UNIVERSITY OF MINNESOTA, DULUTH

Department of Social Work

 

SW 8112 Generalist Practice: Mezzo and Macro

Spring Semester, 2005

Distance Education

 

Professor Melanie Shepard, Ph.D., LICSW                  OFFICE: 214 Bohannon Hall

EMAIL: mshepard@d.umn.edu                                    HOURS: by appointment         

PHONE:  726-8859                                                    

FAX:    726-7185                                                                                                                                                                                                               appointment

COURSE WEB PAGE: http://www.d.umn.edu/~mshepard/sw8112.html         

                                                                                               

INTRODUCTION:

 

“Generalist Practice: Mezzo and Macro” is the second course in the foundation year practice sequence, which focuses on generalist social work practice and the application of a problem solving method of intervention with organizations and communities.  It is preceded by “Generalist Practice: Micro” which introduces generalist practice and focuses on micro intervention with individuals, families and small groups. This course will allow students to apply the concepts and skills learned in “Generalist Practice: Micro” to practice with larger size systems.

 

Using a problem-solving model and drawing from the ecological and strengths perspectives, students develop assessment and interventions skills for addressing organizational and community problems.  Students learn to function in an organizational setting and develop skills for using supervision, facilitating task groups and promoting organizational change.  At the community level, students learn about different social work roles for community practice and develop skills for advocacy and promoting community change.  Cultural competency is a theme that is addressed at both the organizational and community levels of practice. This foundation course prepares students for more advanced coursework in administration and community organizing, which is taken during the concentration year.

 

COURSE OBJECTIVES:

 

At the end of the course, the student should be able to:

 

1.         Apply theories and knowledge of human behavior to understand organizational and community dynamics.

2.         Use a problems solving process at the mezzo and macro levels of generalist social work practice.

3.         Demonstrate knowledge and skills for functioning within organizational structures and for promoting organizational change.

4.         Demonstrate an understanding of the role of advocacy in promoting social and economic justice at the mezzo and macro levels of generalist social work practice.

3.         Consider the needs and issues of populations at risk in relation to mezzo and macro practice.

5.         Demonstrate beginning level skills for culturally competent practice within organizations and communities.

6.         Demonstrate an understanding of social work values and ethics and apply critical thinking skills when in examining them at the mezzo and macro levels of practice.

 

TEXTBOOKS:

 

Required: 

 

Gibelman, M. (2003). Navigating Human Service Organizations. Chicago, Ill.: Lyceum Books.

 

Ezel, M. (2001).  Advocacy in the human services. Wadsworth: Belmont, CA.

 

 

RESERVE READINGS:

 

These reading are on reserve at the UMD library and can be accessed electronically.

 

GlenMaye, L.F., Lewandowski & Bolin, B.L. (2004). Defining complexity: The theoretical basis of

            advanced generalist practice. In A. Roy & F.J. Vecchiolla. Thoughts on advanced generalist

            education (p. 117-135). Peosta, Iowa: Eddie Bowers.

 

Hardina (2004). Guidelines for ethical practice in community organization. Social Work, 49,     

                        4, 595-604.

 

Kruzich, J.M., Friesen, B., Williams-Murphy, T. & Longley, M.J. (2002). Voices of African

American families: Perspectives on residential treatment. Social Work, 47, 4, 461-470.

 

Lewis, S.& Crook, W. (2001). Shifting sands: An AIDS service organization adapts to a changing         environment. Administration in Social Work, 25, 2, 1-20.

 

Messinger, L. (2004). Comprehensive community initiatives: A rural perspective. Social Work, 49,       

            4, 535-546.

 

Packard, T.  (2001).  Enhancing staff commitment through organizational values: The case of a

        homeless shelter. Administration in Social Work, 25, 3, 35-52.

 

Weaver, H.N. (2000). Activism and American Indian issues: Opportunities and roles for social workers. Journal of Progressive Human Services, 11, 1, 3-22.

 

Yoo, J. (2002). The relationship between organizational variables and client outcomes: A case

        study in child welfare.  Administration in Social Work, 26, 2, 39-61. 

 

Sample papers by Ilona Kearney and by Libby Gordon have been put on library  reserve and may be helpful in writing your own organizational analysis.

 

COURSE ASSIGNMENTS: Guidelines for completing these assignments will be provided.

 

1.         Assigned readings:  The timetable in this syllabus designates readings for each session.

            Students should complete their readings prior to the day of class discussion.

 

2.         Discussion facilitation: Each student will sign-up to facilitate a small group class discussion of a selected reserve reading using a modified form of the Learning Through Discussion Method (LTD). 

 

3.         Organization paper:  This assignment requires you to assess an organizational problem in your field or work setting and develop a plan for addressing it. You may submit a brief problem description to receive feedback on your idea for the paper to the instructor one month before the paper is due.  Ideas for the paper will also be discussed in class.

 

 

4.         Quiz: There will be one quiz relating to social work practice in organizations, which will be based upon the textbook readings.

 

 

5.         Role Play Presentation and Critique: Students will demonstrate the use of mezzo-macro practice skills in role presentations in front of the class. Students will work primarily in pairs to role-play facilitating a meeting with a task group (played by other students) or with a supervisor. The role plays will be videotaped and each student will be asked to critique their own role play. Further directions will be provided in class.

 

6.         Role Play Observation Paper: Each student will be asked to write a short paper giving feedback to another group about their role play presentation.

 

7.         Take Home Final Exam: A final take home essay exam will be distributed the last day of

            class and will cover course material from the last half of the semester on macro practice.

 

8.         Extra Credit assignment options: Students can receive 5 extra credit points for attending one of the following events and writing a short reaction paper (approx. 2 pages):

 

* Citizens in Action 2006, which will take place on the UMD campus on Jan. 29th from 9 a.m. to 2:00 in the Rafters on the 3rd Floor of Kirby Student Center

 

* NASW Day at the Hill at the Minnesota History Center and state capitol on April 4th.

 

* 7th Annual Minnesota Social Work Student Conference April 21- 22, 2005, Bemidji State     University. (attend one day and select mezzo-macro events)

 

ATTENDANCE REQUIREMENTS:

 

Class attendance is vital to the success of the course.  Students should inform the instructor of the reason for more than one absence.  Excessive absence may result in a lower grade or the assignment of additional work.

 

COURSE REQUIREMENTS AND GRADING:

 

Assignment                                           Points               Due_______________________________

 

Discussion facilitation                            10 points          Choose a reading and sign-up for that date in class

Problem identification paragraph           none                 Feb. 10/ optional if you want feedback             

 

Organization Paper                               30 points          March 10, 5 pt. deduction for late papers                     

                       

Role Play Presentation & critique          10 points          Sign up for a role play date in class, critique due 3/17 for organization role plays,

                                                                                    5/ 5 for community/legislative role plays

                                                                                                                         

Role Play Observation papers               5 points           Sign up to observe a role play in class; organization observations due on 3/17, community/legislative due on 5/5  

Quiz                                                     5 points            in class on March 5                  

 

 

Final Take Home Exam                        35 points          May 11, 9 a.m., late exams will receive a deduction of 5 points.

 

Extra Credit                                          5 points            optional, sign-up for presentation or two page paper due by 4/21

 

Grading will be based upon the following criteria:           60-67 = D; 70-77 = C; 80-87=B; 90-100=A

                                                                                    89= A-, 88= B+, 79=B-, 78=C+, 69=C-,                                                                          68=D+

 

COURSE EVALUATION:

 

There will be an informal mid-semester evaluation where students will have an opportunity to give feedback to the instructor.  A final evaluation will take place at the end of the semester in the form of a standardized course evaluation form.

 

NOTE #1:

Students requesting an incomplete for the courses should discuss this request with the instructor prior to the end of the semester.  The departmental incomplete form must be completed and turned in by the final examination date.

 

NOTE #2:

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 the Access Center-Disability Services to discuss and arrange reasonable accommodations (102 Kirby Center, tel. 726-8217).   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 #3

Ground rules for class discussion: We can assume that discrimination exists in many forms (e.g., sexism, racism, classism, ageism, homophobia, anti-semitism, ableism, 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 subordinated (e.g., people of color, women, poor, and working class, gay/lesbian, disabled, Jew etc.) group members.  Based on these assumptions, then, let’s 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 subordinate 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 us share information about our own groups with other members of the class but never demean, devalue, or in any way put down people for their own experiences.  We each have an obligation to actively combat myths and stereotypes about our own groups so that we can break down the wall which prohibit group cooperation and group gain.

 Let’s create a safe environment for open discussion.

 

 

 

 

 

 

 

 

TIMETABLE:

 

Session             Date                            Topic____________________________________________

 

 

1                      Jan. 21                         Syllabus review. Course Introduction

                                                            Understanding Organizations

                                                            Read: Chapter 1 - 4 in Gibelman text

                                                                                                                                   

2                      Jan. 22                         Assessing Organizational Dynamics      

                                                Promoting Organizational Change/ Agency Advocacy

                                                            Skills for Organizational Practice

Using supervision, planning and conducting meetings

                                                            Read: Chapter. 5-12 in  Gibelman text

 

                        Feb. 10                        Due: Problem identification paragraph (optional)

 

           

3                      March 4                       Readings for group discussion: Yoo (2002); Packard (2001), Lewis & Crook (2001)

                                                Role Play Presentations: Organizations

 

 

4                      March 5                       Cultural Competency and Organizations

Readings  for group discussion: Kruzich et. al.

                                                            Quiz: Organizational Practice

Macro social work practice roles, community advocacy and collaboration, legislative advocacy and social action

                                                            Read Chapters 1,2, 5, 8 & 7 in Ezell text

                                                            Video: Holding Ground: The Rebirth of Dudley Street

                                                           

 

                        March 10                    *Organization Paper Due*   

                                                                                                                                                                                          

 

                        March 17                    Role Play papers due

 

 

5                      April 8                          Readings for group discussion: Messinger (2004),

                                                            Weaver (2000)

                                                            Role Play Presentations: Community Advocacy, Legislative Advocacy

 

6                      April 9                          Reading for Group Discussion:. GlenMaye, et. al., (2004),

                                                            Hardina (2004)

Planning for Macro Level change, Advanced Generalist Practice, Ethical issues in macro practice

                                                            Read: Chapter 3, 9 and 10 in Ezell text

                          

                       

                        May 5th                        Role Play Papers Due

 

Take Home Exam will be emailed to you on May 5th and will be due on May 11th

 

 

                                                            Bibliography

 

 

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  Kruzich, J.M., Friesen, B., Williams-Murphy, T. & Longley, M.J. (2002). Voices of African

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  Lewis, S.& Crook, W. (2001). Shifting sands: An AIDS service organization adapts to a

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Packard, T (2001).  Enhancing staff commitment through organizational values: The case of a

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Roy, A.W. & Vecchiolla, F.J. (2004). Thoughts on advanced generalist education. Peosta, Iowa:

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Yoo, J. (2002). The relationship between organizational variables and client outcomes: A case

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