Download course syllabus - Stephen F. Austin State University

STEPHEN F. AUSTIN STATE UNIVERSITY
SCHOOL OF SOCIAL WORK
BSW PROGRAM
Class Meeting Time and Location
Tuesday/Thursday: 12:30– 1:15p.m.
Social Work Building Room 202
SWK 333.001
Generalist Social Work
with Small Groups
Spring 2011
Dr. S. Copeland
SWK 202
468-2126
E-mail [email protected]
Office hours: 9:00-12noon & 1:00-3:00pm M-W-F
and by appointment.
Prerequisites: SOC 137, SWK 225 or Consent of Program Director
Corequisites: None
COURSE SYLLABUS
I.
COURSE DESCRIPTION
The primary purpose of this course is to introduce students to a knowledge base of the
theoretical concepts and processes involved in group work from the Generalist
perspective. Students are introduced to group formation, development, maintenance, and
change/dissolution. This course provides students with insight into the development of
appropriate interventions in fulfilling the Generalist function with groups, and the
professional self as related to knowledge, values, and ethics.
Specific attention will be given to the historical evolution of groups in social work, the
interrelatedness of groups throughout life, and the relevance of social group work theory
to diverse and oppressed populations. Students are also expected to continue to explore
their knowledge of human behavior from course materials in SWK 225 and SWK 325.
REQUIRED TEXT:
MacGowan, Mark J. (2008). A Guide to Evidence-Based Group Work. Oxford University
Press.
Anderson, J. (1997). Social Work with Groups: A Process Model. Longman
Publishers, Inc.: New York.
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RECCOMMENDED TEXT:
Dale, O., Smith, R., Norlin, J.M., & Chess, W. A. (2009) Human behavior and the social
environment: Social Systems Theory (6th ed.). Allyn and Bacon Publishers. Boston
MA.
American Psychological Association (2009) Publication Manual of the American
Psychological Association (6th ed.) Washington DC: Author
II.
PROGRAM LEARNING OUTCOMES
1. Identify as a professional social worker and conduct oneself accordingly. (EPAS
2.1.1)
2. Apply social work ethical principles to guide professional practice. (EPAS 2.1.2)
3. Apply critical thinking to inform and communicate professional judgments. (EPAS
2.1.3)
4. Engage diversity and difference in practice. (EPAS 2.1.4)
5. Advance human rights and social and economic justice. (EPAS 2.1.5)
6. Engage in research–informed practice and practice-informed research. (EPAS 2.1.6)
7. Apply knowledge of human behavior and the social environment. (EPAS 2.1.7)
8. Engage in policy practice to advance social and economic well-being and to deliver
effective social work services. (EPAS 2.1.8)
9. Respond to context that shape practice. (EPAS 2.1.9)
10. Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities. (EPAS 2.1.10)
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III.
CURRICULUM DESCRIPTION
The BSW program at SFASU features a generalist perspective to social work practice,
defined as follows:
Generalist practice is a practice perspective that serves client systems utilizing ecological
systems approach focusing on persons, families, groups, organizations, and communities.
A narrow cadre of theories does not confine it; rather it is versatile enough to allow
problems and situations, as well as strengths, capacities, and resources, to determine the
practice approach. Generalist practice employs a problem solving framework and a
broad knowledge, value, and skill base which demands ethical practice and on-going selfassessment. Briefly, generalist social work practice:






Is multi-level to include individuals, families, groups, organizations, and
communities
Is multi-theory, allowing for the free selection of theories as appropriate
Utilizes a problem identification and solving focus that follows a problem-solving
framework
Utilizes multiple interventions at multiple levels, as appropriate
Addresses the complexity of individual, family, group, organizational, and
community system interactions
Requires an integration of awareness, competence, and professional response to
issues of values, ethics, diversity, culture, social justice, and populations-at-risk
IV. COURSE OBJECTIVES (Student Learning Outcomes: SLO)
Upon completion of this course, students will be able to:
1. Understand the fundamental knowledge of social work history and group theory
(PB: EP 2.1.1)
2. Demonstrate the ability to critique and apply knowledge to understand person and
environment, and human problems in living in the context of groups (PB: EP
2.1.7).
3. Utilize conceptual frameworks to guide the process of assessment, intervention,
and evaluation with small groups (PB: EP 2.1.7).
4. Make ethical decisions by applying standards of the National Association of Social
Workers Code of Ethics and, as applicable, of the International Federation of
Social Workers/International Association of Schools of Social Work Ethics in
Social Work, Statement of Principles and (PB: EP 2.1.2).
5. Provide leadership in promoting sustainable changes in service delivery and
practice to improve the quality of social services (PB: EP 2.1.9).
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6. Advocate for human rights and social and economic justice in apply generalist
practice skills (PB: EP 2.1.5).
7.
Use practice experience to inform scientific inquiry to influence service delivery
in the group setting (PB: EP 2.1.6).
8. Continuously discover, appraise, and attend to changing locales, populations,
scientific and technological developments, and emerging societal trends to provide
relevant services with small groups (PB: EP 2.1.9).
9. Recognize and communicate their understanding of the importance of difference in
shaping life experiences (PB: EP 2.1.4).
10. Demonstrate the ability to use the forms and mechanisms of oppression and
discrimination inherent in small group formation (PB: EP 2.1.5).
11. Demonstrate effective oral and written communication in working with
individuals, families, groups, organizations, communities, and colleagues (PB: EP
2.1.3).
12. Attend to professional roles and boundaries (PB: EP 2.1.1).
13. Use supervision and consultation to learn group process (PB: EP 2.1.1).
V.
INSTRUCTIONAL METHODS
This class will be a combination of traditional lecture format and student participation in
group process. Students will be assigned group membership at the first of the semester
and will be given assignments specific to group process. Group exercises, group
meetings, video, role-play, and class discussion will be utilized to enhance student
learning.
Students are expected to participate fully in group exercises and class discussion.
Students must attend class and assume responsibility for their own learning.
VI. COMPUTER REQUIREMENTS (per SFA Office of Instructional Technology)
This course will utilize Blackboard (myCourses) to support the delivery of course content
(for help with Blackboard go to http://www.oit.sfasu.edu/webct/index.html). The student
will need basic skills regarding the use of a word processor and web browser. The student
must have access to a computer that meets the minimum requirements (for specific
details go to http://sfaonline.sfasu.edu/gettingstarted.html). Computers are available to
current students through a number of labs across campus (see www.sfasu.edu or the
instructor for details).
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VII. COURSE SCHEDULE
Week
1
Introduction and overview of course.
Class exercise
Theories of social work groups.
Evidenced- based group work.
Readings: Macgowan text chapter 1; Anderson text
Chapter1; Norlin et.al. (2009)
Week
2
Definition of groups: Basic premises and core
Concepts
I-We-It Triangle and Ecosystems Globe
Implications for Social Work Practice
Readings: Anderson text Chapter1; Copeland (2009)
Northern (1998)
A Historical Perspective of Groupwork in Social Work
Practice: Group-work as Related to Social Reform: 19001930 Group-work and the Development of Small Group-work
in the Profession: 1930-1960 The Evolvement of Social
Groupwork Model and Methods: 1960-1975 Social Groupwork and Generic Social Work: 1975-1990, TheGeneralist
Perspective: 1990-1997.
Readings: Anderson text Chapter2; Schwartz (2005).
Week
3
The generalist perspective and social work
with small groups:
Group warm up exercises (experiential)
Autonomy as empowerment
Approaches to generalist practice with groups
Readings: Anderson text Chapter3; Timberlake et.al (2008)
chapter 9; Davis and Sayles (1995).
Week
4
The Multicultural Perspective and Generalist
Practice with Groups:
Ethnocultural Influences and the Individual
Ethnocultural Influences and Group Process
Gender, Class, and Sexual Orientation in Group Process
Oppressed Groups and Group Process
Social Group Work in Rural Settings
(Review for exam)
Readings: Anderson text Chapter4; Brown & Mistry (2005);
Leitz (2007) Macgowan chapter2
Chau (1999)
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Week
5
Exam 1
Forming mock groups and understanding group development
Video to illustrate the stages of group development
Readings: Anderson text Chapter5; Video Dr. Rosemary
Smead, Adolescents groups
Week
6
Theory and Concepts of Group-work:
Group Dynamics as a Theory of Human Behavior
Human Behavior and Social Interaction in Group
An Overview: Group Dynamics and Group Process
Composition of Group
Mutual Aid in Group
Structure and Climate in Group
Cohesion and Communication in Group
Group Dynamics and Group Development
Readings: Anderson text Chapter7; Gitterman & Schulman
(2009)
Week
7
The Process Model of Group-work
An Overview of Social Work Practice in Group Process
Functions of the Social Worker in Group
Stages of Group Process
Preaffiliation Stage: Issues of Trust
Principles of the first meeting
Mock groups
Readings: Anderson text Chapter7; Norlin et.al. (2009)
Group warm up exercises and form presentation groups
Begin preparation form live mock groups in media lab
Week
8
Power and Control Stage: Autonomy
vs. Interdependence
Principles of power and control stage
Mock groups
Readings: Anderson text Chapter8
First journal of stages of group development due
Week
9
Spring Break
Week
10
Movie for analysis of group process/development
(related to written assignment/group analysis paper 1)
Intimacy Stage: Issues of Closeness
Principles of the intimacy stage
Readings: Anderson text Chapter9
6
Week
11
Differentiation Stage: Interdependence
Principles of the Differentiation Stage Separation Stage:
Mock groups
Readings: Anderson text Chapter10
Separation Stage: Termination of Group Process
Principles of the Separation Process
(Review for Exam)
Readings: Anderson text Chapter11
Week
12
Exam 2
The Diversity of Group work
An Overview of the Types of Group
Direct Practice Groups
Tasks Groups
Social Action Groups
Self-Help Groups
Activity Groups
Socioeducational Groups
Readings: Anderson text Chapters 5-11; Aronoff (2005)
Carnahan et.al. (2009); Doel (2005) Hartford (2005)
Week
13
The Social Worker and Intervention in Group
Social Work Functions in Group: A Parallel Relationship
The Social Worker as Enabler
The Social Worker and Leadership
The Social Worker and the Generalist Perspective
The Social Worker and Professional Competency
Values and Ethics in Group
Diversity Issues in Group
An Overview of Groupwork Intervention at the Micro and
Macro Levels Group-work with Individuals
Group-work with Families and Small Groups
Group-work with Organizations
Group-work with Communities
Readings: Anderson text Chapters12-13
Week
14
Paper 1 due
Evaluation and Assessment in Social Group Work
Instrumentation in Social Work with Groups
Single System Design
Implications for Diverse Approaches with Group
Readings: Anderson text Chapters12-14; Macgowan chapters
2-5
7
Week
15
Group Presentations
(Review for final Exam)
(Final Journal Due)
Final Exam
VIII. COURSE REQUIREMENTS:
A. Class Attendance and Participation: It is essential for students to read assigned
material before coming to class, to attend class regularly, and to participate in
class discussion. Students are responsible for all material covered in class and
assigned in the syllabus, whether or not they have attended class.
Cell Phones/Pagers/Electronic Devices: Such devices are disruptive to the
classroom environment and students are expected to refrain from using them
during class. All such devices are to be placed on silent mode or turned off
during class. Repeated interruptions may result in a deduction of points from
the final average. No such devices are to be within view during exams.
B. Readings: Each week contains required readings from the text. It also requires
the student to read articles on reserve in the library. Copies of the reserve
readings are to be found in the reserve section of the library.
They can also
be found in the journals referenced. You can copy the articles for home study,
exam preparation or research. You will be responsible for all readings at test
time whether or not they have been reviewed in class. Other readings may also
be utilized to facilitate coverage of the many issues to be discussed in this
course.
C.
Exams: Major application exams will be given during the semester. All
material provided on the topics, including all assigned readings, discussions,
lectures, discussion questions/responses, and guest presentations are subject to
examination. The exams will consist of a combination of matching, multiple
choice, true/false, and essay questions. 80/20 on the final exam means that 20%
of the final grade will be the group presentation in the media lab and 80% will be
the written comprehensive final exam.
The student is expected to take all exams at the scheduled time. Permission to
miss any exam will be based on the policy for excused absences as stated in the
SFASU General Bulletin (available online at www.sfasu.edu/bulletin). Missing
an exam without either prior permission or an excused absence will result in a
grade of "0" on that exam. The instructor will schedule make-up exams.
E.
Assignments: The student is responsible for completing assignments in accordance
With the specific guidelines identified in the assignment description (in the
syllabus). Assignments must be written in 12 pt. font with double spacing and
standard margins. All assignments are to be in APA format per the Publication
Manual of the American Psychological Association (6th ed.). Failure to meet
these guidelines will result in loss of points.
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Late assignments will result in 10% of the total possible points being deducted
from the total points earned for each day the assignment is late, with 10%
deducted immediately following the class period during which the assignment is
due. The only exception is an excused absence as defined by the SFASU General
Bulletin.
GRADING:
A.
Assignments:
Three Exams: 2@ 100
Final
1@80/20
Journal: 25/50
75
Paper I:
100
Paper II:
100
TOTAL:
=200
=100
= 75
=100
=100
575
The final exam will be given in two parts 20% will be evaluated by live
participation in a mock group presentation and 80% as a comprehensive final
written exam.
GRADING SCALE:
518 - 575 =
460 - 517 =
403 - 459 =
345 - 402 =
Below 401 =
A
B
C
D
F
Academic Integrity (SFASU Policy A-9.1)
Honesty and representing one’s knowledge and abilities appropriately are important
ethical principles of the social work profession. All violations of the Academic Integrity
Policy will be addressed in accordance with SFASU Policy A-9.1 (SFASU Policy A-9.1
can be found at the web address below). All incidents will result in a grade of “0”.
Given the limited number of graded assignments in this course, a “0” could have
serious consequences for the student’s academic standing.
Academic integrity is a responsibility of all university faculty and students. Faculty
members promote academic integrity in multiple ways including instruction on the
components of academic honesty, as well as abiding by university policy on penalties for
cheating and plagiarism.
Definition of Academic Dishonesty
Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not
limited to (1) using or attempting to use unauthorized materials to aid in achieving a
better grade on a component of a class; (2) the falsification or invention of any
information, including citations, on an assigned exercise; and/or (3) helping or attempting
to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or
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ideas of another person as if they were your own. Examples of plagiarism are (1)
submitting an assignment as if it were one's own work when, in fact, it is at least partly
the work of another; (2) submitting a work that has been purchased or otherwise obtained
from an Internet source or another source; and (3) incorporating the words or ideas of an
author into one's paper without giving the author due credit.
Please read the complete policy at http://www.sfasu.edu/policies/academic_integrity.asp
Withheld Grades Semester Grades Policy (A-54)
Ordinarily, at the discretion of the instructor of record and with the approval of the
academic chair/director, a grade of WH will be assigned only if the student cannot
complete the course work because of unavoidable circumstances. Students must complete
the work within one calendar year from the end of the semester in which they receive a
WH, or the grade automatically becomes an F. If students register for the same course in
future terms the WH will automatically become an F and will be counted as a repeated
course for the purpose of computing the grade point average.
IX.
STUDENTS WITH SPECIAL LEARNING NEEDS AND DISABILITIES
To obtain disability related accommodations, alternate formats and/or auxiliary aids,
students with disabilities must contact the Office of Disability Services (ODS), Human
Services Building, and Room 325, 468-3004 / 468-1004 (TDD) as early as possible in the
semester. Once verified, ODS will notify the course instructor and outline the
accommodation and/or auxiliary aids to be provided. Failure to request services in a
timely manner may delay your accommodations. For additional information, go to
http://www.sfasu.edu/disabilityservices/.
X.
Acceptable Student Behavior
Classroom behavior should not interfere with the instructor’s ability to conduct the class
or the ability of other students to learn from the instructional program (see the Student
Conduct Code, policy D-34.1). Unacceptable or disruptive behavior will not be
tolerated. Students who disrupt the learning environment may be asked to leave class and
may be subject to judicial, academic or other penalties. This prohibition applies to all
instructional forums, including electronic, classroom, labs, discussion groups, field trips,
etc. The instructor shall have full discretion over what behavior is
appropriate/inappropriate in the classroom. Students who do not attend class regularly or
who perform poorly on class projects/exams may be referred to the Early Alert Program.
This program provides students with recommendations for resources or other assistance
that is available to help SFA students succeed.
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STEPHEN F. AUSTIN STATE UNIVERSITY
SCHOOL OF SOCIAL WORK
BSW PROGRAM
Class Meeting Time and Location
Tuesday/Thursday: 12:30– 1:15a.m.
Social Work Building Room 202
SWK 333.001
Generalist Social Work
with Small Groups
Spring 2011
Dr. S. Copeland
SWK 202
468-2126
E-mail [email protected]
PAPER I: AN ANALYSIS OF GROUP PROCESS IN A MOVIE
This paper is to be an individual project it is to serve as a critical analysis of Group
Theory and Group Process using a video as a facilitative tool.
Write an essay paper no more than seven (7) pages in length. This paper is to be your
analysis of the theory and concepts presented in this class as applied to the video. Make
sure that you also include: how member s were recruited, theories of human behavior/
systems theory, family dynamics, group behavior, group dynamics, group process,
problem-solving, diversity, oppression, and values and ethics, and links with your earlier
research on groups as main components of your analysis. Also, include implications for
the Generalist Social Work Practitioner.
Your instructor will discuss this paper further in class following the presentation of the
video. Make sure your paper is thorough and professionally written to insure the best
possible grade. This paper is worth 100 points.
15
STEPHEN F. AUSTIN STATE UNIVERSITY
SCHOOL OF SOCIAL WORK
BSW PROGRAM
Class Meeting Time and Location
Tuesday/Thursday: 12:30– 1:15a.m.
Social Work Building Room 202
SWK 333.001
Generalist Social Work
with Small Groups
Spring 2011
Dr. S. Copeland
SWK 202
468-2126
E-mail [email protected]
PAPER II: TASK GROUP AND INTERVENTION WITH GROUPS
This paper consists of an analysis of social work intervention with group as related to a
specific social problem. The grade is applied as a group grade and all group members are
required to participate fully in the completion of this assignment. Your group will also
present a formal presentation to the class demonstrating your findings.
As a group, choose a social problem (illness, life occurrence, violence, poverty, loss,
stress, aging, personal conflict, or social justice) as you are also reviewing in your HBSE
courses. Upon choosing this problem, the group is to decide how the following might be
best accomplished:
A.
You are to design a group appropriate for generalist social work (Task,
Activity, Social Action, Direct Practice, Self-Help, or Socioeducational) in
recognition of this social problem and the problems associated with it.
B.
Decide within your group how the following behaviors will occur.
1.
Recruitment
2.
Mutual Aid
3.
Interdependence
4.
Goal setting
5.
Confidentiality
C.
Research and define your Social Problem by developing a summary of
library materials and journal articles related to the subject. Be prepared to
present a well-developed overview of your findings to the class.
D.
Define your client group. Who may be involved? Who may utilize your
group? Is this group appropriate for oppressed populations? What
agencies may desire or implement this type of group? How is your group
to be funded? Where will it be held? Who will facilitate? What ethical
and value issues must be considered regarding this group? Include a plan
for how the group will be evaluated.
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E.
Using the theoretical framework covered in class, analyze the dynamics
you noted in your task group as you accomplished your tasks? What
specifically were the dynamics related to: group structure, group climate,
group cohesion, group communication, leadership functions and
leadership style?
F.
Identify and discuss the stages of group development, and how these
progressed within your group (Preaffiliation, Power and Control,
Intimacy, Differentiation, and Separation) as your group developed in the
course of this semester.
G.
Identify and discuss also the issues, which arose as related to: Gender,
Age, Sexual Orientation, Ability, Class, Race or Multicultural Issues,
including Rurality. How did these affect the progress of development in
your group, the group dynamics?
H.
Be prepared to make your formal presentation in class. Each group will be
allowed to use a full class period for their presentation. You may be
creative in your presentation, but it must be formal and organized. You
will be allowed 1 class day for group meeting for this project.
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STEPHEN F. AUSTIN STATE UNIVERSITY
SCHOOL OF SOCIAL WORK
BSW PROGRAM
Class Meeting Time and Location
Tuesday/Thursday: 12:30– 1:15a.m.
Social Work Building Room 202
SWK 333.001
Generalist Social Work
with Small Groups
Spring 2011
Dr. S. Copeland
SWK 202
468-2126
E-mail [email protected]
INSTRUCTIONS FOR JOURNAL
In order to critically analyze group behavior, students will experience group
membership and participation through taking part in the group activities of the Student
Association of Social Workers (SASW) or other groups. From these activities, students
will keep a log of critical analyses of individual and group behavior and personal
thoughts relating to the selected group (s) and class activities. Journal entries should also
reflect the theoretical material discussed in course readings and in class. (two entries per
week) Journal: Students will be expected to complete a participant journal worth 75
points. Twenty-five (25) points for part one and fifty (50) for part two (concepts should
be underlined). The Journal will be a log of your observations/explanations of individual
and group behavior within the Student Association of Social Workers (SASW) or any
other on going group that you may be involved in. It should reflect also the material
discussed in class.
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