Social Work Practice II is three credits. The co-requisite is SW 468; prerequisites are senior standing and all major requirements except SW 469, Integrative Seminar. Theories and related techniques for advanced-level social work practice constitite content for this course.

Social Work Practice II will build on the knowledge, values, and skill base established in Social Work Practice I. Practice I focused on micro assessment and intervention skills, covering the steps of the problem solving process and work with individuals, families and treatment groups. Social Work with Groups covered both treatment and task groups. Social Work Practice II emphasizes organizations and communities, including evaluating practice, understanding and working with organizations, understanding and working with communities, advocacy, ethical dilemmas in advocacy and planning, and issues of diversity as they affect macro practice.

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

1. to utilize critical thinking skills in assessing social problems and their dynamics and apply appropriate practice intervention strategies to the problem solving process, as it applies to work with organizations and communities.

2. to utilize knowledge about social work values, ethical practice, and cultural diversity to provide professional practice on the macro level of practice.

3. to understand one's own abilities and personal style in order maximize the use of self in working with organizations and communities.

4. to assess the dynamics of oppression and discrimination especially for populations at risk, within organizations, communities, and society as a whole, and intervene in an advocacy role geared toward social change.

5. to understand the macro level of practice as part of the generalist approach and practice effectively on this level.

6. to understand systems theory and the bio-psycho social-variables affecting human behavior and utilize this understanding effectively in the macro level of practice.

7. to understand research in the form of evaluation of practice and evaluate the effectiveness of the interventions provided within that setting.

8. to communicate effectively with various size client systems, with professionals, and with others involved in problem solving endeavors with organizations and communities.

9. to take appropriate action to support or change social policy so that it is consistent with social work values.

10. to understand the rapidly changing environment of organizations, communities, and society as a whole and function effectively within this environment.

1. Reading:

The required text is Generalist Practice in Larger Settings by Meenaghan and Gibbons. The entire text is required as indicated in the course calendar below. Additional sources are included in the bibliography below. It is expected thatr students will use these or other books, articles, and web materials in the preparation of the course assignments. Both instructors will be pleased to help students find information relevant to those assignments.

2. Attendance and Participation: 10% of grade

It is assumed that the adult learners who are enrolled in this course understand the value of class attendance and will be present for every class they are able to attend. Attendance and participation will be recorded and count as 10% of the course grade. We understand that not everyone is equally willing to speak in a group, but verbal participation in group processes is very important for successful social work practice, and certainly is valuable to help this course work well. Also, it would be very difficult for students to do well in other assignments without regular attendance and participation.

3. Macro Practice Self Assessment Paper: 20% of grade

Each student will prepare a self-assessment on his or her motivation for macro practice and the area of interest in macro practice. Checklists that will assist in this assessment will be distributed in class. Students will complete these checklists, and elaborate on their findings about themselves in a paper no less than five pages in length. Discuss what is learned about oneself, what areas of macro practice one would enjoy, how one would further develop skills in that area, and finally, what one would do to overcome an apprehension or fear of macro practice activities. This paper is due Tuesday, September 24.

4. Agency Assessment Project: 30% of grade

Each student will prepare an assessment of either their Field I or Field II agency. This will include a description of agency type and mission; an analysis of organizational structure, flow of authority and influence, formal and informal communication patterns, and other relevant agency characteristics; and evaluation research of some aspect of the agency's functioning. This will be at least ten pages and will be due Tuesday, October 26.

5. Group Community Assessment Project: 30% of grade

Understanding your community, its people, needs and resources, is a key to effective practice on the macro level. In groups of five, students will research Rutherford County and prepare an assessment of the county on several levels. In essence, this is a community needs assessment. This research can be conducted in a variety of ways: internet and other data bases, interviews with individuals or groups, surveys, etc. An outline for this assignment and specific criteria for presentations will be provided in a separate handout. Results of this assessment will be presented in class by the groups. Those presentation will be scheduled as the semester progresses.

6. Program Development: 10% of grade

Each student will prepare a proposal for a new program at the agency where you were placed in Field I or Field II. The program should fill a need currently existing at the agency; it should be consistent with the mission of the agency and the needs of its clients. Also include a proposed process for evaluation of the program. If new funding is necessary, discuss how you would propose to obtain funding. Proposal should be three pages, doubled spaced and include a sample budget. This paper is due Tuesday, November, 23.

A. Introduction. Chapter 1.

1. Introduction to macro social work.
2. Definitions and value issues.

B. Generalist practice and macro social work. Chapter 2.

1. The challenge of being a generalist social worker with macro responsibilities
2. Models for macro practice.
3. Politics and generalist practice.

C. Working with organizations. Chapters 3, 7, and 8.

1. Organizational structure and function.
2. Issues of leadership.
3. Evaluating practice.

D. Working with communities. Chapters 4, 5, and 6.

1. Descriptions of communities.
2. Community assessment.
3. Community change.

E. Summary and integration: Chapters 8 and 9.

1. Summary of course material.
2. Integration of macro social work into generalist practice in the real world.

Abramson, Julie S. and Terry Mizrahi. "When Social Workers and Physicians Collaborate: Positive and Negative Interdisciplinary Experiences," SOCIAL WORK, May 1996, (pp. 270- 281).

Chaskin, Robert J., Mark L. Joseph, amd Selma Chipenda-Dansokho. "Implementing Comprehensive Community Development: Possibilities and Limitations," SOCIAL WORK, September 1997, (pp. 435-444).

Cohen, Carol S. and Michael H. Phillips. "Building Communities: Principles for Social Work Practice in Housing Settings," SOCIAL WORK, September 1997, (pp. 471-481).

Compton, Beulah and Burt Galaway. SOCIAL WORK PROCESSES. Pacific Grove, CA: Brooks/Cole, 1994.

Davis, Larry and Enola Proctor. RACE, GENDER, AND CLASS-GUIDELINES FOR PRACTICE WITH INDIVIDUALS, FAMILIES, AND GROUPS. Englewood Cliffs, NJ: Prentice Hall, 1989.

DeVore, Wynetta and Elfriede Schlesinger. ETHNIC-SENSITIVE SOCIAL WORK PRACTICE. St Louis: C.V. Mosby, 1987.

Ell, Kathleen. "Social Work and Health Care Practice and Policy: A Psychosocial Research Agenda," SOCIAL WORK, November 1996, (pp. 583-592).

Freedmand, Edith M. "Welfare Reforms and Services for Children and Families: Setting a New Practice, Research, and Policy Agenda," SOCIAL WORK, September 1996,
(pp. 521-532).

Hoefer, Richard. "A Good Story, Well Told: Rules for Evaluating Human Services Programs," SOCIAL WORK, March 1994, (pp. 233-236).

Kirst-Ashman, Karen K. and Grafton H. Hull, Jr. UNDERSTANDING GENERALIST PRACTICE. Chicago: Nelson-Hall, 1993.

Lampert, Diane Tirado and James A. Twaite. "Outcomes of Mandated Preventive Services Programs for Homeless and Truant Children: A Followup Study", SOCIAL WORK, January 1997, (pp. 11-18).

Lum, Doman. SOCIAL WORK PRACTICE AND PEOPLE OF COLOR: A PROCESS-STAGE APPROACH. Monterey, CA: Brooks/Cole. 1986.

Meinert, R. G., J. T. Pardeck and J. W. Murphy (eds.). SOCIAL THOUGHT: JOURNAL OF RELIGION IN THE SOCIAL SERVICES, Vol. 18., No. 3 1998.

O'Hare, Thomas, Cynthia L. Williams, and Alan Ezoviski. "Fear of AIDS and Homophobia: Implications for Direct Practice and Advocacy", SOCIAL WORK, January 1996, (pp. 51-58).

Page-Adams, Deborah and Michael Sherraden. "Asset Building as a Community Revitalization Strategy", SOCIAL WORK, September 1997, (pp. 423-434).

Samovar, Larry and Richard Porter. INTERCULTURAL COMMUNICATION- A READER. Belmont, CA: Wadsworth, 1991.

Shaefor, Bradford W., Charles R. Horejsi, and Gloria A. Horsejsi. TECHNIQUES AND GUIDELINES FOR SOCIAL WORK PRACTICE - 4th ed. Boston: Allyn & Bacon, 1997.

Simons, Ronald L. and Stephen M. Aigner. PRACTICE PRINCIPLES - A PROBLEM- SOLVING APPROACH TO SOCIAL WORK. New York: Macmillan, 1985.

Staudt, Marlys. "Pseudoissues in Practice Evaluation: Impediments to Responsible Practice", SOCIAL WORK, January 1997, (pp. 99-106).

Videka-Sherman, Lynn and Pameal Viggiani, "The Impact of Federal Policy Changes on Children: Research Needs for the Future", SOCIAL WORK, November 1996, (pp. 594-600).