Академический Документы
Профессиональный Документы
Культура Документы
Use research evidence to inform practice; Use practice to inform scientific inquiry
2.1.9 Respond to contexts that shape practice
Practice Behaviors:
Continuously discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant services; Provide
leadership in promoting sustainable changes in service delivery and practice to improve the
quality of social service
2.1.10 Engage, assess, intervene and evaluate with individuals, families, groups, organizations and
communities
Practice Behaviors:
(a)
Engagement: Substantively and affectively prepare for action with individuals, families,
groups, organizations and communities; use empathy and other interpersonal skills; Develop a
mutually agreed-on focus of work and desired outcomes
(b)
Assessment: Collect, organize, and interpret client data; assess client strengths and
limitations; develop mutually agreed-on intervention goals and objectives ; select appropriate
intervention strategies
(c)
Intervention: Initiate actions to achieve organizational goals; implement prevention
interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and
advocate for clients; facilitate transitions and endings
(d)
Evaluation: Critically analyze, monitor, and evaluate interventions
11 Analyze the impact of the urban context on a range of client systems, including practice
implications
Practice Behaviors:
Examine the distinct characteristics of the urban context and apply the analysis to social work
practice
TEXTS AND REQUIRED MATERIAL
Netting, E., Kettner, P. Kettner, P., McMurtry S & Thomas, M. (2012). Social Work Macro Practice (5th
ed.) Allyn/Bacon
A Community Builders Toolkit posted online
NASW Code of Ethics
Additional articles or reading materials may be handed out in class or posted online.
PERFORMANCE CRITERIA:
Students are to demonstrate comprehension of the course content and acquisition of knowledge and skill
through a variety of assignments. Students are expected to develop competence in oral and written
communication skills. Papers which do not adhere to the college-level standards for scholarly writing will
be marked down. Students are also expected to use APA style of referencing including: organization in
the presentation of ideas; correct use of grammar, punctuation, spelling, capitalization, heading,
subheadings, quotations, and; avoid bias in language.
Attendance & Participation: Students are expected to attend and participate in all classes Attendance is
responsibility of all students. One absence will be allowed without penalty. One point will be deducted
from the final points for the second and third absence. For the fourth and subsequent absences, three
points will be deducted for each absence. Please use allowed absences and low point absences wisely
since there will be no exceptions to this policy. Please notify the instructor in advance of any absences by
email.
It is the students responsibility to attend on time, and if late, to notify the instructor to assure that your
attendance has been noted. Students are responsible for obtaining copies of handouts and notes from their
peers for classes they do not attend. If there is a barrier that is preventing regular attendance, class
participation, or group participation, tell the professor and your teammates as soon as it is evident. If you
are not in class you cannot participate, so missing classes or being habitually late will affect the
attendance/participation grade. Lateness is considered arriving 10 minutes after the class is scheduled to
begin, leaving class early or returning from break late. Class will begin at the set time for the class.
While weather and traffic may create problems, one lateness will be allowed without penalty; the
second and third lateness will result in a deduction of point; any additional lateness will result
in a deduction of 1 point from the final grade. Lateness is considered arriving 10 minutes after
the class is scheduled to begin, leaving class early or returning from break late.
Active participation is expected and will enhance class and project group discussions and make
possible the exploration and exchange of ideas that are critical in this course. Participation
includes all forms of verbal and non-verbal behavior, such as being attentive when others are
talking, asking questions, contributing your thoughts to the discussion and sharing reasons why
you agree or disagree with different ideas, offering new and different perspectives that are
relevant to the discussion, and practicing supportive and active listening.
Note: I do not expect all students to agree with the different perspectives that will be presented
by the student and instructor. In fact, effective social work practice and advocacy depend on the
ability to understand and explore viewpoints that are different than your own on a given social,
practice, or policy issue. Therefore, if you find yourself disagreeing with what is being said, I
expect you to raise your concern, ask questions, and offer different ideas to advance the
discussion.
Points
Organizational analysis
Community Analysis
125
133
Percen
t
42
45
Benchmark Assignment
15
25
298
5
8
100
Course Competency
2.1.1, 2.1.3(a, b, c), 2.1.11
2.1.5a,b
2.1.6a, b 2.1.9b, 2.1.10a
2.1.11
2.1.3
2.1.10-c
Students will conduct a community analysis which includes assessments of a community problem and
intervention plan. Students will also administer a survey to at least 20 community members and will
analyze and discuss interventions and action plans to address problems
Grading Policy:
Students may pass the course with a grade of D but must maintain a C average during the junior and
senior year. (See Undergraduate Bulletin, Wayne State University http://www.bulletins.wayne.edu/ubkoutput/index.html)
Grade distribution:
100-95 A
94.9-90 A-
89.9-87 B+
86.9-83 B
82.9-80 B-
79.9-77 C+
79.9-77 C+
76.9-73 C
72.9-70 C-
69.9-67 D+
66.9-63 D
62.9-60 D-
Assignment Policies:
Assignment Due Dates/Late Papers. Papers must be posted online by 11:59 pm on the due date. Any
required attachments should be posted at the same time the paper is posted or, may be handed in at the
beginning of class on the date due. Late papers will automatically lose 5 points, and at instructors
discretion, may lose up to 5 additional points for each calendar day they are late. Please notify the
instructor in advance of the due date if you expect your paper to be late. It is perfectly acceptable to turn
papers in early. The instructor should be notified of unavoidable issues in advance by email which may
(or will) prevent compliance with assignment due date, or class attendance.
In-class Quizzes/Reflections. Quizzes or reflective writing prompts will be administered in class and are
designed to take no more than 15-30 minutes to complete. At the end of the allotted time they will be
collected. There is no make-up for this in-class work. You must be in class on the day they are
administered to receive credit. The quizzes and writings are not announced ahead of time and may be
administered at any point during the semester.
The quizzes or reflective writings will be based on the readings due that day, or on concepts and other
material discussed that day or previously. Formal references/APA format will not be required for these
assignments as the emphasis here is communicating your own critical reflections and thoughts.
The reflective writing or quiz will be graded based on how well the student demonstrates critical and
reflective thinking in addressing the questions, and how effectively course content is connected to their
answers.
ORGANIZATION OF THE COURSE
This course focuses on social work theory and methods relevant for social work practice with
organizations and communities (macro systems). It builds upon the knowledge, skills and values learned
in prior courses and within the course focuses on content relevant to the context in which macro practice
occurs, i.e. neighborhoods and communities, organization, and the legislative arena. Students develop an
understanding of the reciprocal relationships people have with the larger social systems in which they live
and how social systems of varying size can promote or deter human functioning. Students learn and
practice skills in assessing and intervening (e.g., building power and human resources, planning,
managing resources, marketing, developing organizations, taking action and evaluating change) in large
systems, especially those who have been oppressed, to promote social and economic justice.
The format will be varied and will include the use of lectures, discussion, problem-solving exercises and
films or videos. Interactive discussions with an experiential basis will be encouraged.
ROLE OF THE STUDENT AND INSTRUCTOR
See University Statement of Obligation of Students and Faculty Members of the teaching - learning
process http://www.bulletins.wayne.edu/fib/fib2d.html
PLAGIARISM/ACADEMIC HONESTY
All students are expected to submit their own original work. The presentation of anothers words as your
own without giving credit to the source is regarded as plagiarism. Plagiarism is the same as lying and
stealing. Any work that is submitted in this class and found to contain portions that are plagiarized will
receive a ZERO.
Wayne State University defines plagiarism as taking and using anothers words or ideas as ones own. The
Code of Conduct further explains:
Plagiarism may also take a variety of forms that are indicative of different levels of
culpability.
Using quotes or phrases from a source without citing or crediting the source.
Students may do this by cutting and pasting material from web sites.
III
Text: Chapter 7
Text: Chapter 8
2/19 &
21
Text: Chapter 5
Homework for Session VII:
Construct draft of interview &
survey questions and consent
form.
VII
Text: Chapter 6
VI
VIII
IX
Text: Chapter 9
Organizational Analysis Due:
post on Blackboard before
midnight on the class day.
Homework for Session IX:
Fill out action roadmap
worksheet for your community
challenge
Text: Chapter 10
Homework for Session XI:
Draft Logic Model addressing
community problem you
identified. Information on Logic
Models are posted on BB.
Spring Break
XI
XII
XIII
XIV
Presentations continue; SET Evaluations and Wrap-up
The Syllabus may be revised by the instructor to meet class needs.
Text: Chapter 11
a.
10
Rubric
Attribute/
Criteria
Organization
Description
____/25
Analytical &
Theoretical
Perspective
____/35
Competent = 100
Developing = 80
Recommendation
& Conclusion
____/45
or not described
Paper Structure
Organization/
Clarity
____/20
B. Community Analysis
Overview: The purpose of this assignment is to develop your understanding of a community and its
cultural diversity so you might better plan and develop interventions to address issues and problems
facing the community. The assignment focuses on the community in which you grew up or another
community of which you were a member. If you lived in a number of places during your younger years,
select the one with which you are most familiar. If you are uncertain regarding which community to
select, please consult the instructor.
Part 1 of the paper is your comparative analysis of the community you grew up in. Part 2 of the paper
expands the research you conducted in Part 1 to include interviews and surveys plus some additional
research that will help you understand your community at a deeper level and guide you towards an
appropriate community intervention that will positively impact a social problem currently experienced by
that community. Part 1 will be handed in as a draft for feedback from the instructor. After incorporating
the feedback into the next draft, Part 1 will be combined with Part 2 and handed in as one complete
document, together with all required attachments.
Format and Length: Parts 1 and 2 of this paper should be approximately 10-12 pages each, not including
any attachments or reference page. Keep in mind that this information is provided for guideline purposes
only, and that content is more important than the number of pages. In other words, the paper will be
graded based on the quality and detail of your analysis and your ability to think critically, to conduct
appropriate research into your subject matter, and to present a well-written, thoughtful, cohesive
document. It should be typed, double spaced, 11 or 12 point font with standard 1 margins and
approximately 250 words per page. Use subheadings to separate the different sections of the analysis,
number the pages, and include an introduction and conclusion.
References: The completed paper must include at least ten citations from at least five different sources
(professional journals, interviews, textbook). You must follow APA guidelines for citations and
references.
Note: Community can be defined in terms of an actual city or town, such as Detroit or Dearborn, or in
terms of neighborhood boundaries or zip codes, or in other geographic terms or boundaries that you may
choose. How you define the community you plan to examine will determine how you go about your
research into its characteristics and demographics. If you have questions, check with the instructor.
Part 1. Understanding your community
To begin your understanding of your community, gather statistics and data that describe your community
at two different points in time so that you have a basis for comparison. You should pick a 1-2 year period
that represents the more distant past (for example, when you were a child or teenager) and another point
in time that represents the present or very recent past (1-3 years ago). The data and statistics you gather
should cover the following information, which will provide the basis for your then and now
comparison and also inform your analysis in Part 2 of the assignment.
When you are finished with this initial round of research and information gathering, you should be able to
answer the following questions for each of the two time periods you are examining:
What is the crime rate, unemployment rate, high school graduation rate, highest educational
achievement rate?
What is the primary industry (i.e. types of employment opportunities for residents) that supports
the economy of your community?
Census data are available online and in the documents section of the library. Many towns and cities also
have websites that provide key demographic information and statistics, both past and present. If your
community has a Chamber of Commerce you might write them or check their website for up-to-date
information.
You should draw from class readings, lectures, discussions, and also research additional library sources
that will help you understand and analyze your community. When describing facts or making assertions
about your community, be clear about where this information came from. Is it based on your own
personal observations and speculation (i.e. what you think is going on)? Interviews or discussions with
friends, relatives, neighbors, etc. (what others think is going on)? Or is it based on actual data from
reliable sources (what others have researched and investigated independently)? Use references and APA
citations where needed to clarify sources you are relying on for your information.
Note: Attach the Community Report Card to Part 1 of your paper, which grades your community
(now) on its level of functioning. Feel free to incorporate your interpretations of the report card grades
into your analysis.
The paper should follow this outline, and any facts or data used to describe or explain your points should
be properly sourced and referenced.
1. Community Description Then and Now: Using the data and information gathered
about your community, paint a picture of your community as it was when you were growing
up, and compare it with the community as it is now. What were some of the noteworthy
differences you discovered in your research, and what is the significance of those differences
in terms of your understanding of that community as a social worker?
2. Community Functioning Then and Now: Using concepts and theories from the
textbook, compare and contrast your communitys overall functioning then and now,
particularly in terms of: a) production, distribution and consumption; b) socialization; c)
qualitative data from interviews and surveys will you be in a position to clearly identify a problem and
offer a solution and plan of action. As part of your community assessment, you need to:
Key Informant Interviews: Identify and interview at least three leaders in the community to
determine what they see as the primary problems facing the community. Community leaders
come in all shapes and sizes and it will be up to you to decide who to talk to and who has the
most knowledge about what is going on in the community and what it needs. Try to avoid elected
officials and focus instead on experienced and knowledgeable residents, which may include
neighborhood leaders, clergy or others. Discuss their perceptions of the problem. (information on
key informant interviews is posted on BB)
Surveys: Incorporating information you learned from the key informant interviews, develop a
survey tool to assess how community members view the community and administer the survey
to at least 20 members of the community. What do these members see as the primary problems
facing the community? Do they agree on their perceptions of the problem?
o
Prior to administration of the instrument, you must develop a brief consent form to
provide to those answering the survey. Provide both to the instructor for approval.
Try to select a cross section of people from diverse backgrounds (such as, for instance:
income level, family composition, employment, age, race, religion, ethnicity, etc).
Using the information gleaned from the surveys and interviews, as well as your own perceptions based on
your independent research into your community, describe the results of your community assessment,
covering the following points:
1. Interview and Survey Methodology: Describe the process you followed to gather the
qualitative data that helped inform your analysis. How did you decide who to interview? How
did you go about gathering the surveys? What barriers did you encounter and how did you
overcome them? What trends and patterns emerged in the information you learned from this
process and how did that change your perceptions of your community? If you were to do this
again, what might you do differently the next time?
Note: Attach a copy of your consent form, key informant interview questions, and the
survey questions to your paper. Create a brief chart or table summarizing your survey
results and attach that as well. These should all be attached as appendices, but referred
to in the paper.
2. Community Problem: Describe a particular social problem that your community is currently
experiencing and that you want to try to impact. Using data, scholarly sources and your own
research as evidence to support your analysis, discuss the probable etiology of the problem;
your opinion, but supported by literature and factual information.
3. Community Assets and Barriers: Discuss the elements and characteristics of the community
that make it vulnerable to this problem and create barriers to improvement. Incorporating
concepts from the textbook about community empowerment, strengths and resiliency, identify the
major institutions and systems that impact and support your community schools, factories,
churches, public and private entities, health systems, natural support networks, voluntary and
self-help associations, etc. How are these institutions or systems contributing to or inhibiting the
communitys ability to address the problem you identified? Discuss the strengths of the
community that give it resilience and the potential for overcoming the problem.
Note: Design and attach an asset map of your community to your paper as an
appendice.
4. Population Affected by Problem: Building on the information provided in Part 1, provide
more focused demographic information regarding the population most affected by the problem
you have identified e.g. race, gender, age, socio economic status.
Note: Complete and attach the Worksheet for Community Assessment as an appendice.
5Options for Change: Building on what you learned during your research and in the survey
responses from community members, discuss three possible actions that could be taken to address
the problem. Briefly discuss the pros and cons of each in terms of cost, feasibility, resources
needed, etc.
Note: Complete and attach the Approaches to Change Worksheet as an appendice.
6. Solution Proposal: Select one possible action that you think would positively impact your
problem, and develop a plan for action. Discuss community factors that would support this action
plan. Discuss community factors that would discourage this action plan.
7. Evaluation: Discuss a plan for evaluating the change effort. How would you know if you
have been successful? What criteria would you measure and what outcomes would you be
looking for?
Note: Complete and attach a Logic Model demonstrating how your proposed solution
would be implemented and evaluated. This is an appendice.
Criteria for Grading Community Assessment and Intervention Plan
____ The paper usess adequate sources of information and identifies the perspective and
limitations of data used.
____ The paper contains all of the requisite elements of the assignment presenting the
information gathered clearly and with appropriate emphasis, delineating findings and your
observations.
____ The paper provides an accurate, comprehensive picture of the community, its historical and
contemporary context and its current strengths and challenges.
____ The paper addresses a problem facing the community and recommends thoughtful, wellsupported strategies to address it.
____ The paper is well written, demonstrating basic master of sentence structure, with no
grammatical spelling or typing errors.
____ The paper incorporates concepts from course readings in its description and analyses and
cites sources appropriately.
____The paper uses the materials developed and provided in the appendices, referring to and
discussing the material appropriately.
Rubric:
Community Analysis- Community Assessment and Intervention Parts 1 & 2 133 points available
Attribute/
Criteria
Theoretical
Perspective
____/30
Excellent =133
Competent = 108
Developing =83
Part 2: Research
& Problem
Analysis
____/25
Intervention Plan
____/35
Paper Structure
Organization/
Clarity
potential solutions
Student clearly demonstrates the
understanding of the purpose and process
of research and connecting theory to
practice
At least 3 lay leaders interviewed
At least 20 community members
surveyed
Results of research used to assess
community problem and formulate
solution
Assets and barriers thoroughly
discussed and analyzed
Community problem and population
affected by it are clearly described
Student has clearly demonstrated the
relationship between person and the
environment
3 possible community interventions
are clearly described
1 intervention is thoroughly
discussed, with a plan for action and
implementation
Community factors that would
support or inhibit the plan are clearly
laid out and analyzed
Plan for evaluating community
intervention is detailed and clear
Paper is coherently organized, the logic is
easy to follow.
All required assessment tools
____/23
completed or attached
Key required elements of analysis
are missing or incomplete
Serious errors in using outside
resources and following APA format
Paper is not coherent, and has
numerous awkward or unclear
passages
Numerous spelling or grammatical
errors or typos
Language unclear or terminology
not defined
20 points
Students will share their findings to the class in the form of a presentation. The presentation should be no longer than 10 minutes,
including time for questions and answers from the rest of the class. You may use a powerpoint format for your presentation but it is not
required. The presentation should include the following components:
a) Brief description of the community you chose, why you chose it, and a summary of your initial comparative analysis (Part 1 of
your paper);
b) Description of your survey and interview methods and summary of your findings;
c) Description of your community problem that you identified and who is most affected by it, and the communitys assets and
barriers that are impacting the ability to resolve or improve the problem
d) Solution options you considered and rationale for selecting the one you are recommending
Presentation
Content
____/6
Knowledge &
Insight
____/9
Excellent =20
Audible in all parts of the classroom
Not reading from a script; appears
relaxed in front of group
Handles questions from class in
professional and informative manner
Competent = 15
Developing =10
Not audible in all parts of the
classroom
Reading totally from a script or
nervousness detracting from
presentation
Difficulty handling questions from
class
Information presented in a
disorganized or unprepared manner
Required elements missing or
incomplete
Does not demonstrate in depth
knowledge and understanding of the
community
Information presented is not
informative, clear, or accurate
Analysis does not demonstrate
much critical or reflective thinking
Conclusions and recommendations
are unclear or not presented
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