SW 8006 ADVANCED GENERALIST SEMINAR

Fall Semester 2004
LAST UPDATED ON October 19, 2004

Course Overview:

A seminar is a small class for advanced discussion and research. The purpose of this seminar is to introduce the Advanced Generalist model of social work to BSW students so as to broaden and add depth to their undergraduate foundation in theory, knowledge, skills, values, & ethics for generalist practice.

Course Objectives:

Upon completion of this course, the student will be able to:

1. define Advanced Generalist social work practice.

2. describe the role of Advanced Generalist Practice within the profession of social work.

3. demonstrate an understanding of problem solving models by application to micro, mezzo, and macro levels of assessment and intervention.

4.apply knowledge of human behavior and development to problem situations encountered in social work.

5. be able to analyze current social policy issues within a social justice framework .

6. demonstrate an understanding of core research methods and their application to social work practice.

7. discuss the importance of culturally competent social work practice.

8. describe the role of social work values and ethics in ethical dilemmas encountered in practice at any system level.

Course Format:

A seminar is a small class for advanced discussion and research. In this class, students will review generalist practice and this understanding will be expanded so as to integrate content on Advanced Generalist practice. While discussion and application of course content will comprise the majority of learning activities, class meetings may also include lecture for review, media presentations, guest speakers, and possibly activities outside of class where community events are applicable to seminar topics.

Required Text:

Mattaini, M., Lowery, C., and Meyer, C. (2002). The Foundations of Social Work Practice: A Graduate Text. NASW Press. Washington D.C.

Additional Reading: McMahon, M. (1994) Advanced generalist practice: with an international perspective. Englewood Cliffs, NJ: Prentice Hall (will be on reserve in the Library.)

Assignments:

1) Threaded Discussion Over the course of the semester you will be required to participate in an on-line "threaded discussion" using the WEBX threaded discussion format. The Instructor will post 7 topics for discussion over the course of the semester. Students will be required to post their comments the date indicated to receive credit. Discussions will generally be up for 2 weeks.

2) An In-Class activity will be planned for at least five class sessions. While most activities will be those described in the text (pp: 405-416), the Instructor may require a different exercise for the class.

3) An Advanced Practice paper, utilizing the Advanced Generalist Perspective, will be required. The focus of this paper will be for the student to define "Advanced Generalist" social work practice, using concepts covered in this course, as well as additional outside research. Students will be expected to give examples using the advanced generalist perspective. Students should be able to describe the difference between the "advanced generalist" model of social work practice and other approaches. This paper should be 5-7 pages in length. It is to be typed, double spaced 12-point font, follow APA format, 3-5 references as well as a bibliography, and reflect graduate quality writing skill. (proper grammar, sentence structure, coherency) Any cover page and bibliography is in addition to the 5-7 pages. References need to be from academic journals/books. If internet references are used, they need to be clearly documented as academic in nature. Late papers will not be accepted unless arrangements have been made IN ADVANCE with the Instructor.

4. A Practice Models Paper will enable each student to demonstrate their understanding of the problem solving model by application to micro, mezzo, and macro levels of assessment and intervention. At least two practice models should be described, using references from academic journals/books.(you can cover more if you want to, but only 2 are required for the purposes of this paper) The student will then apply one of these models at the micro, mezzo, and macro level. The student will describe how a particular model may be used in terms of assessment and also intervention at all levels of social work practice. If you have difficulty conceptualizing the application of the model you should either (a) pick a different model or (b) interview a social work practitioner(s) to get a better idea about application of the model at various levels of practice.

This paper should be 5-7 pages in length. It is to be typed, double spaced 12-point font, follow APA format, 3-5 references as well as a bibliography, and reflect graduate quality writing skill. (proper grammar, sentence structure, coherency) Any cover page and bibliography is in addition to the 5-7 pages. References need to be from academic journals/books. If internet references are used, they need to be clearly documented as academic in nature. Late papers will not be accepted unless arrangements have been made IN ADVANCE with the Instructor.

5. Group Presentation of Case Study Each group will be responsible for developing a case study in which they will demonstrate knowledge of human behavior and development to a problem situation in the field of social work. The specific case situation may be drawn from a group members prior social work/undergraduate fieldwork experience or a composite of group members social work experiences. (or they can simply make something up). Each group will 1) provide a written case study 2) Make a class presentation during which time they clearly demonstrate knowledge of human behavior and development to a problem situation in the field of social work. 3) Provide a written summary of the presentation. (this may be in the form of a powerpoint presentation or a short paper or outline)

Evaluation of Students/Grading

In the MSW program, students are expected to maintain a 3.0 GPA and are evaluated on an ongoing basis with respect to the following: verbal and written communication skills; effective interpersonal skills; sensitivity to human diversity and special needs; conceptual skills to analyze situations; and other skills necessary for effective social work practice. (see MSW Student Handbook) In addition to these evaluative criteria, students in this class are graded on percentage of accumulated points on the assignments.

A=90-100% (180-200 points)

B=80-89% (160-179 points)

C=70-79%(140-159 points)

Course Policies

Note 1. My highest priority is for our classroom and course work to facilitate participation and exchange. I am eager to make accommodations to guarantee to students with disabilities access to class sessions, course materials, and the activities of the class. You are encouraged to contact Disability Services & Resources (DS&R) to discuss and arrange reasonable accommodations (102 Kirby Center, phone:726-8217..moving to Multicultural Student Union, on the 2nd floor of Kirby Student Center Sept 17th). In addition, please let me know as soon as possible if you have a disability for which accommodations will be requested. Note that you are under no obligation to disclose the nature of your disability to me or other faculty.

Note 2. Students wishing to take an incomplete for the course must submit a departmental incomplete form to the Instructor for advance approval. Incompletes are discouraged, but if for some reason you are unable to complete the course requirements you must discuss this with the Instructor.

Note 3. Feedback is provided by both the instructor and other students. The class presentations and exercises encourage students to provide feedback to their classmates. The Advanced Generalist Seminar encompasses adult learning techniques: the instructor and the students are partners in the teaching/learning process. Emphasis is placed on the students’ being responsible for self-directed learning. Feedback on performance from all partners is valuable. Students with questions about their performance should make an appointment to discuss this with the Instructor.

Note 4. It is recognized that not all students have been provided extensive exposure to clients with cultural diversity, gay and lesbian issues, racial groups, etc., therefore, students are strongly encouraged to share multiple perspectives based on their experiences and backgrounds to enhance the learning of others.

Note 5. The following describes the ground rules for class discussion:

Since this course includes a variety of topics that could raise controversy or conflict, the following ground rules for how we discuss sensitive topics are proposed. These ground rules are adapted from Lynn Weber Cannon's "Fostering Positive Class, Race,and Gender Dynamics in the Classroom". which appeared in Women's Studies Quarterly, 1990. 1&2, 130-132.

We can assume that discrimination exists in many forms (e.g., sexism, racism, classism, ageism, homophobia, anti-Semitism, etc.). Any critical understanding of these various “isms” means that we need to recognize that we have been taught misinformation about our own group as well as about members of other groups. This is true for dominant (e.g., white, male, upper class, heterosexual, able-bodied, etc.) and oppressed (e.g., people of color, women, poor and working class, gay/lesbian/bisexual, disabled, Jewish, etc.) group members.

Based on these assumptions, then, lets agree that we cannot be blamed for misinformation we have learned, but we will be held accountable for repeating information after we have learned otherwise. People and groups are not to be blamed for their oppressed positions. Let’s assume that people are always doing the best they can. Let’s actively pursue information about our own groups and those of others. Let’s share information about our own groups with other members of the class but never demean, devalue, or in any other way put down people for their own experiences. We each have an obligation to actively combat myths and stereotypes about own groups so that we can break down the walls which prohibit group cooperation and group gain. Let’s create a safe environment for open discussion.

Course Schedule
(All readings/web site reviews must be done BEFORE class)

THIS SCHEDULE IS SUBJECT TO CHANGE TO ACCOMMODATE CLASS PACE, GUEST SPEAKERS,WEATHER CONDITIONS AND OTHER RELEVANT EVENTS AND INSTRUCTOR DISCRETION

This syllabus has been adapted from the previous syllabus developed by Lila George, ACSW,LISW

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