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SW 320 Social Work Practice II: Groups
Rinehart, Deborah


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

SW 320 Social Work Practice II:  Groups

Semester

SP 2007 HO

Faculty

Rinehart, Deborah

Title

Adjunct Instructor

Degrees/Certificates

MSW, LCSW, LSCSW

Office Location

MA 225

Office Hours

By appointment

Daytime Phone

816 753-5171

Other Phone

816 584-6503

E-Mail

deborah.rinehart@park.edu

Semester Dates

01/16-05/11

Class Days

--T-R--

Class Time

2:25 - 3:40 PM

Prerequisites

SW310, Social Work pre-major or Major

Credit Hours

3


Textbook:

An Introduction to Group Work Practice  Ronald W. Toseland/Robert Rivas  Fifth Edition  ISBN 0-205-37606-1
 
Case Studies in Generalist Practice  Robert Rivas/Grafton H. Hull, Jr.  ISBN 0-534-52140-1

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
This course introduces knowledge and skills needed for beginning practice with groups. This includes exploration of the dynamics of group processes and the use of group interventions to address a wide range of human needs. PREREQUISITE: Social Work Pre-Major or Major and SW 305. 3:0:3

Educational Philosophy:

Social Work as a profession emerged in response to the many challenges, inequalities and threats to the world's most vulnerable populations.  The demographic of those populations is constantly evolving, as is the nature of challenge's that increasingly confront us all.
 
It is vitally important that citizens, regardless of their professional identity, be prepared to efficiently and critically consider their environment in order to identify, strategize and communicate an effective response to the matters before them.  This is as true in business, science, education and governement as it is in social work.
 
It is the intent of the faculty in the Department of Social Work to facilitate learners in the acquisition of such knowledge as will serve them, their families and their communities, throughout their lives.  Through the semester, world and local events will occur which may influence our academic, personal. or professional pursuits.  In light of such circumstances, the instructor reserves the right to amend the schedule of study.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate an understanding of concepts related to generalist social work practice with families and groups.
  2. Identify generalist social work roles, values and ethics associated with services to groups of diverse composition and needs.
  3. Describe theoretical foundations of social work practice from a systematic perspective recognizing both strengths and limitations.
  4. Demonstrate an awareness of the impact of their own role on group's participants and the group process.
  5. Ability to assess group conditions; and on the basis of that assessment, facilitate group movement both as a social worker and group member.
  6. Recognize and respond to vulnerable families and populations at risk.
  7. Describe and demonstrate an understanding of the process and application of practice evaluation in working with groups.


Core Assessment:
  • Group Intervention Planning (LO 1-5,7)
  • Group Facilitation (LO 1-5,7)
  • Course Co-facilitation (LO 1,2)
  • Problems in group paper (LO2,4-7)
  • Problems in families paper (LO 2,4-7)
  • Core Assessment: Portfolio Assignment (LO 2,4,6,7)
  • Exams (LO 1-7)

Class Assessment:

Portfolio assignment - Write a paper to address your role and identity as an individual, as a member of many overlapping groups, and as a generalist and professional social worker leading groups in the future.  What do you see as your role now and in the future?  How will situations and groups which have formed your identity to date impact your skills and style as a generalist social worker forming and leading groups in the future?  Based on your past experiences, how will this negatively and positively impact your ability to work with groups? Give some specific examples of types of groups where your experience will negatively impact your facilitation of them and examples where it will positively impact them.  This will require some research on your part to learn about types of groups.  Please fully explain yourself in each of these areas.  Your work needs to demonstrate a strong knowledge base but also extensive personal insight. (3-4 pages)
 
Research paper - Research the history of group work in the field of social work.  Need to discuss the various types of groups and social work's view. This paper needs to demonstrate you have researched thoroughly and demonstrated a comprehensive understanding.  Please offer an insightful opinion based on solid understanding of the information.  Must use at least 5 reputable, peer reviewed sources in addition to the text.   (5-7 pages)
 
Core Assessment:
Group Intervention Planning (2)- Each student will select 2 topics or issues that may benefit from a group intervention.  One of these must be for a task group and one for a treatment group.   You will need to read related materials to summarize the key points of the material on each topic and develop an outline of a group session that can be used by a group facilitator to design and run a similar group; again this needs to be done for task and treatment groups (two separate treatment plans).  You will need to write up a proposal for this group.  Your final proposals need to have at least three references and an annotated bibliography.
Group Facilitation -   In class each student will lead a group session (role play) based on their Group Intervention Planning.
 
Problems in groups - Working as a generalist social worker in a group setting can present some unique challenges to the provision of ethical and effective services.  Each student will need to determine an ethical challenge (check with instructor) that could occur in a group.  Research this and submit a study that thoroughly examines both positive and negative issues involved.  You will be expected to consider relevant issues in NASW code of ethics, state and federal laws as well as the needs, expectations and consequences for the individuals involved.Class co-facilitation - Each student will co-facilitate with the instructor one chapter of the text and one case study in the Case Studies book.  Students will need to identify two main points from each of these that would be appropriate for an exam.
 
Two Exams:  Mid-term and final

Grading:

Portfolio Assignment - 15%
 
Research Paper - 15%
 
Core Assessment - 25%
 
Problems paper - 15%
 
Class Co-facilitation - 10%
 
Exams - 10% each

Late Submission of Course Materials:

Assignments are due at the beginning of the class on the date indicated.  Students must submit written proof to document the reason for a late paper, i.e. doctor's excuse, tow truck bill.  Despite having documentation, 10% grade reduction will be taken for each class the paper is late. 

Classroom Rules of Conduct:

1. Class attendance is imperative.
2. Tardiness is disruptive to the class and will result in points being deducted from the final grade.
3. Active participation is imperative in the classroom.  In order to actively participate, the student must come to class prepared for that class.  All readings must be completed.
4. All papers are to be written in 12-font, double-spaced, using APA style.  Sources must be used and adequately cited.  Wikipedia is not considered an appropriate source.  If it is used it must be cited but it does not count for the number of sources.
5. Personal perspectives including differences will be valued.  Degrading or discriminatory remarks or behaviors are not acceptable.
6. Due to the sensitive material, courtesy and respect must be maintained at all times.  This includes students not having private conversations while others are talking.
7. If a student's behaviors in the classroom is disruptive, the instructor will allow the student an opportunity to correct the behavior without consequences.  If the behavior continues to be disruptive, the student may be asked to leave the classroom and may be referred to the Office of Academic Affairs.

Course Topic/Dates/Assignments:

Students will choose the day and chapters they co-facilitate - depends on the number of students in the class.
Daily course topics will revolve around topic in texts for that week.  A case study will be addressed each week.

Week One
Jan 16/18

Introduction
Chapter One

 

Discussion on groups in general

Week Two
Jan 23/25

Chapter Two
Case Study #10
Appendix A1

 

 

Week Three
Jan 30/Feb 1

Chapter Three

 

 

Week Four
Feb 6/8

Chapter Four
Appendix A2
Case Study #11

Portfolio assignment due 2/8

Ethics and groups
begin in depth discussion

Week Five
Feb 13/15

Chapter Five
Case Studies #12

 

 

Week Six
Feb 20/22

Chapter Six
Appendix A3

 

 

Week Seven
Feb 27/Mar 1

Chapter Seven
Appendix D

 

 

Week Eight
Mar 6/8

Chapter Eight
Appendix E & F

Mid-term
3/8

 

Week Nine
Mar 13/15

Spring Break

 

 

Week Ten
Mar 20/22

Chapter Nine
Case Studies #13

Research Paper due
03/22

 

Week Eleven
Mar 27/29

Chapter Ten
Case Studies #14

 

 

Week Twelve
Apr 3/5

Chapter Eleven
Case Studies #15

 

 

Week Thirteen
Apr 10/12

Chapter Twelve
Case Studies #16

 

 

Week Fourteen
Apr 17/19

Chapter Thirteen
Case Studies #17

Core assessments due - outlines 4/19

Class role plays
04/17 and 04/19

Week Fifteen
Apr 24/26

Chapter Fourteen
Case Studies #18

 

Class role plays
04/24 and 04/29

Week Sixteen
May 1/3

Chapter Fifteen
Case Studies #19

 


Week Seventeen
May 8/10

Finals Week

Final exam at scheduled final time

 

 

 

 

 


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



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Last Updated:1/12/2007 12:46:46 PM