Syllabus
Syllabus
COURSE DESCRIPTION
This course provides the integration of classroom learning and field experience to promote
students understanding of social work knowledge, skills and values. Assessment of knowledge
and the experiential bases for generalist social work practice occurs in this class. This course
satisfies General Education Writing Intensive requirement
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COURSE COMPETENCIES AND PRACTICE BEHAVIORS
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Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including research based
knowledge, and practice wisdom; analyze models of assessment, prevention, intervention and
evaluation; demonstrate effective oral and written communication in working with
individuals, families, groups, organizations, communities, and colleagues
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7.
Apply Knowledge of human Behavior and the social environment
Practice Behaviors:
Utilize conceptual frameworks to guide the process of assessment, intervention and evaluation;
Critique and apply knowledge to understand person and environment
8.
Engage in policy practice to advance social and economic well-being and to deliver
effective social work services.
Practice Behaviors:
Analyze, formulate, and advocate for policies that advance social well-being; Collaborate with
colleagues and clients for effective policy action
9.
Respond to contexts that shape practice
Practice Behaviors:
Continuously discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant services; Provide
leadership in promoting sustainable changes in service delivery and practice to improve the
quality of social service
10.
(a) Engagement:
Substantively and affectively prepare for action with individuals, families, groups,
organizations and communities; use empathy and other interpersonal skills; Develop a
mutually agreed-on focus of work and desired outcomes
(b) Assessment
Collect, organize, and interpret client data; assess client strengths and limitation
develop mutually agreed-on intervention goals and objectives ; select appropriate
intervention strategies
(c) Intervention
Initiate actions to achieve organizational goals; implement prevention interventions that
enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate
for clients; facilitate transitions and endings
(d) Evaluation
Critically analyze, monitor, and evaluate interventions
11 Analyze the impact of the urban context on a range of client systems, including practice
implications
Practice Behaviors:
Examine the distinct characteristics of the urban context and apply the analysis to social work
practice
!TEXT
Cournoyer, B. & Stanley M. (2002). The social work portfolio: planning, assessing and documenting
lifelong learning in a dynamic profession. Pacific Grove CA: Brooks/Cole
Course pack of assigned readings provided on Blackboard
!PERFORMANCE CRITERIA
!GRADING AND ASSIGNMENTS
Assignment
Points
percent
Competency
Final Paper
35
35
2.2.1-2.2.10
Portfolio
30
30
2.2.3
Presentation
25
25
2.1.1
Reflections
10
10
2.2.1
Total
100
100
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!BENCHMARK ASSIGNMENTS
!Final Paper
Portfolio
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!GRADING POLICY
!Students may pass the course with a grade of D but must maintain a C average during the junior
and senior year. (See Undergraduate Bulletin, Wayne State University)
http://www.bulletins.wayne.edu/ubk-output/index.htm
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Grade distribution:
100-95 A
94.9-90 A-
89.9-87 B+
86.9-83 B
82.9-80 B-
79.9-77 C+
79.9-77 C+
76.9-73 C
72.9-70 C-
69.9-67 D+
66.9-63 D
62.9-60 D-
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ORGANIZATION OF THE COURSE
!SW 4997, Integrative Seminar in Social Work, is the capstone course for the BSW Program. This is a
fifteen week, required course scheduled in the last semester of the BSW curriculum. SW4998, Field
Practice in Social Work II, is a co-requisite. Students will use a case from their field placement for
assessing their knowledge skill and ability related to entry-level generalist practice.
!This course has been designated the writing intensive required course by the University. Students will
prepare a 25-30 page paper demonstrating their ability to incorporate the three levels of practice and the
components of the curricular areas (HBSE, Policy, Research, & Practice) of the entry level general
practitioner.
!The generalist intervention model (GIM) is the overarching framework for this course. Students will,
demonstrate through written assignments their knowledge and skills related to engagement, assessment,
planning, implementation, evaluation, termination and follow-up with their client population.
!The capstone seminar is intended to provide students with a culminating and integrative experience at the
end of the BSW Program. The seminar provides students with opportunities to conduct independent
research as well as refine their analytical, verbal and writing skills. The primary purpose of this capstone
seminar is to use and build upon the knowledge, skills, and insights students have gained in this
professional school. Throughout the semester students will be called upon to analyze (verbally and in
writing) required readings and various aspects of the BSW curriculum. At the end of the semester these
various components will be integrated into a final paper.
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ROLE OF THE STUDENT AND INSTRUCTOR
!See University Statement of obligation of Students and Faculty Members of the teaching-learning
process
http://www.bulletins.wayne.edu/fib/fib2d.html
session, arrive on time and remain for the entire class period. Regardless of performance on the
various assignments or reasons to explain an absence(s), a student will not be able to earn an A for
the course with more than one absence or a B with more than two absences.
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1.
It is expected that students complete all required readings, participate in class, and perform
satisfactorily and in a timely manner on all assignments.
2.
Written assignments, unless requiring completion in class, are to be word-processed, doublespaced utilizing Times New Roman 12 font.
3.
Written assignments are graded on both content and writing skills. Problems with sentence
structure, spelling, grammar, punctuation and other writing mechanics will result in a lower grade
for the assignment. The APA format is to be used as appropriate.
4.
Class participation includes raising questions from the readings, making relevant comments
drawn from personal experience, reacting to opinions expressed by the instructor or other
students, asking for clarification, being actively engaged in class exercises or bringing up issues
of interest to the class.
5.
Cell phones are to be placed on vibrate or turned off. Computers may only be used in the
classroom to retrieve information for relevant classroom discussion.
PLAGIARISM/ACADEMIC HONESTY:
Plagiarism is using another persons words or ideas without giving credit to the other person.
When you use someone elses words, you must put quotation marks around them and give the
writer or speaker credit by revealing the source in a citation. Even if you revise or paraphrase
the words of someone else or just use their ideas, you still must give the author credit in a note.
http://www.otl.wayne.edu/pdf/2006_july_aibrochure.
(William Harris, Anti-Plagiarism Strategies for Research Papers, http://virtualsalt.com/
antiplag.htm, March 7, 2002)
You must cite sources from the Internet or any other form of electronic media used in
your work. Any paper suspected of plagiarism will be reviewed at Turnitin.com to verify
that it is your work and properly cited.
Any paper that is plagiarized will result in an F for the class and a referral to the
University for further Disciplinary Action.
APA FORMAT
All papers written in the School of Social Work require APA format. You may purchase the
Publication Manual of the American Psychological Association (6th edition), or you may visit the
website listed below
http://owl.english.purdue.edu/owl/resource/560/01/
WIKIPEDIA WILLNOT BE ACCEPTED AS A RELIABLE SOURCE
What is Wikipedia?
Wikipedia is a free-content encyclopedia, written collaboratively by people from all around
the world. The site is a wiki, which means that anyone can edit entries simply by clicking on
the edit this page link. Because Wikipedia is an ongoing work to which anybody can
contribute, it differs from a paper-based reference source in some important ways. In
particular, mature articles tend to be more comprehensive and balanced, while other (often
fledgling) articles may still contain significant misinformation, un-encyclopedic content or
vandalism. Users need to be aware of this in order to obtain valid information and avoid
misinformation which has been recently added and not yet removed.
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!WSU STUDENT RESOURCES
!Students with disabilities
http://studentdisability.wayne.edu/rights.php
!Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
!Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/
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COURSE LEARNING UNITS
Units
Session
Assignment
1
Introduction to Seminar; Overview of
1/14/2015 syllabus and assignments
2
Guest Speaker regarding licensure and
1/21/2015 other NASW activity. Guest Speaker
Dr. Faye Martin Developing a Weebly
site
3
Discussion will focus on various
1/28/2015 intelligences, including emotional
intelligence, psychological type, and
preferred learning styles and
preferences.
The overall goal of this session is to
help students become active, selfdirected and collaborative learners.
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4
2/4/2015
For Session 4:
Readings:
Cournoyer, B. & Stanley M. (2002).
Determining your Social Work Learning
Needs, (pp. 27-37)
5
Faculty Lecture
2/11/2015
For Session 5
Readings:
Case Study 8-6 Empowering Adolescent
Girls in Foster Care: A Short-Term Group
Equity at http://www.socialworkers.org/
diversity.asp
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Group I presentation
2/18/2015
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!DRAFT 1 OF MAJOR PAPER DUE
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Group 2 Presentation Values and
2/25/2015 multicultural competence
Assignment DUE:
Reflection #3 Complete a short reflection
on the above reading, (from 2/11/15)
8
3/4/2015
Assignment DUE:
Reflection #4 Complete a short reflection
on the above reading, (3/4/15)
Group IV Presentation
Social Welfare Policy and Services
In this unit the focus is on how you
conceptualize your role in carrying
out policy, related functions,
including promoting social and
economic justice, as you pursue a
career in social work.
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!PORTFOLIO DUE TODAY
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12
4/8/2015
Faculty Lecture
Social Work Practice and Research:
Consolidating Gains from the field
experience
It is time to assess, sort out, pull
together clarify/formulate your own
practice framework as you apply/
applied it in your field experience. It
is also time to assess how you utilize
research knowledge in your practice.
You will need to reflect on your field
experiences, readings, and case
studies involving micro, mezzo and
macro practice as well as research.
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4/15/2015
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!Overflow/continuation of any
15
4/29/2015
Ending Phase
All students must attend this class.
Non-attendance will result in a 5
point deduction from overall grade.
4/22/2015
Reading:
Evaluating practice: guidelines for the
accountable professional. Prologue
Case 11 In the Best Interest of the child
Case 15 Sallys Saga
Case 18 No mad dog looks: Group work
and mediating differences
Case 2 The Case of Trent Revisited: A
single subject research design.
!Assignment:
Note: Syllabus subject to change based on needs of the class and at the instructors discretion.
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COURSE ASSIGNMENTS
!This capstone social work methods course has four principal assignments:
!ASSIGNMENT 1
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Populations at risk
Social and Economic Justice
Values and Ethics
Students may prepare a draft for each section of the assignment to be submitted to instructor for feedback.(This is an optional assignment with no points attached!)
Please note: LATE drafts will NOT be accepted.
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Draft 1
Due Session 6
Populations at Risk
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The student selects a case (individual, family, group community) from his or her field placement. The
case must come from an at-risk population with whom social workers are involved (women, ethnic
minorities of color, physically and/or mentally challenged, gay men and lesbian women, aged, etc.). This
section of the paper must:
provide documented information from a refereed journal or text identifying this client as a
member of an at- risk- population
provide analysis of effects of membership in the oppressed population group.
discuss any ethical dilemmas presented during the interaction with the client system including
solutions to the (those)dilemmas
Draft 2
Due Session 8
Draft 3
Due Session 10
Evaluation of practice:
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ASSIGNMENT 2
!Portfolio
30% of grade
Due Session 11
4/1/2015
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!The portfolio is a well-organized and carefully prepared collection of documents related to ones
readiness for professional social work practice. It reflects evidence of an active, self-directed
approach to learning and ongoing growth as a social work student or practitioner (Cournoyer and
Stanley, 2000).
This assignment is designed to have the student summarize their academic and professional
career by compiling
goals for future development.
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ASSIGNMENT 3
!Presentation: 25% of grade
as assigned in syllabus
! students are assigned randomly to workDuetogether
to present material to the class on one of the
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Group I: will present Session V (Practice) Assessment tools assessing Resource capabilities
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Assessment requires social workers and clients to think about what they are doing in theoretical
and practical ways to organize their information into a usable format for planning. Clients
contribute to this process by offering their theories, interpretations, and feelings to the assessment.
Social workers contribute by integrating theoretical understanding, professional supports and
research information. Social Workers can enhance the assessment by keeping records.
!Assessment processes infuse professional theory and expertise into the work of social workers and
clients. Such processes are empowering to the extent that they contextualize the issues clients face
and locate resources to achieve goals. In contrast assessment processes that elevate the social
workers expertise or reduce client situations to stigmatizing labels undermine a clients progress.
!The organized description of client needs and resources that comes from assessment begins to
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frame the options that the partners have for development and change. Framing solutions takes
planning further. To Frame solutions, the partners articulate goals, focus on change, consider
multiple levels of intervention, and concentrate their energies toward the outcomes they seek
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Social work programs integrate content that promotes understanding, affirmation and respect for
people from diverse backgrounds. The content emphasizes the interlocking and complex nature of
culture and personal identity. It ensures that social services meet the needs of groups served and
are culturally relevant. Social work education programs integrate content about values and
principles of ethical decision making as presented in the NASW Code of Ethics
The educational experience provides students with the opportunity to be aware of personal
values, develop, demonstrate, and promote the values of the profession; and analyze ethical
dilemmas and the ways in which these affect practice, services, and clients
This presentation is to :
educate students to recognize diversity within and between groups that may influence
assessment, intervention, and research.
define, design, and implement strategies for effective practice with persons from diverse
backgrounds
educate students to identify how group membership influences access to resources, and
present content on the dynamics of such risk factors and responsive and productive
strategies to redress them.
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Group 3: will present Session 8 Human Behavior and the Social Environment
Because of the multisystem and interdisciplinary nature of social work, practitioners draw from
many diverse theoretical perspectives. These perspectives help practitioners understand the
dynamics of human behavior and the impact of the sociopolitical, economic, and physical
environments. Evidence-based practice models direct processes toward expected client outcomes.
To address the perceptions of clients situation, elements use by workers to determine and
apply theories, perspectives and models and orientations.
provide content on the reciprocal relationships between human behavior and social
environments.
include empirically base theories and knowledge that focus on the interactions between
and among individuals, groups, societies, and economic systems.
Include theories and knowledge of biological , sociological, cultural psychological, and
spiritual development across the life span;
Address the range of social systems in which people live individual, family, group,
organizational, and community and the ways social systems promote or deter people in
maintaining or achieving health and well-being.
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Programs provide content about the history of social work, the history and current structures of
social welfare services, and the role of policy in service delivery, social work practice, and
attainment of individuals and social well-being. Course content provides students with knowledge
and skills to understand major polices that form the foundation of social welfare; analyze
organizational, local , state, national, and international issues in social welfare policy and social
service delivery; analyze and apply the results of policy research relevant to social service
delivery; and understand and demonstrate policy practice skills in regard to economic, politically,
and organizational systems, and use them to influence, formulate, and advocate for policy
consistent with social work values; and identify financial organizational administrative, and
planning processes required to deliver social services
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ASSIGNMENT 4
Reflection papers
Due as indicated in the course outline
!A Reflective Paper is a piece of writing that involves your
knowledge about a particular subject.
The
goal is to not only discuss what you learned from a reading but to convey the personal experiences you
have had related to what you know and what you need to know or what is missing from the information
you have read. The significance of writing a reflective paper is that you have a chance to reveal and talk
about your personal insight on a topic. A reflective essay is used as a self-assessment measure of sorts; it
allows you to address what you have gained from your academic experience as a BSW student.
!A reflective essay concentrates on your ideas and reflections about a topic; however, you want to show
why the points you are making are valid. To do so, any information that led to your conclusions should
be included in the paper as a reference.
!As in any other paper or essay, strive for cohesiveness; for example, refer to the specific passage or quote
the material that drew this feeling, reflection or analysis from you and why. Do not simply summarize
what you have read or viewed; a reflection is not a summary. It is also recommended to not use a
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reflection paper as a free flow of ideas and thoughts. Again, the idea of a reflective paper is to write a
description of your reaction and analysis. Comment on the relevance of what you have read or viewed and
its application to practice. It is more formal than a journal entryso steer clear of informal language and
form.
There are 5 reflection papers due in this course.
Each paper will have a point value of __.
You will write a 1-2 page paper in which you discuss the major ideas of the reading and
your assessment of the information and come prepared to discuss your assessment in class.
Your reflection must include all of the articles assigned for the designated sessions.
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COURSE RUBRICS
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RUBRIC
MAJOR PAPER
P o i n t s Points
Available earned
Psycho-social assessment
Include explanation of at-risk group membership; ethical dilemmas
Theoretical Framework
Discuss theories utilized in assessment
Treatment Plan/Intervention
Include empirical basis of intervention
Evaluation of Practice
Include empirical research to demonstrate effectiveness; discus dilemmas
related to service delivery.
Total
35
/35
NOTE: Structure of the paper, spelling, and grammar will be taken into account.
Structure 5; spelling -1 for each misspelled word; grammar -1 for each error
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Name_________________________________________________
Date_______
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Group
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Topic
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Basis for Grade
P o i n t s Points
Available
Earned
5
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Provides handouts
Identify something new you learned
from the information presented
Comments
1
1
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Total
25
/25
Additional comments
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Please note do NOT provide points.
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Presentation Rubric SW 4997 Integrative Seminar: Final Score Sheet (faculty)
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Name_________________________________________________
Date_______
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Group
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Topic
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Evaluator Signature: ________________________________________________________________
P o i n t s P o i n t s Faculty F i n a l
Available earned/class evaluation p o i n t s
evaluation
earned
Style
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Demonstrates knowledge of
topic, accuracy,
thoroughness
Engagement
Demonstrates understanding
(answers questions, makes
connections, explain in own
words
Encourages class
participation
Provides handouts
Identify something new you
learned from the
information presented
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total
20
Portfolio Rubric
Student
Assessment
Picture on cover
Cover Page
Submission letter
Table of contents
Introduction
Points
available
Points
achieved
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5
Resume
Personal statement
10
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Appendixes
Letters of references (3)
Personal Learning over
next 5 years
Licenses
Transcripts
Course syllabi
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5
Overall structure
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Spelling
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grammar
Total
30
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Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error.
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Bibliography
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*Appleby, G.A., Colon, E. & Hamiliton, J. (2002). Diversity, oppression and social functioning: personin-environment assessment and intervention. Needham Heights, MA: Allyn and Bacon.
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Ashford, J., Lecroy, C., & Lortie, K. (2001). Human behavior in the social environment: A
multidimentsional perspective. (2nd edition). Belmont CA: Brooks /Cole.
Barret, B. & Logan, C. (2002). Counseling gay men and lesbians. Pacific Groves, CA: Brooks /Cole
*Bloom, M., & Klein, W.C. eds. (1997). Controversial Issues in human behavior and the social
environment. Needham Heights, MA: Allyn and Bacon.
!Carter, B. & McGoldrick, M. eds. (1999). The expanded family life cycle: individual, family, and social
perspectives. (3rd ed.). Needham Heights, MA: Allyn and Bacon.
Cournoyer, B. R. & Stanley, M. J. (2002). The social work portfolio: planning, assessing, and
documenting lifelong learning in a dynamic profession. Pacific Grove, CA: Brooks/Cole.
DeBord, K., Canu, R.F., & Kerpelman, J. (2002). Understanding a work-family fit for single parents
moving from welfare to work. Social Work, 45, 313-324.
*Dolgoff, R. & Feldstein (2000). Understanding social welfare. (3rd ed.). Needham Heights, MA: Allyn
and Bacon.
Hepworth, D., Rooney R. & Larson, J. (2004) Direct Social Work Practice: Theory and Skills (6th
edition). Pacific Grove CA: Brooks/Cole.
!Germain, C. & and Gitterman, A. (1996). The life model of social work practice. (2
nd
ed.). Columbia
University Press.
th
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Kirst-Ashman, K & Hull, G. (2004). Generalist Practice with Organizations and Communities. Chicago
IL: Nelson Hall Publishers.
*Lecroy, C.W. (1999). Case studies in social work practice. (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Lowenberg, F.M., Dolgoff, R., & Harrington, D. (2002). Ethical decisions for social work practice. (6th
ed.). Itasca, ILL: F.E. Peacock Publishers.
Marlow, C. (2001). Research Methods for Generalist Social Work. (3rd ed.). Belmont CA: Brooks/Cole.
*McInnis-Dittrich, K, Integrating social welfare policy and social work practice: an empowering
approach. (3rd ed.). Belmont, CA: Wadsworth.
Miley, K.K., OMelia, M. & DuBois, B. (2002). Generalist social work practice: an empowering
approach, (3rd ed.). Needham Heights, MA: Allyn and Bacon.
National Assosciation of Social Workers. (2002). Social work speaks: NASW policy statements (5th ed.).
Washington, DC: NASW Press.
Netting, F., Kettner, P., & McMurtry S. (2004). Social Work Macro Practice (3rd edition). Boston MA:
Allyn and Bacon.
Patterson, D.A. (2002). Personal computer applications in the social services. Needham Heights, MA:
Allyn and Bacon.
Books, Inc.
*Rivas, R.F. & Hull, G.H. (2002). Case studies in generalist practice. (2nd ed.). Belmont, CA: Wadsworth.
Royce, D. (1999). Research Methods in Social Work (3rd edition). United States, Wadsworth .
!Sheafor, B.W., & Horejsi, C.R. (2003). Techniques and guidelines for social work practice. (6
th
ed.).
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Unrau, Y., Krysik, J., & Grinnell, R. (2001). Social Work Research and Evaluation: Quantitative and
Qualitative approaches. (6th edition). United States: Peacock.
Weinbach, R. & Grinnell, R. (2004). Statistics for Social Workers (6th edition) .Needham Heights, MA:
Allyn and Bacon.
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Web Sites
!Code of Ethics of the National Association for Social
Workers (approved by the 1996 NASW Delegate
Assembly and revised by the 1999 NASW Delegate Assembly) http://www.naswdc.ort/pubs/code/asp
!Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs at
http://www.cswe.org
!Social Work Caf at http://www.geocities.com/Heartland/4862
!The New Social Workers online Career Center at http://www.socialworker.com
!* Coursepak Readings.
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