The University of Kansas

School of Social Welfare

SW 220: Social Work, Social Welfare, and U.S. Society

427 Summerfield

11-12:20 Monday & Wednesday

 

 

Stephen A. Kapp, Ph.D.                                                   stevek@ku.edu

202 Twente Hall                                                               http://www.socwel.ku.edu/stevek/

Office Hours:                                                                   Teaching Assistants: Tuesday 1-2 pm                                                                Tiffany Ehrlich

& by appointment                                                            tiffers66092@hotmail.com

(785) 864-2269                                                                             Victoria Young

                                                                                          victoriayoung444@aol.com

I.                   Course Rationale

Social Welfare 220 is, essentially, an introduction to the profession of social work and the institution within which it operates, the social welfare system.  This course is not a skills-based course; rather, its purpose is to make clear the influences and constraints that shape the profession-historical, social, cultural, political, and legal-and give it its uniqueness.  This knowledge is essential to the education of the generalist social work practitioner, which is the central mission of the School.

 

All social workers take as their primary obligation the enhancement of individual, family, group, organization, and community well being, by applying a combination of knowledge, values, and skills in a variety of settings, and with a variety of client populations. Thus, we will spend a considerable amount of time on those three aspects of the profession, and the features subsumed therein which make it unique: our emphasis on the strengths, talents, and resources of individuals (as opposed to their deficits, pathologies, and weaknesses); our commitment to the empowerment of individuals to make their own choices and control their own lives; our respect for individual difference, whether that difference is racial, ethnic, class-based, age-based, disability-based, or based upon sexual orientation and, relatedly, our obligation to work for a more socially and economically just, humane society.

 

This course provides the first building block in the social work education process at KU and, as such, is the first step in the professional socialization process (SW 623: Seminar in Professional Issues, is offered in the last semester, and is the terminus in the professional socialization process).  Many of the themes and ideas introduced in this course will be subsequently expanded upon in SW 530 (which focuses upon the interaction of individuals and families with each other, and the impact of other systems of influence with them, with particular attention paid to those individuals and families which fall into social work’s traditional sphere of concern); and SW 532 (which covers small groups, organizations, and communities, with special attention paid to the knowledge, values, and skills needed to assess these systems and engage in a process of planned change).  Additionally this course links to the practice component (SW 510; SW 610, 611, 612) by providing a beginning knowledge of the values and skills of practice; the social policy component (SW 620 and 621), by covering social policy history, as well as contemporary issues in social policy (e.g. welfare reform; the privatization of child welfare services; health care policy; mental health policy; etc.);  and practicum (through the requirement that students perform community service with a population at risk). Finally, we also address some of the principles forwarded in research classes (SW 540 and 541), especially as it relates to systematically identifying client needs and evaluating program effectiveness.

 

 

II.                Educational Outcomes

 

The educational outcomes are explicitly linked to the program objectives as follows:

 

·        Define and describe social work—what it is, what it does, and with whom, in what areas of human functioning, in what context, and with what focus

·        Identify and describe the philosophical and historical roots of social work and the contributions of individuals associated with those roots.

·        Identify and describe major issues and events leading to the current status of the social welfare system.

·        Describe the philosophical frameworks that inform the system, as well as those which are antithetical to the system.

·        Differentiate social work from other helping professions (e.g. psychology, applied sociology, psychiatry, etc.); professional social work from volunteer helping; profession from occupation; and social service organizations from other.

·        Identify the various fields of and settings for social work practice, particularly at the baccalaureate level

·        Describe levels of social work intervention (e.g. individuals, families, groups, organizations, and communities).

·        Understand the centrality of ethical behavior to the professional social worker, and be thoroughly familiar with the NASW Code of Ethics .

·        Describe social work concerns related to sexism, racism, ageism, homophobia, and classism.

 

III.             Curriculum Themes

 

The following themes interweave through the curriculum and are addressed in SW 220:

 

·        Strengths perspective: in discussion of the various models of social work practice, the strengths perspective is explicitly raised. Elements of the model are discussed, an application of the strengths perspective is briefly modeled, and students conduct strengths assessments on each other, under instructor supervision.

·        Critical perspectives: students are encouraged to adopt the subject position of persons of different backgrounds, classes, sexual orientations, genders, and/or disabilities through an examination of various literary texts.  Students are then given critical thinking questions to address.

·        Social and economic justice: students are required to learn about poverty policy as an exemplar of a dynamic social policy issue from several perspectives.  For example, students are given data-based information on how poverty is measured, the difference between income and wealth, and how and why the welfare system was reformed in 1996, as well as its impacts thus far. They are also asked, however, to read personal narratives of persons in poverty, and to construct a budget which would cover, in a barely adequate way, the expenses of a family of four.

 

Students are also exposed to other issues of social justice through guest speakers (clients, social workers, advocacy group representatives, etc.), readings, and Workouts.

 

·        Diversity: Respect and appreciation for diverse populations and lifestyles is emphasized through a thorough examination of the value base of the profession, the Code of Ethics, and through readings that emphasize the value of diversity to our society.

                 

IV.              The Liberal Arts Perspective

 

      Students are required to have a background in the liberal arts, including sociology,

psychology, anthropology, philosophy, history, political science, and economics. Course work across these disciplines is necessary for students to understand the interrelationships between people and across contexts, time, and culture. Students must be well-educated in grammar and composition, necessitating the completion of English courses, and must be able to articulate and defend the interests of social work’s traditional clients (as well as to assist clients in same), requiring coursework in communications.

 

V.                 Professional Purposes and Values

 

Socialization to the profession begins with an understanding of social work’s purposes and values, and preparing students for the inevitable moment when the values and purposes of the profession conflict with either personal values, or two values exist in counterposition to each other.  Also, understanding the purposes of the profession allows students to distinguish the unique niche that this profession occupies.

 

VI.              Preparation for Practice with Diverse Populations

 

Commitment to diverse populations is an overarching theme of the School. Thus, this course covers issues social issues considered important to and by a variety of populations which differ by race, class, ethnicity, gender, sexual orientation, and age.  This is done through readings (see: VIII: Recommended Readings), including our required text, as well as supplemental readings; assignments; quizzes; and community service work.

 

VII.           Topics

 

·        Generalist practice (a definition)

·        Definitions of social welfare

·        Philosophies that have influenced the development of social welfare (including political, social, and religious ideologies)

·        The history of social work/social welfare

·        Social work values and ethics

·        Selected issues of importance to persons of various races, ages, cultures, ethnic groups, religions, classes, and sexual orientations (must include social stigma)

·        Analysis of selected policy issue(s)

·        Fields of practice

·        Knowledge needed for practice

·        Skills needed for practice

 

VIII.         Books

 

Popple, P., and Leighninger, L. (1999) Social Work, Social Welfare, and American Society.  Needham Heights, MA: Allyn and Bacon.

 

Lieberman, A. (1998) The Social WorkOut Book.  Thousand Oaks, CA: Pine Forge Press.

 

IX.              Class Schedule, Readings, and Assignments

Week

Date

Topic

1

January 20-22

NO CLASS (M) Intro to course, each other, photos, expectations, etc.(W)

2

January 27-29

Political  Perspective and Social Welfare, Ch. 1 Popple(M) Welfare Programs Ch. 2(W)

3

February 3-5

We will continue our discussion of Social Welfare by describing and classifying the major programs (W). Margaret Perkins-McGuinness Co-Director of the CCO will come to talk with us about volunteer opportunities in the community to meet the requirement in this class. (W) Read Chapter 3 for Tuesday about history, values, ethics, and methods and we will focus on this for three weeks.

4

February 10-12

We will discuss the history of the profession (M). We will watch a video about the Orphan Trains (W).

To supplement your readings for next week, please visit these websites: http://www.idbsu.edu/socwork/dhuff/history/central/core.htm (read the first four “destinations”: from Introduction through The Progressives) and www.gnofn.org/~jill/swhistory/ with links from LSU. The NASW Code of Ethics will be distributed.

5

February 17-19

We will watch another video on social work history The Women of Hull House (M.)

We will begin a discussion of generalist practice, case management, values, ethics, legal interface (W).

The 1st Workout will be given out (due 2/26).

6

February 24-26

We will continue the discussion of values & ethics with a specific eye towards what you may face as a social worker. (M) Attention will be given to the theories and methods that guide generalist social work practice. Bring the Work-Out book as we will be using it in class and the 2nd Workout will be discussed and it will be due on 3/5. (W). 

7

March 3-5

Review Sessions

(R 2/27-7:30 pm &

S 3/2-5 pm)

Structured Learning Opportunity (SLO #1)  (M)  Sky Westerlund, Executive Director of the Kansas Chapter, NASW will discuss the comtemporary challenges  facing social work. (M)

We will begin the discussion of racial, ethnic, and religious diversity faced in social work. Read Chapters 5-6 for this discussion. (W) In the WorkOut Book read pages 117-134. Workout#3:Your answers to the questions on pages 143-144 are due on March 10.

8

March 10-12

Cornel Pewewardy, COE, will come to discuss diversity and multiculturalism. (M)

We will wrap-up the diversity discussion & review for our first structured learning opportunity & mid term evaluation (W)

9

March 17-19

Spring Break

 Enjoy!!!!!!!!!!!

10

March 24-26

We will discuss mid term feedback, progress with volunteer work, & other issues (M).

Poverty is a critical issue to families and children throughout the world.  We will be discussing poverty its crucial impact on the delivery of social services. In preparation for the next three classes, read chapter 7-8 and bring the Workout book to class. Read pp. 27-30 & Workout # 4 pp. 31-34 is due on 4/2(W)

11

March 31-April 2

We will wrap up our discussion of poverty (M)

Ed Scanlon. Ph.D. will give us an overview of his work and interests in poverty. (W). Read Chapter 13 in Popple, and pages 137-139 in the Workout book.

12

April 7-9

Wrap-up Poverty Tara Swaim, LSCSW, Mental Health and Social Work Practice(M)  Susan Gilgus, Johnson County Mental Health, and several consumers of mental health services in Johnson County will talk about the program and its impact on clients (W)

13

April 14-16

Review Sessions

(S  4/13-5 pm &

T 4/15 7:30 pm)

Review for SLO #2  In preparation for 4/23 read Chapter 10 and in the Workout book read pp. 106-108 and Workout #5: answers questions on pp. 139-140. These are due in class on April 21th. (M).  SLO # 2 (W)

14

April 21-23

Child welfare is centrally identified with the social work profession. We will start this discussion with a broad overview of child welfare policy at the state and federal level (M). Erin Bailey, Therapeutic Case Manager, Kaw Valley Center,  will make a presentation about the child welfare system in Kansas (W).

15

April 28-30

Helen Hartnett, Ph.D. will discuss the phenomenon of homelessness and efforts in the community to make housing affordable (M).

Ray Lowry, DCCCA will give an overview of his practice in the area of substance abuse. (W)

16

May 5-7

Review Sessions

(S  5/4 -5 pm &

T 5/6  7:30 pm)

BSW Seniors Student Panel, Course Evaluation (M). 

SLO#3,Volunteer paper due (W).

 

 

 

 

X.                 Evaluative Tools

 

A variety of activities are evaluated and captured in the course grade. If a student has a history of challenges with any of the various forms of evaluation or does poorly on a particular activity. There are three structured learning opportunities that give you a chance to exhibit what you have learned in the class. These will be composed of structured questions (multiple choice, true/false, and fill in the blank) and a short answers. A review sheet will be distributed and a revew session will be held before each one. Written Workouts will be assigned from the WorkOut Book and elsewhere. These may be hand written on the worksheets from the book as long as they are legible. Additionally, these must be written in complete and coherent sentences. The final assignment is the volunteer experience and accompanying paper.  Assignments will not be accepted after the due date.

 

 

1.         Structured Learning Opportunities (3 @ 15 points each)            45

2.         WorkOut #13                                                                          10

3.         Additional Workouts (4 @ 5 points each)                                 20

4.         Volunteer Experience & Paper                                      25

 

                                                                                                                        100 total pts.

 

 

Attendance is mandatory. This is a minimum requirement, if you miss class, you will loose 2 points for each day that you miss.  If you have a reasonable excuse to miss class see the TA’s or Instructor.

 

 

XI.              Special Consideration

 

If any member of the class feels that he/she has a special learning needs, the instructor should be advised of such circumstances and desired accommodations will be made as soon as written documentation is provided.  The instructor will work with the student and the Services for Students with Disabilities Office to provide reasonable accommodations to ensure that the student has a fair opportunity to perform in this class.

 

Also, any student wishing to take time off from class for religious holidays not noted on the official University calendar may do so. Some documentation may be requested.

 

 

XII.           Inclement Weather Policy

 

      In the event of inclement weather, students should call the University (864-SNOW) to

      determine if classes are called off. If the University is operating, I am expected to      

       hold class; however, accommodation will be made for students who are unable to

       attend. Students should contact the instructor if weather or driving conditions make it

       impossible for them to get to class.

 

    


Volunteer Assignment:

 

The final component is the volunteer experience and accompanying paper. Each student is required to volunteer at a social service agency for a minimum of 20 hours. 20 hours is the minimum, if you only complete the minimum you will not get the maximum points allowable for the assignment (25). The Center for Community outreach will assist all students in findings as volunteer assignment that suits their needs. This assignment can be fulfilled despite barriers related to transportation, housing, parenting responsibilities, etc.

 

The assignments will be graded on the degree to which the questions below are addressed and the total number of hours. This 3-5  page paper needs to be typed and double-spaced. It must also be written in coherent and complete sentences.  Clarity of presentation and grammar will be integrated into the grading scheme.  Those that complete significantly more than the minimum number of hours will be rewarded when the grade is assigned. Your paper should address the following:

 

·        In what agency did you volunteer? How and why did you choose this agency?

·        What were some of the tasks you were assigned? Were the tasks valuable to learning about the population the agency serves? It is acceptable to honestly critique your experience as not all aspects are always enlightening.

·        Was the agency public or private? Did the source of funding impact the delivery of services? Sometimes, small private agencies have less bureaucracy and paperwork influencing service delivery.

·        What are the goals of the agency? What positive outcomes are targeted for the client population?

·        What were the good and not so good aspects of the volunteer experience?

·        Although you were not doing the work of a social worker, did the experience influence your ideas about the profession of social work? (Do you look more favorably on this field or less favorably on this feld or have your feelings about social work stayed the same?)

 

 

VOLUNTEER CONTRACT

 

 

I­­­­­­­­­­­­­­_______________________________________________________, representing

                (print name of supervisor)

 

 

 

 

___________________________________________________________________,

                (print name of agency)

 

 

 

verify that ___________________________________________

               (print name of student)

 

 

 

has served as either a volunteer trainee or a volunteer for  _______ hours. I understand that I may be contacted for verification by the course instructor, Steve Kapp, of his designee. I also understand that I may contact Dr. Kapp, if I have any specific questions or comments (864-2269)

 

 

_______________________________                      ____________________________

(signature of supervisor)                                                (signature of student)

 

 

Preferred method of contact (phone number, voice mail, pager, email)_______________

 

Please comment on the quality of the student’s work or training experience: