385

Professor:Stephen M. Marson, Ph.D., ACSW
Office: D. F. Lowry 322; Phone: 521-6475 Inclement weather: (910) 521-6888
Office Hours: Monday By Appointment; Tuesday 4:00; Wednesday By Appointment; Thursday 1:30; Friday 8:00--11:00
Course Prerequisite: SWK 2000 and 3800
Course Description: A continuation of SWK 3800. In order to enroll in this course, a student must have an acceptance letter from the chair of the department.

**Table of Content**
Assignments	Course Outline	NC Child Welfare Collaborative
Attendance Policy	Final Exam	Plagiarism
Blackboard Usage (REQUIRED)	Giving and Taking	Portfolio Assignment
Bibliography	Grades	Program Objectives
Cell Phone Policy	Late Assignments	Reaction Papers
Child Welfare Scholars		Required Text
Course Objectives		Students with Disabilities

Course Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13

Identify knowledge and theories of groups, organizations and community development to assess interactions among individuals, families and other social systems. [Program Objectives: 1, 6, 7, 11]
Demonstrate skill in using the planned change process at the organization, community, and societal levels. [Program Objectives: 6, 7, 8, 12]
Recognize the role of social workers in empowering oppressed groups and impacting the eradication of oppressive situations and practices within organizations, communities, and society. [Program Objectives: 3, 4, 5, 6, 10, 13]
Recognize the forms and mechanisms of institutional and structural racism, oppression, and discrimination and their impact on client systems. [Program Objectives: 2, 3, 4, 5, 6, 10, 13]
Analyze social work values and ethical dilemmas as they relate to interventions at the organizational, community, and societal levels. [Program Objectives: 1, 2, 10, 12]
Identify faith-based community values that coincide with or differ from those of the social work profession. [Program Objectives: 2, 12]
Describe the obligations for and measures of accountability that an organization and its staff members have to clients, trustees, funders, regulatory bodies, and other organizations. [Program Objectives: 1, 8, 9, 11, 12]
Describe how client and worker characteristics of age, culture, class, family structure, marital status, ethnicity, disability, gender, national origin, race, religion, sex or sexual orientation can interact with organization and community services with the potential of enhancing or impeding social and economic justice. [Program Objectives: 2, 3, 4, 5, 6, 10, 13]
Demonstrate interpersonal skill and the ability to work collaboratively with professionals from other disciplines. [Program Objectives: 11, 12]
Develop communication skills appropriate to client systems, colleagues, and community members. [Program Objectives: 1, 10]
Identify appropriate practice-relevant technology within the context of organizational resources and facilities. [Program Objectives: 1, 8, 9, 11]
Identify the appropriate use of social work roles with macro systems to include advocate, manager, broker, educator and evaluator. [Program Objectives: 6, 7, 8, 10]
Develop an evaluation model for assessing evidence-based best practice within an organization or community. [Program Objectives: 6, 9]

**COURSE OUTLINE/CALENDAR**
Date of Lecture	Topic	Course Objectives	Activities & Readings	Outcome Measures
Week 1	Introduction and overview of the course The CASW Listserv	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13	Community Needs Assessment Assignment laid out Film: The Radical Hillbilly Part 1 Transcript of film Key Web Sites: http://acorn.org/ http://www.acosa.org/ http://www.piconetwork.org/ http://www.ifconews.org/ http://www.irco.org/IRCO/ ReadAn Organic Model of Community Practice prior to our next class	Papers: 1) Book Review 2) Community Needs Assessment Test 1
Week 2 August 28	Overview of generalist practice with organizations and communities. Review of generalist practice--definitions and knowledge base Values and ethics--personal, professional, and conflicts Working effectively within an organizational structure Appropriate use of supervision Social worker roles Critical thinking in social work Planned change process	1, 2, 3, 4, 7, 9, 10	Reading: Chapter 1 in text Film: The Radical Hillbilly Part 2 Transcript of film Mac Legerton's Lecture	Test 1
Week 3	Using micro skills in the macro environment Verbal/Nonverbal behavior Empathy, warmth, and genuineness Communication skills Assertiveness in the macro environment Conflict and conflict resolution Working under supervision	1, 2, 10, 12	Reading: Chapter 2 in text	Test 1
Week 4	Using group skills for organizational and community change Networking and working with teams Planning and conducting meetings Using parliamentary procedure Managing conflict	1, 2, 9, 10, 12	Reading: Chapter 3 in text Test on Blackboard Read: Finn's article on referral to self help groups (PDF file)	Test 1
Week 5	Understanding organizations Organizations, social services, and social agencies Organizational theories Social agencies as systems Viewing organizations from a systems perspective The nature of organizations The macro context of organizations Social Work organizations in national and international contexts Methods of management Working in bureaucracies Total quality management Common problems of social service organizations	1, 2, 3, 4, 5, 6, 9, 12	Readings: Chapter 4 in text Training for the Portfolio Project September 18 *Book Report for The Long Hull* due Around September 20, to be discussed in class Read:** Harry Potter And The Half-Crazed Bureaucracy	Test 2
Week 6	Decision making for organizational change Change in organizations Beginning the change process The process of organizational change PREPARE	1, 2, 3, 4, 12,	Reading: Chapter 5 in text	Test 2
Week 7	IMAGINE – How to implement macro intervention: Change agency policy The planned change process and organizational change IMAGINE – A process for organizational change Application of IMAGINE to macro intervention	1, 2, 3, 12, 13	Reading: Chapter 6 in text Test on Blackboard	Test 2
Week 8	Project Implementation and Program Development Initiating and implementing a project Program development A case example	1, 2, 3, 10, 12	Reading: Chapter 7 in text	Test 3
Week 9	Understanding Neighborhoods and Communities Social work roles in neighborhoods and communities Defining community and neighborhood The community as an ecological and social system Additional perspectives on the community Community resource systems Demographic development of communities Social stratification Community economic and political systems Power in the community Neighborhoods Assessing communities and neighborhoods	1, 2, 3, 6, 10, 12,	Reading: Chapter 8 in text	Test 3
Week 10	Macro Practice in Communities Change in communities Perspectives on the community Beginning the change process	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13	Readings: Chapter 9 in text Slow moving pdf file. Mitchell, C. M., & Beals, J. (1997). The structure of problem and positive behavior among American Indian adolescents: Gender and community differences. American Journal of Community Psychology, 25(3), 257-288.	Test 3
Week 11Test 3	Evaluating Macro Practice Overview of evaluation Definition of evaluation Purposes of program evaluation Key concepts in evaluation Problems and barriers in program evaluation Kinds of evaluations Stages in evaluation Ethics and values in evaluation	1, 2, 3, 4, 7, 10, 12, 13	Reading: Chapter 10 in text Test on Blackboard	Test 3
Week 12	Advocacy and Social Action with Populations-at-Risk Defining advocacy, social action, empowerment, social and economic justice and populations-at-risk Populations-at-risk Advocacy Legislative Advocacy Social action Empowerment	1, 2, 3, 4, 10, 11, 12, 13	Readings: Chapter 11 in text	Test 4
Week 13	Ethics and Ethical Dilemmas in Macro Practice Professional values and ethics in macro contexts NASW Code of Ethics Personal values Ethical issues confronting agency workers Ethical absolutism versus ethical relativism Ethical dilemmas Addressing an ethical dilemma Ranking ethical principles Ethical dilemmas in the macro contexts	1, 5, 6, 7, 8, 9, 10	Reading: Chapter 12 in text	Test 4
Week 14	Developing and Managing Agency Resources Working with the media Using technology in the agency Fund-raising Grants and contracts How to apply for a grant	1, 2, 3, 7, 11, 12, 13	Reading: Chapter 14 in text Test on Blackboard	Final Exam

Final Exam: Go to http://www.uncp.edu/registrar/acad_info/Exam Schedule/exam_fall.htm for exam schedule

2) On the second day of class, Students will be trained in the basic data collection process encompassing both Quantitative and Qualitative. The final product will be a community assessment addressing the political and economic structure of southeastern North Carolina coordinating by Center for Community Action in Lumberton. The assessment will include an emphasis on how and why social policy effects rural poverty. The final product will be pulling together everyone's section of the report into a single product. The final product will be used in a larger community assessment to improve education and influence local, state and national social policy. The cover page must look like the sample within this hot link. Tape recorders will be required for this project. If you do not have a tape recorder, contract Warren Love [910 521-6355 or 521-6254] at the Media Center.

Cell Phone Policy: Students are not permitted to conduct phone conversations during class time. Students are not permitted to have cell ring during class time. Students who use conduct a phone conversation or allow their phones to ring during class time will be drop 10 points on the next quiz or 5 points for their final exam.
Attendance Policy: Attendance and class participation are critical to the learning and integration of materials. Therefore, the Social Work Department has implemented the following policy. There are no excused absences. A student will fail the class upon the seventh absence for day classes and the fourth absence for evening class (for three hours courses). Students are therefore encouraged to be mindful of absences and make every effort to be in attendance. Students are expected to have read assigned material prior to the class. Students are also expected to participate in class discussion, exercises, “minute” papers, and any Blackboard discussions that may be announced. Students are considered in attendance only if present for the entire class. Arriving late or leaving early is disruptive will be dealt with by the instructor. Attendance will be used as a criterion in determining the final grade. (Present 1 point; Tardy 1/2 point; Not present 0 points) For more details see “Class Attendance” in The University of North Carolina at Pembroke.
Grading Components Scale: All homework, quizzes, final exam and reaction papers 35% , class participation and attendance 5%, Community Needs Assessment 35%, Book Report 25%. Reaction papers are summary of closed reserve readings. All reaction papers will receive a grade, but late reaction paper will not be accepted and will count as an automatic F. All reaction papers are due prior to reading day and MUST be submitted by e-mail. No paper copies will be accepted. If you need assistance, email. The grading scale is outlined below and is in the Student Social Work Handbook:

A 92-100	B 82-86	C 72-76	D 62-66
A- 90-91	B- 80-81	C- 70-71	D- 60-61
B+ 87-89	C+ 77-79	D+ 67-69	F 0-59