SCHOOL OF SOCIAL WORK - Radford University



RADFORD UNIVERSITY

Waldron College of Health and Human Services

SOCIAL WORK 720: School Social Work

Summer 2008

Instructor: Elizabeth Arthur, M.S.W., L.C.S.W.

Class: School Social Work

Phone: Office: appts scheduled as needed

E-mail: elizabeth.arthur@

Breeze web address:

Course Description

This course is an advanced social work elective which introduces students to the underlying philosophy of School Social Work. Current programs and policies which guide school social work are studied, along with the legislative imperatives that influence school social work. The context of school social work is studied including the place of schools in society, the expectations placed upon schools to educate and socialize children, and the changing nature of the school-community-society environment. Culture, class, race, ethnicity and gender are introduced as attributes that must be understood in the practice of school social work. Students are introduced to the special problems, demands and needs of children and youth in schools, and the roles school social workers play in relationship to children, families, community and other professionals within and external to the schools. Practice skills frequently used by school social workers are introduced.

This course places a strong emphasis on understanding the processes that perpetuate oppression and unequal access. This includes an unequal access to power and resources and examines the impact of institutional racism, sexism, homophobia/heterosexism, poverty, alienation, and other oppressive conditions play a role in shaping the lives of clients.

Educational Objectives

At the end of this course, students will be able to:

1. identify and analyze the place of schools in society, the socialization purpose of education and, the interactive roles and responsibilities among parents, children/youth, teachers, and the schools;

2. critically assess the current programs and policies at the state and federal levels;

3. evaluate and apply social work skills, including case management, advocacy, collaboration, resource acquisition, working with individuals and groups, and family engagement, through the practice of school social work;

4. critically assess the impact of diversity as it impacts not only the education of children and youth, but also the interaction with families;

5. examine the role of unequal power, systemic oppression, and the isms/ists on the provision of services, access to resources, and interpersonal interactions, and develop anti-opressive models of intervention;

6. assess the family, social, and community problems which impact children and youth, including poverty, family concerns and issues, and impairments as defined by law (emotionally impaired, mentally impaired, learning disabled, autistic, physically and otherwise health impaired, and speech and language impaired);

7. develop macro level skills including needs assessment, team building, and collaboration;

8. apply the skills and knowledge for working with teachers, superintendents, school boards, and community members in advocating for and further the understanding of children and youth.

Course & General Policies

Students with Disabilities: If you are seeking classroom accommodations under the Americans with Disabilities Act (ADA), you are required to register with the Disability Resource Office (DRO). The DRO is located in Room 32, Tyler Hall, telephone 540-831-6350. To receive academic accommodations for this class, please obtain the proper DRO forms and meet with me no later than the second week of the semester.

Honor Code: By accepting admission to Radford University, each student makes a commitment to understand, support, and abide by the university honor code without compromise or exception. Violations of the University Honor Code include (but are not limited to): lying, stealing and unauthorized possession of property, cheating, multiple submission, and plagiarism. Refer to the Student Handbook for more details.

In addition to the University Honor Code, students are expected to comply with the NASW Code of Ethics and the Waldron College Standards for Professional Practice. Failure to do so might negatively impact student grades and can result in dismissal from the program. Students are responsible for obtaining and reading the above-mentioned code and policy.

Weather Policy: Students should check with the University switchboard (831-5000) to see whether classes have been delayed or cancelled. If the University opens late you are still required to attend the remainder of a class that began before the university opened. (For example if your class is 9am--11am and the University opens at 10am, you must attend your class from 10am—11am.) In the case of inclement weather, I occasionally might reschedule a class even though the University is officially open. In this case I will email or phone you about this change.

Specific Expectations:

a. Attend all class sessions.

b. Complete readings and assignments prior to each class session and participate actively and thoughtfully in the discussion of the designated content.

c. Complete all course work by assigned dates. Exceptions will only be made for emergencies in which case the instructor must be notified prior to the due date. Late assignments will be graded down by at least one grade point.

d. Assignments are to be turned in via WebCT. Each assignment will be due by 11:59 p.m. of the assigned date. Papers received after 11:59 p.m. of the assigned date will be late and will be graded down one point for each day it is not turned in.

d. "I" (incomplete) course grades will be considered only in relation to emergency and hardship situations and a request for such a grade option must be discussed with the instructor prior to the final week of class. A time for completion of the incomplete work will be established.

e. Grading scale

100 to 90 A

89 to 80 B

79 to 70 C

60 to 60 D

Below 60 F

f. Evaluation criteria

• Critical thinking: Work that demonstrates the ability to evaluate and critique ideas.

• Conceptual ability: Work that demonstrates the ability to use theoretical concepts accurately, to think in logical sequence and to organize ideas into a conceptual whole.

• Communication and presentation: Work that demonstrates the ability to transmit ideas in a verbal or written form in an organized and grammatically correct (sentence, paragraph, spelling, etc.) structure.

• Research: Work that demonstrates that the subject matter has been adequately researched and correctly cited.

• Creativity: Work that suggests innovative approaches to the subject matter being discussed or presented.

• Application: Work that demonstrates relevance to practice.

Teaching Methods

The course is organized around interactive web based discussion, classroom and v-tel presentations and individual and group investigation of the issues.

Course Requirement and Assignments:

1. Reflection paper

Due: 5/21, 5/28, 6/11, 6/18, 6/25

The weekly written reflections will give you an opportunity to process your thoughts and feelings about the concepts presented in the readings and the weekly discussion topic. I am looking for your critical reaction to the issues discussed. Include your name and date on your document. The document is to be no longer than two (2) typed pages. Post the reflection to WebCT by 11:59 p.m. of the due date.

2. Legislative Assessment

Due: during 6/4/08 module

The Virginia General Assembly Education Committees, 2008, either passed, failed, vetoed, incorporated into other legislation or carried over to 2009 session numerous bills related to education. Please visit

(House) or (Senate). Investigate three (3) bills of interest to you. A one page paper on each bill is to be turned in stating the title of the bill, the number of the bill, a description of the bill, name of the person(s) sponsoring the bill, outcome of bill and your feeling towards the bill as it relates to education.

3. School Meeting Observation

Due: 7/9/08

Attend one official school meeting such as a School Board meeting or another district-wide meeting and write a 2-3 page observation of the meeting. Be sure to include:

• Purpose and focus of the meeting

• Who attended the meeting?

• What did the structure of the seating arrangement communicate to you?

• What procedures were used?

• How was the power distributed?

• Was the meeting effective? If not, how could it have been more effective?

• How would you approach this group if you needed this group to approve a new program? What ethical dilemma’s would you predict could occur for a school social worker?

• What did you learn about schools, school systems, policy, politics, decision making and school social work by attending this meeting?

• How are issues of diversity and cultural competence addressed?

4. Case Study Assessment

Due: 7/16/08

As school social workers, we must be able to write succinct social history’s. In this assignment, you will review several social history formats. You will pick one format and conduct an in-depth interveiw with the parent(s) of a school-aged child. Based on the information obtained in the interview, a case study assessment will be completed. Each paper MUST follow the format listed below with the following suheadings clearly labeled.

I. Identifying information and reason for referral

II. Development History (including physical health)

III. School History

IV. Cultural Background, Family History, and Current Issues of concern related to academics

V. Student’s current level of functioning

VI. Summary and Recommendations

1. the summary portion must include a clinical assessment of the problem

i. clinical assessment means Axis 1-5 diagnosis

2. the recommendation portion will include an intervention plan and an evaluation of the impact of your assessment on the child’s behavior/challenges in the educational setting.

On a separate page, please answer the following questions:

1. What was this experience like for you? For the parent?

2. What did you learn from this experience?

3. What would you do differently next time?

4. What were your strengths and your weaknesses in:

a. Conducting the interview

b. Writing up the results of your interview

5. Position Paper and Presentation

Due: 7/23/08

This is a position paper. While learning about a particular topic, you are taking a position on the topic. Your presentation will allow you to present the information about the topic and present your opinion about the topic.

The paper will include an introduction to the topic, current research which may include best practices for the topic, ethical considerations when working with the identified population/topic, and your position of support or opposition for the topic. The paper must be typed, double spaced 8-10 pages with at least ten references. References are to be cited using APA format.

Suggested Topics:

• Educational Law

• Special Education

• Substance abuse

• School safety

• Working with GLBT youth

• The role of the School Social Worker

• Student attendance

• Sudent achievement

• Cultural diversity within schools

• Parental involvement

• Transition

• Inter-agency relationships

• Poverty

6. Ethical Dilemmas

During each class, ethical dilemmas will be presented and discussed. Your participation in the disucssion will center around the NASW Code of Ethics and Standards for Practice.

Weighting of Grades

Your final grades will be computed based on these weights for the following assignments:

Assignment Points Due

1. Participation in discussion 10 pts Weekly

2. Weekly Reflection 10 pts 5/21, 5/28, 6/11, 6/18, 6/25

3. School Meeting Observation 20 pts. 7/9/08

4. Case Study Assessment 15 pts. 7/16/08

5. Legislative Assessment 10 pts. 6/4/08

6. Position Paper and Presentation 25 pts. 7/23/08

7. Ethical Dilemmas 10 pts. Weekly

Total 100 pts.

Required Text(s):

Constable, R., Massat, C., McDonald, S., & Flynn, J. P. (2006). School social work: Practice, policy, and research perspectives (6th ed.). Chicago, IL: Lyceum.

NASW Code of Ethics available at

NASW Standards for School Social Work Services at

Additional resources you may find of interest:

Allen-Meares, Paula. (2004). Social Work Services in School. (4th ed.). Allyn & Bacon.

ISBN: 020538109X

Freeman, Edith. (1998). Multisystem Skills and Interventions in School Social Work Practice. NASW Press. ISBN: 0871012952

Freire, P. (1993). Pedagogy of the city. New York: Continuum.

Goetz, K. & Peck, S. (Eds.). (1994). The basics of family support: A guide for state planners (and others). Chicago, IL: Family Resource Coalition.

Hendrickson, J. M. & Omer, D. (1995). School-based comprehensive services: An example of interagency collaboration. In P. Adams, & K. Nelson. (1995). Reinventing human services: Community- and family-centered practice (pp. 145-162). New York: Aldine de Gruyter.

Jivanjee, P. (1999). Successful interventions with single-parent families. In C. L. Schmitz & S. S. Tebb (Eds.). Diversity in single-parent families: Working from strength(pp. 181-213). Chicago, IL: Lyceum Books.

Lewis, M. R. (1995). Linking schools with family and community-centered services. In P. Adams, & K. Nelson. (1995). Reinventing human services: Community- and family-centered practice (pp. 163-173). New York: Aldine de Gruyter.

Mash, Eric. (1997). Assessment of Childhood Disorders. (3rd ed.). The Guilford Press.

ISBN: 1572301945

Melaville, A. I. (1993). Together we can: A guide for crafting a profamily system of education and human services. Washington, DC: U.S. Government Printing Office.

Payne, R. (1996). A framework for understanding povery. Highlands, TX: aha! Process, Inc.

Pollack, W. S. (2000). Real boys’ voices (pp. 3-32). New York: Penguin Books.

Schmitz, C. L., Vazquez Jacobus, M., Stakeman, C., Valenzuela, G., Sprankel, J. (2003). Immigrant and refugee communities: Resiliency, trauma, and social work practice. Social Thought, 22 (2/3), 135-158.

Schorr, L. B. (1989). Within our reach: Breaking the cycle of disadvantage. New York: Doubleday.

Takaki, R. (1993). A different mirror: A history of multicultural America. Boston, MA: Little, Brown and Company. Takaki, R. (1993). A different mirror: A history of multicultural America (pp. 1-17). Boston, MA: Little, Brown and Company.

Taylor, R. (2003). Assessment of exceptional students: Educational and psychological procedures, 6th ed. Boston, MA: Allyn & Bacon,

Tebb, S. S. & Schmitz, C. L. (1999). Successful interventions with single-parent families. In C. L. Schmitz & S. S. Tebb (Eds.). Diversity in single-parent families: Working from strength(pp. 253-259). Chicago, IL: Lyceum Books.

Weaver, H. N. (2005). Explorations in cultural competence: Journeys to the four directions pp. 288-295). Belmont, CA: Brooks/Cole.

Course Outline

| | | | |

|Date |Class Focus |Readings |Assignments |

| | | | |

|May 14 |Introduction | |Who Showed Up? |

|RADFORD |Orientation to | | |

| |Breeze | | |

| | | | |

|May 21 |History of SSW |Constable |Reflection paper due |

|BREEZE |Role of SSW |Chapter 1-6 | |

| | | | |

|May 28 |SSW Professional |Constable |Reflection paper due |

|BREEZE |Standards & Ethics |Chapter 5,7,8 | |

| | |9-11, 13, 16, 29 |Please complete: |

| | | |Child Abuse and Neglect: Recognizing, Responding & Reporting for Educators at |

| | | |vcu.edu/vissta/training/va_teachers/ |

| | | | |

| | | |Review and print out: |

| | | |NASW Code of Ethics at |

| | | |NASW Standards for SSW at |

| | | | |

|June 4 |Educational |Constable |Legislative assessment due |

|WebCT module |Legislation & |Chapter 9-11, 13, 16, 29| |

| |Policies: | | |

| |Implications for | | |

| |SSW | | |

| | | | |

|June 11 |Current Trends & |Constable Chapter 26, |Reflection paper due |

|BREEZE |Special |33-35 | |

| |Populations: Part I| | |

| | | | |

|June 18 |Current Trends & |Constable |Reflection paper due |

|BREEZE |Special |Chapter 36 | |

| |Populations: Part | | |

| |II | | |

| | | |Reflection paper due |

|June 25 |Special Education |Constable Chapter 12 |For additional information review: |

|BREEZE | | |Virginia DOE special education page at: |

| | | |Procedural safeguards at: |

| | | | |

| | | |Parent guide to special educaiton at: |

| | | | |

| | | | |

|July 2 |HOLIDAY | | |

| | | | |

|July 9 |Assessment |Constable Chapter 15, |School meeting observation due |

|WebCT module |Intervention, & |17-24, 28 | |

| |Practice Models for| | |

| |SSW | | |

| | | | |

|July 16 |SSW and the | |Case study assessment due |

|BREEZE |Community | | |

| | | | |

|July 23 |Wrap-Up | |Position paper and presentation due |

|RADFORD | | | |

| | | |Who is Leaving? |

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