Southeast Missouri State University



Southeast Missouri State UniversityDepartment of Social WorkCourse No. SW 110Title: Introduction to Social WorkSemester:Instructor:E-mail:Office:Office Hours:Phone:Catalog Description and Credit Hours of Course:Provides a survey of the social work profession and its central ideas, values, methods and practice settings. A brief history of social work will be presented, with emphasis on the effects of social forces in shaping the profession. Looks at needs of clients including minorities, older persons, women, and substance abusers. 3 credit hours.Prerequisites: NoneCourse Purpose and Objectives:The purpose of this course is to stimulate interest, provide a general overview, and help students clarify their compatibility with the social work profession. The scope of topics includes the history of the profession, values and ethics, diversity, social and economic justice, and the importance of social welfare policy. The course also provides an initial foundation for the development of the core competencies of the profession. Generalist practice, the person in the environment perspective and levels of practice are examined. Fields of practice, common social work settings and current changing contexts and issues are also explored with emphasis on the rural social work context.Upon completion of this course, students will be able to:Assess the compatibility of social work values and ethics with the student’s personal values.Understand social work generalist practice including social work roles, levels of practice, fields of practice, practice settings, and the person and environment perspective, with emphasis on the rural contextAppreciate how social workers draw on multiple sources of knowledge and respond to changing contexts, in order to provide relevant services.Appreciate diversity and the importance of difference in shaping life experiences, including awareness of personal biases that may affect work with diverse groups.Understand the forms and mechanisms of oppression and discrimination related to sex, sexual orientation, gender, gender identity and expression, immigration status, political ideology, age, race, color, culture, ethnicity, religion, disabilities, class and rural status.Describe the historical role of social work, especially in regard to advocacy for policies that advance social well being.Identify and differentiate professional social work research articles from that of popular, non-referred literature. Understand contemporary social issues and the current structures of social welfare policies and services Expectation of Students:Americans With Disabilities Act:If you have special needs as addressed by the Americans with Disabilities Act and need any course materials provided in an alternative format, please notify the instructor as soon as possible. Reasonable efforts will be made to accommodate your needs. Students with disabilities seeking academic accommodation must also register with the Learning Assistance Programs and Disability Support Services Office in the University Center, Room 302, 651-2273. The office will then assist in planning for any necessary accommodations.Scholastic Dishonesty: (Found in student handbook)Academic honesty is one of the most important qualities influencing the character and vitality of an educational institution. Academic misconduct or dishonesty is inconsistent with membership in an academic community and cannot be accepted. Violations of academic honesty represent a serious breach of discipline and may be considered grounds for disciplinary action, including dismissal from the University.PlagiarismIn speaking or writing, plagiarism is the act of passing someone else's work off as one's own. In addition, plagiarism is defined as using the essential style and manner of expression of a source as if it were one's own. If there is any doubt, the student should consult his/her instructor or any manual of term paper or report writing. Violations of academic honesty include:Presenting the exact words of a source without quotation marks;Using another student's computer source code or algorithm or copying a laboratory report; orPresenting information, judgments, ideas, or facts summarized from a source without giving credit.CheatingCheating includes using or relying on the work of someone else in an inappropriate manner. It includes, but is not limited to, those activities where a student:Obtains or attempts to obtain unauthorized knowledge of an examination's contents prior to the time of that examination;Copies another student's work or intentionally allows others to copy assignments, examinations, source codes, or designs;Works in a group when she/he has been told to work individually;Uses unauthorized reference material during an examination; orHas someone else take an examination or takes the examination for another.Cell Phones, Other Electronics, and Disruptive Behavior Policy:Cell phones, pagers, IPods, and other similar devices are prohibited. They must remain off or muted during the entire class period. Furthermore, these devices are not permitted to be visible during examinations. Any student using or having visible access to these types of devices during examinations will be immediately removed from the classroom, their exam confiscated, and will receive a zero for the examination. There are no exceptions to this policy.Check with the instructor for permission to use recording devices and laptop computers during classroom lectures.IncivilityCivility in the classroom and respect for the opinions of others is critical in class. You may not agree with everything which is said or discussed in the classroom, yet courteous behavior and responses are expected. To optimize teaching and learning, all of us share a responsibility in creating a civil and non-disruptive atmosphere. You are expected to conduct yourselves at all times in this classroom in a manner that does not disrupt teaching or learning. Examples of Incivility include: arriving late to classnoisily packing up earlyleaving earlytalking to others during lecture or while someone else is speakingcoming to class unpreparedrepeating questionseating in classacting bored or apatheticgroaning disapprovinglymaking sarcastic remarks or gesturessleeping in classinattentionnot answering a direct questionusing a computer class for non-class purposesletting cell phones and pagers go offcutting class habituallydominating discussiondemanding make-up exams, extensions, grade changes, or other special favorsworking on homework for another classtaunting or belittling other studentschallenging the instructor’s knowledge or credibilitymaking harassing, hostile, or vulgar comments to the instructor in or out of classsending the instructor inappropriate emailsmaking threats of physical harm to the instructorDisruptive BehaviorEvery student at Southeast is obligated at all times to assume responsibility for his/her actions, to respect constituted authority, to be truthful, and to respect the rights of others, as well as to respect private and public property. Disruptive behavior includes, but is not limited to, name calling, intimidation, verbal aggressiveness, physical aggressiveness, etc… Incivility and disruptive behavior in violation of the University’s Code of Student Conduct will be dealt with according to University Policy.Failure to hand in a portfolio assignment will result in an incomplete for the finalgrade.Students are expected to attend all class sessions.Students are expected to contribute to class discussions through the assigned readings and through their own personal experiences.Assignments are expected at the beginning of class on the assigned due date.Course Outline:Unit A: Profession of Social Work and the Social Welfare System(12 hours)History of the profession and social welfare systemConcepts and theories central to social workProfessional values and ethics and fit of personal valuesSocial welfare programs and the values associated with themUnit B: Social Work Practice with Diverse Populations(6 hours) Social Justice and Civil Rights(4 hours) Poverty and Economic Disparity (emphasis rural context)(4 hours)Social construction of differencesCultural competencySocial work mandate for justiceExplanations for social injustice and social work role for overcomingDefinition, causes, and costs of povertyRole of social work in poverty and economic disparityUnit C: Modes of Intervention (emphasis rural environment)(3 hours)Micro level practice – work with individualsMezzo level practice – work with families and groupsMacro level practice – work with communitiesUnit D: Client populations, contexts, and social welfare policy(16 hours)Child Welfare and Family ServicesGerontologyHealth CareMental HealthSchoolsCriminal JusticeWorkplaceSubstance AbuseTextbook:Segal, E.A., Gerdes, K.E., & Steiner, S. (2010). An introduction to the profession of social work: Becoming a change agent. (3rd ed.). Belmont, CA: Brooks/Cole.Basis for Student Evaluation:N/A (Standardized Assignment for Assessment of Competencies)ExaminationsAbstracts Written assignments and/or group presentationsParticipationSocial Work Department Writing StandardsDocumentation:In general, all written work should follow APA guidelines (the most recent revision).All citations should follow APA format in the body of the text.All papers with citations should include a "reference list" in APA format at the end. The basic APA format is essential for referencing books, articles, and all other material. This is the case no matter how the material was located or accessed. The student should refer to APA standards under the Writing Center's web page for additional APA guidelines (See: ).In addition to always documenting direct quotations, general references to ideas, summarized texts, and quotes from lectures must also be documented using APA standards. In short, any idea, in any form, that is taken from someone else must be documented. Deviations from this standard will be regarded as plagiarism. Plagiarism may result in disciplinary action in accordance with university and departmental standards.Running headers and abstracts are unnecessary for student work unless required by the specific professor.Grammar:Papers should be completely free of spelling mistakes and grammatical errors including sentence fragments, run-on sentences, subject/verb agreement problems, verb/object agreement problems, missing articles, vague pronoun references, improper or missing punctuation, and so anization:All written work should be organized into clear, logical sections. Subheadings are encouraged in every paper. Within the sections, ideas should be organized into clear paragraphs. An individual paragraph should be about one idea (generally stated close to the beginning). Subsequent sentences within the paragraph should all be related to that idea. Paragraphs should typically end with a conclusion or summary sentence related to the original idea and/or a transitional sentence introducing the subject of the next paragraph in the text. Students should avoid overly long or very short paragraphs.Flow of thought:Sentences should be organized so that they sustain a consistent flow of thought. Sentences within paragraphs should flow into each other in a way that makes sense and enhances readability.Economy of language:In general, students should strive to write with a minimum of words. Consider combining short sentences in ways that enhance readability and use less space. (At the same time, however, avoid overly long and complex sentences.) Consider dropping whole sentences that may be redundant or unnecessary. Consider word choice very carefully and work toward building a stronger vocabulary.Individual professors may have requirements in addition to those specified here.Bibliography:Allen-Meares, P. (2007). Social work services in schools. (5th ed.). Boston, MA: Allyn and Bacon, Inc.Appleby, G.A. (2001). Framework for practice with diverse and oppressed clients. In Appleby, G.A., Colon, E., & Hamilton, J. (eds.), Diversity, oppression, and social functioning. Boston, MA: Allyn & Bacon.Axinn, J., & Stern, M. (2004). Social welfare: A history of the American response to need. (6th ed.). Boston, MA: Allyn & Bacon.Bartle, E.E., Couchonnal, G., Canda, E.R., & Staker, M.D. (2002). Empowerment as a dynamically developing concept for practice: Lessons learned from organizational ethnography. Social Work, 47(1), 32-44.Bentley, K.J. (2001). Social work practice in mental health: Contemporary roles, tasks, and techniques. Belmont, CA: Wadsworth Publishing.Bergeron, L.R. & Gray, B. (2003). Ethical dilemmas of reporting suspected elder abuse. Social Work, 48(1), 96-106.Biestek, F.P.(reprinted 1994). An analysis of the casework relationship. Families in Society, 75(1), 630-4.Biggerstaff, M.A., Morris, P.M., & Nichols-Casebolt, A. (2002). Living on the edge: Examination of people attending food pantries and soup kitchens. Social Work, 47(3), 267-278.Carter, C.S. (2002). Perinatal care for women who are addicted: Implications for empowerment. Health and Social Work, 27(3), 166-175.Coe, J. & Menon, G.M. (Eds). (2000). Computers and information technology in social work. Binghamton, NY: Haworth Press, Inc.Corrigan, P.W. (ed.). (2005). On the stigma of mental illness. New York, NY: Guilford Press.Cox, E.O., Green, K.E., Hobart, K., & Jang, S.L. (2007). Strengthening the late-life care process: Effects of two forms of a care-receiver efficacy intervention. Gerontologist, 47(3), 388-397.Crosson-Tower, C. (2007). Understanding child abuse and neglect. (4th ed.). Boston, MA: Pearson Education.Daley, M.C. (2005). Race, managed care, and the quality of substance abuse treatment. Administration and Policy in Mental Health, 32 (4), 457-476.DeNavas-Walt, C., Proctor, B.D., & Smith, J. (2007). Income, poverty, and health insurance coverage in the United State: 2006. Current Population Reports, P60-233. Washington, D.C.: U.S. Census Bureau.Dubble, C. (2006). A policy perspective on elder justice through APS and law enforcement collaboration. Journal of Gerontological Social Work, 46 (3/4), 35-55.Ebenstein, H. (2007). Caregiver support groups: Finding common ground. Social Work with Groups, 29(2/3), 243-258.Everett, J.E., Homstead, K., & Drisko, J. (2007). Frontline worker perceptions of the empowerment process in community-based agencies. Social Work, 52(2), 161-170.Farley, O.W.; Boyle, S.W.; Smith, L.L.; & Skidmore, R.A. (2002). Introduction to social work (9th Ed). Boston, MA: Pearson Education.Federal Bureau of Investigation. (2006). The uniform crime report. Washington, DC: Author.Floersch, J. (2001). Meds, money and manners: Case management of severe mental illness. New York, NY: Columbia University Press.Geffner, R.; Jaffe, P.G.; Sudermann, M. (Eds.). (2000). Children exposed to domestic violence. Binghamton, NY: Haworth Press, Inc.Glaze, L.E., & James, D.J. (2006, September). Mental health problems of prison and jail inmates. Washington DC: U.S. Department of Justice, Office of Justice Programs, Bureau of Justice Statistics: Washington, DC.Greene, R.R. (2000). Social work with the aged and their families (Rev. Ed). New York, NY: Aldine de Gruyter Pub.Hepworth, D., Rooney, R., Rooney, G.D., Strom-Gottfried, K., & Larsen, J. (2006). Direct social work practice: Theory and skills (6th ed.). Belmont, CA: Brooks/Cole.Jansson, B.S. (2009). The reluctant welfare state (6th ed.). Belmont, CA: Brooks/Cole.Kaye, L.W. (2005). Perspectives on productive aging: Social work with the new aged. Washington, DC: NASW Press.Luke, K.P. (2002). Mitigating the ill effects of maternal incarceration on women in prison and their children. Child Welfare, 81(6), 929-949.Mather, J., Lager, P. & Harris, N.J. (2007). Child Welfare: Policies and best practices. (2nd ed.). Belmont, CA: Brooks/Cole.Meinert, R.G., Pardeck, J.T., & Kreuger, L. (Eds.). (2000). Social work: Seeking relevancy in the twenty-first century. Binghamton, NY: Haworth Press, Inc.Mesbur, E.S. & Lang, N.C. (2003). Social work with groups: Social justice through personal, community, and social change. Binghamton, NY: Haworth Press, Inc.Mishel, L., Bernstein, J., & Allegretto, S. (2007). The state of working America 2006-2007. Ithaca, NY: Economic Policy Institute, Cornell University Press. 6.Morales, A.T. & Sheafor, B.W. (2001). The many faces of social work clients. Boston, MA: Pearson Education.Morales, A.T. & Sheafor, B.W. (2000). Social work: A profession of many faces (9th ed.). Boston: Pearson Education.Munn, J.C., & Zimmerman, S. (2006). A good death for residents of long-term care: family members speak. Journal of Social Work in the End of Life and Palliative Care, 2(3), 45-59.National Association of Social Workers. (2008). National Association of Social Workers code of ethics. Washington, D.C.: Author.O’Hagan, K. (2001). Cultural competence in the caring professions. London, UK: Kingsley, Jessica Publishers.Parker, M.G., & Thorslund, M. (2007). Health trends in the elderly population: Getting better and getting worse. Gerontologist, 47(2), 150-158.Rapp, C.A., & Goscha, R.J. (2006). The strengths model: Case management with people with psychiatric disabilities (2nd ed.). New York, NY: Oxford University Press.Roberts, D. (2001). Shattered bonds: The color of child welfare. New York: Basic/Civitas Books.Rose, S.R. & Fatout, M.F. (2002). Social work with children and adolescents. Boston, MA: Pearson Education.Schneider, R.L.; Kropf, N.P.; & Kisor, A.J. (2000). Gerontological social work: Knowledge, service settings and special presentations. (2nd ed.). Belmont, CA: Wadsworth Pub.Schneider, R.L.; & Lester, L. (2001). Social work advocacy: A new framework for action. Belmont, CA: Wadsworth Pub.Smedley, A., & Smedley, B.D. (2005). Race as biology is fiction, racism as social problem is real. American Psychologist, 60(1), 16-26.Smedley, S.B., Stith, A.Y., & Nelson, A.R. (eds.). (2002). Unequal treatment: Confronting racial and ethnic disparities in health care. Washington, D.C.: Institute of Medicine.Sue, D.W. (2006). Multicultural social work practice. Hoboken, NJ: John Wiley.Trattner, W.I. (1999). From poor law to welfare state: A history of social welfare in America. (6th ed.). New York, NY: Free Press.Williams, B. (Ed). (2001). Reparation and victim-focused social work. London, UK: Kingsley, Jessica Pub. ................
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