SWK 331 SOCIAL WORK PRACTICE I

Instructor: Ebony N. Perez, MSW

Telephone: 352-684-4520
Office Hours: Mondays/ Tuesdays 12-4:30pm and by appointment
Email: ebony.perez@saintleo.edu

Prerequisite: Junior standing in Social Work and completion of SWK 121

I. COURSE DESCRIPTION:
This course will introduce the student to Generalist Practice in Social Work emphasizing the
differences among micro, macro, and mezzo approaches. Building upon the liberal arts foundation
courses such as Psychology, Sociology, and American Federal Government, and Introduction to Social
Work, it is the first course in the Social Work Practice sequence. Students will become familiar with the
foundation of professional Social Work knowledge, values and skills and will explore closely the ethical
dilemmas inherent in Social Work practice. The NASW Code of Ethics will be used to study professional
values. The Saint Leo University Values will be included in the weekly course content.
This course will examine Systems Theory, the Ecological Perspective, and the Problem Solving
Method in micro level practice. Students will begin to develop skills through the use of case
presentation, role-play situations, videotaping and feedback, and class discussions. Micro practice skills
will be emphasized with particular attention given to the development of skills in working with
ethnically, racially, and gender sensitive cases. This course will present practice content on people of
color, women, children, disabled persons, gay and lesbian persons, and the aging population. It will
emphasize the impact of discrimination, economic deprivation, and oppression of these groups.

Saint Leo University Core Value

For this course, the Saint Leo University core value of Community is most applicable.

Respect - Saint Leo University values all individuals unique talents, respect their dignity and strive to
foster their commitment to excellence in our work. Our communitys strength depends on the unity and
diversity of our people, on the free exchange of ideas, and on learning, living and working harmoniously.

Community Saint Leo University develops hospitable Christian learning communities everywhere we
serve. We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to
create socially responsible environments that challenge all of us to listen, to learn, to change, and to
serve.

1
II. COURSE OBJECTIVES
At the end of the course the student will be able to:
1. identify, define and describe the differences among micro, mezzo, and macro Social Work
practice
2. identify, define and apply the various theories and concepts relative to Generalist Practice, i.e.,
Systems Theory, Ecological Perspective, Human Behavior and the Social Environment and
Problem Solving Method in analyzing assessment data (PB 2)
3. identify interventions to achieve individual and collective social and economic justice
4. collect data and assess client situations using interpersonal skills to interview clients and
appropriately observe client situations (PB 20; PB2)
5. develop a professional client relationship characterized by mutuality, collaboration, and respect
(PB 1) (PB 20)
6. develop and implement an intervention plan based upon problem assessment and the
exploration of obtainable goals, utilizing client strengths and considering their culture and
lifestyle differences
7. assist clients in obtaining needed resources
8. enhance the problem solving, coping and developmental capacities of clients
9. ongoing evaluation of interventions with individuals and between the individual and his or her
environment(s)
10. evaluate the outcome(s) of the intervention plan and make appropriate referrals when
necessary
11. demonstrate the use of reflection and self-regulation to manage personal values and maintain
professionalism in practice situations (PB1)
12. be aware of NASW standards, values and ethics in Social Work Practice as well as the Saint Leo
University Values. (PB 1)
13. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and
Constituencies (PB 18)
14. respect an individual's right to make independent decisions and to participate actively in the
helping process

CSWE 2015 Competencies and corresponding Practice Behaviors relevant to this course.
Competency 1: Demonstrate Ethical and professional Behavior.
PB 1: Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and
regulations, models for ethical decision-making, ethical conduct of research, and additional
codes of ethics as appropriate to context.
PB 2: Use reflection and self-regulation to manage personal values and maintain professionalism in
practice situations.

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities.

PB 18: Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and
constituencies.

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities.

PB 20: Apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in the analysis of assessment data from clients
and constituencies.

2
III. COURSE OBJECTIVES
At the end of the course the student will be able to:
1 Have knowledge of professional values that include value for autonomy, self-determination,
individual worth and dignity, and the Saint Leo University Core values, as well as key
principles of catholic social teaching as measured by class presentations, panel discussions,
individual and group projects. They will be able to serve as representatives of the
profession, its mission, and its core values. Social workers will have an understanding of
the professions history, and commit themselves to the professions enhancement and their
own professional conduct and growth (PB 1).
2 They will understand that they have an obligation to conduct themselves ethically and
engage in ethical decision-making. They also need to be knowledgeable about the value
base of the profession, its ethical standards and relevant law (1).
3 They will learn how professional practice involves the dynamic and interactive processes of
engagement, assessment, intervention, and evaluation at multiple levels. They need to
have the knowledge and skills to practice with individuals, families, groups, organizations,
and communities (PB 2, PB 18 and PB 20).

IV. REQUIRED TEXT:

Kirst-Ashman, K.K., & Hull, G.H. Jr. (2018). Understanding generalist practice (8th ed). Stamford,
CT: Cengage Learning ISBN: 9781305966864
V. POLICIES
Academic Honesty, Students with Disabilities, Protection of the Academic Environment,
Academic Excellence are in the Addendum in D2L.

Program Policies
1. Assignment Policy: Promptness in completing assigned tasks and readings is a requirement of
this course. Assignments turned in late will RESULT IN A LOWERED GRADE. All written
assignments will be graded on the basis of content, clarity, punctuation, grammar, sentence
structure, proofreading, APA style and overall quality of work.
2. Make-up Policy: THERE WILL BE NO MAKE-UP EXAMINATIONS WHATSOEVER. PLEASE DO NOT
ASK.
3. It is expected that social work students maintain a minimum cumulative grade point average of
2.00, as well as 2.00 GPA in the social work major prior to entering the senior field placement.
4. Grading: Final course grade will be based upon the following:

A 94% to 100% possible points

A- 90% to 93%
B+ 87% to 89%
B 84% to 86%
B- 80% to 83%
C+ 77% to 79%
C 74% to 76%
C- 70% to 73%
D+ 67% to 69%
D 60% to 66%
F <60%

3
 Course Policies
5. Make-up Policy: THERE WILL BE NO MAKE-UP EXAMINATIONS WHATSOEVER. DO NOT ASK.
6. Assignment Policy: Promptness in completing assignments is a requirement of this course.
Assignments turned in late will NOT BE ACCEPTED. All written assignments must be typed,
double-spaced, use American Psychological Association (APA) sixth edition format and are due on
the date indicated.
7. Attendance: The student is expected to be familiar with the requirements for this course. All
students are expected to complete the reading assignments prior to class and attend class
regularly. If you must miss class for any reason, please notify the instructor. Excessive absences
may result in a lower final grade as part of that grade is based on class participation. Students are
responsible for all material covered in class even if they are absent.

VI. ASSIGNMENTS
Case Presentation - 100 Points (20 points for presentation and 80 for written paper) PB: 1, 2,
18, and 20 and LO: 2, 4, 5, 11, 12, and 13
1. Students will make an oral case presentation in class. This will include a short case history,
assessment, intervention plan and evaluation of their choice. Presentations will be between 7
to 10 minutes in length.
2. The typewritten paper (limit 6 pages) will be handed in after the oral case presentation. Follow
the Planned Change Approach as outlined in the Kirst-Ashman text. Consider issues affecting
the case such as gender, race, age, sexual orientation, disability, or cultural diversity.

Rubric for Case Presentation PB 1, 2, 18, 20 LO: 2, 4, 5, 11, 12, and 13

Rating*: All grades are subject to the instructors discretion
5 = Exceptional corresponds to an A (90-100).
4 = Proficient corresponds to a grade of B- to B+ (80-89).
3 = Average corresponds to a C- to C+ (70-79).
2 = Marginal corresponds to a D (69 to 60%).
1 = Failure corresponds to an F (59 and below). *All grades are subject to the instructors discretion

Ratings
Pts. 1 = Failure 2 = Marginal 3 = Average 4 = Proficient 5 = Exceptional

20 (3 points) One or (6 points) Two of (9 points) Three or (12 points) All of the (15 points) All of the
none of the the following are less of the following following are following are
following are demonstrated: The are demonstrated: demonstrated: The demonstrated in an
demonstrated: The oral case The oral case oral case exemplary way:
oral case presentation is well presentation is well presentation is well The oral case
presentation is well organized and organized and organized and presentation is well
organized and coherent with clear coherent with clear coherent with clear organized and
coherent with clear introduction, short introduction, short introduction, short coherent with clear
introduction, short case history, case history, case history, introduction, short
case history, assessment, assessment, assessment, case history,
assessment, intervention plan intervention plan intervention plan assessment,
intervention plan and evaluation of and evaluation of and evaluation of intervention plan
and evaluation of choice. choice. choice. and evaluation of
choice. choice.

4
 (4 points) One or (8 points) Two of (12 points) Three or (16 points) All of the (20 points) All of the
none of the the following are less of the following following are following are
following are demonstrated: PB 2: are demonstrated: demonstrated: PB 2: demonstrated in an
demonstrated: PB 2: Paper includes an PB 2: Paper Paper includes an exemplary way:
Paper includes an example of the use includes an example example of the use PB 2: Paper
20
example of the use of self-reflection of the use of self- of self-reflection includes an example
of self-reflection and self-regulation reflection and self- and self-regulation of the use of self-
and self-regulation in order to manage regulation in order in order to manage reflection and self-
in order to manage personal values. to manage personal personal values. regulation in order
personal values. Demonstrates how values. Demonstrates how to manage personal
Demonstrates how they maintained Demonstrates how they maintained values.
they maintained professionalism in they maintained professionalism in Demonstrates how
professionalism in that situation. professionalism in that situation. they maintained
that situation. that situation. professionalism in
that situation.
20 (4 points) One or (8 points) Two of (12 points) Three or (16 points) All the (20 points) All of the
none of the the following are less of the following following are following are
following are demonstrated: PB 1: are demonstrated: demonstrated: PB 1: demonstrated in an
demonstrated: PB 1: Paper includes PB 1: Paper Paper includes exemplary way:
Paper includes example where they includes example example where they PB 1: Paper
example where they used the standards where they used the used the standards includes example
used the standards of the NASW Code standards of the of the NASW Code where they used the
of the NASW Code of Ethics to make an NASW Code of of Ethics to make an standards of the
of Ethics to make an ethical decision in Ethics to make an ethical decision in NASW Code of
ethical decision in the case study. ethical decision in the case study. Ethics to make an
the case study. the case study. ethical decision in
the case study.
20 (4 points) One or (8 points) Two of (12 points) Three or (16 points) All the (20 points) All of the
none of the the following are less of the following following are following are
following are demonstrated: PB are demonstrated: demonstrated: PB demonstrated in an
demonstrated: PB 18: Paper includes PB 18: Paper 18: Paper includes exemplary way:
18: Paper includes an example of the includes an example an example of the PB 18: Paper
an example of the use of empathy, of the use of use of empathy, includes an example
use of empathy, reflection, and empathy, reflection, reflection, and of the use of
reflection, and interpersonal skills and interpersonal interpersonal skills empathy, reflection,
interpersonal skills in order to engage skills in order to in order to engage and interpersonal
in order to engage with diverse clients. engage with diverse with diverse clients. skills in order to
with diverse clients. clients. engage with diverse
clients.

5
20 (2 points) One or (4 points) Two of (6 points) Three or (8 points) All of the (10 points) All of the
none of the the following are less of the following following are following are
following are demonstrated: PB are demonstrated: demonstrated: PB demonstrated in an
demonstrated: PB 20: Paper PB 20: Paper 20: Paper exemplary way:
20: Paper demonstrates demonstrates demonstrates PB 20: Paper
demonstrates application of application of application of demonstrates
application of knowledge of knowledge of knowledge of application of
knowledge of human behavior and human behavior and human behavior and knowledge of
human behavior and the social the social the social human behavior and
the social environment, PIE, environment, PIE, environment, PIE, the social
environment, PIE, relevant theory to relevant theory to relevant theory to environment, PIE,
relevant theory to case that they used case that they used case that they used relevant theory to
case that they used in their analysis of in their analysis of in their analysis of case that they used
in their analysis of the assessment data the assessment data the assessment data in their analysis of
the assessment data they used in the they used in the they used in the the assessment data
they used in the case. case. case. they used in the
case. case.

100

Portfolio Assignment - 100 points. Each student will demonstrate their use of practical skills by
developing and maintain a professional portfolio through a developed individual Weebly Website.
During Immersion on Sept 9, 2017, each student will be given a tutorial on how to develop this
website, and will be responsible for the development and maintenance of this portfolio during the
duration of your BSW academic program. Below are the components that are to be included within the
portfolio for this course and are to be submitted by the dates in the corresponding course schedule.
Each component is worth 20 points. Please ensure that when you come to Immersion you bring your
laptop and that you have established your Weebly account.
1. Build your Weebly website for portfolio (20 points)- Immersion Activity
2. Resume (20 points)
3. Syllabus (20 points)
4. Completed Student BSW Application (20 points)
5. Writing Sample (20 points)

Videotaped Skill Demonstration - 100 Points (60 points for video and 40 for written analysis paper)
Each student will demonstrate the use of practice skills through a submitted role-play videotape of their
class peer. Each videotaped demonstration will be 15 minutes in length (although the actual tape may
be longer). Submission of written analysis of videotape will be submitted in at the same time of the
video submission.

Analysis of Videotaped Skills Demonstration

Identify each phase of the GIM Model. Provide two verbatim examples to demonstrate this
phase. Then identify where you are in your particular session: beginning, middle, and end.
Provide verbatim examples to demonstrate this.

6
 o Example: Engagement: Hi, how are you today? Did you have any difficulty finding our
place?

Give six verbatim examples of effective responding skills from Shulmans 27 skills or Kirst-
Ashmans Micro skills.
o Example: Skill: Emphasizing client strengths -I know it has been hard, but youve found
a part-time job and have worked out a schedule for paying your bills. That is a
wonderful start.

Provide a discussion of the strengths of the role-play. Then include the following:
o Use verbatim examples to demonstrate your strengths.
o What techniques did you use that were particularly helpful. Give examples.
o Discuss what areas need improvement in the videotape.
o What suggestions would you make for improvement?
o Use verbatim examples to demonstrate areas that need improvement.

Mid-term examination: 100 points

This examination will consist of multiple choice, true/false, and essay questions. Question will consist
of lecture, class discussion, and readings for the first half of the semester. Examination questions on
content relevant to practice behaviors are included on the exam.

Final examination: 100 points

This examination will consist of multiple choice, true/false, and essay questions. Questions will consist
of lecture, class discussion, and reading material from the entire course. Examination questions on
content relevant to all practice behaviors and are included on the exam.

Class participation and attendance: 100 points

Class participation is defined as the informed presentation of your thoughts, inferences, and ideas based
on the readings, experience, role plays, videos, and class discussion. Each student is expected to attend
class regularly, complete the reading assignments prior to class, and actively participate in the class. This
is the first social work practice course and it meets once a week. Excessive absences will result in a lower
final grade that may include failure of the class. Excessive absence is defined as a student missing more
than one class, for whatever reason. If you must miss class for any reason, please notify the instructor.
Students are responsible for all material covered in class even if they are absent.

Evaluation for course grades will be computed according to the following:

Case Presentation 100 points

Videotape Skill Demonstration 100 points
Midterm Examination 100 points
Final Examination 100 points
Participation 100 points
Portfolio/Immersion Assignment 100 points
Total Points 600 points

7
VII. COURSE SCHEDULE

Course Outline
Module Topic Readings/Assignments
Module 1 New Student Orientation for Social Work Lecture and discussion: Overview of the Social Work
program. program, policies and procedures, and important dates for
Week 1 the upcoming semester.

8/21 Introduction to the course Time Permitting:

Discussion of syllabus and student icebreaker
Sign-up with instructor for Case Presentations
AND in addition Sign-up with instructor for
Week 2 Video Tape Presentation (sign-up sheet with
8/28 dates will be provided in class).
Discussion: Social work as a profession and micro, mezzo,
and macro practice definition. Discussion of generalist
practice and the systems perspective and the foundation
knowledge of social work practice
Readings: Chapters 1 and 2 of Kirst-Ashman
Discussion: Working with individuals and groups in social
work practice. Micro skills and the generalist Intervention
Model (GIM). Discussion of the social work interview.

Labor
Day 9/4
No class

Module 2 Working with organizations and communities Readings: Chapters 3 and 4 of Kirst-Ashman
in social work practice. Discussion: Discussion of types, roles, dynamics of groups.
Week 3 Micro, mezzo, and macro skills for organizations and
9/11 communities.

Skills in the work phase of social work practice.
Micro, macro and mezzo
Readings: Chapter 4 (continued) & 5 of Schulman
Lecture and discussion: Discussion on before, beginning,
middle and termination phases of the interview.
Exercise: videotape and small group exercises on work phase
skills.

Week 4 In-Class Assignment: Set up Weebly Account for Immersion

9/18 Day Portfolio Activity

Module 3 The Planned Change Method in social work Readings: Chapters 5 (continued) and 6 of Kirst-Ashman
practice. Lecture and discussion: Engagement and Assessment in
Week 5 Immersion assignment (must be competed generalist practice.
9/25 in-class, and uploaded in D2L) Exercise: videotape and small groups and dyad role-plays
with assessment and planning practice.

Immersion 2017 assignment due Development of Weebly

Website for Portfolio

8
 Planning in Generalist Practice. Review for Mid-term Exam
Discuss the impact of politics in social welfare
policy formulation. Chapter also provides
Week 6 models of policy making.

10/2

Module 4 Implementation application. Mid-Term Exam

Week 7 Readings: Chapter 7 and 8 Kirst-Ashman
10/9 Evaluation, termination, and follow-up in Lecture and Discussion: Discussion of child mistreatment,
generalist practice. crisis intervention, and substance abuse issues.
Exercise: videotape and small groups with evaluation,
termination and follow-up

Understanding families: Family Assessments. Reading: Chapter 9 and 10 of Kirst-Ashman

Week 8
Working with families in social work practice. Lecture and discussion: Discussion on assessment family
10/16
structure, intervention, evaluation, termination and diversity.
Exercise: family role plays and videotape practice on micro
practice skills

Assignment Due: Uploading of resume to Portfolio in

Weebly

Module 5 Working with families and communities Readings: Chapter 9 & 10 continued
Week 9
10/23
Values, Ethics, and the Resolution of Ethical Readings: Chapter 11 and 12 of Kirst-Ashman
Dilemmas. Lecture and discussion: NASW Code of Ethics. Discussion of
the ethical responsibilities of the social worker in social work
Week 10 practice.
10/30 Exercise: ethical dilemmas, values clarification in small group
dyad. Videotape practice on micro practice skills

Assignment: Uploading of completed BSW Application and

Course Syllabus to Portfolio in Weebly

Module 6 Culturally Competent Social Work Practice. Readings: continued from previous week. Discussion of
Week 11 social work knowledge, skills and interventions.
11/6 Exercise: videotape exercise on work with Native Americans,
African Americans, Asian Americans, and Hispanic Americans

Assignment: Uploading of Writing Sample to Portfolio to

Weebly

Gender sensitive social work practice Readings: Chapter 13 and 14 of Kirst-Ashman

9
 Week 12 Lecture and discussion: Discussion of feminization
11/13 perspective, feminization of poverty, sexual assault and
domestic violence.

Module 7 Brokering and case management in social work Reading: Chapter 15 of Kirst-Ashman
Week 13 practice. Lecture and discussion: Discussion or resources, the
11/20 brokering process and case management services.
Videotape practice on micro practice skills
Exercise: In record keeping
Presentation of video tape demonstration of skills
continued. Written assessment to be turned in at time of
class presentation (continued).

Record keeping in generalist social work Reading: Chapter 16 of Kirst-Ashman

practice. Lecture and discussion: Record keeping in social work, issues
Week 14 of confidentiality, informed consent, client rights to self-
11/27 What have you learned? determination and liability.
Exercise: In record keeping

Presentation of video tape demonstration of skills

continued. Written assessment to be turned in at time of
class presentation (continued).

Assignment: Final Portfolio due

Review for Final Examination

Module 8 Final Examination Final Examination

Week 15
12/5 Last Day of Class

BIBLIOGRAPHY

Bartlett, H. M. (2003). Working definition of social work practice. Research on Social Work Practice, 13,
267-270.

Claiborne, N. (2004). Presence of social workers in nongovernment organizations. Social Work, 49, 207-
218.

Lieberman, A. A., & Lester, C. B. (Eds.). (2004). Social work practice with a difference: Stories, essays,
cases, and commentaries. New York, NY: McGraw Hill

Marshall, T., & Solomon, P. (2004). Confidentiality intervention: Effects on provider-consumer- family
collaboration. Research on Social Work Practice, 14, 3-13.

Morales, A.T., & Sheafor, B.W. (2004). Social work: A profession of many faces. (10th ed.). Needham

10
 Heights, MA: Allyn & Bacon.

Ospina-Kammerer, V. & Barton S. (2012). School and University Partnerships in Education and Social
Work: A working model to enhance the social and emotional learning of all children. Florida
Association of School Social Workers. http://www.fassw.org/

Ospina-Kammerer, V. (2010). Mind Body Health: Practical implications for law enforcement officers.
Public Safety Chronicle, Saint Leo Florida, pgs. 4-7.

Ospina-Kammerer, V. (2010). Meditation. In C.R. Figley (Ed.), Encyclopedia of Trauma (pp. submitted).
Thousand Oaks, CA: Sage.

Rotan L. & Ospina-Kammerer V. (2007). Mind Body Medicine: Foundations and Practical Applications.
Published by Routledge, Taylor and Francis Group. ISBN: 9780415953597.

Reamer, F. G. (2003). Boundary issues in social work: Managing dual relationships. Social Work, 48, 121-
133.

Woodcock, J. (2003). The social work assessment of parenting: An exploration. The British Journal of
Social Work, 33, 87-106.

INTERNET LINKS AND RESOURCES

Alliance for Justice http://www.essential.org/afj/

Center for Science in the Public Interest http://www.cspinet.org/cspi/
Childrens Defense Fund http://acorn.he.net/cgi-bin/
Common Cause http://www.commoncause.org/
People for the American Way http://www.pfaw.org/pfaw/general/
National Association of Social Workers http://www.naswdc.org/
National Association of Social Workers Florida Chapter http://www.naswfl.org

VIII. LIBRARY RESOURCES See Addendum in D2L

11