ࡱ>  LbjbjT~T~ D66PDgjj84-|z^")))   4666666$/Z#  ##Z))o ' ' '#|))4 '#4 ' 'Lt)P0 fB$^ 0re$eP$e@ 'v!|!   ZZ&@   ####e         j s: UNIVERSITY OF TEXAS AT EL PASO Bachelor of Social Work Program SOWK 3358 GENERALIST SOCIAL WORK PRACTICE II Instructor: Griselda Villalobos, PhD, LCSW Office/Phone: 915-747-7292 Term: Fall 2010 Office Hours: T 10:00-11:30; W 10:00-11:30am Meeting Times: MW 1:30 2:50 and by appointment Classroom: CHS 235 E-Mail: gvillalobos1@utep.edu Social Work Program Office: 747-5095 I. Course Description This is the second of three generalist practice courses designed to provide entry-level theory, knowledge, research, values, and skills for social work practice with groups. This course continues to build on the problem-solving model, intervention methods, and planning introduced in Social Work 3355. An ethno cultural perspective with particular focus on the El Paso/Juarez, urban/rural border region is emphasized. For Social Work Majors Only. Prerequisites: S0WK3320, SOWK 3341, and SOWK 3355. It is recommended that SOWK 4480 be taken concurrently with SOWK 3358. II. Course Objectives Knowledge: To understand how alternative paradigms can be used in the study of bio-psycho social-cultural development from a broad systems perspective and from the perspective of ethnic minorities, women, gay and lesbian individuals, and other oppressed, vulnerable and special needs populations. To understand the differences between competing theories of family and group intervention. To understand oppression and prejudice, and their impact on human development, individual identity, and societal well being. To understand individuals and their social context. To develop an understanding of family and group dynamics. To develop an understanding of various approaches to family and group intervention. To acquire knowledge related to various roles assumed by social workers in work with families and groups. To develop an understanding of the manner in which values, beliefs, and traditions may impact family and group work in ethnic minority communities. To develop an understanding of specialized knowledge related to intervention with client systems along the U.S./Mexico border. To learn the value and utility of using research data to support practice. Values: To recognize that the social work profession is built on the acknowledgment of human worth, human dignity, human diversity, and human potential. To develop a respect for human beings, for their uniqueness and for their individuality. To understand that many individuals are born and raised in culturally different families whose value systems may not be the same as the prevailing value system in a society. To acknowledge the effects of oppression of people and the consequences of oppression on individuals, families, groups, and communities. To develop a commitment to ethical reasoning and critical thinking that is grounded in critical self-reflection. To develop a commitment to social and economic justice and to the removal of barriers in society that prevent optimal social functioning. Skills: To demonstrate critical understanding of human growth and development from a broad person in environment perspective. To demonstrate ability to use theory and social science research for generalist social work practice. To discuss how power differentials in organizations, communities, and societies impact and influence how ethnic minorities, gays and lesbians, and other oppressed or vulnerable groups respond and react to social services. To demonstrate the ability to use scientific problem solving methods in application to work with families and groups. To demonstrate cultural competence for social work practice along the U.S./Mexico border. To demonstrate the ability to work in groups designed to increase effective intervention in problems identified by communities along the U.S./Mexico border. III. Required Texts and Readings Zastrow, C. (2009). Social Work with Groups: a Comprehensive Workbook. (7th ed.). Brooks/Cole. Delmont, CA. Course Outline August 23 Reading; Course Syllabus & Ch. ONE: Groups: Types and Stages of Development Objectives: Overview of class, familiarity with the expectations & learning objectives Familiarity with the history of group work and types of groups Familiarity with development and stages of group planning August 25 Reading; Ch. ONE Contd. .(Groups: Types and Stages of Development) Group Exercise A Page 25 Objectives: Become familiar with models of group development over time August 30 Reading: Ch. TWO: Social Group Work and Social Work Practice September 1 Objectives: Review of the Problem Solving Model from Generalist Practice Discussion of social work roles in groups Review of the Ecological model in the group context Due Sept. 1: Group Experience Journal 1 September 6 Labor Day September 8 Quiz 1 Ch. 1 & 2 Reading: Ch.THREE:Group Dynamics: Leadership Objectives: Gain familiarity with perspectives on leadership September 13 Reading: Ch.THREE:Group Dynamics: Leadership (Contd.) Due Sept 13 Proposal for your Group Work Observation Objectives: Gain familiarity with: Task and Maintenance Roles Power Bases in Groups Guidelines for forming and leading a group September 15 Reading: Ch.THREE:Group Dynamics: Leadership (Contd.) EXERCISE 3.6: THE POWER BASES IN THIS CLASS Objectives: Familiarity with Guidelines for forming and leading a group Experience in identifying power bases in groups September 20 Reading Ch.FOUR:Group Dynamics: Goals and Norms Objectives: Gain familiarity with: Establishing Group Goals How Norms Are Learned and Developed Problems of Conformity Due: Sept. 20 Group Experience Journal 2 September 22 Reading: Ch.FOUR:Contd.  HYPERLINK "http://instructors.coursesmart.com/9780495506423/chap04lev9sec41" \o "Exercise D: Identifying and Changing Group Norms" Exercise D: Identifying and Changing Group Norms, 115 Objectives: Identify and explore whether there are group norms that should be changed September 27 Reading: Ch.FIVE:Verbal and Nonverbal Communication Objectives Review of the communication process Communication Skills Familiarity with forms of Non-verbal communication Due Sept. 27 Group Experience Journal 3 September 29 Quiz 2 Ch. 3, 4 & 5 Objectives Exercise E: Active Listening, 152 Exercise F: Chairs, Stickpins, and Coat Hangers, 153 October 4 Reading: Ch.SEVEN:Working with Diverse Groups October6 Objectives: Raise awareness of perceptions of others Enhance ability to work with diverse groups Increase familiarity with diverse options in relation to group work  HYPERLINK "http://instructors.coursesmart.com/9780495506423/chap07lev9sec91" \o "Exercise A: Coming Out of the Closet" Exercise A: Coming Out of the Closet, 225 Due Oct 6 Group Experience Journal 4 October 11 Reading: Ch.SIX:Task Groups October 13 Objectives: Familiarity with the functions of task groups Guidelines for Leading Task Groups Problem-solving and barriers to problem-solving in task groups Techniques for Resolving Conflicts and Decision Making  HYPERLINK "http://instructors.coursesmart.com/9780495506423/186" \o "Exercise B: Brainstorming" Exercise B: Brainstorming, 186  HYPERLINK "http://instructors.coursesmart.com/9780495506423/190" \o "Exercise G: Resolving Conflicts" Exercise G: Resolving Conflicts, 190 Due Oct 13 Group Experience Journal 5 October 18 Quiz 3 Chapters 6, 7 October 20 Reading: Ch.ELEVEN:Educational Groups October 25 Objectives: Understand the functions of educational groups October 27 Examine use of educational groups to address stress and time management issues EXERCISE 11.6 MY HIGH VALUES GOALS AND TASKS November 1 Ch.EIGHT: Self-Help Groups November 3 Objectives: Understand: the utility of self-help groups Therapeutic principles on which self-help groups are based Reasons self-help groups are effective November 8 Reading: Ch.TWELVE:Treatment Groups, November 10 Objectives: Understand the purposes of treatment groups Consider the utility of treatment groups in generalist social work Familiarity with guidelines for starting, leading and ending therapy groups Examine the utility of treatment groups within the context of evidence based practice November 15 Reading: Ch.NINE:Social Work with Families (Dr. Lucas) November 17 Objectives: Familiarity with social work with families November 22 Review genograms and eco-maps as family assessment tools Familiarity with three approaches to family group work EXERCISE 9.3: A GENOGRAM OF MY FAMILY EXERCISE 9.4: PROBLEMATIC VERBAL COMMUNICATION PATTERNS IN MY FAMILY  HYPERLINK "http://instructors.coursesmart.com/9780495506423/275" \o "Exercise A: The Sitzke Family" Exercise A: The Sitzke Family, 275 November 24 QUIZ 4 Chapters 8, 9, 11 & 12 November 29 Reading: Ch.THIRTEEN:Termination and Evaluation of a Group Objectives: Familiarity with various types of group endings, and productive ways to handle these Familiarity with options and processes for evaluating group outcomes December 1 Review for Final December 8 Final Exam CHS 235, Wed. Dec. 8, 4-6:45 Course Assignments and Grading Quizzes (100) - There will be 4 quizzes given on class readings, activities and discussions. Each will be worth 25 points. They will consist of true/ false, multiple choice, fill in the blank and matching questions. Group experience Journals (120 points) Students will complete 5 journal entries. Each will be worth 20 points. A format with specific questions for each Journal will be made available to students. Journals will be graded based on students ability to apply class concepts and critical thinking skills to their experiences in class or in their group work observations. Group observation (300 pts.) Each student will identify a group or family (2 or more members) at their field internship or at an agency designated by the instructor. S/he will observe or co-facilitate three or more group meetings during the semester. S/he will discuss the group with the leader and/or their field instructor over the three sessions. The student will write a paper discussing the goals, type of group leader skills demonstrated, communication patterns, power dynamics, issues of culture and ethnicity and stages of the group that he/she observed. The paper will include the students critical evaluation of the process in which s/he was involved/observed, using the text and other readings to support these views. There will be a minimum of three peer-reviewed references from the social work literature, each referenced APA style. A one page plan for how and where this assignment will be completed and at timeline is due on September 13 (50 of the 300 pts). The completed paper is due on November 29 (250 of the 300 pts). Additional information will be discussed in class. Group proposal (200 pts.) Student groups will conduct a research project. The research project consists of students developing a written proposal for a specific group. The written proposal is due on November 18. Final Exam (200 pts.) The final exam will consist of true/ false, multiple choice, fill in the blank and matching questions. Attendance (100 pts.) Attendance will be tracked using sign-in sheets. Students will not sign in for each other unless they have explicit permission from the instructor. The instructor may choose to excuse absences if the student provides evidence of illness or other valid reasons for absences. Attendance grades will be based on number of absences, whether excused or unexcused. Three or more unexcused absences will result in the loss of attendance points and will affect the students grade. Excessive excused absences may also affect the students grade Review of Assignments: ASSIGNMENTS DUE DATE POINTS 4 Quizzes 25 points each As stated on syllabus 100 Proposal for group work observation September 13 50 Group observation paper November 29 250 Group Experience Journals As stated on syllabus 120 Group proposal paper November 18 200 Final Exam December 8 200 Attendance Every class 100 Total points = 1000 Grading Scale: A = 90-100% B = 80- 89% C = 70 -79 % D = 60-69% F = Below 60 % CLASS POLICIES ACADEMIC DISHONESTY It is the philosophy of the University of Texas at El Paso that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, or any act designed to give unfair advantage to a student or the attempt to commit such acts. CLASS POLICY ON ACADEMIC DISHONESTY UTEPs policies on academic dishonesty are important to the Social Work Program. Social work, like other professions, is based on ethics and values. A key professional value, identified by the Code of Ethics of the National Association of Social Workers (NASW), is integrity. Synonyms for integrity are honor, honesty, truthfulness, veracity, reliability and uprightness. Integrity is important to Social Workers because we encounter people when they are most vulnerable. Also, our input as professionals can change the course of peoples lives. Based on our verbal or written opinions people can be labeled as having emotional issues, convicted of breaking laws, have their children removed from the home, be committed for observation for psychiatric problems, and so forth. It is important that social workers are competent to assess a person, diligent about producing accurate documentation, and respectful of even their most vulnerable or difficult clients. In addition to requiring students to avoid academic dishonesty themselves, the Social Work Program supports a student Honor Code. The student Honor Code acknowledges that when a student cheats it hurts not only other students, but damages the cheater as well. As a group, social workers are responsible for monitoring the professional conduct of their peers. The Honor Code is the mechanism by which UTEP social work students protect the integrity of the group. Confidentiality: Information shared in class about agencies and clients is considered to be covered by the NASW Code of Ethics regarding the sharing of information for supervisory purposes. Agencies are aware that information is shared in class for this purpose. However, discussion outside of class with individuals not in this class or with other class members in settings where you cannot assure that no one else may overhear the conversation is considered a breach of confidentiality and will result in recommendation against remaining in the social work program. Late assignments: Any assignment that is not turned by 5:00 on the day it is due will be considered late. While extenuating circumstances may be taken into consideration, anticipate that the grade received on a late assignment will be lowered by the equivalent of one-half letter grade for each class meeting the assignment is late. Missed Quizzes or Exams Generally, quizzes cannot be made up. If you cannot avoid missing a quiz you must notify the instructor of the reason for missing the quiz the same day it was to be taken. Arrangements to make up the quiz must be made within 24 hours of the missed quiz. It is at the instructors discretion to let you make up the quiz or not. Attendance and the Drop Deadline: Students who miss three or more classes risk being withdrawn from class with a grade of W if absences occur prior to the first eight weeks, or an F if the total of class sessions missed exceeds three after the first four weeks of the course. Students wishing to drop a course and receive a grade of W must do so prior to the University Drop Deadline. Dropping a course after that time will result in an automatic grade of F. Use of technology in the classroom LAPTOPS MAY NOT BE USED DURING CLASS UNDER ANY CIRCUMSTANCES. CELL PHONES SHOULD BE PLACED ON MUTE OR SILENT DURING CLASS. NO TEXTING DURING CLASS. PLEASE DO NOT USE ANY OTHER TECHNOLOGICAL DEVICE DURING CLASS TIME. AMERICANS WITH DISABILITIES ACT The University of Texas at El Paso is committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 93112- The Rehabilitation Act of 1973 as amended. With the passage of new federal legislation entitled Americans with Disabilities Act- (ADA), pursuant to section 504 of The Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens. UTEP is dedicated to providing reasonable accommodations to students with disabilities so they have equal access and opportunity to complete their education. University policy states that the student is responsible for informing the Disabled Student Services Office (DSSO) of their disability, and for requesting accommodations within two weeks of the start of each semester. The DSSO determines whether students need accommodation, and assists the instructor in providing accommodation.     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