SW4997 Integrative Seminar

Winter 2014
(3 cr. hrs.) SW4997 Integrative Seminar (3 cr. hrs.) Instructor Name: Lori Klein-Shapiro Saturday 12:00pm 2:45pm Office Hours: by arrangement Phone: 248-730-0412 Email: ap3929@wayne.edu

COURSE DESCRIPTION

This course provides the integration of classroom learning and field experience to promote students understanding of social work knowledge, skills and values. Assessment of knowledge and the experiential bases for generalist social work practice occurs in this class. This course satisfies General Education Writing Intensive requirement COURSE COMPETENCIES AND PRACTICE BEHAVIORS 2.1.1 Identify as a professional social worker and conduct oneself accordingly Practice Behaviors: Advocate for the client access to the services of social work; practice Personal reflection and self-correction to assure continual professional development; attend to professional roles and boundaries; demonstrate professional demeanor in behavior, appearance and communication; engage in Career long learning; use supervision and consultation 2.1.2 Apply social work ethical principles to guide professional practice Practice Behaviors: Recognize and manage personal values in a way that allows professional values to guide practice make ethical decisions by applying standards of the NASW Code of Ethics; tolerate ambiguity in resolving conflicts; apply concepts of ethical reasoning to arrive at principled decisions 2.1.3 Apply Critical thinking to inform and communicate professional judgments Practice Behaviors:

Distinguish, appraise, and integrate multiple sources of knowledge, including research based knowledge, and practice wisdom; analyze models of assessment, prevention, intervention and evaluation; demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues

2.1.4 Engage diversity and difference in practice Practice Behaviors: Gain sufficient self-awareness to eliminate the influence of personal bias and values in working with diverse groups; recognize and communicate the importance of difference in shaping life experiences 2.1.5 Advance human rights and social and economic justice Practice Behaviors: Advocate for human rights and social justice; Engage in practice that advance social and economic justice 2.1.6 Engage in research- informed practice and practice informed research Practice Behaviors: use research evidence to inform practice; Use practice to inform scientific inquiry 2.1.7 Apply Knowledge of human Behavior and the social environment Practice Behaviors: Utilize conceptual frameworks to guide the process of assessment, intervention and evaluation; Critique and apply knowledge to understand person and environment 2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Practice Behaviors: Analyze, formulate, and advocate for policies that advance social well-being; Collaborate with colleagues and clients for effective policy action 2.1.9 Respond to contexts that shape practice Practice Behaviors: Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social service 2.1.10 Engage, assess, intervene and evaluate with individuals, families, groups, organizations and communities Practice Behaviors: (a) Engagement: Substantively and affectively prepare for action with individuals, families, groups, organizations and communities; use empathy and other interpersonal skills; Develop a mutually agreed-on focus of work and desired outcomes

(b) Assessment Collect, organize, and interpret client data; assess client strengths and limitation develop mutually agreed-on intervention goals and objectives ; select appropriate intervention strategies ( c ) Intervention Initiate actions to achieve organizational goals; implement prevention interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for clients; facilitate transitions and endings (d) Evaluation Critically analyze, monitor, and evaluate interventions 11 Analyze the impact of the urban context on a range of client systems, including practice implications Practice Behaviors: Examine the distinct characteristics of the urban context and apply the analysis to social work practice
TEXT Cournoyer, 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 Blackboard PERFORMANCE CRITERIA GRADING AND ASSIGNMENTS Assignment Points Final Paper: 35 Portfolio; 30 Presentation 25 Reflections : 10 Total 100

percent 35 30 25 10 100

Competency 2.2.1-2.2.10 2.2.3 2.1.1 2.2.1

BENCHMARK ASSIGNMENTS Final Paper Portfolio GRADING POLICY Students may pass the course with a grade of D but must maintain a C average during the junior and senior year. (See Undergraduate Bulletin, Wayne State University) http://www.bulletins.wayne.edu/ubk-output/index.htm

Grade distribution: 100-95 A 94.9-90 A79.9-77 C+ 76.9-73 C

89.9-87 B+ 72.9-70 C-

86.9-83 B 69.9-67 D+

82.9-80 B66.9-63 D

79.9-77 C+ 62.9-60 D-

ORGANIZATION OF THE COURSE SW 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 course 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 (HBSE, Policy, Research, & Practice) 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 and, skills related to engagement, assessment, planning, implementation, evaluation, termination and follow-up with their client population. The capstone seminar is intended to provide students with a culminating and integrative experience at the end of the BSW Program. The seminar provide students with opportunities to conduct independent research as well as refine their analytical, verbal and writing skills. The primary purpose of this capstone seminar is to use and build upon the knowledge, skills, and insights students have gained in this professional school. Throughout the semester students 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.

ROLE OF THE STUDENT AND INSTRUCTOR See University Statement of obligation of Students and Faculty Members of the teaching-learning process http://www.bulletins.wayne.edu/fib/fib2d.html POLICIES FOR THE COURSE This course covers a content domain that is quite extensive. Sstudents 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. 1. It is expected that students complete all required readings, participate in class, and perform satisfactorily and in a timely manner on all assignments. 2. Written assignments, unless requiring completion in class, are to be word-processed, doublespaced utilizing Times New Roman 12 Font. 3. 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.

4. 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. 5. 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.

PLAGIARISM/ACADEMIC HONESTY: Plagiarism is using another persons words or ideas without giving credit to the other person. When you use someone elses 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. http://www.otl.wayne.edu/pdf/2006_july_aibrochure. (William Harris, Anti-Plagiarism Strategies for Research Papers, http://virtualsalt.com/antiplag.htm, 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 Turnitin.com 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 FORMAT All 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 http://owl.english.purdue.edu/owl/resource/560/01/ WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE What 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.

WSU STUDENT RESOURCES Students with disabilities http://studentdisability.wayne.edu/rights.php Academic integrity and student code of conduct http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html Counseling and Psychological Services (CAPS) at Wayne State: http://www.caps.wayne.edu/

COURSE LEARNING UNITS

Units
1 1/11/2014

Session
Introduction to Seminar; Overview of assignments Guest Speaker Dr. Faye Martin Developing a Weebly site to be scheduled. See above Discussion 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, selfdirected and collaborative learners.

Assignment

2 1/18/2014 3 1/25/2014

4 2/1/2014

Prior Learning Recognition, Assessment, and Integration In 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

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 style For Session 3: Readings: Cournoyer, B. & Stanley M. (2002). Determining your Social Work Learning Needs, (pp. 27-37)

Assignment: Complete Appendix 4, Please come to class prepared to discuss your findings

your practice?

5 2/8/2014

Faculty 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. 73-79 Web site: NASW Page on Diversity and Equity at http://www.socialworkers.org/diversity.asp Case 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 4

6 2/15/2014 7 2/22/2014 8 3/1/2014

Group I presentation DRAFT 1 OF MAJOR PAPER DUE Group 2 Presentation Values and multicultural competence 17 Faculty Lecture (HBSE) Debate 15 Can HBSE classes discuss socially sensitive topics without being labeled politically incorrect? pp 214227 Debate 17 Should HBSE favor social environment theories over theories of individual behavior, pp 242-254 Debate 20 should HBSE Teach Student to Do anything? pp.286-297 Reflection Due on above readings DRAFT 2 OF MAJOR PAPER DUE

9 3/8/2014

Group 3 Human Behavior in the Social environment

Spring Break March 10-March 15

10 3/22/2014 Faculty Lecture (Policy Integrating social welfare policy and social work practice Chapter 8

Case 29 From Case to Cause: My name is Jess Overton, pp 204-210. Prepare a reflection paper on the above readings Spring Break March 10-March 14 Group IV Presentation Social Welfare Policy and Services In this unit the focus is on how you conceptualize your role in carrying PORTFOLIO DUE TODAY out policy, related functions, including promoting social and economic justice, as you pursue a career in social work. Reading: Faculty Lecture Evaluating practice: guidelines for the Social Work Practice and accountable professional. Prologue Research: Consolidating Gains Case 12 In the Best Interest of the child from the field experience It is time to assess, sort out, pull Case 15 Sallys Saga together clarify/formulate your own Case 18 No mad dog looks: Group work practice framework as you and mediating differences apply/applied it in your field Case 26 Generalist Practice at the experience. It is also time to assess Organizational level: Participation, how you utilize research knowledge Partnership and Process in your practice. You will need to Case 2 The Case of Trent Revisited: A reflect on your field experiences, single subject research design. readings, and case studies involving Prepare a reflection paper on the above micro, mezzo and macro practice as readings. well as research. Group V Presents on social work research Wrap-up: student discuss FINAL PAPER DUE TODAY seminar experience and readiness for generalist practice Student Evaluation of Teaching Any other survey Ending Phase All students must attend this class. Non-attendance will result in a 5 point deduction from overall grade.

11 3/29/2014

12 4/5/2014

13 4/12/2014

14 4/19/2014

Note: Syllabus subject to change based on needs of the class

COURSE ASSIGNMENTS This capstone social work methods course has four principal assignments: ASSIGNMENT 1 Integrative paper assignment: 35% of grade Due Session 13 (4/9/14) Students 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. Diversity Populations at risk Social and Economic Justice Values and Ethics social work policy, social work practice, human behavior and the social environment, research methods Students may prepare a draft for each section of the assignment to be submitted to instructor for feedback.(This is an optional assignment with no points attached!) Please note: LATE drafts will NOT be accepted. Draft 1 Due Session 5 Populations at Risk

The 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- population provide 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)dilemmas Draft 2 Due Session 7 Evaluation of client situation This section of the paper must include a bio-psycho-social Including 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 discuss Description of interventions Report on empirical basis of interventions

 Value and ethical dilemmas related to service delivery You must refer to and document journal articles related to evidence based practice related to the intervention being used Draft 3 Due Session 9 Evaluation of practice:

Techniques, methodologies to evaluate practice effectiveness (Social Worker and Agency) Case outcome Does the Agency have a feed-back loop? Program evaluation- formal or informal Methodology appropriate to case Values and ethics regarding evaluation

ASSIGNMENT 2 Portfolio 30% of grade Due Session 11 3/26//2014

The portfolio is a well-organized and carefully prepared collection of documents related to ones 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. Discuss in your reflection whether the practice behaviors and knowledge have been achieved. (8) Summary and appropriate appendixes evaluations, three letters of reference personal learning, goals licenses,

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transcripts,

ASSIGNMENT 3 Presentation: 25% of grade Due as assigned

students 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 entries Each 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 assessing Resource capabilities Assessment requires social workers and clients to think about what they are doing in theoretical and practical ways to organize their information into a usable format for planning. Clients contribute to this process by offering their theories, interpretations, and feelings to the assessment. Social workers contribute by integrating theoretical understanding, professional supports and research information. Social Workers can enhance the assessment by keeping records.

This presentation is to assess resources available to clients in their environment. Explains social work assessment from a strengths perspective; scrutinizes assessment information using questions from an ecosystems perspective; articulate the use of social work tools relevant to each level of social work practice; describe techniques for social workers to enhance assessment information through observation; define procedures for workers to record information in an effective and ethical manner.

Assessment processes infuse professional theory and expertise into the work of social workers and clients. Such processes are empowering to the extent that they contextualize the issues clients face and locate resources to achieve goals. In contrast assessment processes that elevate the social workers expertise or reduce client situations to stigmatizing labels undermine a clients progress. The organized description of client needs and resources that comes from assessment begins to frame the options that the partners have for development and change. Framing solutions takes planning further. To Frame solutions, the partners articulate goals, focus on change, consider multiple levels of intervention, and concentrate their energies toward the outcomes they seek

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Group 2 Values and Multicultural competence Social 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. 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 clients This presentation is to : educate students to recognize diversity within and between groups that may influence assessment, intervention, and research. define, design, and implement strategies for effective practice with persons from diverse backgrounds integrate content on populations at risk, examining factors that contribute to and constitute being at risk. educate students 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. integrate social and economic justice content grounded in and understanding of distributive justice, human and civil rights, and the global interconnectedness of oppression. Address content related to implementing strategies to combat discrimination, oppression, and economic deprivation and to promote social and economic prepare students to advocate for non- discriminatory social and economic systems

Group 3: will present Session 8 Human Behavior and the Social Environment Because of the multisystem and interdisciplinary nature of social work, practitioners draw from many diverse theoretical perspectives. These perspectives help practitioners understand the dynamics of human behavior and the impact of the sociopolitical, economic, and physical environments. Evidence-based practice models direct processes toward expected client outcomes. This presentation is to: To address the perceptions of clients situation, elements use by workers to determine and apply theories, perspectives and models and orientations. provide content on the reciprocal relationships between human behavior and social environments. include empirically base theories and knowledge that focus on the interactions between and among individuals, groups, societies, and economic systems. Include theories and knowledge of biological , sociological, cultural psychological, and spiritual development across the life span;

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Address 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 4: will present Session 10 on Social Work Policy and Services Programs 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 services

Group 5: will present Session 12 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 =10 points: A Reflective Paper is a piece of writing that involves your knowledge about a particular subject. The goal is to not only discuss what you learned from a reading but to convey the personal experiences you have had related to what you know and what you need to know or what is missing from the information you have read. 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 your academic experience as a BSW student. 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

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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 entryso steer clear of informal language and form. There are 5 reflection papers due in this course. Each paper will have a point value of 2. 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. Your reflection must include all of the articles assigned for the designated sessions.

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COURSE RUBRICS

RUBRIC MAJOR PAPER Student name: ___________________________________________ Basis for Grade

Organization of the paper Is 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 students conclusions and recommendations well developed and supported? Use of APA style Has APA format been applied appropriately Psycho-social assessment Include explanation of at-risk group membership; ethical dilemmas Policy impact on Client Include both positive and negative impact; discuss any ethical dilemmas that you encounter as it relates to policy Theoretical Framework Discuss theories utilized in assessment Treatment Plan/Intervention Include empirical basis of intervention Evaluation of Practice Include empirical research to demonstrate effectiveness; discus dilemmas related to service delivery.

Points Available 6

Points earned

4 5 5 5 5 5 /35

Total 35 NOTE: Structure of the paper, spelling, and grammar will be taken into account. Structure 5; spelling -1 for each misspelled word; grammar -1 for each error

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Presentation Rubric SW 4997 Integrative Seminar (Peer evaluation) Name_________________________________________________ Group Topic
Basis for Grade Submitted bibliography 1 week before presentation Audible in all parts of the classroom (good volume) Presents information in a logical manner (verbal organization) Maintains professionalism good posture, no fidgeting, not reading from notes, uses clear , organized language, expresses ideas fluently, visual supplements Demonstrates knowledge and understanding of the topic, accuracy, thoroughness Answers questions, makes connections, explain in own words Encourages class participation 1 Provides handouts 1 Identify something new you learned from the information presented Total Additional comments 1 25 Points Available 5 Points Earned Comments

Date_______

/25

Evaluator Signature: ________________________________________________________________

Please note do NOT provide points.

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Presentation Rubric SW 4997 Integrative Seminar: Final Score Sheet (faculty) Name_________________________________________________ Group Topic Basis for Grade Points Points Available earned/class evaluation Style Faculty Final evaluation points earned Date_______

Audible in all part of the classroom (good volume Presents information in a logical manner (verbal organization Remains on topic Maintains professionalism good posture, no fidgeting, not reading from notes Content Demonstrates knowledge of topic, accuracy, thoroughness Engagement Demonstrates understanding (answers questions, makes connections, explain in own words Encourages class participation Provides handouts Identify something new you learned from the information presented total 20

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Portfolio Rubric Student Assessment Picture on cover Cover Page Submission letter Table of contents Introduction Resume Personal statement Learning products/ assessments related to competencies Appendixes Letters of references (3) Personal Learning over next 5 years Licenses Transcripts Course syllabi Overall structure Spelling grammar Total

Points available

Points achieved

3 7 10

30

/30

Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error .

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Bibliography
*Appleby, G.A., Colon, E. & Hamiliton, J. (2002). Diversity, oppression and social functioning: personin-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.

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*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., OMelia, 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 Press. Netting, 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.

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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 Sites Code of Ethics of the National Association for Social Workers (approved by the 1996 NASW Delegate Assembly and revised by the 1999 NASW Delegate Assembly) http://www.naswdc.ort/pubs/code/asp Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs at http://www.cswe.org Social Work Caf at http://www.geocities.com/Heartland/4862 The New Social Workers online Career Center at http://www.socialworker.com * Coursepak Readings.

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