GEORGE WARREN BROWN SCHOOL OF SOCIAL WORK
WASHINGTON UNIVERSITY
FALL 2006
SOCIAL WORK PRACTICE WITH
ORGANIZATIONS & COMMUNITIES
S15-5039.01
CREDIT HOURS: 3 INSTRUCTOR: Andy Conover, MEd
GRADE: L/G OFFICES: Goldfarb 345
ROOM: See Course Schedule OFFICE HOURS: Wed 8:30 – 9:00a.m.
By appointment
TIME: Wednesday PHONE: Conover, 636-240-2400 x1565
9a.m. - 12 p.m.
E-MAIL: aconover@stlouislife.org
I. COURSE DOMAIN AND BOUNDARIES
This course will familiarize students with the basic knowledge and skills needed for social work practice with organizations and communities. An historical view of social work practice at those levels (i.e., origins of social justice efforts in organizations and communities) is presented along with an overview of the ethics and values, including social and economic justice, that characterize our profession. Systems thinking approaches along with other theoretical approaches to organization and community practice are discussed with an emphasis on their application to a variety of oppressed and disadvantaged populations and multiple levels of intervention. These models encompass professional use of self, professional roles, client system assessment, formulation of objectives or desired outcomes, development and implementation of evidence-based intervention plans, and evaluation of outcomes.
Special emphasis will be given to the development of assessment and intervention skills for beginning practitioners that are relevant to empowerment, capacity building and social change with organizations and communities. The development of critical reasoning skills will be discussed including those factors that influence decision-making processes and the need for ongoing self-evaluation. Throughout the course, the transactions between organizations,
communities and their environments (e.g., economic, technological, cultural, physical, and political) are presented. The role of age, race, gender, social class, culture, ethnicity, religion, sexual orientation, national origin, and physical and mental ability in social and economic justice-focused work practice will be an integral part of this course.
II. COURSE OBJECTIVES
Develop an understanding of:
1. Major historical trends in social work practice with organizations and communities (i.e., origins of social justice as it applies to organizational and community practices).
2. Values and ethics underlying social work practice to include work with diverse oppressed, and disadvantaged populations and constituencies.
3. The importance of commitment to the values, goals and objectives of social work in professional practice at organizational and community levels.
4. Communication skills and competencies for working with clients, colleagues, boards, communities, political and legislative bodies and organizations.
5. Basic assessment and evidence-based intervention skills for ethical and effective social work practice with an emphasis on organizational and community empowerment and capacity building.
6. Development and assessment of system-based approaches to practice with organizations and communities.
7. Various empirically supported theoretical approaches that are used for assessing and intervening with organizations and communities.
8. Various evidence-based intervention approaches for organization and community change.
9. Advocacy, collaboration, coalition building, lobbying skills and strategies for influencing political processes and policies relevant to organizational and community practice.
10. The professional use of self and continuing professional development in organizational and community settings, including the adoption of ethical, appropriate social work roles in organizations, including community-based agencies.
11. The fundamental issues in documenting professional practice, and in monitoring and evaluating the process and outcomes of capacity-building interventions and reform efforts aimed at promoting the well-being and self-determination of client systems at organizational and community levels.
12. The relevance of age, race, gender, social class, culture, ethnicity, religion, sexual orientation, national origin, and physical and mental ability in social work practice grounded in social and economic justice.
13. Basic knowledge and skills about evidence-based social work practice with diverse groups of people at the community, and/or organization levels, in the context of their economic and political environments.
III. EDUCATIONAL OUTCOMES
Students will be able to:
1. Identify the major historical trends in social work practice to include the origins of social justice as it applies to organizations and communities.
2. Discuss the values and ethics of social work practice with organizations, and communities and how they apply to working with diverse oppressed and disadvantaged populations and constituencies.
3. Articulate practices and strategies consistent with a commitment to the values, goals and objectives of social work in professional practice at the organizational and community levels.
4. Demonstrate and articulate communication skills and competencies for working with clients, colleagues, boards, communities, political and legislative bodies and organizations.
5. Identify, critically evaluate and select appropriate assessment and evidence-based intervention skills for ethical and effective social work practice with an emphasis on organizational and community empowerment and capacity building.
6. Demonstrate knowledge of how to develop and assess system-based approaches to evidence-based practice with organizations and communities.
7. Identify and critically evaluate the utility, feasibility and empirical support for various theoretical approaches for assessing and intervening with organizations and communities.
8. Identify and critically evaluate the utility, feasibility, and empirical support for various evidence-based intervention approaches for organizational and community change.
9. Demonstrate knowledge of advocacy, collaboration, coalition building, lobbying skills and strategies for influencing political processes and policies relevant to organizational and community practice.
10. Articulate and show evidence of professional use of self and continuing professional development through applied knowledge of professional practice in organizational and community settings, including ethical, appropriate social work roles in organizations, including community-based agencies.
11. Identify and discuss fundamental issues in documenting professional practice, and in monitoring and evaluating the process and outcomes of capacity-building interventions and reform efforts aimed at promoting the well-being and self-determination of client systems at the organizational and community levels.
12. Identify and discuss the relevance of age, race, gender, social class, culture, ethnicity, religion, sexual orientation, national origin, and physical and mental ability in social work practice grounded in social and economic justice.
13. Apply basic knowledge and skills of evidence-based social work practices with diverse groups of people at the community, and/or organization level, in the context of their economic and political environments.
IV. RELATIONSHIP TO PRACTICUM LEARNING OBJECTIVES
Knowledge gained in this course will provide a basis for meeting the following practicum learning objectives:
1. Student is committed to the profession and its basic humanitarian values and practices within the ethical boundaries of the profession.
2. Student demonstrates an ability to apply theoretical perspectives to human behavior.
3. Student understands major issues in the delivery of social service at the practicum agency.
4. The student’s conduct and communication demonstrates social work professionalism.
5. Student demonstrates competence in work with diverse clients.
6. Student demonstrates an understanding of issues of social and economic justice and their application in the context of practicum work.
7. Student can assess and intervene in client systems.
8. Student understands how social, agency and other policies relate to their practicum site.
V. READINGS
Required: Class Texts
Brueggemann, W. (2006). The practice of macro social work. (3rd Ed.). Stamford, CT:
Brooks/Cole.
Eggers, R. (2004). Begging for change: The dollars and sense of making nonprofits responsive, efficient, and rewarding for all. New York: HarperCollins Publishers.
If you are interested in purchasing the texts online, I would suggest logging on to www.bestbookbuys.com to find out the best price for textbooks, including used and soft cover versions (although they are not always cheaper). Please be aware of the time delay and shipping costs when ordering on-line.
Available through WU Library Electronic Reserve (ERES)
In addition to the assigned text readings, students will be expected to read the assigned documents that are identified in each class session in the course outline prior to class. All of the documents are available on the Electronic Reserve (ERES) system which can be found online at the Washington University Libraries website (http://eres.wustl.edu/courseindex.asp). Select the “Course Reserves Pages by Instructor” tab and “Conover” for the instructor. Use “socer” as the password and then select the document(s) desired. Documents are listed by class session and can be printed for personal use. The instructors have made every effort to make available all additional readings on the ERES system in order to reduce course material expenses for students.
The fifteen-session course will consist of lectures presented by the instructor or community practitioners, class presentations, educational videos, class exercises, classroom discussions, individual and group projects. The first eight sessions over the semester in this course will focus on evidenced-based social work practice methods and skills at the community and societal levels. These sessions will be devoted to the methods and theories of community development, community organizing, conflict resolution, international development, policy analysis, and community planning. Students will learn skill sets in the areas of assessment, facilitation, evaluation, and communication. The next five class sessions will be devoted to evidence-based practice with organizations. These sessions will focus on practice at the organizational level, focusing on theories, definitions, assessment, engagement, and interventions. The final two class sessions will be a culmination of the semester, comprised of presentations from each of the community assessment and engagement groups. Overall, this course will focus on working with diverse populations and skill-building exercises relevant to evidence-based social work practice at these various levels. By stressing the fluid and changing context in which evidence-based social work practice takes place, the course also seeks to encourage an attitude of life-long learning and professional development. In this regard, there will be a strong emphasis on effective use of self, skill building, utilizing various theories and capacity-building interventions using approaches based in social justice, advocacy, collaboration, and coalition building.
In general, each class will be organized as follows:
This class outline is one that will be followed during most class sessions. When there are occasional exceptions to this format, students will be notified in advance.
VII. ROLE OF FACULTY AND STUDENTS
Role of Faculty
The instructor will provide a learning environment that includes information via readings, lectures, practical examples of materials and field experiences for the class. The instructor will hold weekly office hours and be available to students by appointment.
Role of Students
Assigned readings are to be read prior to class and students should come to class prepared to discuss and apply knowledge obtained from the readings to the classroom discussions. Class discussion and attendance is highly valued in this course.
Students are expected to attend all classes unless prevented by illness or emergency. If you anticipate missing a class session please let one of the instructors know in advance. If you are not able to let one of the instructors know in advance, please follow up with a communication after the fact.
Please follow the guidelines in the 5th edition of the APA publication manual for format and citations in your written assignments (except Stakeholder Interview Draft Questionnaire). This manual is available at the campus bookstore, the library, and the Writing Lab. Please avoid colloquial expressions, proofread all your documents carefully, and employ good grammar. The instructors encourage students to access the Writing Lab if they feel challenged by writing assignments. All assignments must be typed.
Participation in the discussions and exercises in class is critical to student learning. You are expected to attend each class and to fully participate while present. Attendance and participation are noted and observed by the instructors each session and will count as a half weighted letter grade at the end of the semester. It is also important to fully participate in the group process as you work in small groups to complete the community assessment project for the course. If you are unable to meet with the group at an agreed upon time, plan to be out of town during the semester, or can not meet the group’s expectations for any other reason, it is expected that you will let your other group members know this as soon as possible. You will have the opportunity to offer your group members confidential feedback that will determine their group participation grade based on the on their performance at the end of the semester by completion of a Group Feedback Form. A copy of the feedback form will be distributed in Class Session 1. Ratings from the Group Feedback Form will be averaged and count as a half letter grade toward the final grade.
Accommodations/Special Needs
If you have a disability or impairment that requires an accommodation, please contact the Washington University Disability Student Services at the Disability Resource Center, Voice/TTY: 935-4062, FAX, 935-8272. After having contacted them, please contact the instructors.
Special Needs: If you have a learning disability, sensory, or physical disability or other impairment, or if English is your second language, and you may need special assistance in lecture, reading assignments, and/or testing, please contact the instructors.
Academic Integrity
Do not present work that is not your own as if it were your own. I will not overlook plagiarism or other forms of academic dishonesty. While I realize that different countries and different cultures have different standards of academic integrity, in this class you will be held to the standard described in the Student Handbook for the GWB School of Social Work. Violation of academic honesty will result in notification to our Associate Dean of Academic Affairs for possible referral to the Academic and Professional Integrity Committee.
VIII. ASSIGNMENTS AND GRADING CRITERIA
It is expected that all students will take a professional attitude toward this course, its expectations and assignments. Recognition should be given to the fact that community practice does not follow an established template: it is unique to the context in which it is practiced. As such, unanticipated events are inevitable; nothing is perfect; the entire class is in this together—as a learning experience; and patience, persistence, and flexibility reap rewards.
The following assignments are required for this class: Community Inventory, Community Event/Meeting Observation Paper, Stakeholder Interview Draft Questionnaire, Community Assessment & Engagement Presentation and Paper, Literature Review Paper, Organizational Assessment Paper.
Stakeholder Interview Draft Questionnaire (Pass/Fail)
As part of the community assessment process, each group will complete a minimum of four interviews with stakeholders from their assigned community. Course instructors will assist each group, if needed, in identifying said stakeholders. Each group is to submit a draft questionnaire that is comprised of questions that assess the needs and issues of the community that will be used in the interviews. Submitted drafts should include an introductory paragraph, or script, which the student will use with to explain the interview to the interviewee. A minimum of 10 items is required.
Due Date: Session 3, September 13, 2006
Community Inventory (Letter Grade)
Students will need to meet with their group members to complete both a visual and virtual inventory of the assigned neighborhood. The group will identify the most salient characteristics of the community that speak to its capacity and needs. Every group member must travel to the neighborhood either in pairs or as a group, to make observations. The instructors will provide specific written guidelines and requirements.
Due Date: Session 7, October 11, 2006
Community Event/Meeting Observation Paper (Pass/Fail)
As part of the community assessment process, students will attend a community meeting or event in their assigned community. Students will then write a 2-3 page individual paper with their observations of the meeting or event including who organized the event/meeting, sponsorship/funding if applicable, dynamics observed, community issues/concerns, strengths/weaknesses of the event/meeting. The instructors will provide specific written guidelines and requirements. Students need to mindful that many community meetings and events are often held once a month (or sometimes every other month) as they identifying a meeting or event they want to attend as it relates to the due date of this assignment.
Due Date: Rolling, due 2 weeks after your attendance at a meeting
Based on the event/meeting they attended, their assessment of the community and the interviews conducted, each student will identify one issue which either the community is addressing, or which they believe they may benefit by addressing. Students will conduct a literature review researching this issue, identifying research-based knowledge about this issue as well methods, theories, and programs used to address the identified issue or concern. Appropriate, credible web resources may be used, but are not sufficient to meet the requirements of this assignment. Academic journals and research in the library are required. Submissions should be APA style (5th edition), 12 point Times Roman font, double-spaced, and no longer than 8 pages. The instructors will provide specific written guidelines and requirements for this assignment.
Students will submit a paper analyzing their practicum organizational setting and structure. The purpose of the assignment is to assess the student’s ability to apply course readings and discussions to a functioning organization. Citations from the academic literature should be provided to support your observations and perceptions. Submissions should be APA style (5th edition), 12 point Times Roman font, double-spaced, and no longer than 6 pages. The instructors will provide specific written guidelines and requirements for this assignment.
Due Date: Session 12, November 15, 2006
Community Assessment & Engagement Presentation and Paper (Letter Grade)
The purpose of this assignment is to provide an opportunity for students to apply and demonstrate critical skills in community-based social work practice. These include strengths-based assessment, critical thinking, and observation skills. Each group will make a formal presentation to the class that is a culmination of their community assessment process. Presentations should be 20-30 minutes in length and followed by a student facilitated question and answer session. In addition to an overview of their assigned community, students will identify and describe 2-3 best or promising practices that address a pressing community issue or concern. Appropriate, credible web resources may be used, but are not sufficient to meet the requirements of this assignment. Academic journals and research in the library are required. Students should meet individually with the instructor(s) during the semester as needed to discuss progress on this assignment. Students will submit a 12-point Times Roman font, double-spaced, 12-15 page paper in APA format. The instructors will provide specific written guidelines and requirements for both assignments. All students in the group will receive the same grade.
Due Date for Presentation: Sessions 14, November 29, 2006 & Session 15, December 6, 2006
Due Date for Paper: Session 15, December 6, 2006
GRADING CRITERIA
In this course, the instructor will attempt to minimize the importance of grades while emphasizing the importance of students displaying critical thinking and instructors offering helpful feedback. Assignments are designed to enhance student learning, give students the opportunity to process, analyze, and synthesize course material, and when possible create experiential learning opportunities. Letter grades will therefore be given for the following class assignments; Community Inventory, Organizational Assessment Paper, Literature Review Paper, Community Assessment and Engagement Presentation (weighted as half a grade) and Paper, Class Participation (weighted as half a grade) and Group Participation (weighted as half a grade). Criteria for each letter grade are detailed below. For the remaining assignments, Meeting/Event Observation, and Draft Questionnaire students will receive a pass/fail grade and written feedback from the instructor. These “grades” may influence a student’s final course grade if the student is bordering between two grades. Otherwise, final grades will be an average of the letter grades received. An incomplete grade will be given at the end of the semester if all assignments are not turned in.
A Grade: For an assignment to receive an A grade it must include all the criteria outlined on the assignment, use APA style (when required), be well written, clearly display the student’s ability to critically think about the issue, and provide in-depth analysis of the subject.
B Grade: For an assignment to receive a B grade, it must meet the minimal standards as outlined in the assignment, show some critical analysis, and/or have few major APA or other grammatical errors. A paper that shows excellent critical analysis but is missing a component of the assignment may also receive a B grade.
C Grade: For an assignment to receive a C grade it will have provided a majority, but not all, of the requested information on the assignment, not use APA style correctly, and/or have significant grammatical errors.
Late Submissions
Assignments submitted to the instructor after the stated deadline will automatically receive ½ letter grade deduction (ex. a B+ becomes a B) unless significant illness or other emergency occurs. You must contact the instructor in advance if you can foresee an emergency delaying your assignment.
IX. COURSE OUTLINE
Class Session 1: August 30, 2006
Topics: Introduction to Course
Historical trends of social work practice with organizations and communities
Professional and ethical use of self in community and organizations
Objectives: Students will develop an understanding of:
· Major historical trends in social work practice with organizations and communities (i.e., origins of social justice as it applies to organizational and community practices).
· The importance of commitment to the values, goals and objectives of social work in professional practice at organizational and community levels
· Values and ethics underlying social work practice to include work with diverse oppressed, and disadvantaged populations and constituencies.
Readings: Text:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 1-2). Stamford, CT: Brooks/Cole
Reserves:
Addams, J. (1999). Twenty Years at Hull-House with Autobiographical Notes. Ed. Brown, V.B. (pp. 1-38, 152-161). Boston, MA: Bedford/St. Martin’s.
Class Session 2: September 6, 2006
Topic(s): Understanding and Assessing the Community
Objectives: Students will develop an understanding of:
· Basic assessment and evidence-based intervention skills for ethical and effective social work practice with an emphasis on organizational and community empowerment and capacity building.
· The fundamental issues in documenting professional practice, and in monitoring and evaluating the process and outcomes of capacity-building interventions and reform efforts aimed at promoting the well-being and self-determination of client systems at organizational and community levels.
· The relevance of age, race, gender, social class, culture, ethnicity, religion, sexual orientation, national origin, and physical and mental ability in social work practice grounded in social and economic justice.
· Basic knowledge and skills about evidence-based social work practice with diverse groups of people at the community, and/or organization levels, in the context of their economic and political environments.
Readings: Text:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 5). Stamford, CT: Brooks/Cole.
Reserves:
Douglass, R. L. (2001). How to use and present community data. In Tropman, J., Erlich, J., & Rothman, J. (Eds.) Tactics & Techniques of Community Intervention (4th Ed.), (pp. 327-339). Itasca, IL: F.E. Peacock Publishers, Inc.
Fellin, P. (1995). The community and the social worker (2nd Ed.), (pp. 3-38). Itasca, IL: F.E. Peacock.
Kemp, S., Scanlon, E. (2002). Practice with communities. In Mattaini, M.A., Lowery, C.T., Meyer, C.H. Foundations of Social Work Practice (3rd Ed.), (pp. 243-255). Washington, D.C.: NASW Press.
Kretzmann, J., & McKnight, J. (1993). Building communities from the inside out (pp. 1-27, 345-354). Evanston, IL: Center for Urban Affairs and Policy Research, Northwestern University.
Leon-Guerrero, A. (2005). Social problems: Community, policy, and social action (pp. 327-358). Thousand Oaks, CA: Sage Publications.
McKnight, J. (1995). The careless society: Community and its counterfeits, (pp 115-123). New York: BasicBooks.
Speaker/Exercise: Guest speaker on GIS mapping
Class Session 3: September 13, 2006
Topic(s): Community Development Theory and Practice
Objectives: Students will develop an understanding of:
· Various empirically supported theoretical approaches that are used for assessing and intervening with organizations and communities.
Readings: Text:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 6, 14). Stamford, CT: Brooks/Cole.
Reserves:
Hardcastle, D. A., Wenocur, S., & Powers, P. R (2004). Community practice: Theories and skills for social workers (pp. 33-60). New York: Oxford University Press.
Kemp, S., Scanlon, E. Practice with Communities. In Mattaini, M.A., Lowery, C.T., Meyer, C.H. (2002). Foundations of Social Work Practice (3rd Ed.). Washington, D.C.: NASW Press, (pp. 230-243).
Joyner, R. (2003). Shattering the broken window theory. St. Louis Post-Dispatch.
Rubin, H. J. & Sherraden, M.S. (2005). Community economic and social development. In M. Weil (Ed.), The handbook of community practice (pp. 475-493). Thousand Oaks, CA: Sage Publications.
Class Session 4: September 20, 2006
Topic(s): Community Organizing and Engagement
Objectives: Students will develop an understanding of:
· Major historical trends in social work practice with organizations and communities (i.e., origins of social justice as it applies to organizational and community practices).
· Values and ethics underlying social work practice to include work with diverse oppressed, and disadvantaged populations and constituencies
· Communication skills and competencies for working with clients, colleagues, boards, communities, political and legislative bodies and organizations
Readings: Text:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 8). Stamford, CT: Brooks/Cole.
Reserves:
Brown, P., & Garg, S. (1997). Foundations and comprehensive community initiatives: The challenges of partnership. Chicago: Chapin Hall Center for Children.
CDC/ATSDR Committee on Community Engagement. (1997). Principles of community engagement (Chapters 1-3). Atlanta, GA: US Department of Health and Human Services, Center for Disease Control and Prevention.
Meldoff, P. & Sklar, H. (1994). Streets of hope: The fall and rise of an urban neighborhood (pp. 37-66). Boston, MA: South End Press.
McKnight, J. (1995). The careless society: Community and its counterfeits, (pp 153-160). New York: BasicBooks.
The Progress Report. Interview with Saul Alinsky. Available at www.progress.org/2003/alinsky2.htm in installments; follow all the links.
Rivera, F.G., & Erlich, J.L. (2001). Organizing with people of color: A perspective. In Tropman, J., Erlich, J., & Rothman, J. (Eds.) Tactics & Techniques of Community Intervention (4th Ed.), (pp. 254-259). Itasca, IL: F.E. Peacock Publishers, Inc.
Watt, S., Higins, C., & Kendrick, A. (2000). Community participation in the development of services: A move toward community empowerment. Community Development Journal, 35(2), 120-132.
Speaker/Exercise: Holding Ground video
Class Session 5: September 27, 2006
Topic(s): Advocacy and Coalition Building
Objectives: Students will develop an understanding of:
· Communication skills and competencies for working with clients, colleagues, boards, communities, political and legislative bodies and organizations.
§ Advocacy, collaboration, coalition building, lobbying skills and strategies for influencing political processes and policies relevant to organizational and community practice.
Readings: Texts:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 13). Stamford, CT: Brooks/Cole.
Reserves:
Alliance for Justice. (1999). Worry-free lobbying for nonprofits. Washington, DC: Alliance for Justice.
Ellis, T. & Lenczner, S. (2000). Lessons from the field: Community anti-drug coalitions as catalysts for change (pp. 1-28). Alexandria, VA: Community Anti-Drug Coalitions of America.
Richan, W. (1996) Lobbying for social change (2nd Ed.), (pp. 69-86). Binghamton, NY: Haworth Press.
Roberts-DeGennaro, M. & Mizrahi, T. (2005). Coalitions as social change agents. In. M. Weil (Ed.), The handbook of community practice (pp. 305-318). Thousand Oaks, CA: Sage Publications.
Roberts-DeGennaro, M. (2001). Conceptual framework for coalitions in an organizational context. In Tropman, J., Erlich, J., & Rothman, J. (Eds.) Tactics & Techniques of Community Intervention (4th Ed.), (pp. 130-140). Itasca, IL: F.E. Peacock Publishers, Inc.
Speaker/Exercise: Guest Speaker on Coalition Building
Class Session 6: October 4, 2006
Topic(s): International Community Development
Objectives: Students will develop an understanding of:
· Major historical trends in social work practice with organizations and communities (i.e., origins of social justice as it applies to organizational and community practices).
· The relevance of age, race, gender, social class, culture, ethnicity, religion, sexual orientation, national origin, and physical and mental ability in social work practice grounded in social and economic justice.
§ Basic knowledge and skills about evidence-based social work practice with diverse groups of people at the community, and/or organization levels, in the context of their economic and political environments.
Readings: Text:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 15). Stamford, CT: Brooks/Cole.
Reserves:
Garsten, C. (2003). The cosmopolitan organization—an essay on corporate accountability. Global Networks, 3(3), 355-370.
Linthicum, R. (2001). Doing community organizing in the urban slums of India. Social Policy, 32(2), 34.
Polack, R. J. (2004). Social justice and the global economy: New challenges for social work in the 21st century. Social Work, 49(2), 281-290.
Reisch, M. (2005). Community practice challenges in the global economy. In M. Weil (Ed.), The handbook of community practice (pp. 529-547). Thousand Oaks, CA: Sage Publications.
Speaker/Exercise: Guest Speaker on International Social Work
Class Session 7: October 11, 2006
Topic(s): Facilitating Community Change
Objectives: Students will develop an understanding of:
· Communication skills and competencies for working with clients, colleagues, boards, communities, political and legislative bodies and organizations.
· Various evidence-based intervention approaches for organization and community change.
§ Basic knowledge and skills about evidence-based social work practice with diverse groups of people at the community, and/or organization levels, in the context of their economic and political environments.
Readings: Text:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 3, 4). Stamford, CT: Brooks/Cole.
Reserves:
Tropman, J.E., & Morningstar, G. (2001). The effective meeting: How to achieve high quality decisions. In Tropman, J., Erlich, J., & Rothman, J. Tactics & Techniques of Community Intervention (4th Ed.), (pp. 183-197). Itasca, IL: F.E. Peacock Publishers, Inc.
Assignment Due: Community Inventory
Class Session 8: October 18, 2006
Topic(s): Community and Organizational Leaders in Practice
Objectives: Students will develop an understanding of:
· The importance of commitment to the values, goals and objectives of social work in professional practice at organizational and community levels.
· Communication skills and competencies for working with clients, colleagues, boards, communities, political and legislative bodies and organizations.
· The professional use of self and continuing professional development in organizational and community settings, including the adoption of ethical, appropriate social work roles in organizations, including community-based agencies.
· Basic knowledge and skills about evidence-based social work practice with diverse groups of people at the community, and/or organization levels, in the context of their economic and political environments.
Readings: Text:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 7). Stamford, CT: Brooks/Cole.
Reserves:
Freedman, P. (2001). What makes a solution? Lessons and findings from solutions for America. Charlottesville, VA: Pew Partnership for Civic Change.
Speaker/Exercise: Guest Panel of Community and Organizational Leaders
Class Session 9: October 25, 2006
Topic(s): Nature, Structure, and Theories of Organizations
Objectives: Students will develop an understanding of:
· Major historical trends in social work practice with organizations and communities (i.e., origins of social justice as it applies to organizational and community practices).
· Various empirically supported theoretical approaches that are used for assessing and intervening with organizations and communities.
Readings: Text:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 9). Stamford, CT: Brooks/Cole.
Reserves:
Hall, R. H. (2002). Organizations: Structures, processes, and outcomes (8th Ed), (pp. 45-77). Englewood Cliffs, NJ: Prentice Hall.
Netting, F. E., Kettner, P.M., & McMurtry, S. L. (2004). Social work macro practice (3rd Ed.), (pp. 209-237). Boston: Allyn and Bacon.
Class Session 10: November 1, 2006
Topic: Organizational Culture and Leadership
Objectives: Students will develop an understanding of:
· The importance of commitment to the values, goals and objectives of social work in professional practice at organizational and community levels.
· Communication skills and competencies for working with clients, colleagues, boards, communities, political and legislative bodies and organizations.
Readings: Text:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 11). Stamford, CT: Brooks/Cole
Reserves:
Clampitt, P. (1991). Communicating for managerial effectiveness (pp. 50-73). Newbury Park , CA: Sage Publications.
Collins, J. (2001). Good to great. Fast Company, 51, 90-95.
Glisson, C., & Hemmelgarn, A. (1998). The effects of organizational climate and interorganizational coordination on the quality and outcomes of children’s service systems. Child Abuse & Neglect, 22(5), 401-421.
Maton, K.I., & Salem, D.A. (1995). Organizational characteristics of empowering community settings: A multiple case study approach. American Journal of Community Psychology, 23(5), 631-656.
Senge, P. (1990). The fifth discipline (pp. 17-26; 57-67). New York: Doubleday/Currency.
Assignment Due: Literature Review Paper
Class Session 11: November 8, 2006
Topic: Organizational Quality and Change
Objectives: Students will develop an understanding of:
· Various evidence-based intervention approaches for organization and community change.
Readings: Text:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 12). Stamford, CT: Brooks/Cole
Reserves:
Martin, L. L. (1993). Total quality management in human service organizations
(pp. 26-35, 97-102). Newbury Park , CA: Sage Publications.
Moxley, D.P., & Manela, R.W. (2000). Agency-based evaluation and organizational change in the human services. Families in Society, 81(3), 316-327.
Selber, K., & Streeter, C. (2000). A customer-oriented model for managing quality in human services. Administration in Social Work, 24(2), 1-14.
Class Session 12: November 15, 2006
Topic: Nonprofit Organizations
Objective: Students will develop an understanding of:
· Values and ethics underlying social work practice to include work with diverse oppressed, and disadvantaged populations and constituencies.
· The importance of commitment to the values, goals and objectives of social work in professional practice at organizational and community levels.
Readings: Text:
Brueggemann, W. G. (2006). The practice of macro social work (3nd Ed.), (Chapter 10). Stamford, CT: Brooks/Cole
Eggers, R. (2004). Begging for change: The dollars and sense of making nonprofits responsive, efficient, and rewarding for all. New York: HarperCollins Publishers.
Reserve:
Gambrill, E., Pruger, R. (1992). Controversial Issues in Social Work, (pp. 27-38). Needham Heights, MA: Allyn and Bacon.
Ryan, W.P. (1999). The new landscape for nonprofits. Harvard Business Review, 77(1), 127-136.
Assignment Due: Organization Assessment Paper
Speaker/Exercise: None
Class Session 13: November 22, 2006
Topics: Strengthening and Building the Capacity of Nonprofits
Social Entrepreneurship
Objectives: Students will develop an understanding of:
· Basic assessment and evidence-based intervention skills for ethical and effective social work practice with an emphasis on organizational and community empowerment and capacity building.
· The fundamental issues in documenting professional practice, and in monitoring and evaluating the process and outcomes of capacity-building interventions and reform efforts aimed at promoting the well-being and self-determination of client systems at organizational and community levels.
Readings: Text:
Eggers, R. (2004). Begging for change: The dollars and sense of making nonprofits responsive, efficient, and rewarding for all. New York: HarperCollins Publishers.
Reserves:
Backer, T. E. & Bare, J. (2000). Going to the next level. Foundations News & Commentary, 38-40.
Dees, J.G. (1998). The meaning of social entrepreneurship. Stanford, CA: Kauffman Center for Entrepreneurial Leadership, Stanford University.
Draper, L. (2000). Do capacity building. Foundation News & Commentary, 33-36.
Massarsky, C. & Beinhacker, S.L. (2002). Enterprising nonprofits: Revenue generation in the nonprofit sector. Yale School of Management-The Goldman Sachs Foundation Partnership on Nonprofit Ventures.
Speaker/Exercise: Guest Speaker on Social Entrepreneurship
Class Session 14: November 29, 2006
Topics: Professional and ethical use of self in community and organizations
Evidence-Based Practice and Intervention Skills
Objectives: Students will develop an understanding of:
§ Basic assessment and evidence-based intervention skills for ethical and effective social work practice with an emphasis on organizational and community empowerment and capacity building.
· Various empirically supported theoretical approaches that are used for assessing and intervening with organizations and communities.
§ Various evidence-based intervention approaches for organization and community change
§ The professional use of self and continuing professional development in organizational and community settings, including the adoption of ethical, appropriate social work roles in organizations, including community-based agencies.
Readings: Text: None
Reserves:
Hardina, D. (2004). Guidelines for ethical practice in community organization. Social Work, 49(4), 595-604.
Jeavons, T. H. “Ethics in nonprofit management: Creating a culture of integrity.” In R.D. Herman (1994). The Jossey-Bass handbook of nonprofit leadership and management (pp.184-207). San Francisco: Jossey-Bass.
NASW Code of Ethics found at https://www/socialworkers.org/pubs/code/code.asp
Reamer, F.G. (2000). The social work ethics audit: A risk-management strategy. Social Work, 45(4), 355-363.
Class Session 15: December 6, 2006
Topic: Evidence-Based Practice and Intervention Skills
Objectives: Students will develop an understanding of:
§ Basic assessment and evidence-based intervention skills for ethical and effective social work practice with an emphasis on organizational and community empowerment and capacity building.
· Various empirically supported theoretical approaches that are used for assessing and intervening with organizations and communities.
§ Various evidence-based intervention approaches for organization and community change
Readings: None
Assignments Due: Community Assessment & Engagement Presentations
Community Assessment & Engagement Paper