SWK 121: Introduction to Social Work

Tampa Education Center Room 2

Monday 7:40 p.m-10:00 p.m.
Fall 2017
Instructor: Debra E. Thrower, M.S.W.
Phone: 813-846-5323 (cell)
Office: Tampa Education Center
Office Hours: By appointment as scheduled
Email: debra.thrower@saintleo.edu
Classroom: Classroom 2

I. COURSE DESCRIPTION:
This course provides the student with an introduction to the social work profession. Building upon the
liberal arts foundation, and to be taken in conjunction with an introductory course in psychology or
sociology, composition, and philosophy, the course includes a brief history and philosophy of social
welfare and social institutions. The student is introduced to career opportunities within the field of social
work. Several guest speakers will be invited to address the class for the purpose of helping students better
understand the practice of social work and the concepts of diversity, discrimination, oppression and social
injustice.

Saint Leo University Core Values: For this course, the Saint Leo University core values of Community
and Respect are most applicable.

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.

RespectAnimated in the spirit of Jesus Christ, we value 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.

CSWE 2015 Competency and corresponding Practice Behavior relevant to this course.
Competency 2: Engage diversity and difference in practice
PB 7. Students present themselves as learners and engage clients and constituencies as experts of
their experiences;

II. COURSE OBJECTIVES:

At the end of the course the student will be able to:
1. understand the dynamic nature of professional social work values and the Code of Ethics, and the
potential for and likelihood of value and ethical conflicts as a practicing social worker.
 2. appreciate the importance of the social work profession and the generalist social work practice
role in various professional practice settings and have knowledge of the social work fields of
practice.
3. know and identify the various roles of the social worker within the social welfare planning and
delivery systems both public and private and have knowledge of the settings of social work
practice.
4. understand the role of formal organizations within which generalist social workers practice.
5. understand the impact of power and influence, including exploitative uses of power, in relation to
issues of diversity affecting women, lesbian, gay, and bisexual people, the elderly, minorities, the
homeless, and people with disabilities.
6. recognize the impact of social welfare policy development on social welfare delivery systems
and, hence, on social work practice.
7. understand the history of the social work profession, understand social welfare as an institution,
social work services, practice settings, and current issues that effect services and program
effectiveness.
8. realize that social workers work with and advocate for special population including but not
limited to women, lesbian, gay and bisexual people, the elderly, minorities, the homeless, and
people with disabilities.
9. Understand that they are learners and engage clients and those in their environment as experts of
their experience (PB 7)

III. REQUIRED TEXT:

Cox, L., Tice, C., & Long, D. (2016). Introduction to Social Work: An Advocacy-Based
Profession. Los Angeles, CA. Sage Publications.

IV. INSTITUTIONAL POLICIES See Addendum in D2L

V. PROGRAM POLICIES:
1. Assignment Policy: Promptness in completing assigned tasks and readings is a requirement of
this course. Assignments turned in late will not be accepted. All written assignments will be
graded on the basis of content, clarity, punctuation, grammar, sentence structure, proofreading,
APA style and overall quality of work. All written assignments must be typed, double-spaced,
use American Psychological Association 7th edition (APA 7th) format and are due on the date
indicated.

2. Make-up Policy: THERE WILL BE NO MAKE-UP EXAMINATIONS WHATSOEVER.

PLEASE DO NOT ASK.

3. Attendance: All students are expected to attend class regularly. If you must miss class for any
reason, please notify the instructor. 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 three
classes, for whatever reason. Missing four or more classes will result in automatic failure of the
course per Saint Leo policy. Students are responsible for all material covered in class even if they
are absent. Attendance points will be given for every class attended. Additional points will
be given each day based on participation in class discussion and group activities.
Participation points will be deducted for any disruptive class behaviors such as excessive talking,
texting, typing on computer during lecture or group activity, studying for another class, etc. See
attendance rubric for additional information.
 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 59% and below possible points
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.

VI. COURSE POLICIES:

1. Class participation is defined as the informed presentation of your thoughts, inferences, and ideas
based on the readings, experience, and class discussion. The only way for students to assist each
other in the learning process is to participate themselves in the class. Demonstration of respect for
differing opinions and life experiences is required.

2. Attendance is mandatory and excessive absences (three or more) may result in a lower final grade.
If you must miss class for any reason, please notify the instructor immediately. If you miss due to
illness, you must present a doctors note the next class period attended. Students are responsible
for all material covered in class even if they are absent. Students are expected to inform the
instructor before class if they need to be excused from class. If students miss more than three (3)
classes, for whatever reason, their final grades may be adversely affected.

3. Students are responsible for completing all the assigned readings before the class period. Listening
to lectures solely will not give students the benefit of understanding the material. Lectures are in no
way a substitute for the readings.

VII. METHODS OF ASSESSMENT:

1. Attendance and Class Participation: 100 points
Class participation is considered part of the evaluation and is represented by the students
contribution in group work class activities. Students may receive up to 100 points. All
students are expected to read the required readings as assigned prior to the class discussion of
the assignment. Attendance is required at all class meetings and tests. Students are responsible
for all material covered and all announcements made in class. Because the nature and content of
the course is cumulative and because a significant portion of the students grades will be based on
class participation, guest speakers presentations and group work, class attendance is required.
In case of an unforeseen absence, students are responsible for notifying the professor prior to the
class period being missed; and, students are responsible for all missed work. If students miss
more than three class periods for whatever reason this will result at least a dropped final letter
grade. Attendance points will be given for every class attended. Additional points will be
given each day based on participation in class discussion and group activities.
Rubric for Attendance.
 1 point given per class period that you were present for.
1 point given for participation in class discussion with insightful points relating to at
home reading assignment.
1 point given for participation in small group in class activities.
For a total of 3 points for each class attended and participated in.
Attendance points will be deducted for excessive talking during class, texting or using your
cell phone during class, typing or computer usage not course related, studying for another
class during SWK 121, or anything additional that the professor deems as a classroom
disruption.

2. Written Assessments: 200 points total

There are two written assignments each worth 100 points for a total of 200 points. Students are
required to meet all deadlines for written material demonstrated by assignments being turned in
within the first 10 minutes of class on the assigned due date. Work not handed in on time (within
the first 10 minutes of class on the day it is due) will receive a one letter grade reduction per day
that it is late. Written assignments will meet the standards of scholarly performance for content,
punctuation, grammar, spelling, sentence structure, etc. American Psychological Association
(APA) style is required for all papers. All papers will be typed, double spaced, 12 fonts, Times
New Roman. Failure to do so will affect ones grade. Handout of instructions and rubrics are
attached.

Written Assignment One 100 points

Students will be required to interview a social worker who works at a social service agency or
program. Students will compose and present a 2-4 page paper integrating the following questions
addressed in the rubric:
The paper is well organized and coherent. Correct grammar, punctuation, sentence
structure is evident.
References are appropriately cited using APA style with accompanying reference page at
the end of the paper.
What is the mission of the agency/program?
What does the agency/program do?
How does the agency/ program fulfill its mission?
What is the history of the agency/program?
How does the agency/program work with other agencies?
Who is the target population?
How is the agency/program funded?
What sorts of challenges has the agency/program faced in the past?
What is it struggling with now?
How does the agency/program recognize diversity issues in their work?

Written Assignment Two 100 points

You will write a 4-6-page paper in which you thoughtfully and thoroughly address the following
detailed below in the rubric. This is an exercise to stimulate your reflection, so take a good deal of
time to think about the questions before you begin to write. You should also write a draft of the
paper, reflect upon what you have written in total, then revise the paper to represent your deepest
thoughts.
The paper is well organized and coherent. Correct grammar, punctuation, sentence
structure is evident.
References are appropriately cited using APA style with accompanying reference page at
the end of the paper.
 Give a brief description of the agency.
Discuss the duties and task you completed while at the agency.
What are the most important things that you have learned through your experiences at the
social service organization?
How did your experiences as a volunteer affect the way you think about the issues and/or
clients that the organization deals with?
What have you learned about social inequality through your volunteer work?
Discuss how this experience has informed and helped you develop your understanding of
the relevance and purpose of the Saint Leo core values and NASW values to the
discipline of social work?

3. Service/Volunteer Hours: 100 points

Students will be required to volunteer at a social service agency for no less than ten (10) and no
more than twenty (20) hours during the term or semester. This assignment will be a total of 100
points. Students will choose an agency, organization, or institution that offers assistance,
education, or services that helps human beings. When you have chosen an agency please notify
your instructor of your choice. If you need assistance, contact your instructor. You will be
expected to be professional and trustworthy during your time at the agency and to uphold the
National Association of Social Workers Code of Ethics. If, for some reason, you cannot make a
scheduled time, please let your agency supervisor know. Use the enclosed time log to keep track
of your time by writing the date, a paragraph description of your experience including population
served, services, and a critical statement supporting what has been covered in class in regards to
your experience and obtaining a social worker's signature each time you shadow. A final
signature is required to indicate you have completed all hours.

4. Oral Presentation of Volunteer Experience: 100 points (PB 7; LO 9)

Student will be required to give an oral presentation on the agency they visited (Social Work
interview) and volunteered. Students will be expected to give an overview of agency (type,
services, policies, funding and populations). Rubric attached.
Students will integrate the following questions within their presentation:
What does the agency/program do?
How does the agency/ program go about doing it?
What is the history of the agency/program?
Who is the target population?
How is the agency/program funded?
How does the agency/program work with other agencies?
What sorts of challenges has the agency/program faced in the past and what is it
struggling with now?
How does the agency/program recognize diversity issues in their work?
What social work roles and competencies did you observe?
A reflection of their experience at the agency. Identify if the agency mission statement
and policy is congruent with the NASW Code of Ethics. Students are to identify areas
they feel are not ethical (if any).

5. Examinations: Two exams at 100 points each. 200 points

There will be a midterm and a comprehensive final exam. Each exam is worth a total of 100
points for a total of 200 points. THERE WILL BE NO MAKE-UP EXAMINATIONS
WHATSOEVER. PLEASE DO NOT ASK
 Evaluation for course grades will be computed according to the following:
Assignments Points
Examination: 2 exams (100 points each) 200
Written Assessments: 2 (100 points each) 200
Service/Volunteer Hours 100
Oral presentation of Service 100
Class Attendance and Participation 100
Total Points 700

Rubric for Oral Presentation 100 Points: Practice Behavior 7 (see below); LO 9
Student will be required to give an oral presentation on the agency they visited (Social Work interview)
and volunteered. Students will be expected to give an overview of agency (type, services, policies,
funding, and populations).

Rating:*
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

15 (3 points) One or none (6 points) Two of the (9 points) Three or less (12 points) All of the (15 points) All are
of the following are following are of the following are following are demonstrated in an
demonstrated: What is demonstrated: What is demonstrated: What is demonstrated: What is exemplary way: What
the mission of the the mission of the the mission of the the mission of the is the mission of the
agency or program; agency or program; agency or program; agency or program; agency or program;
what does the what does the what does the what does the what does the
agency/program do? Is agency/program do? Is agency/program do? Is agency/program do? Is agency/program do? Is
it congruent with the it congruent with the it congruent with the it congruent with the it congruent with the
NASW Code of NASW Code of NASW Code of NASW Code of NASW Code of
Ethics? How does the Ethics? How does the Ethics? How does the Ethics? How does the Ethics? How does the
agency/ program fulfill agency/ program fulfill agency/ program fulfill agency/ program fulfill agency/ program fulfill
its mission? its mission? its mission? its mission? its mission?

10 (2 points) One or none (4 points) Two of the (6 points) Three of the (8 points) All of the (10 points) All are
of the following are following are following are following are demonstrated in an
demonstrated: What demonstrated: What demonstrated: What demonstrated: What exemplary way: What
social work roles, social work roles, social work roles, social work roles, social work roles,
competencies and two competencies and two competencies and two competencies and two competencies and two
practice behaviors did practice behaviors did practice behaviors did practice behaviors did practice behavior did
you observe? you observe? you observe? you observe? you observe?

15 (3 points) One or none (6 points) Two of the (9 points) Three of the (12 points) All of the (15 points) LO 9
of the following are following are following are following are Competency 2; PB 7
demonstrated: demonstrated: Students demonstrated: Students demonstrated: All are demonstrated
 Students present present themselves as present themselves as Students present in an exemplary way:
themselves as learners learners and describe learners and describe themselves as learners Students present
and describe how they how they learned from how they learned from and describe how they themselves as learners
learned from clients clients and clients and learned from clients and describe how they
and constituents. constituents. Students constituents. Students and constituents. learned from clients
Students describe how describe how clients describe how clients Students describe how and constituents.
clients and and constituencies are and constituencies are clients and Students describe how
constituencies are engaged and how they engaged and how they constituencies are clients and
engaged and how they are treated as experts are treated as experts engaged and how they constituencies are
are treated as experts of their experience of their experience are treated as experts engaged and how they
of their experience of their experience are treated as experts
of their experience
15 (3 points) One or none (6points) Two of the (9 points) Three of the (12 points) All of the (15 points) All are
of the following are following are following are following are demonstrated in an
demonstrated: What is demonstrated: What is demonstrated: What is demonstrated: What is exemplary way: What
the history of the the history of the the history of the the history of the is the history of the
agency/program? agency/program? agency/program? agency/program? agency/program?
How does the How does the How does the How does the How does the
agency/program work agency/program work agency/program work agency/program work agency/program work
with other agencies? with other agencies? with other agencies? with other agencies? with other agencies?
Who is the target Who is the target Who is the target Who is the target Who is the target
population? How is population? How is population? How is population? How is population? How is
the agency/program the agency/program the agency/program the agency/program the agency/program
funded? funded? funded? funded? funded?

15 (3 points) One or none (6 points) Two of the (9 points) Three of the (12 points) All of the (15 points) All are
of the following are following are following are following are demonstrated in an
demonstrated: What demonstrated: What demonstrated: What demonstrated: What exemplary way: What
challenges has the challenges has the challenges has the challenges has the challenges has the
agency/program faced agency/program faced agency/program faced agency/program faced agency/program faced
in the past? How were in the past? How were in the past? How were in the past? How were in the past? How were
they addressed? What they addressed? What they addressed? What they addressed? What they addressed? What
challenges are they challenges are they challenges are they challenges are they challenges are they
struggling with now? struggling with now? struggling with now? struggling with now? struggling with now?
How are they being How are they being How are they being How are they being How are they being
addressed? addressed? addressed? addressed? addressed?

10 (2 points) One or none (4 points) Two of the (6 points) Three of the (8 points) All of the (10 points) All are
of the following are following are following are following are demonstrated in an
demonstrated: How demonstrated: How demonstrated: How demonstrated: How exemplary way: How
does the agency or does the agency or does the agency or does the agency or does the agency or
program recognize program recognize program recognize program recognize program recognize
issues diversity in the issues diversity in the issues diversity in the issues diversity in the issues diversity in the
workplace? How does workplace? How does workplace? How does workplace? How does workplace? How does
policy contribute to the policy contribute to the policy contribute to the policy contribute to the policy contribute to the
development services development services development services development services development services
and how do those and how do those and how do those and how do those and how do those
services impact diverse services impact diverse services impact diverse services impact diverse services impact diverse
populations? How populations? How populations? How populations? How populations? How
does it advocate on does it advocate on does it advocate on does it advocate on does it advocate on
behalf of diverse behalf of diverse behalf of diverse behalf of diverse behalf of diverse
clients? clients? clients? clients? clients?

15 (3 points) One or none (6 points) Two are (9 points) Three are (12 points) All are (15 points) All are
are demonstrated: demonstrated: Formal demonstrated: Formal demonstrated: Formal demonstrated in an
Formal presentation presentation skills presentation skills presentation skills exemplary way:
 skills evident: Overall evident: Overall evident: Overall evident: Overall Formal presentation
organized presentation; organized presentation; organized presentation; organized presentation; skills evident: Overall
maintained eye contact maintained eye contact maintained eye contact maintained eye contact organized presentation;
with audience; clear with audience; clear with audience; clear with audience; clear maintained eye contact
voice projection; voice projection; voice projection; voice projection; with audience; clear
engaged body engaged body engaged body engaged body voice projection;
language correct language correct language correct language correct engaged body
professional use of professional use of professional use of professional use of language correct
language; professional language; professional language; professional language; professional professional use of
attire. attire. attire. attire. language; professional
attire.

VIII. CLASS SCHEDULE:

Course Outline
Week Topic Readings/Assignments
1 Introduction to the course and review syllabus. Identify Review Syllabus and Sign up for class presentations
8/21/17 students majoring in social work and other majors class

Social work, a helping profession, similar to counseling,
psychology, and other human services. Social work is
different; addresses issues of economic and social justice
through advocacy for individuals, groups, families,
organizations, and communities that face disadvantages.
Readings: Chapter 1The Social Work Profession.
Power point lecture, active learning, articles, and/or
case study

2 History of the social work intertwined with social policy
8/28/17 development. Social welfare policies to address peoples
immediate needs are generally inadequate for promoting
social justice.
Deadline to Sign-up for Class Presentations
Readings: Chapter 2 The History of Social Work.
Power point lecture, active learning, articles, and/or
case study
(see class presentation dates below)

3 Generalist practice addresses problematic interactions
9/4/17 between person and environments. The knowledge,
Holiday theoretical perspectives, roles, and skills of generalist
no class practice are described in this chapter.
home
assgin.
4 Social work is distinguished from other helping
9/11/17 professions: advocacy. Social workers are oriented to
knowledgeable about advocacy, engaging in purposeful
actions to help people advance their rights, opportunities,
causes, and human dignity.
Readings: Chapter 3 Generalist Social Work
Practice. Power point lecture, active learning,
articles, and/or case study
Readings: Chapter 4 Advocacy in Social Work
Power point lecture, active learning, articles, and/or
case study
(see chapter 3 above from 9/4/17)

5 Poverty involves more than money; issues of poverty and
9/18/17 inequality raise concerns regarding human rights and
social justice. Social workers look beyond symptoms to
understand roots of poverty and engage in efforts to
reduce poverty and inequality.
6 Written Assignment 1 Due
9/25/17 The family has evolved over time and now face multiple
challenges. Social workers advocate for social
legislation, policies, and social welfare programs to
Readings: Chapter 5 Poverty and Inequality
Power point lecture, active learning, articles, and/or
case study
Readings: Chapter 6 Family and Child Welfare
Power point lecture, active learning, articles, and/or
case study
 address the rights and needs of children and family
members.
7 Readings: Chapter 7 Health Care and Health
10/2/17 Social workers see effects of negative social interactions Challenges. Power point lecture, active learning,
and stigmas on health and well-being. Whether working articles, and/or case study
in hospitals, schools, government agencies, public health,
or local community-based organizations, health social
workers make connections between prevention &
intervention, from person to population.
8 Readings: Chapter 8 Physical Challenges and
10/9/17 Challenging issues that continue to affect quality of life Supportive Services. Power point lecture, active
for individuals with disabilities include accessible learning, articles, and/or case study
transportation, affordable health care, discrimination,
employment opportunities, and housing. In following the
NASW Code of Ethics, social workers support the worth
and dignity of all peopleincluding those with
disabilities.

9 Mid-Term Examination
10/16/17 Social workers are the largest providers of mental health Readings: Chapter 9 Mental Health. Power point
services in the United States. Mental health social lecture, active learning, articles, and/or case study
workers are known as clinical social workers, psychiatric
social workers, psychotherapists, or behavioral health
care specialists.

When a person uses substances (alcohol, tobacco, other Readings: Chapter 10 Substance Abuse Use and
10 Addiction. Power point lecture, active learning,
drugs), or engages in a behavior (sex, gambling) to the
10/23/17 articles, and/or case study
point that relationships and the ability to cope with
ordinary tasks and activities are affected, the person may
be said to have a substance use problem.
11 Expectations of life as an older adult may be different Readings: Chapter 11 Challenges and Rewards of
10/30/17 than the reality. There will be an increasing need for Aging. Power point lecture, active learning, articles,
gerontological social workers to meet the needs of the and/or case study
aging population.

12 Historical roots of criminal justice focused on law Readings: Chapter 12 Criminal Justice. Power point
11/6/17 enforcement, incarceration, and punishment of criminal lecture, active learning, articles, and/or case study
behavior. Although social workers know people involved
in the system are responsible for their actions, criminals
are also seen as a product of their bio-psycho-social
environment.

Safe, affordable, adequate shelter for living can be
13 viewed as a fundamental right for human beings; in
11/13/17 reality involves major expenses and considerable human
effort. The poor have traditionally experienced
residential instability, moving frequently.
Readings: Chapter 13 Communities at-Risk and
Housing. Power point lecture, active learning,
articles, and/or case study
 14 Written Assignment 2 Due
11/20/17 Social workers use a systems/ecological lens in issues of Readings: Chapter 14 The Changing Workplace.
human needs; advocate for better working conditions in Power point lecture, active learning, articles, and/or
the context of family life. Support policies, programs and case study
procedures that improve workplace & improve family life
while also increasing productivity and profitability.
Case Presentations
To work effectively with service members, veterans, and Readings: Chapter 15 Veterans, Their Families, and
11/20/17 military families, social workers understand why people Military Social Work. Power point lecture, active
join the military, military culture and service experiences learning, articles, and/or case study
pre-deployment, deployment, and post-deployment.
15 Class Presentations
11/27/17 The person-in-environment is integral to social work Readings: Chapter 16 Environmentalism. Power
practice worldwide. It highlights importance of point lecture, active learning, articles, and/or case
understanding an individual and individual behavior in study
relationship to the environmental context.

Review of Final Exam

Readings: Chapter 17 Global and International
The planet is smaller and more manageable. As a result Social Work. Power point lecture, active learning,
of advanced communication technology and rapid articles, and/or case study
transportation, it is commonplace for people to
interaction across national boundaries.
16 Final Examination
12/4/17
Class Presentations Class Presentations on Volunteer Experiences

BIBLIOGRAPHY

Abramovitz, M. (1999). Women and welfare reform. In Social Problems and Social
Solution: A Cross-Cultural Perspective, (R. Heiner, Ed.). Needham Heights, MA: Allyn
and Bacon.

Addams, J. (1910). Twenty years at Hull House. New York, New York: MacMillan

Appleby, G. A. (2001). Framework for practice with working-class gay and bisexual
men. Journal of Gay & Lesbian Social Services: Issues in Practice, Policy & Research,
12(3/4) pgs. 5-46

Carrier, J. M. (1999). Homosexual behavior in cross-cultural perspective. In Social

Problems and Social Solutions: A Cross-Cultural Perspective, (R. Heiner, Ed.). Needham
Heights, MA: Allyn and Bacon.

Colby, I., & Dziegielewski, S. (2001). Introduction to social work: The peoples
profession. Chicago, IL: Lyceum Books, Inc.

Daly, A. (2001). A heuristic perspective of strengths when intervening with an African

American community. In Culturally Competent Practice: Skills, Interventions, and
Evaluations. (R. Fong & S. Furuto, Eds.). Needham Heights, MA: Allyn & Bacon.
Danis, F.S. (2003). The criminalization of domestic violence: What social workers need
to know. Social Work, 48 (2), pgs. 237-246.

Encel, S. (2000). Later-life employment. Journal of Aging & Social Policy, 11(4), pgs.
7-13.

Gilbert, D. J., & Franklin, C. (2001). Developing culturally sensitive practice evaluation
skills with Native American individuals and families. In Culturally Competent
Practice: Skills, Interventions, and Evaluations. (R. Fong & S. Furuto, Eds.). Needham
Heights, MA: Allyn & Bacon.

Ginsberg, L.H. (1998). Social Work in Rural Communities. (3rd edition). Alexandria,
VA: Council on Social Work Education.

Ginsberg, L.H. (2001). Careers in social work (2nd ed.) Needham Heights, MA: Allyn
and Bacon

Hyde, C. A. (2004). Multicultural development in human services agencies: Challenges

and solutions. Social Work, 49(1), pgs. 7-16.

Mattison, M. (2000). Ethical decision making: The person in the process. Social Work,
45(3), pgs. 201-212

Morales, A.T., & Sheafor, B.W. (2001). Social work: A profession of many faces
(10th ed.). Needham Heights, MA: Allyn and Bacon

Negroni-Rodriquez, L. K., & Morales, J. (2001). Individual and family assessment skills
with Latino/Hispanic Americans. In Culturally Competent Practice: Skills, Interventions,
and Evaluations. (R. Fong & S. Furuto, Eds.). Needham Heights, MA: Allyn & Bacon.

Ozawa, M. N. (2000). The increasing income inequality among children. Journal of

Poverty: Innovations on Social, Political & Economic Inequalities. 4(3), pgs. 1-20.

Polack, R. J. (2004). Social justice and the global economy: New challenges for social
work in the 21st century. Social Work, 49(2), pgs. 281-290.

Reamer, F. G. (2001-2002). Educating social workers about ethics: A comprehensive

approach. The Social Work Forum, 45 (Winter/Spring), pgs. 5-27.
Ross-Sherriff, F., & Husain, Al. (2001). Values and ethics in social work practice with
Asian Americans: A south Asian Muslim case example. In Culturally Competent
Practice: Skills, Interventions, and Evaluations. (R. Fong & S. Furuto, Eds.). Needham
Heights, MA: Allyn & Bacon.

Ryan, W. (1976). Blaming the victim. New York, New York: Vantage Books.

Scales, T. L, & Streeter, C. l. (2004). Rural Social Work: Building and Sustaining
 Community Assets. Belmont, CA: Brooks/Cole/Thomson Learning.

Straussner, S.L.A. (2001). The role of social workers in the treatment of addictions: A
brief history. Journal of Social Work Practice in the Addictions. 1(1), pgs. 3-9.

Strom-Gottfried, K. (2000). Ensuring ethical practice: An examination of NASW code

violations, 1986-97. Social Work, 45(3), pgs 251-261.

Trattner, W. I. (1994). From poor law to welfare state: A history of social welfare in
America. (5th ed.). New York: The Free Press.

Waites, C., Macgowan, M. J., Pennell, J., Carlton-LaNey, I., & Weil, M. (2004).
Increasing the cultural responsiveness of family group conferencing. Social Work, 49(2),
pgs. 291-300.

Walker, R. & Staton, M., (2000). Multiculturalism in social work ethics. Journal of
Social Work Education, 36(3), pgs. 449-462.

Yaffe, J., & Gotthoffer, D. (1999). Quick guide to the internet for social work. Needham
Heights, MA: Allyn and Bacon.

WEB RESOURCES:
There are numerous web resources available to the social worker. I would recommend the
following text as a quick guide even though there is not a new edition to the 1999 one. It still
serves as an excellent resource.

Yaffe, J., & Gotthoffer, D. (1999). Quick guide to the internet for social work. Needham
Heights, MA: Allyn and Bacon.

www.nasw.org National Association of Social Workers

www.cswe.org The Council on Social Work Education
www.nacsw.org National Association of Christians in Social Work
www.bpd.htm Association of Baccalaureate Social Work Program Directors
www.sc.edu/swan Social Work access Network
http://.pages.nyu.edu/~gh5/gh-w3-f.htm World Wide Web Resources for Social
Workers

LIBRARY RESOURCES See Addendum in D2L