gvrikerswportfolio.weebly.comgvrikerswportfolio.weebly.com/.../9/45591803/sw4997_wi… · web...

MASTER ONLINE SYLLABUSSW4997 Integrative Seminar

3 credits

Instructor: Lori Klein-Shapiro, LMSWEmail: [email protected] (best way to contact)Winter 2015

COURSE DESCRIPTION :

This course provides the integration of classroom learning and field experience to promote student’s understanding of social work knowledge, skills and values. Assessment of knowledge and the experiential bases for generalist social work practice occurs in this class. This course satisfies General Education Writing Intensive requirement

COURSE COMPETENCIES AND PRACTICE BEHAVIORS

2.1.1 Identify as a professional social worker and conduct oneself accordinglyPractice Behaviors:

Advocate for the client access to the services of social work; practice Personal reflection and self-correction to assure continual professional development; attend to professional roles and boundaries; demonstrate professional demeanor in behavior, appearance and communication; engage in Career long learning; use supervision and consultation

2.1.2 Apply social work ethical principles to guide professional practicePractice Behaviors:

Recognize and manage personal values in a way that allows professional values to guide practice. Make ethical decisions by applying standards of the NASW Code of Ethics; tolerate ambiguity in resolving conflicts; apply concepts of ethical reasoning to arrive at principled decisions

2.1.3 Apply Critical thinking to inform and communicate professional judgmentsPractice Behaviors:

Distinguish, appraise, and integrate multiple sources of knowledge, including research based knowledge, and practice wisdom; analyze models of assessment, prevention, intervention and

1

mailto::[email protected]

mailto:[email protected]

evaluation; demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues

2.1.4 Engage diversity and difference in practicePractice Behaviors:Gain sufficient self-awareness to eliminate the influence of personal bias and values in working with diverse groups; recognize and communicate the importance of difference in shaping life experiences

2.1.5 Advance human rights and social and economic justicePractice Behaviors:Advocate for human rights and social justice; Engage in practice that advance social and economic justice

2.1.6 Engage in research- informed practice and practice informed researchPractice Behaviors:Use research evidence to inform practice; Use practice to inform scientific inquiry

2.1.7 Apply Knowledge of human Behavior and the social environmentPractice Behaviors:Utilize conceptual frameworks to guide the process of assessment, intervention and evaluation; Critique and apply knowledge to understand person and environment

2.1.8 Engage in policy practice to advance social and economic well-being and to deliver effective social work services.

Practice Behaviors:Analyze, formulate, and advocate for policies that advance social well-being; Collaborate with colleagues and clients for effective policy action.

2.1.9 Respond to contexts that shape practicePractice Behaviors:Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social service

2.1.10 Engage, assess, intervene and evaluate with individuals, families, groups, organizations and communities

Practice Behaviors:(a) Engagement:

Substantively and affectively prepare for action with individuals, families, groups, organizations and communities; use empathy and other interpersonal skills; Develop a mutually agreed-on focus of work and desired outcomes

(b) Assessment

2

Collect, organize, and interpret client data; assess client strengths and limitation Develop mutually agreed-on intervention goals and objectives; select appropriate

intervention strategies(c) Intervention:

Initiate actions to achieve organizational goals; implement prevention interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for clients; facilitate transitions and endings

(d) Evaluation: Critically analyze, monitor, and evaluate interventions

2.1.11 Analyze the impact of the urban context on a range of client systems, including practice implications

Practice Behaviors:Examine the distinct characteristics of the urban context and apply the analysis to social work practice

TEXT: Cournoyer, B. & Stanley M. (2002). The social work portfolio: planning, assessing and documenting

lifelong learning in a dynamic profession. Pacific Grove CA: Brooks/Cole

Course pack of assigned readings provided on Blackboard

PERFORMANCE CRITERIA

GRADING AND ASSIGNMENTSAssignment Points Percent Competency

Papers: 3 @ 50 points each 1 2 3

50 12 3a, 3b, 3c, 4a, 5a 9a50 12 2a-d 3a, 3b, 3c, 4b-c,7a,7, 7b, 8a, 8b, 10a,

10b, 10c50 12 5 b-c, 6a-b10 d

Weebly Portfolio; Late Portfolios will not be accepted.

100 25 1a, 1b, 1c, 1d, 1e, 1f

Presentation 75 20 3a, 3bWeebly Reflections :5 blogs @ 15 points each 75 19 7a, 7bTotal 400 100

BENCHMARK ASSIGNMENTS

Papers 1, 2, & 3Weebly Portfolio

3

GRADING POLICY

Students may pass the course with a grade of D but must maintain a C average during the junior and senior year. (See Undergraduate Bulletin, Wayne State University)http://www.bulletins.wayne.edu/ubk-output/index.htm

Grade distribution:100-95 A 94.9-90 A- 89.9-87 B+ 86.9-83 B 82.9-80 B- 79.9-77 C+79.9-77 C+ 76.9-73 C 72.9-70 C- 69.9-67 D+ 66.9-63 D 62.9-60 D-

ORGANIZATION OF THE COURSE

SW 4997, Integrative Seminar in Social Work, is the capstone course for the BSW Program. This is a fifteen week, required course scheduled in the last semester of the BSW curriculum. SW4998, Field Practice in Social Work II, is a co-requisite. Students will use a case from their field placement for assessing their knowledge skill and ability related to entry-level generalist practice. If placement has ended you will be able to draw from a case you are familiar with from placement.

This course has been designated the “writing intensive” required course by the University. Students will prepare 3 papers each 10 pages in length demonstrating their ability to incorporate the three levels of practice and the components of the curricular areas (HBSE, Policy, Research, & Practice) of the entry level general practitioner.

The generalist intervention model (GIM) is the overarching framework for this course. Students will, demonstrate through written assignments their knowledge and, skills related to engagement, assessment, planning, implementation, evaluation, termination and follow-up with their client population.

The capstone seminar is intended to provide students with a culminating and integrative experience at the end of the BSW Program. The seminar provides students with opportunities to conduct independent research as well as refine their analytical, verbal and writing skills. The primary purpose of this capstone seminar is to use and build upon the knowledge, skills, and insights students have gained in this professional school. Throughout the semester students will be called upon to analyze (verbally and in writing) required readings and various aspects of the BSW curriculum. At the end of the semester these various components will be integrated into a final paper.

ROLE OF THE STUDENT AND INSTRUCTOR

See University Statement of obligation of Students and Faculty Members of the teaching-learning processhttp://www.bulletins.wayne.edu/fib/fib2d.html

4

http://www.bulletins.wayne.edu/fib/fib2d.html

http://www.bulletins.wayne.edu/ubk-output/index.htm

POLICIES FOR THE COURSE:

*IMPORTANT-MUST READ*ASSIGNMENT INFORMATION

1. Please print and review thoroughly the syllabus and course documents. Pay close attention to the following:

a. Assignment requirementsb. Assignment due dates and late policy.

*The Late Policy will be adhered to without exception.c. Plagiarism Policy and Safe Assign

*Please ask any questions you have immediately. Please do not wait until the assignment is due, overdue or the class is over. Any issues you may have must be addressed with the Professor prior to the last day of class. My email address is [email protected].

2. There will be no extra credit available in this class.3. Incompletes will not be awarded for this course unless the request meets the WSU

requirements. 4. Please pay close attention to your writing. As a professional social worker you will be

required to have proficient writing skills. This includes the following:a. APA format is required for all assignments (excluding reflective blogs).b. Professional social work standards require that your assignments contain proper

writing mechanics including (but not limited to) grammar, punctuation, formatting (APA), spelling, sentence structure and correct word usage. Errors will result in a reduced grade.

c. Please take advantage of writing assistance through the School of Social Work and the University Writing Center. You will find that this will provide invaluable assistance which will improve your writing. Be sure to contact them at the beginning of the semester as they do get busy and may not be able to accommodate you if you ask too late.

5. Assignment Submissionsa. You are responsible for making sure your assignments are uploaded properly into

the Blackboard grade book. b. If you have any concerns about your assignment uploading successfully, you must

take a screen shot at the time of the upload. This will be the only way to show that you submitted your assignment on a certain date and time.

c. Be sure you verify that the correct assignment is uploaded. If you upload the wrong assignment and subsequently upload the correct assignment, the correct assignment will be graded pursuant to the late policy.

d. Please review the grade book (including comments submitted in feedback) weekly. If you have any questions, please contact the Professor immediately.

e. Feedback will be given for the course assignments. Please review the feedback and make necessary changes in your future assignments.

6. Wayne State University Policies

5

mailto:[email protected]

*All WSU policies must be strictly adhered to by students and will be enforced by the Professor.*

This course covers a content domain that is quite extensive. Students are expected be active in the class at least 3-5 days per week.

1. It is expected that students complete all required readings, participate in class, and perform satisfactorily and in a timely manner on all assignments.

2. Written assignments, are to be word-processed, double-spaced utilizing Times New Roman 12 Font.

3. Assignments are graded on both content and writing skills. Problems with sentence structure, spelling, grammar, punctuation and other writing mechanics will result in a lower grade for the assignment. The APA format is to be used as appropriate.

4. Class participation includes raising questions from the readings, making relevant comments drawn from personal experience, reacting to opinions expressed by the instructor or other students, asking for clarification, being actively engaged in class exercises or bringing up issues of interest to the class.

5. Voice Thread will be used for lecture material and assignment details.

PLAGIARISM/ACADEMIC HONESTY:

“Plagiarism is using another person’s words or ideas without giving credit to the other person. When you use someone else’s words, you must put quotation marks around them and give the writer or speaker credit by revealing the source in a citation. Even if you revise or paraphrase the words of someone else or just use their ideas, you still must give the author credit in a note.” http://www.otl.wayne.edu/pdf/2006_july_aibrochure.

(William Harris, “Anti-Plagiarism Strategies for Research Papers,” http://virtualsalt.com/antiplag.htm, March 7, 2002)

You must cite sources from the Internet or any other form of electronic media used in your work. Any paper suspected of plagiarism will be reviewed at Turnitin.com to verify that it is your work and properly cited.

Any paper that is plagiarized will result in an “F” for the class and a referral to the University for further Disciplinary Action.

LATE POLICY:

All papers submitted after the due date will incur a 3 point deduction for each day up to a 3 day limit. After 3 days papers will not be accepted.

Reflections, Weebly Portfolio and Group Presentations will not be accepted late

6

http://virtualsalt.com/antiplag.htm,

http://www.otl.wayne.edu/pdf/2006_july_aibrochure

APA FORMATAll papers written in the School of Social Work require APA format. You may purchase the Publication Manual of the American Psychological Association (6th edition), or you may visit the website listed below

http://owl.english.purdue.edu/owl/resource/560/01/

WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCEWhat is Wikipedia?

“Wikipedia is a free-content encyclopedia, written collaboratively by people from all around the world. The site is a wiki, which means that anyone can edit entries simply by clicking on the edit this page link. Because Wikipedia is an ongoing work to which anybody can contribute, it differs from a paper-based reference source in some important ways. In particular, mature articles tend to be more comprehensive and balanced, while other (often fledgling) articles may still contain significant misinformation, un-encyclopedic content or vandalism. Users need to be aware of this in order to obtain valid information and avoid misinformation which has been recently added and not yet removed.”

WSU STUDENT RESOURCES

Students with disabilitieshttp://studentdisability.wayne.edu/rights.php

Academic integrity and student code of conducthttp://www.doso.wayne.edu/student-conduct/Academic_Integrity.html

Counseling and Psychological Services (CAPS) at Wayne State:http://www.caps.wayne.edu/

7

http://www.caps.wayne.edu/

http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html

http://studentdisability.wayne.edu/rights.php

http://owl.english.purdue.edu/owl/resource/560/01/

COURSE LEARNING UNITSUnits Session Assignment

11/12-18

Introduction to Seminar; Overview of assignments on Voice Thread.

Weebly Tutorial

View Announcements, introduction information and develop Weebly site. Instructions will be provided once you access the class.

Group Assignments will be posted in Announcements and Content folder.

Voice Thread Introductions

2

1/19-2/1

Discussion will focus on various intelligences, including emotional intelligence, psychological type, and preferred learning styles and preferences.The overall goal of this session is to help students become active, self-directed and collaborative learners.Prior Learning Recognition, Assessment, and Integration

In this unit we focus on the generalist framework, ecological perspective, strength-oriented, empowerment based practice and values and ethics.

The students will be documenting their knowledge base, content areas, learning needs and information technology and the utilization of the

Exploring your Learning Style. Read: Cournoyer, B. & Stanley M. (2002). Exploring your learning self,(p.14-26).

Assignment:Complete Appendix 4

Appendix 3: Complete a blog/reflection regarding your learning style (500 word minimum).

Readings:Cournoyer, B. & Stanley M. (2002). Determining your Social Work Learning Needs, (p. 27-37)

Reflection Due: 2/1 @ 11:59 p.m.Submit on your Weebly page under your Reflection tab. (500 minimum)

8

personal computer.What is your knowledge base?What is your competence level?What are your social work learning needs?How will you utilize technology in your practice?

3

2/2-15

Group 1: Assessment Tools and Process

Readings:Case Study 8-6 “Empowering Adolescent Girls in Foster Care: A Short-Term Group”

“The Case of Trent”, pp 3-5 and “Personal Growth and Self-Esteem through Cultural Spiritualism: A Native American Experience”, p. 73-79

Web site: NASW Page on Diversity and Equity at:

http://www.socialworkers.org/pressroom/features/issue/diversity.asp

Case Study 1-2 “Using the ecological model in Generalist Practice: Life transitions in late adulthood”, p.10-14.

Reflection on the above readings. Due @ 2/15 @ 11:59 p.m.(500 word minimum)

Populations at Risk paper due 2/15 submitted through Blackboard by 11:59 p.m.

Group 1: Assessment Tools and Process due on 2/15.4

2/16-3/1

Group II Presentation Values and Multicultural competence

Voice Thread Lecture

Each reading this week is in your textbook.

Debate 15 “Can HBSE classes discuss socially sensitive topics without being labeled ‘politically incorrect’?” pp 214-227

Debate 17 “Should HBSE favor social environment theories over theories of individual behavior”, pp 242-254

Debate 20 “Should HBSE Teach Student to Do anything?” pp.286-297

Prepare a blog/ reflection on the above readings. Due 3/1 @ 11:59 p.m.(500 word minimum)

Group II Human Behavior in the Social Environment due 3/1 @ 11:59 p.m

9

http://www.socialworkers.org/pressroom/features/issue/diversity.asp

5

3/1-15

Group III Human Behavior in the Social Environment


Chapter 8 Integrating social welfare policy and social work practice

Case 29 “From Case to Cause: My name is Jess Overton”, pp 204-210.

Prepare a blog/ reflection on the above readings. Due 3/15@ 11:59 p.m.(500 word minimum)

Evaluation of Client Situation (bio-psychosocial) paper due 3/15 through Blackboard @ 11:59 p.m.

Group III Human Behavior in the Social Environment-3/15

**SPRING BREAK

6

3/16-3/29

Group V Social Work Research.


Reading:

Evaluating practice: guidelines for the accountable professional. “Prologue”Case 12 “In the Best Interest of the child”Case 15 “Sally’s Saga”Case 18 “No mad dog looks: Group work and mediating differences”Case 26 “Generalist Practice at the Organizational level: Participation, Partnership and ProcessCase 2 “The Case of Trent Revisited: A single subject research design.”

Reflection on the above readings. Due @ 3/29 @ 11:59 p.m. (500 word minimum)

Group V Social Work Research @ 3/29 @ 11:59 p.m.

7 3/30-4/12

Evaluation of Practice paper due through Blackboard by on 4/12 11:59 p.m.

WORK ON WEEBLY PORTFOLIO

8

4/134/26

8

Voice Thread

Wrap-up: Students discuss seminar experience and readiness for

Weebly Portfolio due 4/20 @ 11:59

End of course review

10

generalist practice

COURSE ASSIGNMENTS:

ASSIGNMENT 1Integrative paper assignment: 36% of gradeStudents write three (3) ten (10) page papers based upon their own work with client systems. This assignment meets the University writing intensive requirement. It is intended to provide the student with an opportunity to demonstrate knowledge and ability related to generalist practice using the eight components of social work education, as well as the competencies required of the General Practitioner. This paper is the culmination of the BSW academic experience. It is intended to provide the student with an opportunity to demonstrate his or her knowledge and ability related to generalist practice utilizing the eight (8) components of social work education, as well as the competencies required of the General Practitioner.

Diversity Populations at risk Social and Economic Justice Values and Ethics Social work policy, Social work practice, Human behavior and the social environment, Research methods

Paper 1 Populations at Risk Due: 2/15 @ 11:59 p.m.

The student selects a case (individual, family, group community) from his or her field placement. The case must come from an at-risk population with whom social workers are involved (women, ethnic minorities of color, physically and/or mentally challenged, gay men and lesbian women, aged, etc.). This section of the paper must:

Provide documented information from a refereed journal or text identifying this client as a member of an at- risk population

Provide analysis of effects of membership in the oppressed population group. Discuss any ethical dilemmas presented during the interaction with the client system including solutions to the (those) dilemmas

Paper 2 Evaluation of Client Situation Due: 3/15 @ 11:59 p.m.This section of the paper must include a bio-psycho-socialIt must include how the client views his or her problem areas and what if anything they wish to do to abate the problem.In this section you must also discuss

Description of interventions Report on empirical basis of interventions Value and ethical dilemmas related to service delivery You must refer to and document journal articles related to evidence based practice related

to the intervention being used

11

Paper 3 Evaluation of Practice Due: 4/12 @ 11:59 p.m.

Techniques, methodologies to evaluate practice effectiveness (Social Worker and Agency) Case outcome Does the Agency have a feed-back loop? Program evaluation- formal or informal Methodology appropriate to case Values and ethics regarding evaluation

ASSIGNMENT 2:

Weebly Portfolio 25% of grade Due: 4/20 @ 11:59 p.m.

The portfolio is a well-organized and carefully prepared collection of documents related to one’s readiness for professional social work practice. It reflects evidence of an active, self-directed approach to learning and ongoing growth as a social work student or practitioner (Cournoyer and Stanley, 2000).

This assignment is designed to have the student summarize their academic and professional career by compiling

Goals for future development.

The format for the social work Weebly Portfolio:Your picture must be on the front cover of your Weebly portfolio page

(1) Table of contents(2) Submission Letter(3) Introduction (4) Resume(5) Personal statement -Your Personal Statement should indicate the competencies you

attained during your BSW education(7) Learning Products Upload the actual paper from each assignment completed for each course taken in the

BSW Program. For each learning product: Provide a written reflection indicate the competency the assignment fulfilled. Discuss in your reflection whether the practice behaviors and knowledge have been

achieved.(8) Summary and appropriate appendixes:

12

Evaluations Three letters of reference (each letter MUST be signed) Personal learning, goals Licenses Transcripts

ASSIGNMENT 3

Presentation: 20% of grade Due: As assigned by group

Students are assigned randomly to work together to present material to the class on one of the foundation areas (policy, practice, human behavior, research).

Each group will be assigned an area of study found within the BSW Curriculum. In this assignment you are to survey the bodies of literature relevant to your assigned topic. An annotated bibliography lists sources in correct bibliographic form (APA) and includes a short

well written summary for each entry. Each member of the group must have at least 5 bibliographic entries Each of the entries should be combined into one Reference submission (provided to each member

of the class and the Professor with the total entries). Prior to each group presentation I will deliver a lecture on the subject to be presented the

following week via Voice Thread. You will be able to view the lecture and participate. The group presentation should be a 10-12 minute Voice Thread. Each student will prepare in response to their viewing and listening to the group

presentations. The group presenters will facilitate the discussion during the week.

Group I: Assessment Tools and Process

Assessment requires social workers and clients to think about what they are doing in theoretical and practical ways to organize their information into a usable format for planning. Clients contribute to this process by offering their theories, interpretations, and feelings to the assessment. Social workers contribute by integrating theoretical understanding, professional supports and research information. Social workers can enhance the assessment by keeping records.

This presentation is to assess resources available to clients in their environment. Explains social work assessment from a strengths-based perspective; Scrutinizes assessment information using questions from an ecosystems perspective; Articulate the use of social work tools relevant to each level of social work practice; Describe techniques for social workers to enhance assessment information through

observation; Define procedures for workers to record information in an effective and ethical manner.

Assessment processes infuse professional theory and expertise into the work of social workers and clients. Such processes are empowering to the extent that they contextualize the issues clients

13

face and locate resources to achieve goals. In contrast assessment processes that elevate the social worker’s expertise or reduce client situations to stigmatizing labels undermine a client’s progress.

The organized description of client needs and resources that comes from assessment begins to frame the options that the partners have for development and change. Framing solutions takes planning further. To frame solutions, the partners articulate goals, focus on change, consider multiple levels of intervention, and concentrate their energies toward the outcomes they seek.

Group 2 Values and Multicultural competenceSocial work programs integrate content that promotes understanding, affirmation and respect for people from diverse backgrounds. The content emphasizes the interlocking and complex nature of culture and personal identity. It ensures that social services meet the needs of groups served and are culturally relevant. Social work education programs integrate content about values and principles of ethical decision making as presented in the NASW Code of EthicsThe educational experience provides students with the opportunity to be aware of personal values, develop, demonstrate, and promote the values of the profession; and analyze ethical dilemmas and the ways in which these affect practice, services, and clients.

This presentation is to: Educate students to recognize diversity within and between groups that may influence

assessment, intervention, and research. Define, design, and implement strategies for effective practice with persons from diverse

backgrounds. Integrate content on populations at risk, examining factors that contribute to and

constitute being at risk. Educate students to identify how group membership influences access to resources, and

present content on the dynamics of such risk factors and responsive and productive strategies to redress them.

Integrate social and economic justice content grounded in and understanding of distributive justice, human and civil rights, and the global interconnectedness of oppression.

Address content related to implementing strategies to combat discrimination, oppression, and economic deprivation and to promote social and economic change.

Prepare students to advocate for non- discriminatory social and economic systems.

Group 3: Human Behavior and the Social EnvironmentBecause of the multi-system and interdisciplinary nature of social work, practitioners draw from many diverse theoretical perspectives. These perspectives help practitioners understand the dynamics of human behavior and the impact of the sociopolitical, economic, and physical

14

environments. Evidence-based practice models direct processes toward expected client outcomes.

This presentation is to: To address the perceptions of clients’ situation, elements use by workers to determine and

apply theories, perspectives and models and orientations. Provide content on the reciprocal relationships between human behavior and social

environments. Include empirically base theories and knowledge that focus on the interactions between

and among individuals, groups, societies, and economic systems. Include theories and knowledge of biological , sociological, cultural psychological, and

spiritual development across the life span; Address the range of social systems in which people live individual, family, group,

organizational, and community and the ways social systems promote or deter people in maintaining or achieving health and well-being.

Group 4: Social Work Policy and ServicesPrograms provide content about the history of social work, the history and current structures of social welfare services, and the role of policy in service delivery, social work practice, and attainment of individuals and social well-being. Course content provides students with knowledge and skills to understand major polices.

This presentation is meant to include:

1. Include the foundation of social welfare; analyze organizational, local, state, national, and international issues in social welfare policy and social service delivery.

2. Analyze and apply the results of policy research relevant to social service delivery; and understand and demonstrate policy practice skills in regard to economic, politically, and organizational systems.

3. Utilize policies influence, formulate, and advocate for policy consistent with social work values; and identify financial organizational administrative and planning processes required to deliver social services.

4. The understanding of the interface of the process of policy formation and implementation is an integral role as a social worker. In this presentation the group should include all of the above components with the emphasis on how policy impacts services an advocacy.

15

Group 5: Research & Evidence Based PracticeQualitative and quantitative research content provides understanding of a scientific analytic and ethical approach to building knowledge for practice.

This presentation is meant to include:

1. The content prepares student to develop, use, and effectively communicate empirically based knowledge including evidence-based interventions.

2. Research knowledge is used by students to provide high-quality services; to initiate change; to improve practice, policy and social service delivery; and to evaluate their own practice.

3. Combining the role of research including qualitative and quantitative content relates to the importance and influence research has on social work practice. This should include evidence based research as a significant tool in evaluation and practice. Link the various types of research, understanding of how research connects ethics, practice and practice knowledge to social work practice.

ASSIGNMENT 4:

Reflection Papers: Due as indicated in the course outline = 75pts: 19% of grade

A Reflective Paper is a piece of writing that involves your knowledge about a particular subject. The goal is to not only discuss what you learned from a reading but to convey the personal experiences you have had related to what you know and what you need to know or what is missing from the information you have read. The significance of writing a reflective paper is that you have a chance to reveal and talk about your personal insight on a topic. A reflective essay is used as a self-assessment measure of sorts; it allows you to address what you have gained from your academic experience as a BSW student.

A reflective essay concentrates on your ideas and reflections about a topic; however, you want to show why the points you are making are valid. To do so, any information that led to your conclusions should be included in the paper as a reference.

A good reflective essay includes an insightful interpretation of the matter at hand. The feelings and experiences that you write about in the essay should be based on your own perception and demonstrate why you’re thinking might be significant on a larger scale. The essay should communicate both the importance of the topic as well as your consideration of it.

There is no definite structural design or certain format and/or guidelines to which you should adhere. In general, the opening paragraph should be engaging and leave the reader eager to study the rest. The body should reveal your ideas about and experiences with the subject. In the conclusion, discuss the impact on you as well as the probable impact that it may have on others. The conclusion sums up what you gained

16

from the experience. You might consider including what your conclusions are in relation to your expectations of the subject matter before you read or viewed something about the subject.

As in any other paper or essay, strive for cohesiveness; for example, refer to the specific passage or quote the material that drew this feeling, reflection or analysis from you and why. Do not simply summarize what you have read or viewed; a reflection is not a summary. It is also recommended to not use a reflection paper as a free flow of ideas and thoughts. Again, the idea of a reflective paper is to write a description of your reaction and analysis. Comment on the relevance of what you have read or viewed and its application to practice. It is more formal than a journal entry— should not use informal language and form.

There are 5 reflection papers due in this course. Each paper will have a point value of 15 points. You will write a 1-2 page blog in which you discuss the major ideas of the reading and

your assessment of the information. Your reflection must include all of the articles assigned for the designated sessions. Your reflection will be submitted through the My Blog tab on the class home page.

COURSE RUBRICS

RUBRIC-PAPER 1

Student name: ___________________________________________

Basis for Grade Points Available

Points earned

17

Organization of the paperIs the paper or presentation organized and written in a logical manner?Has the paper been proofread for spelling, punctuation and word choice?

Completeness and thoroughness:Has the student presented issues in such a way that readers unfamiliar with the issues can understand it as well as someone who is knowledgeable about the issues? Are the important issues addressed?

Originality and Creativity:Has the student used his or her analytical skills to present the content areas in a manner that indicates more than just a restatement of what others have said about the issues?

Has the student demonstrated an understanding of the content areas (answers questions, makes connections, explains in own words)?Are the student’s conclusions and recommendations well developed and supported?

30

Use of APA styleHas APA format been applied appropriately

Subtracted

Psycho-social assessmentInclude explanation of at-risk group membership; ethical dilemmas

10

Policy impact on ClientInclude both positive and negative impact; discuss any ethical dilemmas that you encounter as it relates to policy

10

Total 50NOTE: Structure of the paper, spelling, and grammar will be taken into account.APA/Structure – 5; spelling -1 for each misspelled word; grammar -1 for each error

RUBRIC-PAPER 2

Student name: ___________________________________________


Points earned

18



Originality and Creativity: Has the student used his or her analytical skills to present the content areas in a manner that indicates more than just a restatement of what others have said about the issues?


30

Use of APA styleHas APA format been applied appropriatelyTheoretical FrameworkDiscuss theories utilized in assessment

10

Treatment Plan/InterventionInclude empirical basis of intervention

10

Total 50

RUBRIC-PAPER 3

Student name: ___________________________________________


Points earned

19



Originality and Creativity: Has the student used his or her analytical skills to present the content areas in a manner that indicates more than just a restatement of what others have said about the issues?


30

Use of APA styleHas APA format been applied appropriately

10

Evaluation of PracticeInclude empirical research to demonstrate effectiveness; discus dilemmas related to service delivery.

10

Total 50

Presentation Rubric SW 4997 Integrative Seminar: Final Score Sheet

Name_________________________________________________ Date_______

Group

20

Topic


Faculty evaluation

Final points earned

Submitted bibliography 1 week before presentation

5

StylePresents information in a logical manner (verbal organization

25

Remains on topicMaintains “professionalism” – good posture, no fidgeting, not reading from notes

5

ContentDemonstrates knowledge of topic, accuracy, thoroughness

30

EngagementDemonstrates understanding (answers questions, makes connections, explain in own words

5

Encourages class participation

5

Total points: 75

Portfolio Rubric

Assessment Points available

Points achieved

21

Picture on coverSubmission letterTable of contentsIntroduction

15

Resume 15Personal statement 35

Learning products/ assessments related to competencies

30

Appendixes Letters of references (3) Personal Learning over

next 5 years Licenses Transcripts

5

Writing mechanics/grammar

Total points: 100

Final Grade/Comments:

Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error.

Bibliography

22

*Appleby, G.A., Colon, E. & Hamiliton, J. (2002). Diversity, oppression and social functioning: person-

in-environment assessment and intervention. Needham Heights, MA: Allyn and Bacon.

Ashford, J., Lecroy, C., & Lortie, K. (2001). Human behavior in the social environment: A

multidimentsional perspective. (2nd edition). Belmont CA: Brooks /Cole.

Barret, B. & Logan, C. (2002). Counseling gay men and lesbians. Pacific Groves, CA: Brooks /Cole

*Bloom, M., & Klein, W.C. eds. (1997). Controversial Issues in human behavior and the social environment. Needham Heights, MA: Allyn and Bacon.

*Bloom, M., Fischer, J., & Orme, J. (2003). Evaluating Practice: Guidelines for the accountable

professional. Boston, MA: Allyn and Bacon.

Brueggemann, W. (2002). The Practice of Macro Social Work Belmont CA: Brooks/Cole.

Carter, B. & McGoldrick, M. eds. (1999). The expanded family life cycle: individual, family, and social

perspectives. (3rd ed.). Needham Heights, MA: Allyn and Bacon.

Cournoyer, B. R. & Stanley, M. J. (2002). The social work portfolio: planning, assessing, and

documenting lifelong learning in a dynamic profession. Pacific Grove, CA: Brooks/Cole.

DeBord, K., Canu, R.F., & Kerpelman, J. (2002). Understanding a work-family fit for single parents

moving from welfare to work. Social Work, 45, 313-324.

*Dolgoff, R. & Feldstein (2000). Understanding social welfare. (3rd ed.). Needham Heights, MA: Allyn

and Bacon.

Hepworth, D., Rooney R. & Larson, J. (2004) Direct Social Work Practice: Theory and Skills (6th edition). Pacific Grove CA: Brooks/Cole.

Germain, C. & and Gitterman, A. (1996). The life model of social work practice. (2nd ed.). Columbia

University Press.

*Gilbert, N. & Terrell,P. (1998). Dimensions of social welfare policy. (4th ed.). Needham Heights, MA:

Allyn and Bacon.

23

Kilpatrick, A.C. & Holland, T.P. (1999). Working with families: an integrative model by level of need.

(2nd ed.). Needham Heights, MA: Allyn and Bacon.

Kirst-Ashman, K & Hull, G. (2004). Understanding Generalist Practice (3rd edition).

Chicago IL: Nelson Hall Publishers.

Kirst-Ashman, K & Hull, G. (2004). Generalist Practice with Organizations and Communities. Chicago

IL: Nelson Hall Publishers.

*Lecroy, C.W. (1999). Case studies in social work practice. (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Lowenberg, F.M., Dolgoff, R., & Harrington, D. (2002). Ethical decisions for social work practice. (6th

ed.). Itasca, ILL: F.E. Peacock Publishers.

Marlow, C. (2001). Research Methods for Generalist Social Work. (3rd ed.). Belmont CA: Brooks/Cole.

*McInnis-Dittrich, K, Integrating social welfare policy and social work practice: an empowering

approach. (3rd ed.). Belmont, CA: Wadsworth.

Miley, K.K., O’Melia, M. & DuBois, B. (2002). Generalist social work practice: an empowering

approach, (3rd ed.). Needham Heights, MA: Allyn and Bacon.

National Assosciation of Social Workers. (2002). Social work speaks: NASW policy statements (5 th ed.).

Washington, DC: NASW Press.

Netting, F., Kettner, P., & McMurtry S. (2004). Social Work Macro Practice (3rd edition). Boston MA:

Allyn and Bacon.

Patterson, D.A. (2002). Personal computer applications in the social services. Needham Heights, MA:

Allyn and Bacon.

Payne, Malcolm, (1997). Modern Social Work Theory: A critical introduction Chicago,IL: Lyceum

Books, Inc.

*Rivas, R.F. & Hull, G.H. (2002). Case studies in generalist practice. (2nd ed.). Belmont, CA: Wadsworth.

Royce, D. (1999). Research Methods in Social Work (3rd edition). United States, Wadsworth .

24

Sheafor, B.W., & Horejsi, C.R. (2003). Techniques and guidelines for social work practice. (6th ed.).

Needham Heights, MA: Allyn and Bacon.

Toseland, R.W., & Rivas, R.F. (1998). An introduction to group work practice. (3rd ed.). Needham

Heights, MA: Allyn and Bacon.

Tripodi, T. (1994). A primer on Single-Subject Design for clinical social workers. Washington D.C. NASW Press.

Unrau, Y., Krysik, J., & Grinnell, R. (2001). Social Work Research and Evaluation: Quantitative and

Qualitative approaches. (6th edition). United States: Peacock.

Weinbach, R. & Grinnell, R. (2004). Statistics for Social Workers (6th edition) .Needham Heights, MA:

Allyn and Bacon.

Web Sites

Code of Ethics of the National Association for Social Workers (approved by the 1996 NASW Delegate Assembly and revised by the 1999 NASW Delegate Assembly) http://www.naswdc.ort/pubs/code/asp

Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs at http://www.cswe.org

Social Work Café at http://www.geocities.com/Heartland/4862

The New Social Worker’s online Career Center at http://www.socialworker.com

* Coursepack Readings.

25

http://www.socialworker.com/

http://www.geocities.com/Heartland/4862

http://www.cswe.org/

http://www.naswdc.ort/pubs/code/asp

gvrikerswportfolio.weebly.comgvrikerswportfolio.weebly.com/.../9/45591803/sw4997_wi… · web...

Documents