texas state university school of social work

School of Social Work College of Applied Arts Texas State University601 University Drive San Marcos, Texas 78666Telephone: 512-245-2592 website: www.socialwork.txstate.edu/

Texas State UniversitySchool of Social Work

ON CAMPUSUNDERGRADUATE SYLLABUS FOR

SOWK 3425.251Social Work Practice II (Spring 2020)

INFORMATION ABOUT THE INSTRUCTORName: Laura Summerhill, PHD, LCSWOffice Location: Online, https://txstate.zoom.us/j/6600672231Office Hours: Mondays 9am-10:30am; 2pm-3pm or by appointment TX State Telephone: 512-245-2592 main officeTX State E-mail: [email protected]

COURSE INFORMATION Time, Days, & Location: Online, Asynchronous

Course Summary: This undergraduate course emphasizes generalist social work practice with taskgroups, organizations, and communities, examining data collection, assessment, intervention, planning,implementation, and evaluation. Students develop and implement a community-based project.

Prerequisites: SOWK 3420 Credit Hours and Format of Course: 3 credit hours/on campusDate of School’s Last Review of this Syllabus: Spring 2019Email Response Time: 24 hours (week) & 48 hours (weekend).

COURSE LEARNING AIMS

This course provides students with knowledge and skills for generalist macro practice in an agencysetting. In SOWK 3425, students learn the historical background to macro practice and develop theskills of assessing, planning, implementing and evaluating a community intervention. This coursesupports the mission of the School of Social Work to prepare social work practitioners for leadership forchange through work with vulnerable, marginalized, and often forgotten people who are typically aidedby social services.

SOWK COURSE 3425: Practice II

LEADERSHIP FOR CHANGE

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http://www.socialwork.txstate.edu/


Upon successfully completing this course, the student will be able to:

1. Delineate and differentiate the key methods and roles of the social worker in the major models ofcommunity organization;

2. Distinguish the major kinds of groups in social work focusing on social work teams and taskgroups;

3. Identify and discuss major principles of organizational theory such as decision-making andleadership and how these relate to social work practice;

4. Critically assess the relationship between community organization and the institutionalizedattitudes of society toward women, people of color, and other diverse populations with particularregard to ethnicity, race, religion, gender, sexual orientation, or age;

5. Analyze macro practice, attending to the critical role of values, ethics, and the law in social workpractice;

6. Describe the relationships between policy and community practice, particularly withmarginalized and vulnerable populations, in order to promote social and economic justice;

7. Conduct a community assessment for a project relating to children and families, giving attentionto community strengths and weaknesses, and with an eye toward developing interventionstrategies and identifying the beneficiaries of intervention;

8. Propose and implement a community intervention that will benefit vulnerable children andfamilies, and write a report that describes project, goals, strategy, and tactics including timeline,evaluation plan, and termination/transfer of action.

STUDENT OUTCOME MEASURES

Practice behaviors are evaluated through student demonstration of practice behaviors and competencieson core course assignments. The School of Social Work is responsible for ensuring all students achievesocial work competencies as set forth by the Council on Social Work Education.

STUDENT COMPETENCIES

Competency 6: Engage with Individuals, Families, Groups, Organizations, and CommunitiesSocial workers understand that engagement is an ongoing component of the dynamic and interactive process ofsocial work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities.Social workers value the importance of human relationships. Social workers understand theories of humanbehavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagementwith clients and constituencies, including individuals, families, groups, organizations, and communities. Socialworkers understand strategies to engage diverse clients and constituencies to advance practice effectiveness.Social workers understand how their personal experiences and affective reactions may impact their ability toeffectively engage with diverse clients and constituencies. Social workers value principles of relationship-buildingand inter-professional collaboration to facilitate engagement with clients, constituencies, and other professionalsas appropriate.

Curriculum Location: Lab Assignments

[Competency 6 Practice Behaviors] Social workers:1. apply knowledge of human behavior and the social environment, person-in-environment, and other

multidisciplinary theoretical frameworks to engage with clients and constituencies; and2. use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

SOWK COURSE 3425: Practice II 2



Competency 7: Assess Individuals, Families, Groups, Organizations, and CommunitiesSocial workers understand that assessment is an ongoing component of the dynamic and interactive process ofsocial work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities.Social workers understand theories of human behavior and the social environment, and critically evaluate andapply this knowledge in the assessment of diverse clients and constituencies, including individuals, families,groups, organizations, and communities. Social workers understand methods of assessment with diverse clientsand constituencies to advance practice effectiveness. Social workers recognize the implications of the largerpractice context in the assessment process and value the importance of inter-professional collaboration in thisprocess. Social workers understand how their personal experiences and affective reactions may affect theirassessment and decision-making.

Curriculum Location: Lab Assignments; Case Analyses; Assessment and Measurement

[Competency 7 Practice Behaviors] Social workers:1. collect and organize data, and apply critical thinking to interpret information from clients and

constituencies;2. apply knowledge of human behavior and the social environment, person-in-environment, and other

multidisciplinary theoretical frameworks in the analysis of assessment data from clients andconstituencies;

3. develop mutually agreed-on intervention goals and objectives based on the critical assessment ofstrengths, needs, and challenges within clients and constituencies; and

4. select appropriate intervention strategies based on the assessment, research knowledge, and values andpreferences of clients and constituencies.

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and CommunitiesSocial workers understand that intervention is an ongoing component of the dynamic and interactive process ofsocial work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities.Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients andconstituencies, including individuals, families, groups, organizations, and communities. Social workersunderstand theories of human behavior and the social environment, and critically evaluate and apply thisknowledge to effectively intervene with clients and constituencies. Social workers understand methods ofidentifying, analyzing and implementing evidence-informed interventions to achieve client and constituencygoals. Social workers value the importance of inter- professional teamwork and communication in interventions,recognizing that beneficial outcomes may require interdisciplinary, inter- professional, and inter-organizationalcollaboration.

Curriculum Location: Case Analyses; Assessment and Measurement

[Competency 8 Practice Behaviors] Social workers:1. critically choose and implement interventions to achieve practice goals and enhance capacities of clients

and constituencies;2. apply knowledge of human behavior and the social environment, person-in-environment, and other

multidisciplinary theoretical frameworks in interventions with clients and constituencies;3. use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;4. negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and5. facilitate effective transitions and endings that advance mutually agreed-on goals.




Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and CommunitiesSocial workers understand that evaluation is an ongoing component of the dynamic and interactive process ofsocial work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities.Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, andservice delivery effectiveness. Social workers understand theories of human behavior and the social environment,and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitativeand quantitative methods for evaluating outcomes and practice effectiveness.

Curriculum Location: Assessment and Measurement

[Competency 9 Practice Behaviors] Social workers:1. select and use appropriate methods for evaluation of outcomes;2. apply knowledge of human behavior and the social environment, person-in-environment, and other

multidisciplinary theoretical frameworks in the evaluation of outcomes;3. critically analyze, monitor, and evaluate intervention and program processes and outcomes; and4. apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

Student Competencies Reinforced in This Course

Competency 1: Demonstrate Ethical and Professional Behavior Competency 2: Engage Diversity and Difference in Practice Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice Competency 4: Engage in Practice-informed Research and Research-informed Practice Competency 5: Engage in Policy Practice




HOW STUDENTS DEMONSTRATE ACHIEVEMENT OF PRACTICE BEHAVIORSThis is a 15-week long semester course. This course will require time and commitment as the course willmove along quickly. You are responsible for all readings and CANVAS resources. Please note thehighlighted assignments and due dates.

ASSIGNMENTS

*Community Project Final Group Paper (50 points) This is a final paper on your project and is written as an Executive Summary like one would see in an agency setting. Information on how to complete the assignment will be discussed in class Zoom meetings and provided on Canvas. Each student will be part of a team, likely 3-4 students per team. Each team will establish a partnership with a nonprofit organization and work with them to identify a need within the agency’s existing structure and a new way to utilize available strengths and resources to meet that need in a new, innovative manner. You should choose a project that extends an existing program or lays the foundation for a new and innovative project. You will need to identify a person within the organization that can be your point of contact and “project champion.” This person should help and approve your plan of action. You are responsible for communicating with this person and keeping him or her informed as to your progress. You are also responsible for ensuring that your project does not interfere with the organization’s provision of services, and that it ultimately meets the organization’s needs. It will be necessary to provide the agency person’s:NameTitleEmail addressPhone number

If your plans entail resource development, such as fundraising, it should be done under the aegis of the organization and with their approval. Any funds raised should be turned over to the agency contact. Youshould provide for the organization a copy of all of the materials you will be turning in to the instructor for the course. In addition, you should secure from the agency, a brief letter that states that you have successfully completed the project. This should be attached to the appendix of your final paper.

You will be graded on a number of factors such as:reaching your stated goalsfeasibility of goalssuitability of goals and methods, Incorporation of an asset and strengths-based approachcreativity, critical thinking about your project in discussions,linking this to class content and professional practice

There are appended materials that should document your work and must be turned in along with the paper. These include the graded draft and final versions of your paper, group meeting minutes, photos, scanned documents from the agency such as letters written in support of your project, list of hours logged for your project, outcome measures, Gantt chart/timelines, group contract, etc.

*Core Assignment




*Exams (25 Points Each, 50 Points Total)Two exams will be given, including a midterm and final. The final exam will be comprehensive.

*Core Assignment (Final Exam)

Community Project Final Presentation – (20 Points)PowerPoint Based Oral Presentation-Group Assignment:At the end of class, teams will do a PowerPoint presentation of their projects. Elements covered in thefinal paper should be covered in the presentation. Each team member must present a portion of thematerial. This will help develop oral presentation skills, which are essential in community practice andin social work in general.

Draft Community Project Plan-Group Assignment (35 Points)Preliminary project plan with outline of goals, progress, team assignments and guiding information. Forthe community project design and implementation, it is essential to connect class concepts with theexperiential elements of the course.

Group Mid-Project Evaluation (10 Points) The mid-project evaluation is an individual assignment. You will have an opportunity to write about andreflect on your group project team experience in a two to three (2-3) page essay in which you willdescribe the successes and challenges you and your group are experiencing, along with an honestreflection of how you contributed to any successes and conflicts your team experienced. Your discussionmust be grounded in the concepts provided in the readings on task groups and group dynamics.

In-class Written Assignments/Discussions (35 Points) You will have in-class assignments designed to help you develop ideas and explore approaches to yourcommunity project plan, which is described below. You will work with your project team to completethe assignments, but you are responsible for handing in your own assignment at the end of class. Inmany cases, these assignments can be adapted or used directly in your community project plan. Eachassignment will receive between 1 and 3 points.

Sample Assignments: G-Dog Reflection Team Meeting with Instructor

o Individual Summary of Team Meeting w/Instructor Group Project Contract Two Towns of Jasper Reflection Case Study Reflection(s) Time Management Plan In-Class Project Update Chapter Quizzes

Problems with the group you are assigned to should be brought to my attention in a scheduled meetingwith me. Please come prepared with a suggested way of handling the problem. This is a group projectand you must participate fully in it. Any individual who does not participate in the final groupactivity/project will receive deductions in their final project grade.




Note: Students should keep a copy of all papers. Written papers will be graded on both writingand content and compliance with instructions. Late papers will be penalized (see policy). Failureto submit a core assignment will result in a failing grade for the course. The student is responsiblefor following the class expectations, which are spelled out in this syllabus and in writteninstructions. Exceptions to any policy will apply only for extenuating circumstances and at thediscretion of the instructor. Check CANVAS daily. Collaboration in any form with anotherindividual in preparing these case reviews or other written assignments constitutes cheating andwill result in an F for the assignment. It may also jeopardize continuation in the social workprogram.

REQUIRED COURSE MATERIALS 1. Netting, F., Kettner P., McMurtry S., & Thomas, M.L. (2016). Social work macro practice (6th

ed.). Upper Saddle River, NJ: Pearson. 2. Fauri, D., Wernet, S., & Netting, F. (2008). Cases in macro social work practice (3rd ed).

Boston, MA: Pearson.Additionally, various readings will be available on CANVAS, or distributed as class handouts.




TEACHING METHODSStudents will learn the materials in this course through a combination of class lectures, readings anddiscussions, group discussion activities, audio/visual aids, computerized course management(CANVAS), literature research, written assignments, and examinations. In CANVAS you will findresources on assignment expectations, sample documents, grading rubrics and other supplementalmaterials required for this course.

COURSE OVERVIEW AND SCHEDULEPlease Note: The need for changes and/or modifications to the syllabus may become necessary basedon student, Instructor, and/or course need. Any changes will be provided in writing to all students, andif necessary, a revised syllabus will be provided by the Instructor.

Week 1: Week of January 19Macro Practice and Its Historical Roots

Learning Theme and Concepts: Overview of Course Introductions Apply a generalist practice and empowerment perspective to personal and social problems of

runaway girls. Identify the role of the social worker in macro-level change. Critically analyze common assumptions about social problems. Introduction to Generalist Practice from Macro practice perspective Identify a social problem that relates to your interest in social work.

Assigned Readings: Netting, F., Kettner, P. & McMurty, S., & Thomas, M.L. (2017). Social work macro practice.

Chapters 1 and 2. Fauri, D., Wernet, S., Netting, F. (2008). Cases in social work practice. Chapters 2 and 3.

Learning Opportunities: Definition of generalist practice Definition of systems theory Macro Group Team Formation Individual Time Management Plan + Goals




Week 2: January 25Skills for Organizational and Community Change

Learning Theme and Concepts: Working effectively in a task group Planning and conducting meetings Group Decision-making

Assigned Readings: “Running An Effective Task Group: The Five C’s” View the instructions on CANVAS Netting, F., Kettner, P., McMurty, S. & Thomas, M.L. (2016). Social work macro practice.

Chapter 3. Fauri, D., Wernet, S., Netting, F. (2008). Cases in social work practice. Chapter 4 and 5.

Learning Opportunities: Discussion: commitment to work effectively in task group Further Discussion of Project Ideas—small group brainstorming, discussing ideas for projects. Lecture: Effective Task Groups—Avoiding Common Pitfalls Meet your team members in class and start talking about possible organizations and ideas for a

project. As a team, create a contract of your shared expectations and your plans for dealing with

problems if they arise. Bring a copy of the typed and signed contract to the next class session foreach team member and the instructor. Save a copy to include as part of your community projectbinder.

Week 3: February 1Understanding Problems, Opportunities, and Populations

Learning Theme and Concepts: Apply a framework for analyzing community and organizational problems and opportunities. Identify the social work values and ethics underlying approaches to the activities required for

planning an episode of organizational or community change with a special focus on the roles ofstakeholders.

Assigned Readings: Netting, F., Kettner, P. & McMurty, S., & Thomas, M.L. (2016). Social work macro practice.

Chapter 4. Fauri, D., Wernet, S., Netting, F. (2008). Cases in social work practice. Chapters 6 & 7. NASW Code of Ethics. http://www.socialworkers.org/pubs/code/code.asp

Learning Opportunities: Lecture: Globalization, Debt Relief, and Sustainable Development: Stakeholders, Problems, and

Opportunities Discussion: Values and Ethics in Planning a Change Project Guest speakers



http://www.socialworkers.org/pubs/code/code.asp


Community Project: Informal team updates to class on progress. Team Contracts Due Begin scheduling team meeting w/instructor

Week 4: February 8Understanding and Assessing Communities and Leadership

Learning Theme and Concepts: Apply a framework for understanding the target population to a case study. Social Justice issues in Communities Social Work Role in Communities Identify different styles of leadership Analyze your personal experiences with leadership.

Assigned Readings: Netting, F., Kettner, P. & McMurty, S. & Thomas, M.L. (2016). Social work macro practice.

Chapter 5 & 6. Fauri, D., Wernet, S., Netting, F. (2008). Cases in social work practice. Chapter 8, Chapter 9.

Learning Opportunities: Lecture: Macro SW and Leadership Styles Discussion: Leadership and Professionalism

Community Project: Informal team updates to class on progress.

Week 5: February 15Understanding and Assessing Organizations

Learning Theme and Concepts: Define and critically discuss social capital as it relates to capacity building. Delineate, differentiate, and apply in a needs and capacities assessment the key methods and

roles of the social worker in major community organization and community practice models and explain the types of assets, capacities, and social capital you considered in selecting the model.


Chapter 7 and Chapter 8. Fauri, D., Wernet, S., Netting, F. (2008). Cases in social work practice. Chapter 10, Chapter 11.

Learning Opportunities: Lecture: Needs and Capacities Assessment and Social Capital Film: G-Dog Application of Community Development Models G-Dog Reflection

Community Project:




Informal team updates to class on progress.

Week 6: February 22Understanding and Assessing Organizations, Part II

Learning Theme and Concepts: In-depth critical analysis of social capital as it relates to capacity building. In-depth exploration of social work roles and assessment strategies in organizations; explain the

types of assets, capacities, and social capital you considered in selecting the model.


Chapter 7 and Chapter 8. Fauri, D., Wernet, S., Netting, F. (2008). Cases in social work practice. Chapter 10, Chapter 11.

Learning Opportunities: Lecture: Needs and Capacities Assessment and Social Capital, Part II Application of Community Development Models, Part II Class Exercises

Community Project: Informal team updates to class (continued)

Week 7: March 1Field Activities

Learning Theme and Concepts: Apply a framework for understanding the target population to a case study. Identify different styles of leadership Analyze your personal experiences with leadership.


Chapter 9 Fauri, D., Wernet, S., Netting, F. (2008). Cases in social work practice. Chapter 12.

Learning opportunities: Lecture: Understanding Organizations Discussion: Field Activities Mid-term exam review

Community Project: Informal team updates to class on progress.

Week 8: March 8Selecting Appropriate Strategies & Tactics and Mid-term

Learning Theme and Concepts: Identify the process of selecting appropriate strategies and tactics




Identify the steps to assessing the political and economic context of the environment you are working in

Apply the framework of selecting appropriate tactics to a case example

Assigned Readings: Netting, F., Kettner, P. & McMurty, S. & Thomas, M.L (2012). Social work macro practice.

Chapter 10. Fauri, D., Wernet, S., Netting, F. (2008). Cases in social work practice. Chapter 13.

Learning opportunities: Activities that relate class concepts about organizations to the selected organization you will be

working with. MIDTERM EXAM

Spring Break March 14-21

Week 9: March 22Planning, Implementing, Monitoring, and Evaluating the Intervention, Part I

Learning Theme and Concepts: Key concepts in evaluation Types of evaluation Ethics and values in evaluation Stakeholder assessments Analyze the historical and political forces that have resulted in a focus on outcomes and

evaluation within human services. Apply a framework for planning, implementing, monitoring, and evaluating your intervention. Critically analyze potential problems in measuring program effectiveness. Develop outcome and process objectives and activities for your projects.


Chapter 11. Fauri, D., Wernet, S., Netting, F. (2008). Cases in social work practice. Chapter 14 & 15.

Learning opportunities: Lecture: Historical Context and Methods of Outcome Evaluation Video: Two Towns of Jasper Discussion and In-class assignment

Community Project: GRADED Team updates to class on progress.

Week 10: March 29Planning, Implementing, Monitoring, and Evaluating the Intervention, Part II




Learning Theme and Concepts: Key concepts in evaluation Types of evaluation Ethics and values in evaluation Stakeholder assessments Analyze the historical and political forces that have resulted in a focus on outcomes and

evaluation within human services. Apply a framework for planning, implementing, monitoring, and evaluating your intervention. Critically analyze potential problems in measuring program effectiveness.

Develop outcome and process objectives and activities for your projects.


Chapter 11. Fauri, D., Wernet, S., Netting, F. (2008). Cases in social work practice. Chapter 14 & 15.

Learning opportunities: Lecture: Historical Context and Methods of Outcome Evaluation Video: Two Towns of Jasper Discussion and In-class assignment

Community Project: Mid-Project Evaluation DUE

Week 11: April 5Organizing, Advocacy, and Citizen Participation

Learning Theme and concepts: Defining Advocacy and Empowerment The continuum of advocacy and empowerment

Assigned Readings: Fauri, D., Wernet, S., Netting, F. (2008). Cases in social work practice. Chapter 16.

Learning Opportunities: Apply empowerment perspective to your agency’s mission and service provision Discussion: the spectrum of advocacy in social work

Community Project: Macro Project Draft DUE Two Towns of Jasper Reflection DUE

Week 12: April 12Assessing Agency Dynamics

Learning Theme and concepts: Analyze your team experiences in the social work program and your field placement.




Assess your agency’s diversity climate. Analyze the relationship between organizational structure, power, and diversity within the

organizations in which you are placed.

Assigned Readings: Shore, L. M., Cleveland, J. N., & Sanchez, D. (2018). Inclusive workplaces: A review and

model. Human Resource Management Review, 28(2), 176. doi:10.1016/j.hrmr.2017.07.003

Learning Opportunities: Lecture: Diversity, Power, and Inclusion Discussion: Diversity, Power, and Inclusion Discussion: Analyzing social work team experiences and effective task groups. Final Exam Preparation

Week 13 & 14: April 19Learning Theme and Concepts:

Community Organization Innovation and Change

Assigned Readings: None

Learning Opportunities: Community Project Group Oral and Poster Presentations Community Project Final Paper DUE Course Wrap-Up Course Evaluations

Week 15:

Final Exam Week

May 5-12



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HOW STUDENT WORK WILL BE EVALUATED

The final course grade will be based on the assignments listed above, as follows:Course Assignment Possible Points Approx.

Weight*Final Community Project Paper 50 25%*Exams (Midterm + Final) 50 25%Draft Community Project Plan 35 17.5%Final Community Project Presentation 30 15%Group Mid-Project Evaluation 10 5%In-Class Written Assignments 25 12.5%Total Points Possible 200 pts ** Expression

is faulty **

* Core Assignment

Please Note: Final course grades will be calculated based on total points accrued and the Course Grade Scale above. The Instructor will not automatically round up or add to the total points accrued for thecourse. Therefore, students should complete all assignments, in their entirety, on time, according toinstructions, and at their highest level of ability to ensure they receive their desired course grade.

NOTICE:This course affirms people of all gender expressions and gender identities. If you prefer a differentname than what is on the class roster, please let your instructor know. Feel free to include yourpreferred gender pronoun. If you have any questions or concerns, please do not hesitate to contactyour instructor privately.

COURSE LOGISTICS

Late Work Policy Unless there is an excused absence, 10% of the assignment grade will be deducted for each day in whichthe assignment is not turned in. Assignments will not be accepted later than one week after the due datewithout permission from the instructor.

Drop PolicyBefore dropping the course, please consult with the instructor. It is the student's responsibility tocomplete University paperwork and pay the required fees.




Conduct and CivilityEvery student is held accountable for abiding by the tenants of required conduct outlined in the Student Handbook, the MSW Handbook, the NASW Code of Conduct, and the Texas State University Student Handbook. Social workers must demonstrate high standards of integrity. They should submit assignments, exams, and all course requirements that reflect their own work ONLY. Since dishonesty is unethical (and sometimes illegal), and harms the individual and his/her fellow students, as well as the integrity of the University, School, and profession, the School and University will strictly enforce policies on academic dishonesty. Students should contribute to the learning environment and should refrain from interfering with the learning of fellow students. To ensure an optimal learning environment, please remember the following:

When students voice opinions with which you do not agree, feel free to voice your opinion in a polite and civil manner that enhances the free flow of ideas. Others are as entitled to their opinions as you are to yours.

Investment in Learning Each student is expected to demonstrate investment in learning through your attitude and work ethic.Specifically, each class member will be expected to submit assignments in a timely and correct manner,seek help promptly when necessary, and treat others with respect.

Class Investment and Professionalism: This course is multi-faceted and will require you to devote a considerable amount of time, energy, andcommitment to assignments. The focus of the subject matter may be new and may result in the taking oflearning risks in assessing problem situations, applying abstract concepts, and suggesting novelprofessional interventions for organizational and community target systems.

Social work education is a reciprocal process between students and instructor. All class members areexpected to engage actively in their own learning and to engage with others in constructive feedback tocreate a safe and stimulating learning environment. Specifically, each class member is expected toparticipate each week, submit assignments in a timely manner, seek help on a timely basis whennecessary, respond to instructor and peers in a timely manner, and treat others with respect. Work is notan acceptable excuse for failure to participate. Excusing a failure to participate is at the instructor’s discretion;however, lack of participation will never be excused without appropriate reasons provided in writing.

Communication Skills & Online Writing Support:All undergraduate students must have adequate writing skills to communicate content in a professionaland concise manner. Students must be proficient in their written presentations including strategies fordeveloping ideas, citing scholarly references, writing style, wording, phrasing, and using languageconventions. Students must follow APA guidelines, use non-racist and non-sexist language, and includeenough references to support their thesis and ideas in the paper. Students who do not demonstrateundergraduate senior-level writing should expect reduced grades on assignments. Students areresponsible for procuring assistance to improve their writing. Texas State University provides severalonline tutoring services in the area of writing that students may wish to utilize, including theSLAC/Writing Center: http://www.writingcenter.txstate.edu/.



http://www.writingcenter.txstate.edu/


Academic HonestyStudents must demonstrate high standards of integrity. You should only submit assignments, exams, andall course requirements that reflect your own work. Since dishonesty harms the individual and his/herfellow students, as well as the integrity of the University, and harms the individual and his/her fellowstudents, as well as the integrity of the University, School, and profession, the School, and theUniversity will strictly enforce policies on academic dishonesty. You must read and abide by theacademic honesty policies as stated in the Texas State University Student Handbookhttp://www.dos.txstate.edu/handbook. html. If you have any questions or reservations about this policyor your obligations under it, see your academic advisor immediately.

Special AccommodationsStudents who have special needs or disabilities and who require accommodations to complete thiscourse successfully must notify the Texas State University Office of Disability Serviceshttp://www.ods.txstate. edu/ no later than the first week of class. Also, the student should schedule anappointment with the instructor to discuss the specifics of needed accommodations. If a student fails tonotify that office on a timely basis, the professor may be unable to honor the request foraccommodation.

Texas State University believes that freedom of thought, innovation, and creativity are fundamentalcharacteristics of a community of scholars. To promote such a learning environment, the University hasa special responsibility to seek diversity, to instill a global perspective in its students, and to nurturesensitivity, tolerance and mutual respect.



http://www.dos.txstate.edu/handbook.%20html


RESOURCE MATERIALS AND BIBLIOGRAPHY

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Anderson, S. G. & Zhan, M. (2005). Developing financial management training in low-income communities: Assessing needs and community practice implications. Journal of Community Practice, 13(4), 31-49.

Andrews, A. B. , Motes, P. S., Floyd, A. G., Flerz, V., & Lopez-de Fede, A. (2005). Building evaluation capacityin community-based organizations: Reflections of an empowerment evaluation team. Journal of Community Practice, 13(4), 85-104.

Arthur, N., & Lalande, V. (2009). Diversity and social justice implications for outcome approaches to evaluation. International Journal for the Advancement of Counseling, 31(1), 1-16.

Balaswamy, S., & Dabelko, H.I. (2002). Using a stakeholder participatory model in a community-wide service needs assessment of elderly residents: A case study. Journal of Community Practice, 10 (1), 55-70.

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Behrens, T. R., & Kelly, T. (2008). Paying the piper: Foundation evaluation capacity calls the tune. New Directions for Evaluation (119), 37-50.

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Cox, C.B. (2002). Empowering African American custodial grandparents. Social Work, 47, 45-54.

Daley, J.M. (2002). An action guide for nonprofit board diversity. Journal of Community Practice,10 (1), 33-54.

Ersing, R. L. (2009). Building the capacity of youths through community cultural arts: A positive youth development perspective. Best Practices in Mental Health, 5(1), 26-43. Finn, J. L. (2005). La Victoria: Claiming memory, history, and justice in a Santiago Poblacion. Journal of Community Practice, 13(3), 9-31.

Hall, R. (2008). The evolution of social work practice: Implications for the generalist approach. International Journal of Social Welfare, 17(4), 390-395.

Hardcastle, D. A., Powers, P. R., & Wenocure, S. (2005). Community practice: Theories and skills for social workers. Oxford: Oxford University Press.

Lee, R. E. (2009). 'If you build it, they may not come': Lessons from a funded project. Research on Social Work Practice, 19(2), 251-260.




Lynch, M., Estes, C. L., & Hernandez, M. (2005). Chronic care initiatives for the elderly: Can they bridge the gerontology-medicine gap? Journal of Applied Gerontology 24(2), 108-124.

Mallon, G.P., & Aledort, N., & Ferrera, M. (2002). There’s no place like home: Achieving safety, permanency, and well-being for lesbian and gay adolescents in out-of-home care settings. Child Welfare.81, (2), 407-439.

Mitchell, J., & Lynch, R.S. (2000). Re-uniting African American scholars, practitioners and the community: A model and case study. Journal of Community Practice, 8, (3), 57-72.

O'Connor, M. K., & Netting, F. E. (2008). Faith-based evaluation: Accountable to whom, for what? Evaluation and Program Planning, 31(4), 347-355.

Pyles, L., & Cross, T. (2008). Community revitalization in post-Katrina New Orleans: A critical analysis of social capital in an African American neighborhood. Journal of Community Practice, 16(4), 383-401.

Rivera, H.P. (2002). Developing collaborations between child welfare agencies and Latino communities. Child Welfare, 81, (2), 371-384.

Rothman, J. (2008). Multi modes of intervention at the macro level. Journal of Community Practice, 15(4), 11-40.

Rothman, J., Erlich, J. L., & Tropman, J. E. (2001). Strategies of community intervention, 6th Ed. Itasca, IL: F. E. Peacock.

Salomon, L., & Salomon, L. R. (1998). Roots of Justice: Stories of organizing in communities of color. New York: John Wiley & Sons.

Scales, T. L. & Streeter, C. L. (2004). Rural social work: Building and sustaining community assets. Belmont, CA: Thomson, Brooks/Cole.

Sen, R., & Klein, K. (2003). Stir it up: Lessons in community organizing and advocacy. San Francisco, CA: Jossey Bass.

Shirley, D. (2002). Valley Interfaith and school reform: Organizing for power in South Texas. Austin: University of Texas Press.

Tropman, J. E., Erlich, J. L., & Rothman, J. (2000). Tactics and techniques of community intervention, 4th Edition. Itasca, IL: F. E. Peacock

Yoon, I. (2009). A mixed-method study of Princeville's rebuilding from the flood of 1999: Lessons on the importance of invisible community assets. Social Work, 54(1), 19-28.




General Web Sites

Association for Community Organization and Social Administration Site: http://www.acosa.org

John McNutt’s Electronic Advocacy Site: http://www.geocities.com/john_g_mcnutt/electron.htm

Information for Practice/Resources: http://www.nyu.edu/socialwork/ip/

Net Action: http://www.netaction.org/

Child Welfare Web Sites

Casey Family Foundation: www.casey.org

Children’s Bureau: www.acf.hhs.gov/programs/cb/

Child Stats: www.childstats.gov

Prevent Child Abuse Texas: www.preventchildabusetexas.org

Child Welfare League of America: www.cwla.org

Directory for Child Welfare: www.childwelfare.com

Aging Web Sites

AARP Professionals in Aging: http://www.aarp.org/research

Texas Department of Aging and Disability Services: http://www.dads.state.tx.us/

Administration on Aging: www.aoa.gov

Gero-Center: http://depts.washington.edu/geroctr/

Geriatric Social Work Initiative: http://www.gswi.org/



http://www.gswi.org/

http://depts.washington.edu/geroctr/

http://www.aoa.gov/

http://www.dads.state.tx.us/

http://www.aarp.org/research

http://www.childwelfare.com/

http://www.cwla.org/

http://www.preventchildabusetexas.org/

http://www.childstats.gov/

http://www.acf.hhs.gov/programs/cb/

http://www.casey.org/

http://www.netaction.org/

http://www.nyu.edu/socialwork/ip/

http://www.geocities.com/john_g_mcnutt/electron.htm

http://www.acosa.org/


Additional Notes:

Community ProjectIt will be necessary to provide the agency person’s

Name Title Email address Phone number

If your plans entail resource development, such as fundraising, it should be done under the aegis of theorganization and with their approval. Any funds raised should be turned over to the agency contact. Youshould provide for the organization a copy of all of the materials you will be turning in to the instructorfor the course. In addition, you should secure from the agency, a brief letter that states that youhave successfully completed the project. This should be attached to the appendix of your finalpaper.

You will be graded on a number of factors such as: reaching your stated goals feasibility of goals suitability of goals and methods, Incorporation of an asset and strengths-based approach creativity, critical thinking about your project in discussions, linking this to class content and professional practice

There are appended materials that should document your work and must be turned in along with thepaper. These include the graded draft and final versions of your paper, photos, scanned documents fromthe agency such as letters written in support of your project, list of hours logged for your project,outcome measures, etc.



texas state university school of social work

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