SW310 Social Work Practice I: Individuals and Familes

for FA 2011

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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.


SW 310 Social Work Practice I: Individuals and Families


FA 2011 HO


Kisthardt, Walter E.


Professor: Chair/BSW Program Director


Ph.D. Social Work: University of Kansas
MSW: University of Hawaii
BA Sociology/Social Work: Elizabethtown College, Pa.

Office Location

225 Underground

Office Hours

Tues. 9:00am - 10:00 am: 1:00pm - 2:00pm: 3:45pm - 5:00pm and Monday 9:00 am 4:00pm

Daytime Phone


Other Phone




Semester Dates

Aug. 15 - Dec.2, 2011

Class Days


Class Time

8:45 - 10:00 AM MA 306


Admmission to BSW Program

Credit Hours


Generalist Social Work Practice: An Empowering Approach. Karla Krogsrud Miley, Michael O'Melia, & Brenda DuBois. (2011) 6th Ed. Allyn & Bacon: Boston

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 is the first generalist practice course in the three course practice sequence. The focus on the values, knowledge and skills required for effective generalist social work practice across a wide range of settings with individuals and families. Our focus is on the principles and strategies that embody Strengths-Based, Person-Centered Practice. The seven core functions of generalist practice are explored. The ten core competencies as set forth in the 2008 CSWE accreditation standards are infused throughout this course. Emphasis is placed upon competency 10a - 10d: Students will demonstrate the ability to Engage, Assess, Intervene and Evaluate.  

Educational Philosophy:
At all times I will strive to model the values and skills that are at the heart of the profession of social work. Just as in the helping process, teaching should be a collaborative, mutually enriching experience. I believe that learning is best achieved in an environment that is respectful, safe, affirming, challenging, and highly interactive.I understand that every person has wisdom in their lived experience and a unique world view and perspective. I recognize that each of us learns in different ways and I will strive to present concepts in a manner that promotes your learning. If you are having difficulty with any aspect of the class I hope that you will make this known to me. I truly want this class to be enjoyable as well as educational.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate an understanding of concepts related to generalist practice with individuals and families.
  2. Identify social work roles, values and ethics associated with services to individuals and families of diverse experiences and needs.
  3. Describe theoretical foundations of social work practice from a systematic perspective recognizing both strengths and limitations.
  4. Express an understanding of the importance of a worker-client relationship and skill in establishing respectful, mutual, empowering, professional relationships.
  5. Demonstrate a competence in basic interviewing skills.
  6. Demonstrate an understanding of the process of assessing a client's strengths and challenges.
  7. Describe and demonstrate an understanding of the process and application of basic practice evaluation.

Core Assessment:

·  PowerPoint family collage (LO 1,2,6,7)

·  Volunteer experience (LO 1,4,6,7)

·  Genogram (LO 1,5,6)

·  Process Recording (LO 3-7)

·  Core Assessment: Portfolio Assignment (LO 1-7)

·  Agency Resources Exercise (LO 1,2,4,7)

·  Exams (LO 1-7)

Class Assessment:

Mid-Term Examination...This exam will be given in class on Thursday October 6. It will include multiple choice and one essay question. 25 points.   

Two written critiques of Social Work Journal Articles related to social work practice with a vulnerable and/or at risk population.  I will provide you with a format to complete these written critiques. These are to be selected from the Journal of Social Work or other professional journal. articles are to be published from 2009 to present. The article should address social work practice with a population and issues that are relevant for practice at your field placement. Ten (10) points for each journal critique.  Total 20 points. 

Term Paper: Demonstrates your understanding and ability to apply the seven core functions of generalist practice integrating actual experiences from your Field Practicum. This paper must be submitted using APA format and be 10-15 pages in length and must include at least seven references. Due on or before the last class, Thursday, Dec. 1.  (30 points). If you choose to write a complete draft of the paper you may hand it in on Thursday, November 17. I will grade this paper and if you are happy with the grade you do not need to resubmit it. If you choose you may edit the paper, incorporating my suggestions and comments and re-submit it for an improved grade on the last day of class.

Classroom Presentation: Demonstrates your understanding and delivery of generalist social work practice with individuals and/or families in your field practicum.  This presentation will be 20 minutes with 5-10 minutes for you to respond to questions and display skills in facilitating discussion. (15 points)

Class participation: This class is highly interactive and experiential. Your presence and active involvement are critical to creating the most effective learning atmosphere. You will be expected to display the same listening skills, attentiveness, respect, professional dialogue, and compassion with and for each other as colleagues as you display when working with a service participant. You are allowed two unexcused absences without point penalty. For each absence beyond this one (1) point will be deducted from your class participation grade. If you miss 5 classes you will receive no credit for class participation. (10 points).


90-100 points = A
80 - 89 points = B
70 - 79 points = C
below 70 points = F

Late Submission of Course Materials:

 Assignments are due at the beginning of class on the date indicated on the course schedule. In the event of absence you may submit the assignment electronically. The student remains responsible for lost, misdirected or incompatible formatting of electronic submissions. In extenuating circumstances (as determined by the instructor) and with timely notification an exception may or may nor be granted. Assignments not submitted on time will receive a deduction of 5 points. Please be aware that there is no “extra credit” work in this course.

Classroom Rules of Conduct:

In order to maintain a positive learning environment the following ground rules will be the norm for our interactions. Personal perspectives will be valued. Degrading or discriminatory remarks or behaviors are not acceptable. Discussion will reflect an exchange of information, experiences, ideas, and opinions which foster critical thinking, analysis, and synthesis. If you work in groups, it is the responsibility of the group members to delegate work. All members of the group must present on the project and all will receive the same grade. Because of the sensitivity of the subject matter relevant for consideration in social work respect, sensitivity, and confidentiality must be maintained. Students need to arrive on time. Students will not hold private conversations when a colleague is speaking. If a student’s behavior is considered to be disruptive, the instructor will give that person the opportunity to modify the behavior without point penalty. If the student’s behavior continues to be disruptive they will lose all class participation points and be referred to the Office of Academic Affairs.

Course Topic/Dates/Assignments:

Week One: Introductions, Review of Syllabus and expectations for course. What is Generalist Social Work Practice? The seven core functions of Generalist Practice. The ten competencies of generalist practice as set forth by CSWE.
The Purpose of Social Work. Readings...Chapter 1 in text. 
Strategies to promote effective Engagement (exercise). Please download and print Person-Centered Strengths Assessment and Personal Wellness/Recovery Plan. These are attachments in the syllabus. Please work on your assessment and plan and we will discuss key learning points of this process next week. It is critical that you complete this assignment as you will be sharing your experience of the process with collegaues in small groups next week. Most of you have done this in SW 205, but this exercise should demonstrate the importance of context and trust as important variables in the collection of assessment data.  

Week Two: 
The Strengths Perspective in Social Work Practice. Readings: Chapter 4 in text.
Discuss the Strengths Assment and Personal Wellness Recovery Plan.

 Week Three: Human Systems Perspective: Reading: Chapter 2 in text. First Journal Article due Thursday, Sept. 1. Characteristics of Effective Assessment and documenting progress in the helping partnership. Factors related to successful goal attainment.

Week Four: Social Work Values and Cultural Competence...Reading...Chapter 3 in text. Key concepts...self-determination, diversity, inclusion,world-view, the objectivity/subjectivity debate...is it possible to be "nonjudgmental"? status & privilege,equal opportunity and access to resources. 

Week Five: Just what exactly is "empowerment"? Reading...Chapter 5 in text. Types and Forms of Power, social and economic justice, praxis, dialog, partnership, assessment as discovery, brainstorming alternative healthier more productive responses to life demands, multiple levels of generalist practice.

Week Six: Generalist practice as a collaborative enterprise. Reading...Chapter 6 in text pp.129-157...Who is the expert? What are the characteristics of a healthy, productive partnership? power sharing, influence, motivation, problem, change, transformation, difference between rights, privileges, and social responsibility, dual relationships, structural oppression, confidentiality, informed consent. Second Journal Critique Due on Thursday, September 15. 

Week Seven: Articulating Situations and Defining Directions...Readings...Chapters 7 and 8 in text pp.159-215. key concepts...active listening, proactive responding, conveying hope and possibility, evaluating your intervention...how do we effectively deal with our own emotions when helping another? Directive vs. non-directive continuum.  

Week Eight: Strengths Perspective as Culturally Competent Practice...Identifying personal and Community strengths and framing solutions. Readings: Chapters 9, 10 & 11 in text. Key concepts: integrating strengths to promote change and transformation, solution focused dialogue, self-fulfilling prophecy, consolidating gains, strength in diversity, strengths across the developmental cycle and vulnerable, oppressed groups...Review for test on Tuesday and take test in class on Thursday Oct. 6.

Week Nine: No Class, Fall Recess...Be sure to apply the Strengths Model in your own life and make the time to do something that will renew your spirit and prepare your emotional, physically, and spiritually for the second half of the semester.

Week Ten: Activating Resources...Review Test: Reading: Chapter 12 in text. Key concepts, The Ethic of Advocacy, what are the characteristics of the effective advocate, multi-system intervention, promoting empowerment and leadership, use of compassionate confrontation, endings and transitions... How do social workers promote social justice?

Weeks Eleven - Seventeen: Presentations on implementing the seven functions of generalist practice begin this week. We will have two presentations per class period. Your attendance at these presentations is important to support your colleagues as well as to get the material I share to supplement the presentation and provide suggestions and guidance for your final paper.

Week 17: Finish presentations, summarize material, evaluate course and hand in Core functions paper.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

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. from Park University 2011-2012 Undergraduate Catalog Page 93

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 "F".
  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 2011-2012 Undergraduate Catalog Page 96

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 .

Journal Critique Guideline

Person-centered Strengths Assessment

Personal Wellness Plan


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Last Updated:7/20/2011 3:52:24 PM