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SW 320 Social Work Practice II: Groups
Tucker, Tamara


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

SW 320 Social Work Practice II: Groups

Semester

SP 2013 HO

Faculty

Tucker, Tamara

Title

Social Work  Faculty

Degrees/Certificates

  BSW, MSW

Office Location

MA224

Office Hours

Tuesdays and Thursdays at 1pm-2pm & 3:45pm-5:45pm &  by appointment

Daytime Phone

816-584-6809

Other Phone

816-914-4091 (cell)

E-Mail

tamara.tucker@park.edu

Semester Dates

January 14, 2013 - May 10, 2013

Class Days

Tuesdays and Thursdays

Class Time

7:20 - 8:35 AM MC23

Credit Hours

3


Textbook:

An Introduction to Group Work Practice
Ronald W. Toseland and Robert F. Rivas
7th Edition, Pearson: Allyn & Bacon ISBN 0-205-04246-5

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:

SW320 Social Work Practice II-Groups: 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: SW305, Social Work Major


The Ten Core Competencies as set forth in the 2008 CSWE accreditation standards are infused throughout this course. Emphasis is placed upon Professional Identity; Ethical Practice; Critical Thinking; Diversity in Practice; Human Rights and Justice; Research Based Practice; Policy Practice; Practice Contexts; Engage, Assess Intervene, Evaluate (2.1-10). Students will be able to demonstrate different approaches to group work in a broad range of settings with diverse group participants.

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 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:

Your learning in this course will be assessed via the following:

 Class Engagement/Participation   (10 points)

This class is highly interactive and experiential. Your presence and active involvement is critical to creating the most effective learning atmosphere. You will be expected to display the same listening skills, attentiveness, respect, professional dialog, and compassion with and for each other as colleagues as you display when working with a service participant. You are allowed two (2) absences without point deduction. For each subsequent absence, two (2) points are deducted from your class participation grade. If you miss a total of 7 classes you will receive 0 points for class participation. You are expected to be in class on-time and remain, fully attentive and participatory in class for the entire period. Our goal is to co-create a learning atmosphere of respect, affirmation, dialog and engagement.

Group Proposal and Facilitation/Presentation  (30 points) 

Research group work practice, identify the various types and create a proposal and presentation/facilitation that utilizes one of the appropriate types of group work practice.

Research Paper (15 points) - Due Week 5 (February 17)

Group presentation (10 points) - Due Weeks 13-15

Demonstration of Professional Evolution (5 points)

Midterm  Exam (20 points) - Due Week 8 (March 8)

The exam will cover all the concepts from Week 1-8.  It will consist of multiple choice and true/false questions. Please see study guide listed in e-companion's Doc Sharing

 Professional Responsibility Ranking   (10 points) – Weeks 9-15

Group professional responsibility, rating and ranking; demonstration of core learning tasks. 

Portfolio Assignment - CORE ASSESSMENT  (30 points)- Due Week 15 (May 3) 

Students will address their role and identity as: an individual, as a member of groups; as a generalist and professional social worker; as a professional member vs. professional facilitator. This will be accomplished via a written paper.

Grading:

It is very important to me that you understand the criteria for grading and that you perceive this process as fair and reasonable. I do not “give” grades... students earn grades through their work and performance.   


Class Participation/Engagement 

10

Group Proposal and Facilitation/Presentation

    30

Midterm Exam

    20

Professional Responsibility Ranking

10

Core Assessment  - Portfolio Assignment

30

                                              TOTAL points

100

 A = 90-100    B = 80-89    C= 70-79     D = 60-69    F= 0-59

Late Submission of Course Materials:

All assignments are due by midnight on the date indicated on the course syllabus, unless otherwise noted. The student remains responsible for lost, misdirected or incompatible formatting of electronic submissions. Assignments will not be accepted late. Please be aware that there is no “extra credit” work in this course.

In extenuating circumstances (as determined by the instructor) and with timely notification, an exception may or may not be granted.

Classroom Rules of Conduct:

This class is one that the subject matter can be sensitive at times.  It is important that students respect the opinions of others.  It is only through safe expression of thoughts and ideas that learning occurs.  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. When 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. Private conversations include those with others within class, on cell phones and any other form of wireless media.  Please turn off your cell phones and any other wireless media devices during class. 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 class participation points and may be referred to the Office of Academic Affairs.

Course Topic/Dates/Assignments:

Week One    January 15 & 17

    Welcome & Introductions
    Review - SYLLABUS and COURSE EXPECTATIONS

 

What does it mean to be in "Practice"?  What is Group Social Work Practice?
The Knowledge Base of Group Work Practice: Chapter 1: Introduction

Core Competencies: Ethical Practice, Research Based Practice, Policy Practice, Engage, Assess Intervene and Evaluate.

 

WEEK 2  January 22 & 24

The Knowledge Base: History and Understanding

Chapter 2 Historical and Theoretical Developments

Chapter 3 Understanding Group Dynamics

 

Core Competencies: Professional Identity, Critical Thinking Diversity in Practice, Human Rights and Justice, Research Based Practice, Human Behavior.

 

                                       

WEEK 3   January 29 & 31

 Leadership in Group Practice

Chapter 4 Leadership

Group Practice: Addressing Leadership in Groups

 

Core Competencies: Ethical Practice, Human Rights and Justice, Practice Contexts, Engage, Assess, Intervene and Evaluate.

 

WEEK 4  February 5 & 7

 Leadership and Diversity in Group Practice 

Chapter 5 Leadership and Diversity

Group Practice: Addressing Leadership and diversity in group practice.

Core Competencies: Diversity in Practice, Human Rights and Justice, Human Behavior and Practice Contexts.

                     

 

WEEK 5  February 12 & 14

 Planning! The why and how.
          Chapter 6 Planning the Group

Group Practice: Addressing the vigor’s of group planning.

 

Core Competencies: Critical Thinking, Diversity in Practice, Practice Contexts, Engage, Assess, Intervene, Evaluate.

Research Paper for Groups due February 17

WEEK 6  February 19 & 21

 Begin at the Beginning and Assessment!

Chapter 7 The Group Begins
Chapter 8 Assessment


Group Practice: Addressing the skills of beginning group work
and planning for assessments.

Core Competencies: Professional Identity, Ethical Practice, Critical Thinking, Diversity in Practice, Human Rights and Justice, Research Based Practice, Human Behavior, Policy Practice, Practice Contexts and Engage, Assess, Intervene, Evaluate.

 

 WEEK 7  February 26 & 28

 Body Language and General Communication Styles

 

Core Competencies: Professional Identity, Ethical Practice, Critical Thinking, Diversity in Practice, Human Rights and Justice, Research Based Practice, Human Behavior, Policy Practice, Practice Contexts and Engage, Assess, Intervene, Evaluate.

 

WEEK 8   March 5  (class will not meet on 7th, Midterm online)

 Therapeutic Communication and Group Dynamics

 

Core Competencies: Professional Identity, Ethical Practice, Critical Thinking, Diversity in Practice, Human Rights and Justice, Research Based Practice, Human Behavior, Policy Practice, Practice Contexts and Engage, Assess, Intervene, Evaluate

                            Midterm Exam (available in e-companion online March 6-8)  Due March 8


 SPRING BREAK -  NO PDCC CLASSES -  March 11-17  ENJOY YOUR BREAK!!!

*** If you have not completed your Core paper --- this would be a good time to work on it :) *** 

 

Week Nine   March 19 & 21

 Treatment Groups!

Chapter 9: Treatment Groups, Foundation Methods

Chapter 10: Treatment Groups, Specialized Methods

Group Practice: Treatment Groups

 

Core Competencies: Professional Identity, Ethical Practice, Critical Thinking, Diversity in Practice, Human Rights and Justice, Research Based Practice, Human Behavior, Policy Practice, Practice Contexts and Engage, Assess, Intervene, Evaluate.

       
Week Ten
   March 26 & 28

 Working with Task Groups

Chapter 11   Task Groups, Foundation Methods

Chapter 12   Task groups : Specialized Methods

Group Practice: Working with and/or Facilitating the Task Group

 

Core Competencies: Professional Identity, Ethical Practice, Critical Thinking, Diversity in Practice, Human Rights and Justice, Research Based Practice, Human Behavior, Policy Practice, Practice Contexts and Engage, Assess, Intervene, Evaluate.

 

 Week Eleven   April 2 & 4  

 Parting is Such Sweet Sorrow.

Chapter 13: Ending the Group

Group Practice: Developing and Facilitating an End.

 

Core Competencies: Professional Identity, Ethical Practice, Critical Thinking, Diversity in Practice, Human Rights and Justice, Research Based Practice, Human Behavior, Policy Practice, Practice Contexts and Engage, Assess, Intervene, Evaluate.

                     
Week Twelve
  April 9 & 11 

 Did we accomplish our goals?  Evaluation of the Group Process

Chapter 14: Evaluation

Group Practice: Developing and Facilitating the Evaluative Process.

 

Core Competencies:  Professional Identity, Ethical Practice, Critical Thinking, Diversity in Practice, Human Rights and Justice, Research Based Practice, Human Behavior, Policy Practice, Practice Contexts and Engage, Assess, Intervene, Evaluate.

                       

Week Thirteen   April 16 & 18

Presentations- Group Practice

 

Core Competencies: Professional Identity, Ethical Practice, Critical Thinking, Diversity in Practice, Human Rights and Justice, Research Based Practice, Human Behavior, Policy Practice, Practice Contexts and Engage, Assess, Intervene, Evaluate.

                      

Week Fourteen  April 23 & 25

 Presentations- Group Practice

 

Core Competencies: Professional Identity, Ethical Practice, Critical Thinking, Diversity in Practice, Human Rights and Justice, Research Based Practice, Human Behavior, Policy Practice, Practice Contexts and Engage, Assess, Intervene, Evaluate.


Week Fifteen    April 30 & May 2

Presentations- Group Practice

 

Core Competencies: Professional Identity, Ethical Practice, Critical Thinking, Diversity in Practice, Human Rights and Justice, Research Based Practice, Human Behavior, Policy Practice, Practice Contexts and Engage, Assess, Intervene, Evaluate.

                                    Portfolio Paper Due May 3


Week SixteenFINALS WEEK  (May 6-10) 

We are not meeting as your Core Paper is the core assessment in this class and will be considered your final exam. 

 


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 95-96

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. from Park University 2011-2012 Undergraduate Catalog Page 95

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 98

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 .

Additional Information:
PLEASE NOTE: THE CORE ASSESSMENT (located above, after Learning Outcomes) IS OUTDATED AND IN THE PROCESS OF BEING REMOVED FROM THE SYLLABUS TEMPLATE.



                                                                 PLEASE DISREGARD.




                            I will share an updated rubric related to the assessment of your final paper.



Copyright:

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Last Updated:1/11/2013 5:45:21 PM