Students will apply critical thinking skills, and empirical knowledge of a generalist social work practice in the initial assessment through goal setting, implementation, evaluation and termination.
Introduction of Objective: Class lectures, videos, textbook assignments and class discussions will introduce concepts of generalist social work practice.
Students will be evaluated by two 50 question objective tests that will measure critical thinking skills.
Assessment paper will be used to assess student’s knowledge of initial assessment, goal setting, evaluation and termination. Students will be graded on how they articulate these skills in the written assessment.
Students will be able to practice with the values, ethics and principles of the social work profession.
Introduction of Objective: Four Community Service assignments and written assessment will provide students opportunities to practice the values, ethics and principles of the social work practice.
Students will be able to use the theoretical frameworks to understand human development and behavior across the life and the interactions between individuals, families, groups, organizations and communities.
Introduction of Objective: Students are introduced to different theories of human development across the life span and the interactions between micro, mezzo and macro systems through lectures, reading assignments and videos. The video “Moral Development” is viewed in class. It discusses the major theories in human development. The video “Desperate Choices” is shown is class. It is about the different view points about abortion.
Students will be able to utilize the skills and knowledge of a generalist social work perspective to work with systems of all sizes.
Introduction of Objective: Students are introduced to generalist assessment skills to work with systems of all sizes through class lectures, guest speakers, and reading assignments.
Students will be able to demonstrate the ability to practice without discrimination and with respect, knowledge and skills related to client’s age, class, color, culture, disability, ethnicity, family structure, gender, material status, national origin, race, religion, sex and sexual orientation.
Introduction of Objective: Students are introduced to this objective through class lectures, videos, textbook readings, community service assignments.
Students will be able to identify the forms and mechanisms of historical and current discrimination and oppression and apply strategies of advocacy and social change that advance social and economic justice.
Introduction of Objective: Students are introduced to this objective through class lectures, class discussions and exposure to different client populations through community service assignments.
Students will be able to analyze, formulate and influence social policy.
Introduction of Objective: Students are introduced to different social policies that such as abortion, reproductive right, and child development. The students learn through class lectures, videos and reading assignments. The students watch the video “Desperate Choices.” From that video students break into small groups and analyze the abortion debate.
Two tests covering each developmental phase to evaluate the student’s specific knowledge from assigned readings, videos, and from class lectures. The dates for the exams are indicated on the class schedule given to the students at the beginning of the semester. No make-up exams are given for a missed exam unless a student has a documented excused absence from a physician or University authority. If a student does not have an acceptable excuse, a grade of 0 is recorded. I do not discuss grades over the phone. Please come by my office and set up an appointment if you wish to discuss your grades.
Students are asked to choose and locate a child who is developmentally from one of the phases we cover during the semester. (AGES 1 TO 12)The students observe, and if age appropriate, interview the child. They are required to interview at least one parent and are encouraged to meet with as many additional family members as possible. Based on their observations and responses to the interview questions, students are asked to complete an assessment of the child in terms of the areas covered in the course-physical, cognitive, spiritual influences, and emotional and social behavior. Prior to interviewing the child and family, students are asked to develop a list of questions to ask each party, as well as develop other mechanisms to evaluate child functioning (such as having the child hop on one foot, or asking them to respond to a story, or draw a picture). (Attachment 1)
One of the most important parts of every students learning experience will be participating in the four community service practicums during HBSE I. Each student will be assigned to 4, ten hour practicums. A total of forty hours will be spent with four different Social Work mentors or two community service projects. During practicum, the student will shadow the social worker at the agency where the social worker is employed. The object is to gain an understanding of the agencys purposes, organizational structure, services provided, and populations served.
Students will be evaluated by their mentors using the HBSE Volunteer Form.(Attachment 2). In order to receive any credit for community service time, the student must complete the hours as previously stated. No late hours will be accepted
Grading and Attendance Policy
Exam I 100 points 340-306=A
Exam II 100 points 305-271=B
Assessment 100 points 270-236=C Community Service Hours 10 points 235-201=D
Community Service Hours 10 points 200-0=F
Community Service Hours 10 points
Total 340 points
Any paper that is not turned into the instructor in class, on assignment day, will be lowered one (1) letter grade per each day late, beginning when the class is dismissed. Papers turned in by putting them under my door or giving them to someone else, may risk being lost or being turned in late, which may also result in a lower letter grade.
Any assignment not completed, will result in the final grade being dropped one (1) letter grade. Each 10 hour Community Service Hours is considered an assignment. You cannot pass this class if you do not perform your Community Service Hours.
You are required to complete at least two 10 hours Community Service Hours in two different agencies. That is ten hours per agency. You may count only one walkathon for ten Community Service hours. Remember that if you work Jr. High Career day, and participate in a walkathon, plus work on another community project, you still are responsible for completing 10 hours a piece in two different agencies to receive credit for Community Service Hours.
ATTENDANCE POLICY: After five (5) absences a Student Alert will be sent to the Dean of Students. At that time the student will either be dropped from the class or the s student will lose forty (40) points per each absence after the fifth absence. Tardiness and leaving the class early may be considered an absence.
CLASSROOM BEHAVIOR: Since this a class for students that are in professional training, all students are expected to conduct his or herself(s) in a professional manner. Students are expected to attend all classes, complete assigned readings, and participate in class discussions. Attendance is critical to the accomplishment of the learning objectives. When the professor starts speaking, the class members will become quite. With the exception of an occasional tardiness, students are expected to be in class and on time. STAY AWAKE!
Students are expected to abide by the N.A.S.W. code of ethics and behave in a respectable manner to fellow students and faculty. Students’ behaviors maybe discussed among the Social Work faculty.
A student maybe dropped with a W-F if the student’s behavior is disruptive in class.