares student to develop, use, and effectively communicate empirically based knowledge including evidence-based interventions. Research knowledge is used by students to provide high-quality services; to initiate change; to improve practice, policy and social service delivery; and to evaluate their own practice. Assignment 4 Reflection papers Due as indicated in the course outline = 12 points: A Reflective Paper is a piece of writing that involves your thoughts, views and feelings about a particular subject. The goal is to not only discuss what you learned from a reading but to convey the personal experiences and feelings that result. The significance of writing a reflective paper is that you have a chance to reveal and talk about your personal insight on a topic. A reflective essay is used as a self-assessment measure of sorts; it allows you to address what you have gained from a particular experience.A reflective essay concentrates on your ideas and reflections about a topic; however, you want to show why the points you are making are valid. To do so, any information that led to your conclusions should be included in the paper as a reference.A good reflective essay includes an insightful interpretation of the matter at hand. The feelings and experiences that you write about in the essay should be based on your own perception and demonstrate why your thinking might be significant on a larger scale. The essay should communicate both the importance of the topic as well as your consideration of it. There is no definite structural design or certain format and/or guidelines to which you should adhere. In general, the opening paragraph should be engaging and leave the reader eager to study the rest. The body should reveal your ideas about and experiences with the subject. In the conclusion, discuss the impact on you as well as the probable impact that it may have on others. The conclusion sums up what you gained from the experience. You might consider including what your conclusions are in relation to your expectations of the subject matter before you read or viewed something about the subject.As in any other paper or essay, strive for cohesiveness; for example, refer to the specific passage or quote the material that drew this feeling, reflection or analysis from you and why. Do not simply summarize what you have read or viewed; a reflection is not a summary. It is also recommended to not use a reflection paper as a free flow of ideas and thoughts. Again, the idea of a reflective paper is to write a description of your reaction and analysis. Comment on the relevance of what you have read or viewed and its application to practice. It is more formal than a journal entry—so steer clear of informal language and form. There are 6 reflection papers due in this course. Each paper will have a point value of 5.You will write a 1-2 page paper in which you discuss the major ideas of the reading and your assessment of the information and come prepared to discuss your assessment in class.Grading Scale120-115 A114-99 A-98-93 B+92-87 B86-81 B-80-75 C+74-69 C68-63 C-62-57 D+56-51 DVII. COURSE OUTLINEsessionSessionAssignment1Jan.9Introduction to Seminar; Overview of assignments2Jan.16Discussion will focus on various intelligences, including emotional intelligence, psychological type, and preferred learning styles and preferences. The overall goal of this session is to help students become active, self-directed and collaborative learners.For Session 2: Exploring your Learning Style. Read : Cournoyer, B. & Stanley M. (2002). Exploring your learning self,(pp. 14-26).Assignment: Complete and bring to class all exercises except Collaborative Group Learning and Portfolio Exercise. These will be done in class. Appendix 3 Complete a short reflection regarding your learning style3Jan. 23Prior Learning Recognition, Assessment, and IntegrationIn this unit we focus on the generalist framework, ecological perspective, strength-oriented, empowerment based practice and values and ethics. The students will be documenting their knowledge base, content areas, learning needs and information technology and the utilization of the personal computer.:What is your knowledge base?What is your competence level?What are your social work learning needs?How will you utilize technology in your practice?For Session 3: Readings:Cournoyer, B. & Stanley M. (2002). Determining your Social Work Learning Needs, (pp. 27-37) Code of Ethics of the National Association for Social Workers approved by the 1996 NASW Delegate Assembly and revised by the 1999NASW Delegate Assembly Assignment: Complete Appendix 4, write a reflection of your findings based on the self-Assessment of Social Work Knowledge Survey style 4Jan.30Faculty Lecture For Session 4 Readings:Case Study 8-6 “Empowering Adolescent Girls in Foster Care: A Short-Term Group “The Case of Trent”, pp 3-5 and “Personal Growth and Self-Esteem through Cultural Spiritualism: A Native American Experience”, pp. 73-79Web site: NASW Page on Diversity and Equity at Study 1-2 “Using the ecological model in Generalist Practice: Life transitions in late adulthood”, pp.10-14.Prepare a reflection paper on the above readings. Due session 45Feb 6Group I presentation NOTE: DRAFT 1 OF MAJOR PAPER DUE 6Feb. 1317 Faculty Lecture (HBSE)Debate 15 “Can HBSE classes discuss socially sensitive topics without being labeled ‘politically incorrect’?” pp 214-227Debate 17 “Should HBSE favor social environment theories over theories of individual behavior”, pp 242-254Debate 20 “should HBSE Teach Student to Do anything?” pp.286-297Reflection Due on above readings7Feb. 20Group II Presentation Human Behavior and the Social EnvironmentDRAFT 2 OF MAJOR PAPERDUE 8Feb. 27Faculty Lecture (PolicyIntegrating social welfare policy and social work practice Chapter 8Case 29 “From Case to Cause: My name is Jess Overton”, pp 204-210.Prepare a reflection paper on the above readings9March 6Group III PresentationSocial Welfare Policy and Services In this unit the focus is on how you conceptualize your role in carrying out policy, related functions, including promoting social and economic justice, as you pursue a career in social work. DRAFT 3 OF MAJOR PAPER DUE Spring Break March 11-March 1610 Mar.20Faculty LectureSocial Work Practice and Research: Consolidating Gains from the field experienceIt is time to assess, sort out, pull together clarify/formulate your own practice framework as you apply/applied it in your field experience. It is also time to assess how you utilize research knowledge in your practice. You will need to reflect on your field experiences, readings, and case studies involving micro, mezzo and macro practice as well as research. PORTFOLIO DUE Reading:Evaluating practice: guidelines for the accountable professional. “Prologue”Case 12 “In the Best Interest of the child”Case 15 “Sally’s Saga”Case 18 “No mad dog looks: Group work and mediating differences”Case 26 “Generalist Practice at the Organizational level: Participation, Partnership and ProcessCase 2 “The Case of Trent Revisited: A single subject research design.”Prepare a reflection paper on the above readings.11March 27Group IV Presents on social work research12April 3Wrap-up: student discuss seminar experience and readiness for generalist practiceFINAL PAPER DUE SESSION 1213April 10Student Evaluation of TeachingACAT administration Any other survey14April 17Ending PhaseAll students must attend this class.Non-attendance will result in a 5 point deduction from overall grade.Note: Syllabus subject to change based on needs of the classCOURSE RUBRICSRUBRICMAJOR PAPERStudent name: ___________________________________________Basis for GradePoints AvailablePoints earnedOrganization of the paperIs the paper or presentation organized and written in a logical manner?Has the paper been proofread for spelling, punctuation and word choice?Completeness and thoroughness:Has the student presented issues in such a way that readers unfamiliar with the issues can understand it as well as someone who is knowledgeable about the issues? Are the important issues addressed? Originality and Creativity: Has the student used his or her analytical skills to present the content areas in a manner that indicates more than just a restatement of what others have said about the issues?Has the student demonstrated an understanding of the content areas (answers questions, makes connections, explains in own words)?Are the student’s conclusions and recommendations well developed and supported?6Use of APA styleHas APA format been applied appropriately4Psycho-social assessmentInclude explanation of at-risk group membership; ethical dilemmas5Policy impact on ClientInclude both positive and negative impact; discuss any ethical dilemmas that you encounter as it relates to policy 5Theoretical FrameworkDiscuss theories utilized in assessment5Treatment Plan/InterventionInclude empirical basis of intervention5Evaluation of PracticeInclude empirical research to demonstrate effectiveness; discus dilemmas related to service delivery.5Total35/35NOTE: Structure of the paper, spelling, and grammar will be taken into account.Structure – 5; spelling -1 for each misspelled word; grammar -1 for each errorPresentation Rubric SW 4997 Integrative Seminar (Peer evaluation)Name_________________________________________________ Date_______GroupTopicBasis for GradePoints AvailablePoints EarnedCommentsAudible in all parts of the classroom (good volume)1Presents information in a logical manner (verbal organization)1Maintains “professionalism” good posture, no fidgeting, not reading from notes, uses clear , organized language, expresses ideas fluently, visual supplements3Demonstrates knowledge and understanding of the topic, accuracy, thoroughness8Answers questions, makes connections, explain in own words4Encourages class participation1Provides handouts1Identify something new you learned from the information presented1Total20/20Additional commentsEvaluator Signature: ________________________________________________________________Presentation Rubric SW 4997 Integrative Seminar: Final Score SheetName_________________________________________________ Date_______GroupTopicBasis for GradePoints AvailablePoints earned/class evaluationFaculty evaluationFinal points earnedStyleAudible in all part of the classroom (good volumePresents information in a logical manner (verbal organizationRemains on topicMaintains “professionalism” – good posture, no fidgeting, not reading from notesContentDemonstrates knowledge of topic, accuracy, thoroughnessEngagementDemonstrates understanding (answers questions, makes connections, explain in own wordsEncourages class participation Provides handoutsIdentify something new you learned from the information presentedtotal20Portfolio Rubric StudentAssessmentPoints availablePoints achievedPicture on cover Cover PageSubmission letterTable of contentsIntroduction 5Resume1Personal statement7Learning products/ assessments15CompetenciesAppendixesLetters of references (3)Personal Learning over next 5 yearsLicensesTranscriptsCourse syllabi7Overall structure SpellinggrammarTotal35 /35Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error. Bibliography*Appleby, G.A., Colon, E. & Hamiliton, J. (2002). Diversity, oppression and social functioning: person-in-environment assessment and intervention. Needham Heights, MA: Allyn and Bacon.Ashford, J., Lecroy, C., & Lortie, K. (2001). Human behavior in the social environment: A multidimentsional perspective. (2nd edition). Belmont CA: Brooks /Cole.Barret, B. & Logan, C. (2002). Counseling gay men and lesbians. Pacific Groves, CA: Brooks /Cole*Bloom, M., & Klein, W.C. eds. (1997). Controversial Issues in human behavior and the social environment. Needham Heights, MA: Allyn and Bacon. *Bloom, M., Fischer, J., & Orme, J. (2003). Evaluating Practice: Guidelines for the accountable professional. Boston, MA: Allyn and Bacon.Brueggemann, W. (2002). The Practice of Macro Social Work Belmont CA: Brooks/Cole.Carter, B. & McGoldrick, M. eds. (1999). The expanded family life cycle: individual, family, and social perspectives. (3rd ed.). Needham Heights, MA: Allyn and Bacon.Cournoyer, B. R. & Stanley, M. J. (2002). The social work portfolio: planning, assessing, and documenting lifelong learning in a dynamic profession. Pacific Grove, CA: Brooks/Cole.DeBord, K., Canu, R.F., & Kerpelman, J. (2002). Understanding a work-family fit for single parents moving from welfare to work. Social Work, 45, 313-324.*Dolgoff, R. & Feldstein (2000). Understanding social welfare. (3rd ed.). Needham Heights, MA: Allyn and Bacon.Hepworth, D., Rooney R. & Larson, J. (2004) Direct Social Work Practice: Theory and Skills (6th edition). Pacific Grove CA: Brooks/Cole.Germain, C. & and Gitterman, A. (1996). The life model of social work practice. (2nd ed.). Columbia University Press.*Gilbert, N. & Terrell,P. (1998). Dimensions of social welfare policy. (4th ed.). Needham Heights, MA: Allyn and Bacon.Kilpatrick, A.C. & Holland, T.P. (1999). Working with families: an integrative model by level of need. (2nd ed.). Needham Heights, MA: Allyn and Bacon.Kirst-Ashman, K & Hull, G. (2004). Understanding Generalist Practice (3rd edition).Chicago IL: Nelson Hall Publishers.Kirst-Ashman, K & Hull, G. (2004). Generalist Practice with Organizations and Communities. Chicago IL: Nelson Hall Publishers.*Lecroy, C.W. (1999). Case studies in social work practice. (2nd ed.). Pacific Grove, CA: Brooks/Cole.Lowenberg, F.M., Dolgoff, R., & Harrington, D. (2002). Ethical decisions for social work practice. (6th ed.). Itasca, ILL: F.E. Peacock Publishers. Marlow, C. (2001). Research Methods for Generalist Social Work. (3rd ed.). Belmont CA: Brooks/Cole.*McInnis-Dittrich, K, Integrating social welfare policy and social work practice: an empowering approach. (3rd ed.). Belmont, CA: Wadsworth.Miley, K.K., O’Melia, M. & DuBois, B. (2002). Generalist social work practice: an empowering approach, (3rd ed.). Needham Heights, MA: Allyn and Bacon.National Assosciation of Social Workers. (2002). Social work speaks: NASW policy statements (5th ed.). Washington, DC: NASW ting, F., Kettner, P., & McMurtry S. (2004). Social Work Macro Practice (3rd edition). Boston MA: Allyn and Bacon.Patterson, D.A. (2002). Personal computer applications in the social services. Needham Heights, MA: Allyn and Bacon.Payne, Malcolm, (1997). Modern Social Work Theory: A critical introduction Chicago,IL: Lyceum Books, Inc.*Rivas, R.F. & Hull, G.H. (2002). Case studies in generalist practice. (2nd ed.). Belmont, CA: Wadsworth.Royce, D. (1999). Research Methods in Social Work (3rd edition). United States, Wadsworth .Sheafor, B.W., & Horejsi, C.R. (2003). Techniques and guidelines for social work practice. (6th ed.). Needham Heights, MA: Allyn and Bacon.Toseland, R.W., & Rivas, R.F. (1998). An introduction to group work practice. (3rd ed.). Needham Heights, MA: Allyn and Bacon.Tripodi, T. (1994). A primer on Single-Subject Design for clinical social workers. Washington D.C. NASW Press.Unrau, Y., Krysik, J., & Grinnell, R. (2001). Social Work Research and Evaluation: Quantitative and Qualitative approaches. (6th edition). United States: Peacock.Weinbach, R. & Grinnell, R. (2004). Statistics for Social Workers (6th edition) .Needham Heights, MA: Allyn and Bacon.Web SitesCode of Ethics of the National Association for Social Workers (approved by the 1996 NASW Delegate Assembly and revised by the 1999 NASW Delegate Assembly) Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs at Work Café at New Social Worker’s online Career Center at * Coursepak Readings. ................
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