Social Work 534 - University of Southern Californiaweb-app.usc.edu/soc/syllabus/20133/67042.pdf · MasterVer08-2011 SOWK 534-Mistrano VAC re-draft VAC 2012 Page3of 19 8 Policy Practice

Social Work 534

Policy and Practice in Social Service Organizations

3 Units

VAC - 2013

Overcome the angry by non-anger; overcome the wicked by goodness; overcome the miser by

generosity; overcome the liar by truth.

Instructor:

Professor Margaret Evans

E-Mail: [email protected]

Office Hours:

By Appointment

I. COURSE PREREQUISITES

None

II. CATALOGUE DESCRIPTION

Study of social work organizations with emphasis on their policy contexts, organizational theory, and the

development of delivery systems.

Ill. COURSE DESCRIPTION

This course focuses on the development of macro practice skills for social workers whose primary

assignments are clinical. The purpose of this course is to prepare students to work more effectively within

complex political, organizational and community social service settings. It seeks to educate and develop

informed practitioners capable of successful practice in organizational and policy contexts.

The course is designed to help students understand and analyze the policy context of practice and to

review organizational and administrative theory, as well as examine their practical implications for social

service delivery systems and social work practice within them. Several methods of systematic observation

are compared. Organizations are described and analyzed within their policy sector and inter

organizational network in order to help students appreciate the constraints and forces within which the

organization must adapt. This perspective is applied to the analysis of communities and social service

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mailto:[email protected]

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organizations, and the understanding of community and organizational characteristics that affect the

delivery and design of services.

The course employs a general systems approach as a framework for learning about policies,

organizations, problem solving and change. Issues pertaining to adequacy, equity, access, and the

direction of social services are considered in defining practitioner's roles and strategies The course

addresses issues of social and organizational accountability, program development, organizing on behalf

of clients and professionals, and the ethics of policy and administrative practice. It focuses on preparing

social workers for innovative, effective and integrated social work practice in diverse, complex, and urban

environments.

IV. COURSE OBJECTIVES

The Policy and Practice in Social Service Organizations course (SOWK 534) will:

Objective# Objectives

1 Provide students with a framework for studying the history of social welfare in the US

and analvzinq the evolution of current welfare policies.

2 Teach basic skills of community assessment and the impact of social welfare policies

on communities.

3 Provide information and methods for learning how to understand the legislative

sources of social welfare services provided by organizations at the local, state, and

national levels as well as legal mandates and organizational structures designed to

deliver social services at the international level.

4 Provide opportunities for students to understand and practice the skills needed for macro practice with orqanizations, communities, and qovernments.

5 Teach and provide ways to practice effective team building, conflict resolution, and

oraanizational goal setting.

V. COURSE FORMAT/ INSTRUCTIONAL METHODS

A combination of lecture, class discussion, and experiential exercises will be used in class. These

exercises may include the use of videotapes, role-play, debates, or structured small group exercises.

Material from the Community Immersion program as well as the student's field placement will be used to

illustrate class content and to provide integration between class and field. As class discussion is an

integral part of the learning process, students are expected to come to class ready to discuss required

reading and its application to theory and practice. Attendance will be taken at each class.

VI. STUDENT LEARNING OUTCOMES

Student learning for this course relates to one or more of the following ten social work core competencies:

Social Work Core Competencies

L 1,:: . 1 !i'rQf ;"1al: l ,q Jty

Course SOWK 534 Objective

Research Based Practice

7 Human Behavior

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8 Policy Practice

9 Practice Contexts 1,2,3,4,5

10 En a e, Assess, Intervene, Evaluate 2,3,4

* Highlighted in this course

The following table explains the highlighted competencies for this course, the related student learning

outcomes, and the method of assessment.

Competencies/

Knowledge, Values, Skills Student Learning Outcomes Method of Assessment

Professional Identity-Identify as a 1. Advocate for client access to Oral presentation and professional social worker and conduct the services of social work. written assionment

oneself accordingly. 2. Practice personal reflection xxx

Social workers competent in Professional and self-correction to ensure

Identity: continual professional development.

• Serve as representatives of the 3. Attend to professional roles profession, its mission, and its core and boundaries. values. 4. Demonstrate professional

• Know the profession's history. demeanor in behavior,

• Commit themselves to the profession's appearance, and

enhancement and to their own communication.

xxx

xxx

professional conduct and growth. 5. Engage in career-long xxx learninn.

6. Use supervision and xxx

consultation.

Critical Thinking-Apply critical thinking

to inform and communicate professional

judgments.

Social workers competent in Critical Thinking:

• Are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment.

• Use critical thinking augmented by creativity and curiosity.

• Understand that critical thinking also requires the synthesis and

communication of relevant information.

7. Distinguish, appraise, and

integrate multiple sources of

knowledge, including

research-based knowledge,

and oractice wisdom.

xxx

xxx 8. Analyze models of

assessment, prevention,

intervention, and evaluation.

9. Demonstrate effective oral

and written communication in

working with individuals,

families, groups,

organizations, communities,

and colleaoues.

xxx

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Diversity in Practice-Engage diversity

and difference in practice.

Social workers competent in Diversity in

Practice:

• Understand how diversity characterizes and shapes the human experience and

is critical to the formation of identity.

• Recognize that the dimensions of

diversity reflect intersectionality of

multiple factors including age, class,

color, culture, disability, ethnicity,

gender, gender identity and expression,

immigration status, political ideology,

race, religion, sex, and sexual

orientation.

• Appreciate that, as a consequence of

difference, a person's life experiences

may include oppression, poverty,

marginalization, and alienation as well as privileqe, power. and acclaim.

10. Recognize the extent to

which a culture's structures

and values may oppress,

marginalize, alienate, or

create or enhance privilege

and power.

Oral presentation and

written assignment

11. Gain sufficient self-

awareness to eliminate the

influence of personal biases

and values in working with

diverse arouos.

xxx

12. Recognize and communicate

understanding of the

importance of difference in

shapinq life experiences.

xxx

13. View themselves as learners

and engage those with

whom they work as

informants.

xxx

Human Rights & Justice-Advance

human rights and social and economic

justice.

Social workers competent in Human Rights

& Justice:

• Acknowledge that each person, regardless of position in society, has

basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education.

• Recognize the global interconnections

of oppression and are knowledgeable

about theories of justice and strategies

to promote human and civil rights.

• Incorporates social justice practices in organizations, institutions, and society

to ensure that these basic human rights

are distributed equitably and without

prejudice.

14. Understand the forms and

mechanisms of oppression

and discrimination.

Written assignment

15. Advocate for human rights

and social and economic

iustice.

Written assignment

16. Engage in practices that

advance social and

economic justice.

Written assignment

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Policy Practice-Engage in policy

practice to advance social and economic

well-being and to deliver effective social

work services.

Social workers competent in Policy

Practice:

• Understand that policy affects service

delivery, and they actively engage in

policy practice.

• Know the history and current structures

of social policies and services, the role

of policy in service delivery, and the role

of practice in policy development.

17. Analyze, formulate, and

advocate for policies that

advance social well-beina.

Written assignment

18. Collaborate with colleagues

and clients for effective

policy action.

Written assignment

VII. COURSE ASSIGNMENTS, DUE DATES & GRADING

35%

Class Participation and Oral resentation 10%

Each of the major assignments is described below.

Assignment 1

Assignment #1 is a research-based paper in which the student will apply theory and information from the

professional literature to the community immersion experience and utilize a community assessment

framework to analyze and describe the community visited during community immersion. Specific

guidelines for the assessment are presented in a separate written document.

Due: on or before our class in week 3

This assignment relates to student learning outcome 2, 3, 4.

Group Oral Presentations

Assigned workgroups will provide a short presentation and lead a class discussion about one aspect of

the communities visited during the immersion experience using guidelines that will be shared in a

separate document.

Due: during our Week 4 class

This assignment relates to student learning outcome 2, 3, 4.

Assignment 2

This assignment is a research paper focused on a specific policy chosen by the student from a list

provided by the professor. The student will identify and critically assess current key issues and aspects of

the chosen policy, discuss the impact of the policy on communities, compare and contrast opposing

points of view in responding to the policy question and provide his/her own opinion about an appropriate

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response to the policy question, with evidence to support the position taken. Written guidelines for the

assessment are presented in a separate document.

Due: on or before our class in week 10

This assignment relates to student learning outcome 1, 2, 3, 4, 5.

Assignment 3

Assignment 3 is a research based paper in which the students will describe the field agency in which they

are placed (or another agency as determined with the instructor), identify the primary policies impacting

the delivery of services in the agency, identify the various structural components of the agency and

program services, discuss organizational culture and management style, and include an assessment of

effectiveness of the agency's service delivery response to clients. Students may also identify an unmet

agency need and discuss an appropriate response to that unmet need. Written guidelines for the

assessment are presented in a separate document.

Due: on the day exactly one week after our last class.

This assignment relates to student learning outcome 1, 2, 3, 4, 5.

Class Participation (10% of Course Grade)

Students are expected to contribute to the development of a positive learning environment and to

demonstrate their learning through written and oral assignments and through active, oral class

participation. Class participation should consist of meaningful, thoughtful, and respectful participation

based on having completed required and independent readings and assignments prior to class. When in

class, students should demonstrate their understanding of the material and be prepared to offer

comments or refiections about the material and actively engage in experiential exercises. Alternatively,

students may have a set of thoughtful questions about the material. Class participation and reading are

worth 1O points of the final grade.

Students are further expected to complete assignments on or before the due date and notify the instructor

if they are having difficulty comprehending the course material or keeping up with the assignments.

Failure to meet these expectations may result in the reduction of grades.

Grading

Grading in this course will be based on class participation, compliance with the assignments and quality

of the work produced. Within the School of Social Work, grades are determined in each class based on

the following standards which have been established by the faculty of the School:

Grades of A or A· are reserved for student work which not only demonstrates very good mastery of

content but which also shows that the student has undertaken a complex task, has applied critical

thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the

assignment. The difference between these two grades would be determined by the degree to which these

skills have demonstrated by the student.

A grade of B+ is given to work which is judged to be very good. This grade denotes that a student has

demonstrated a more-than-competent understanding of the material being tested in the assignment.

A grade of B is given to student work which meets the basic requirements of the assignment. It denotes

that the student has done adequate work on the assignment and meets basic course expectations.

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A grade of B- denotes that a student's performance was less than adequate on an assignment, reflecting

only moderate grasp of content and/or expectations.

A grade of C reflects a minimal grasp of the assignments, poor organization of ideas and/or several

significant areas requiring improvement.

Grades between C- and F denote a failure to meet minimum standards, reflecting serious deficiencies in

all aspects of a student's performance on the assignment.

Class grades will be based on the following:

Class Grades Final Grade 3.85-4 A 93-100 A

3.60 - 3.84 A- 90-92 A-

3.25- 3.59 B+ 87-89 B+

2.90-3.24 B 83-86 B

2.60-2.87 B- 80-82 B-

2.25 -2.50 C+ 77-79 C+

1.90 -2.24 c 73-76 c 70- 72 C-

VIII. REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES

Required Textbooks

Gilbert, N. & Terrell, P. (2010). Dimensions of social welfare policy (8th ed.). Boston, MA: Allyn & Bacon.

(Instructor Note: The online version can be secured at www.coursesmart.com.)

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Social work macro practice (5th ed.). Boston, New

York, San Francisco: Pearson. (Instructor Note: This text is available in the bound paperback version-ideal for inclusion in a

Social work professional library-or online as an e-text at www.coursesmart.com.)

Note: Additional readings may be identified in the Course Outline for individual class sessions. Most

readings will be posted on ARES. Students may access ARES at http://usc.ares.atlas-sys.com/. Readings

will be posted under instructor Jane Allgood; the password allowing access to ARES is "SW534."

Readings not posted on ARES can be located at the websites identified in the course outline. The

instructor may assign additional readings during the semester in response to student interest and/or the

emergence of policy or program issues in the news.

Recommended Guidebook for APA Style Formatting

American Psychological Association (2009). Publication manual of the American Psychological

Association (61

ed.). Washington: APA.

Recommended Websites

National Association of Social Workers

http://www.naswdc.org

USC Guide to Avoiding Plagiarism

http://www.usc.edu/student-affairs/student-conducUug plaq.htm

Note: Additional required and recommended readings may be assigned by the instructor throughout the

course .

..--·-··---- · -------- - ------ --- ----- ..--.........-.. -

http://usc.ares.atlas-sys.com/

http://www.naswdc.org/

http://www.usc.edu/student-affairs/student-conducUug

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Course Schedule-Detailed Description

Part 1: Introduction to Macro Practice: Values and Significance

Unit 1: Evolution of Social welfare Policy and Macro Practice

in Social Services

This Unit relates to course objectives 1, 2, 4.

Required Readings

Gilbert, N. & Terrell, P. (2010). The field of social welfare policy. In Dimensions of social welfare policy (7'h

ed., chap. 1, pp. 1-27). Boston, MA: Allyn & Bacon.

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). An introduction to macro practice in social work. In Socia/ work macro practice (4

1 ed., chap. 1, pp.2-34). Boston, New York, San Francisco:

Pearson.

Recommended Readings

Kirst-Ashman, K. K. (2008). Introduction to human behavior in the macro social environment. In Human

behavior, communities, organizations, and groups in the macro social environment: An

empowerment approach (2"" ed., chap. 1, pp.1-42). United States: Thomson: Books/Cole

Publishers.

Part 2: Social Welfare: An Historical Perspective

Unit 2: The Roots of Social Welfare Policy: History, Part 1

This Unit relates to course objectives 1.

Required Readings

Day, P. J. (2006). Social welfare moves to the Americas. In A new history of social welfare (51

ed., chap.

5, pp. 125-162). Boston, MA: Pearson-Allyn & Bacon.

Takaki, R. (1993). A Different Mirror. In A different mirror: A history of multicultural America (chap. 1, pp.

1-17). Boston, MA: Little, Brown & Company.

Unit 3: Disenfranchised Populations and Macro Practice: History, part 2

• First graded assignment due - research paper focused on community

This Unit relates to course objectives 1, 2, 3, 4.

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Required Readings

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). The historical roots of macro practice. In Social work

macro practice (41

ed., chap. 2, pp. 35-76). Boston, New York, San Francisco: Pearson.

Cummins, L. K., Byers, K. V., & Pedrick, L. ( 2011). History of policy practice in social work. In Policy

practice for social workers: New strategies for a new era (chap. 2, pp. 26-49). Boston, MA: Allyn

& Bacon, Pearson.

Jansson, B. S. (2009). Making the American welfare state more humane-Past, present and future. In The reluctant welfare state: Engaging history to advance social work practice in contemporary

society (61

ed., chap 2, pp.22-54). United States: Brooks/Cole, Cengage. Recommended Readings

Dolgoff, R. & Feldstein, D. (2007). Social work: The emergence of a profession. In Understanding social

welfare: A search for social justice (chap. 12, pp. 299-318). Boston, MA: Allyn & Bacon, Pearson.

Haynes, K. S. & Michelson, J. S. (2010). The emergence of a social work policy. In Affecting change:

Social workers in the political arena (7'" ed., chap. 3, pp. 23-45). Boston, MA: Allyn & Bacon.

Part 3: Understanding Communities:

Problems, Populations and the Process Of Change

Unit 4: Understanding Communities as Arenas of Change and Service Integration

• Group Oral Presentations-Immersion Community

This Unit relates to course objectives 1, 2, 3, 4

Required Readings

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding communities. In Social work macro

practice (41


Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Assessing communities. In Social work macro

practice (41

ed., chap. 6, pp. 167-210). Boston, New York, San Francisco: Pearson. Recommended Readings

Harper, C. J., Echohawk, L., Bigpond, P., Iron Cloud-Koenen, E., & Spotted Eagle, F. (2002). Listening to

the people: Designing and implementing a community-led needs assessment. Protecting

Children, 17(2), 12-29.

Kretzmann, J.P. & McKnight, J. L. (1993). Introduction. In Building Communities from the inside out

(chap. 1, pp. 1-11). Chicago: ACTA Publications.

Michael, J. (2007). Creating parent rich communities: A tale of three cities. Children's Voice, 16(3).

Retrieved from http://www.cwla.org/voice/0705parentingrich.htm

Salcido, R. (2007). Latino population growth, characteristics and language capacities: Implications for

society, services and social justice. Journal of Ethnic and Cultural Diversity, 16(3/4).

(Instructor Note: This is a published article by faculty of the USC School of Social Work.)

http://www.cwla.org/voice/0705parentingrich.htm

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Part 4: Social Welfare Policy: Impact on Communities, Service

Organizations and Disenfranchised Populations

Unit 5: Impact of Education Policies


Required Readings

Sipple, J. W. (2007). Major issues in American schools. In Social Work Services in Schools (51

ed., chap.

1, pp. 1-21). Boston, MA: Allyn & Bacon, Pearson.


Astor, R. A. & Benbenishty, R., (2007). Zero tolerance of zero knowledge: Empowering schools and

communities with data and democracy. Urban Policy Brief, Urban Initiative University of Southern

California.

(Instructor Note: This is a published article by faculty of the USC School of Social Work.) Astor, R. A., Benbenishty, R. Estrada, J. (2007). School violence: An overview. Urban Ed Magazine, 16-

22.


Harris, M. B. & Allgood, J. (2008). Adolescent pregnancy prevention: Choosing a program that fits the school and community. Children & Youth Services Review.


Harris, M. B. (2006). Best school-based practices for primary prevention of adolescent pregnancy. In C.

Franklin, M. B. Harris, & P. Allen-Meares (Eds.), The school services sourcebook: A guide for school-

based professionals. New York: Oxford University Press.


Koffman, S., Ray, A, Berg, S., Covington, L., Albarran, N. B., & Vasquez, M. (2009). Impact of a

comprehensive whole child intervention and prevention program among youths at risk of gang

involvement and other forms of delinquency. Children and Schools, 31(4), 239-245.


Unit 6: The Modern Welfare State and Policy Analysis


Required Readings

Gilbert, N. & Terrell, P. (2010). The modern welfare state. In Dimensions of social welfare policy(?'" ed.,

chap. 2, pp. 28-55). Boston, MA: Allyn & Bacon.

Gilbert, N. & Terrell, P. (2010). A framework for social policy analysis. In Dimensions of social welfare

policy(?'" ed., chap. 3, pp. 56-87). Boston, MA: Allyn & Bacon.

Gilbert, N. & Terrell, P. (2010). The basis of social allocation. In Dimensions of social welfare policy (7'" ed., chap. 4, pp. 88-127). Boston, MA: Allyn & Bacon.

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Abramovitz, M. (2005). The largely untold story of welfare reform and the human services. Socia/ Work.

50(2), 175-186.

DiNitto, D. M. (2007). Defining poverty: Where to begin. In Social welfare: Politics and public policy (chap.

3, pp. 80-123). Boston, MA: Allyn & Bacon, Pearson.

Dreier, P., Mollenkopf, J., & Swanstrom, T. (2001). The costs of economic segregation and sprawl. In

Place matters (chap. 3, pp. 51-91). Lawrence, KS: University Press of Kansas.

Salcido, R. M. (2005). Para los ninos: A children and youth services agency. Child Welfare Section

Connection, NASW, 6-9.

Seccombe, K. (2011). Historical and persisting dilemmas: How do we explain poverty, what should we do

about it? In So you think I drive a Cadillac? Welfare recipients' perspectives on the system and its

reform (3"' ed., chap. 2, pp. 27-46). Boston, MA: Allyn & Bacon, Pearson.

Surface, D. (2006). Aging in the workplace-New visions for older workers. Social Work Today, 6(1), 36-

42. http://www.socialworktoday.com/archive/swjan2006p36.shtml

Wong, Y. I., Park, J.M., & Nemon, H. (2006). Homeless service delivery in the context of continuum of

care. Administration in Social Work, 30( 1), 67-93.

Unit 7: Impact of Social Provision and Health Policy


Required Readings

Gilbert, N. & Terrell, P. (2010). The nature of social provision. In Dimensions of social welfare policy (7'h


Provisions of the Patient Protection and Affordable Care Act by Year. (n.d.). Retrieved from

http://www.healthcare.gov/law/about/legislation/order/bvvear.html


Andrews, M. (2010). Pregnant women, new mothers get more protections under healthcare law. Kaiser

Health News.

Baernstein, A., Bostwick, W., Carrick, K., Dunn, P., Goodman, K., et al (2006). Lesbian and bisexual

women's public health. In M. Shankle (Ed.), The handbook of lesbian, gay, bisexual, and

transgender public health (pp. 97-102). New York: Harrington Park Press.


Dreier, P., Mollenkopf, J., & Swanstrom, T. (2001). The costs of economic segregation and sprawl. In

Place matters (chap. 3, pp. 66-75). Lawrence, KS: University Press of Kansas.

Durkin, M. (2002). An organizational analysis of psychosocial and medical services in outpatient drug

abuse. Socia/ Service Review, 76(3), 406-429.

Ell, K. & Vourlekis, B. (2005). Social work in health care in 2025: The landscape and paths to

transformation. Advances in Social Work, 6(1),182-192.


http://www.socialworktoday.com/archive/swjan2006p36.shtml

http://www.healthcare.gov/law/about/legislation/order/bvvear.html

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Unit 8: Impact of Mental Health Systems and Design of Delivery Systems


Required Readings

Gilbert, N. & Terrell, P. (2010). The design of the delivery system. In Dimensions of social welfare policy

(71



Barrio, C., Palinkas, L. A., Yamada, A. M., Fuentes, D., Criado, V., Garcia, P., & Jeste, D. V. (2008).

Unmet needs for mental health services for Latino older adults: Perspectives from consumers,

family members, advocates, and service providers. Community Mental Health Journal, 44(1 ), 57-

74. (Instructor Note: This is a published article by faculty of the USC School of Social Work.)

Currey, R. (2007). PTSD in today's war veterans: The road to recovery. Social Work Today, 7(4), 12-16.

http://www.socialworktoday.com/archive/julyaug2007p13.shtml

Currey, R. (2007). Surviving professional stress in a military setting. Socia/ Work Today, 7(6), 24-28.

Retrieved from http://www.socialworktoday.com/archive/novdec2007p24.shtml

Folsom, D. P., Gilmer, T., Barrio C., Moore, D. J., Bucardo, J., Garcia, P., Hawthorne, W., Hough, R. L.,

Patterson, T., & Jeste, D. V (2007). Spanish-speaking Latinos differ from English-speaking

Latinos and Caucasians in care for serious mental illness. American Journal of Psychiatry,

164(8), 1173-1180.


Mennen, F. E. & Trickett, P. (2007). Mental health services to urban minority children. Children and Youth

Services Review, 27, 577-593.


Unit 9: Impact of Strengths and Limitations of the Child Welfare System


Required Readings

Gilbert, N. & Terrell, P. (2010). The mode offinance: sources of funds. In Dimensions of social welfare

policy(71hed., chap. 7, pp. 193-230). Boston, MA: Allyn & Bacon.


Mccroskey, J. (2007). Using child and family indicators to influence communities and policy in Los

Angeles County. Social Indicators Research, 83, 125-148.


Popple, P. & Vecchiolla, F. (2007). Child welfare in the United States: A brief history. In Child welfare

social work: An introduction (chap. 2, pp. 29-60). Boston, MA: Pearson-Allyn Bacon.

Sanders, D. (2009). Safely reducing the number of children in foster care. Children's Voice. Retrieved

from http://www.cwla.org/voice/0905fostercare.htm

http://www.socialworktoday.com/archive/julyaug2007p13.shtml

http://www.socialworktoday.com/archive/novdec2007p24.shtml

http://www.cwla.org/voice/0905fostercare.htm

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Unit 10: Criminal Justice • Assignment 2 due

This Unit relates to course objectives 1, 2, 3, 4, 5.

Required Readings

Karger, H.J. & Stoesz, D. (2010). American social welfare policy: A pluralist approach (6th ed.). Boston:

Allyn & Bacon, Pearson. Chapter 14: Criminal Justice


Dreier, P., Mollenkopf, J., & Swanstrom, T. (2001). Place Matters. Lawrence, KS: University Press of

Kansas. Chapter 3: The Costs of Economic Segregation and Sprawl, pages 82-90

Part 5: Assessing Human Service Organizations Within the Context of

Community and the Influence of Policy

Unit 11: Organizational Structure and Personnel Management- Theories and Practice


Required Readings

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding organizations. In Socia/ work macro

practice (4th ed., chap. 7, pp. 212-257). Boston, New York, San Francisco: Pearson.

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Analyzing human service organizations. In Socia/ work macro practice (4th ed., chap. 8, pp. 258-305). Boston, New York, San Francisco: Pearson.


Findler, L., Wind, L., & Mor Barak, M. E. (2007). The challenge of workforce management in a global

society: Modeling the relationship between diversity, organizational culture, and employee well

being, job satisfaction and organizational commitment. Administration in Social Work, 31(3), 63-

94.


Gibelman, M. (2003). The work environment. In Navigating human service organizations: Essential

information for thriving and surviving in agencies (chap. 6, pp. 103-123). Chicago: Lyceum Books,

Inc.

Jaskyte, K. & Dressler, W.W. (2005). Organizational culture and innovation in nonprofit human service

organizations. Administration in Social Work, 29(2), 23-41.

Parsons, R. D. (2001). Ethical conflicts: The system and the interests of others. In The ethics of

professional practice (chap. 5, pp. 83-99). Boston, MA: Allyn and Bacon.

Schmid, H. (2004). The role of nonprofit human service organizations in providing social services: A

prefatory essay. Administration in Social Work, 28(3/4), 1-21.

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Part 6: Managing Change in Social Service

Agencies and Communities

Unit 12: Macro Change-Planning Change and Developing Intervention Strategies


Required Readings

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding community and organizational

problems. In Socia/ work macro practice (4th ed., chap. 3, pp. 78-106). Boston, New York, San

Francisco: Pearson.

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Building support for the proposed change. In Socia/

work macro practice (4th ed., chap. 9, pp. 308-337). Boston, New York, San Francisco: Pearson.

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Selecting appropriate strategies and tactics. In Social work macro practice (4th ed., chap. 10, pp. 338-367). Boston, New York, San Francisco: Pearson.


Effective Intervention in Domestic Violence & Child Maltreatment Cases: Guidelines for Policy and

Practice. (1999). Introduction. Retrieved from

http:l/www.thegreenbook.info/documents/Greenbook.pdf


Practice. (1999). Chapter 1: Guiding framework. Retrieved from

http://www.thegreen book.info/docu ments/Greenbook. pdf

Effective Intervention in Domestic Violence & Child Maltreatment Cases: Guidelines for Policy and Practice. (1999). Chapter 3: Child protection system. Retrieved from

http://www. thegreen book.info/documents/Green book.pdf


Practice. (1999). Chapter 4: Domestic violence services for families. Retrieved from

http://www.thegreenbook.info/documents/Greenbook.pdf

Haynes, K. S. & Michelson, J. S. (2010). Affecting change: Social workers in the political arena (?'h ed.).

Boston, MA: Allyn & Bacon(chap 3., pp. 23-45).

Hayti, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Defining the problem: The scope and

causes of DMC. In Pathways to juvenile detention reform: Reducing racial disparities in juvenile

detention (pp. 17-30). Annie Casey Foundation. Retrieved from

http://www.aecf.org/upload/PublicationFiles/reducing%20racial%20disparities.pdf

Hoyt!, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Efforts to reduce racial

disparities-Overview. In Pathways to juvenile detention reform: Reducing racial disparities in

juvenile detention (pp. 30-52). Annie Casey Foundation. Retrieved from

http://www.aecf.org/upload/PublicationFiles/reducinq%20racial%20disparities.pdf

Hoytt, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Case study: Cook County, Illinois. In

Pathways to juvenile detention reform: Reducing racial disparities in juvenile detention (pp. 33-

39). Annie Casey Foundation. Retrieved from

http://www.aecf.org/upload/Publicationfiles/reducing%20racial%20disparities.pdf


http://www/




http://www.aecf.org/upload/Publicationfiles/reducing%20racial%20disparities.pdf

MasterVerOB-2011

SOWK 534 - Mistrano VAC re-draft Page 15of19 VAC 2012

h

h

Hoyt!, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Case study: Sacramento, California. In

Pathways tojuvenile detention reform: Reducing racial disparities in juvenile detention (pp. 39-


http:l/www.aecf.orqluploadlPublicationFiles/reducing%20racial%20disparities.pdf

Hoyt!, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Case study: Santa Cruz, California. In

Pathways tojuvenile detention reform: Reducing racial disparities in juvenile detention (pp. 46-


http://www.aecf.org/upload/PublicationFiles/reducinq%20racial%20disparities.pdf Hoyt!, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Lessons learned. In Pathways to juvenile

detention reform: Reducing racial disparities in juvenile detention (chap. 5, pp. 65-70). Annie

Casey Foundation. Retrieved from

http://www.aecf.org/upload/PublicationFiles/reducing%20racial%20disparities.pdf Kirst-Ashman K. K. & Hull, G. H. (1997). Using micro skills in the macro environment. In Generalist

Practice with Organizations and Communities (chap. 2, pp. 45-90). Chicago: Nelson Hall. The Greenbook Initiative. (2005). Changes in policy and practice among family serving agencies enhance

safety and well being. The Greenbook national evaluation team. Retrieved from

http://www.thegreenbook.info/documents/GB newsletter 1.pdf

Unit 13: Implementing and Monitoring Organizational Changes-Ensuring Access to Service for Diverse Populations


Required Readings

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding populations. In Socia/ work macro

practice (41


Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Planning, implementing, monitoring, and evaluating

intervention. In Socia/ work macro practice (41

ed., chap. 11, pp. 368-404). Boston, New York,

San Francisco: Pearson.


Aranda, M. P., Villa, V. M., Trejo, L., Ramirez, R., & Ranney, M. (2003). El portal Latino Alzheimer's

project: Model program for Latino caregivers of Alzheimer's disease-affected people. Social

Work, 48(2), 259-271 .


Larrison, C. R., Schoppelrey, S., Hadley-Ives, E., & Ackerson, B. J. (2008). Organizational climate and

treatment outcomes for African-American clients receiving services at community mental health

agencies. Administration in Social Work, 32(3): 111-138.

Lewis, S. & Crook, W. P. (2001). Shifting sands: An AIDS service organization adapts to a changing

environment. Administration in Social Work, 25(2), 1-20.

Linhorst, D. M., Eckert, A., & Hamilton, G. (2005). Promoting participation in organizational decision

making by clients with severe mental illness. Social Work, 50(1), 21-30.

Perlmutter, F. D. & Crook, W. P. (2004). Administrative advocacy and the management of change. In

Changing hats while managing change: From social work practice to administration (chap. 5, pp.

59-74). Washington, D.C.: National Association of Social Workers.

http://www.aecf.orqluploadlpublicationfiles/reducing%20racial%20disparities.pdf

http://www.aecf.orqluploadlpublicationfiles/reducing%20racial%20disparities.pdf



http://www.thegreenbook.info/documents/GB

MasterVerOS-2011


Unit 14: The Global Community-Impact of International

Social Welfare Issues on Communities and Agencies


Required Readings

Gilbert, N. & Terrell, P. (2010). Policy dimensions: International trends in the twenty-first century. In

Dimensions of social welfare policy (7'" ed., chap. 9, pp. 267-281 ). Boston, MA: Allyn & Bacon.

Haverkamp, E. (2008). What every social worker should know about immigration law. Socia/ Work Today,

8(1), 26-29. http://www.socialworktoday.com/archive/janfeb2008p26.shtml

The Millennium Development Goals Report 2008. United Nations. New York. Retrieved from

http://www.undp.org/publications/MDG Report 2008 En.pd!

National Association of Social Workers. (2010). International social work - Fact sheet. Retrieved from:

NASWDC


Ferguson, K. (2006). Responding to children's street work with alternative income generation strategies. International Social Work, 49(6), 705-717.


United States Department of Labor. (2002). Trafficking in Persons: A Guide for Non-Governmental

Organizations. Women's Bureau, U.S. Department of Labor.

http://www.dol.gov/wb/media/reports/traflicking.htm

Unit 15: Ethical Issues for Practitioners in Organizations

• Assignment 3 due one week after final class session


This class session will involve a review of all of the course objectives and a summary of how the

objectives have been achieved.


Greif, G. (2004). When a social worker becomes a voluntary commissioner and calls on the code of ethics. Social Work, 49(2), 277-280.

Hardina, D. (2004). Guidelines for ethical practice in community organization. Social Work, 49(4), 595 -

604.

STUDY DAYS I NO CLASSES

FINAL EXAMINATIONS

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University Policies and Guidelines

IX. ATTENDANCE POLICY

Students are expected to attend every class and to remain in class for the duration of the unit. Failure to

attend class or arriving late may impact your ability to achieve course objectives which could affect your

course grade. Students are expected to notify the instructor by email (see instructor for email) of any

anticipated absence or reason for tardiness.

University of Southern California policy permits students to be excused from class for the observance of

religious holy days. This policy also covers scheduled final examinations which confiict with students'

observance of a holy day. Students must make arrangements in advance to complete class work which

will be missed, or to reschedule an examination, due to holy days observance.

Please refer to Scam pus and to the USC School of Social Work Student Handbook for additional

information on attendance policies.

X. STATEMENT ON ACADEMIC INTEGRITY

USC seeks to maintain an optimal learning environment. General principles of academic honesty include

the concept of respect for the intellectual property of others, the expectation that individual work will be

submitted unless otherwise allowed by an instructor, and the obligations both to protect one's own

academic work from misuse by others as well as to avoid using another's work as one's own. All students

are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains

the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix

A: http://www.usc.edu/depUpublications/SCAMPUS/qov/. Students will be referred to the Office of Student

Judicial Affairs and Community Standards for further review, should there be any suspicion of academic

dishonesty. The Review process can be found at: http://www.usc.edu/student-affairs/SJACS/.

Additionally, it should be noted that violations of academic integrity are not only violations of USC

principles and policies, but also violations of the values of the social work profession.

XI. STATEMENT FOR STUDENTS WITH DISABILITIES

Any student requesting academic accommodations based on a disability is required to register with

Disability Services and Programs (DSP) each semester. A letter of verification for approved

accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as

early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m.,

Monday through Friday.

Students from all academic centers (including the Virtual Academic Center) may contact Ed Roth,

Director of the DSP office at 213-740-0776 or [email protected].

XII. EMERGENCY RESPONSE INFORMATION

Note: The following Emergency Response Information pertains to students on campus, but please note

its importance should you be on campus for a temporary or extended period. When not on campus: Call

the 911 listing in your local community for any emergency.

http://www.usc.edu/depUpublications/SCAMPUS/qov/

http://www.usc.edu/student-affairs/SJACS/


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SOWK534-MistranoVACre-draft VAC 2012 Page18of19

To receive information, call the main number (213) 740-2711, press #2. "For recorded announcements,

events, emergency communications or critical incident information."

To leave a message, call (213) 740-8311

For additional university information, please call (213) 740-g233

Or visit university website: http://emergency.usc.edu

If it becomes necessary to evacuate the building, please go to the following locations carefully and using

stairwells only. Never use elevators in an emergency evacuation.

Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications

on their cell phone, pager, PDA, or e-mail account. Register at https://trojansalert.usc.edu.

UNIVERSITY PARK CAMPUS ACADEMIC CENTERS

City Center Front of Building

1121

& Olive) "

Orange County Faculty Parking Lot

MRF Lot B San Diego Buildinq Parkinq Lot

swc Lot B Skirball Front of BuildinQ

VKC McCarthv Quad WPH McCarthy Quad

Do not re-enter the building until given the "all clear" by emergency personnel.

XIII. STATEMENT ABOUT INCOMPLETES

The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a

documented illness or some other emergency occurring after the 12th week of the semester. Students

must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be

instituted by the student and agreed to be the instructor and reported on the official "Incomplete

Completion Form."

XIV. POLICY ON LATE OR MAKE-UP WORK

Papers are due on the day and time specified. Extensions will be granted only for extenuating

circumstances. If the paper is late without permission, the grade will be affected.

XV. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS

It may be necessary to make some adjustments in the syllabus during the semester in order to respond to

unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students

both verbally and in writing.

XVI. CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS (OPTIONAL)

Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly

[http:llwww.socialworkers.org/pubs!Codelcode.asp]

Preamble

The primary mission of the social work profession is to enhance human wellbeing and help meet the

basic human needs of all people, with particular attention to the needs and empowerment of people who

are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the

profession's focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to

http://emergency.usc.edu/

http://www.socialworkers.org/pubs!Codelcode.asp

MasterVer08 2011


social work is attention to the environmental forces that create, contribute to, and address problems in

living.

Social workers promote social justice and social change with and on behalf of clients. "Clients" is used

inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are

sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other

forms of social injustice. These activities may be in the form of direct practice, community organizing,

supervision, consultation administration, advocacy, social and political action, policy development and

implementation, education, and research and evaluation. Social workers seek to enhance the capacity of

people to address their own needs. Social workers also seek to promote the responsiveness of

organizations, communities, and other social institutions to individuals' needs and social problems.

The mission of the social work profession is rooted in a set of core values. These core values, embraced

by social workers throughout the profession's history, are the foundation of social work's unique purpose

and perspective:

• Service • Social justice

• Dignity and worth of the person

• Importance of human relationships

• Integrity

• Competence

This constellation of core values reflects what is unique to the social work profession. Core values, and

the principles that flow from them, must be balanced within the context and complexity of the human

experience.

XVII. COMPLAINTS

If you have a complaint or concern about the course or the instructor, please discuss it first with the

instructor. If you feel you cannot discuss it with the instructor, contact one of the co-chairs of the

sequence, Sam Mistrano, at [email protected] or Jane Allgood at [email protected]. If you do not

receive a satisfactory response or solution, contact your advisor or Dr. Paul Maiden, Vice Dean and

Professor of Academic and Student Affairs, at [email protected]. Or, if you are a student of the VAC,

contact June Wiley, Director of the Virtual Academic Center, at (213) 821-0901 or [email protected] for

further guidance

XVIII. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE (OPTIONAL)

.r Be mindful of getting proper nutrition, exercise, rest and sleep!

.r Come to class .

.r Complete required readings and assignments before coming to class.

.r Before coming to class, review the materials from the previous Unit and the current Unit, and scan the topics to be covered in the next Unit.

.r Come to class prepared to ask any questions you might have.

.r Participate in class discussions .

.r After you leave class, review the materials assigned for that Unit again, along with your notes from that Unit.

.r If you don't understand something, ask questions! Ask questions in class, during office hours, and/or through email!

.r Keep up with the assigned readings.

Don't procrastinate or postpone working on assignments.





Documents

Social Work 534 - University of Southern Californiaweb-app.usc.edu/soc/syllabus/20133/67042.pdf · MasterVer08-2011 SOWK 534-Mistrano VAC re-draft VAC 2012 Page3of 19 8 Policy Practice