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GALLAUDET UNIVERSITY

DEPARTMENT OF SOCIAL WORK


SWK 436: Practice with Groups and Families
Fall 2015 (3 Credit Hours)

Professor: Kota Takayama


Course Meets: Tuesdays/Thursdays: 2PM-320PM
Office Hours: Mondays/Tuesdays/Wednesdays:10AM-1PM
Other times by appointment: VP, Google Chat
E-mail: Kota Takayama
Video Phone: 202-618-6859
Office Location: HMB S337C

COURSE DESCRIPTION

This is the third of five courses in the social work practice sequence. Its prerequisites are SWK:
203 Field of Social Work; SWK 307: Human Behavior and the Social Environment; SWK 335: Social
Work Practice I-Individuals; and SWK 337: Case Management.

The course examines generalist social work practice for working with families and groups. The first six
weeks of the course examine social work practice with groups. Rather than approaching instruction
related to group practice with an orientation toward group therapy and an emphasis on a theoretical
approach to group work, students are taught how to lead socially diverse groups. Therefore, primary
attention is given to open-ended groups focused on change orientation, support, and self- help for
vulnerable populations.

The final weeks of the course are focused on multiple approaches for helping family systems. Throughout
Part II of the course the term family work will be used broadly to include any type of social work with
parts of the family system rather than the various models of family therapy. Family interventions are
therefore taught from a perspective that examines the entire range of family systems and subsystems that
include dyads, triads as well as individuals whose membership in the family unit may present concerns
for the system in its entirety. Additionally, the principles of assessment, planning, direct/indirect actions,
evaluation and termination are applied to family systems.

This course is also integrated with SWK 484: Social Work Practicum I-Internship and students bring
case material from their internship associated with client (individual) concerns that impact family
functioning.

Core Competencies and Practice Behaviors


2.1.2 Competency: Apply social work ethical principles to guide professional practice.
Practice Behaviors:
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● Recognize and manage personal values in a way that allows professional values to
guide practice *
● Make ethical decisions by applying standards of the National Association of Social
Workers Code of Ethics
● Tolerate ambiguity in resolving ethical conflicts
Demonstrate effective oral and written communication skills working with families and groups.
2.1.4 Competency: Engage diversity and differences in practice.
Practice Behavior:
● Recognize the extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power
● Recognize and communicate an understanding of the importance of difference in shaping
life experiences

2.1.6 Competency: Engage in research-informed practice and practice-informed research.


Practice Behavior:
● Use research evidence to inform practice
2.1.7 Apply knowledge of human behavior and the social environment
● Utilize conceptual frameworks to guide the process of assessment and intervention
● Critique and apply knowledge to understand person and environment

REQUIREMENTS
Required Text
Yanca, S. & Johnson, L. (2009). Generalist Social Work Practice with Groups.
Boston, MA: Pearson- Allyn & Bacon Publishers.
Corcoran, J (2009). Groups in Social Work A Workbook. Boston, MA: Pearson-
Allyn & Bacon Publishers. No longer required. we will use material from the workbook
through the library.
Yanca, S. & Johnson, L. (2008). Generalist Social Work Practice with Families.
Pearson-Allyn & Bacon Publishers.
Garcia, C. (1997). The Aguero Sisters. New York, Random House Publishing

ATTENDANCE: No unexcused absences will be accepted and prior approval must be obtained
if there is a need to miss class. The final grade will be reduced if there are unexcused absences.
The final grade of less than “C” in this course will result in the students re-taking the course or
discontinuing in the major.

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Credit hour policy: a three credit hour traditional in-class course, students spend 150 minutes in
class per week for 15 weeks, resulting in 37.5 contact hours for the semester. Students are
expected to engage in reading and other assignments outsides of class for at least 5 hours per
week, which adds up to 75 hours. These two sums should result in total student engagement time
of 112.5 hours for the course. Please plan accordingly.
Grading Policy
Group Workbook: 10%
Research Paper on Family Issues 15%
Group Facilitation and process recording 10%
Quiz: 20%
Ethical Decision Making 15%
Family Assessment 30%
Assignments will not be accepted after the due date
Grade Conversion:
A 93 and above
B+=87-89
B=83-82
B-=80-82
C+=77-79
C=73-76
C-=70-72
D=67-69

Civility: To ensure that peers and the professor are valued and respected texting during class is not
permitted. Students are expected to leave class if texting is necessary. The professor reserves the right to
ask students who text during class to leave.

Academic Integrity & Honesty Policy


The Gallaudet University Undergraduate Catalogue has an academic honesty policy which all
students should be aware of. This policy can be found at
http://admissions.gallaudet.edu/catalog/06-07/06-07_academic_information_updated.pdf under
Academic Honesty Policy. Be aware that if a student is discovered doing unethical practices such
as cheating on exams, providing false information or other unethical actions as indicated in the
University Integrity & Honesty policy, your professors have the right to give a failing grade for
the particular assignment or course, and/or recommend dismissal.
In particular, Social Work majors are expected to uphold and demonstrate knowledge of and
commitment to the social work values, standards and ethics of the profession as well as adhere to
the Code of Ethics set in motion by the National Association of Social Work. Social work majors

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are expected to exhibit academic honesty and understand that plagiarism (using other’s ideas and
words without acknowledging the source of information) and cheating are prohibited. Be sure
and review the section on Academic Honesty in your BA Social Work Student Handbook
American with Disabilities Act (ADA): Academic accommodations will be made in accordance
with the ADA for students with disabilities. The ADA upholds and extends the standards for
compliance set forth in Section 504 of the Rehabilitation Act of 1973 to employment practices,
communication, and all policies, procedures, and practices that impact the treatment of students
with disabilities.
A Word About Potentially Sensitive Course Content:
Social work education prepares students for professional practice with populations at risk and
those who may present with a variety of difficult life experiences. Many of us have had some
difficult life experiences as well. At times, content from social work classes and internship
experiences may be emotionally difficult for individual students, particularly when they may
have similar personal life experiences. The NASW Code of Ethics indicates that social workers
should not let their own unresolved issues interfere with their professional judgment and
responsibilities. Thus, social work students are encouraged to seek professional help to address
personal challenges, especially when they find social work education content distressing. The
Gallaudet University Counseling and Psychological Services (CAPS) center can provide direct
services and referrals to community
providers. http://www.gallaudet.edu/counseling_and_psychological_services.html. Students are
encouraged to speak with their respective course instructors should they be concerned about
personal reactions to certain content areas.

The instructor reserves the right to modify the syllabus, readings, assignments, and
requirements during the semester as deemed in the best interest of student learning
changes will be posted in Blackboard or PPT slides in class.

CLASS SCHEDULE
PART I: GENERALIST SOCIAL WORK PRACTICE WITH GROUPS
Class 1:
Practice with Groups: An Overview- The beginning phase of groups in relation to determining
appropriateness for individuals and the types of groups facilitated by generalist social workers. The

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session also examines the change phases of groups, i.e. identifying assets and the abilities or capacities of
participants.
Required Reading:
Yanca, S. & Johnson, L. (2009). Generalist Social Work Practice with Groups
Pearson-Allyn & Bacon Publishers.
Chapter 3: The Change Process with Individual Groups
Class 2:
Types of Groups: Groups are examined form a perspective that considers their categories and purpose as
well as the process of group assessment and planning. Students discuss their personal participation in
various groups (study, social, class, etc.) and describe the groups purpose strengths, challenges, and tasks.
Required Reading:
Yanca, S. & Johnson, L. (2009). Generalist Social Work Practice with Groups
Pearson-Allyn & Bacon Publishers.
Chapter 4: Change Process with Groups

Class 3:
Group Formation: Emphasis is placed on preparing to group sessions and the process of making sessions
goal oriented. Additionally, the phases of the groups are discussed in terms of techniques used to move
the groups smoothly through each phase.
Required Reading:
Yanca, S. & Johnson, L. (2009). Generalist Social Work Practice with Groups
Pearson-Allyn & Bacon Publishers.
Chapter 5: Interaction and Engagement with Groups

Corcoran, J (2009). Group in Social Work: A Workbook. Pearson-Allyn & Bacon


Publishers.
Chapter 2: Types of Groups- questions 2.1; 2.2; 2.3 & 2.5
Class 4:
Change Oriented Groups: Discussion shifts to a practical practice based approach to facilitating groups,
beginning with the assessment phase. Specific attention is given to a group planning schema, the
orientation of participants to the group process, and the work phase of the group.
Required Reading:
Yanca, S. & Johnson, L. (2009). Generalist Social Work Practice with Groups
Pearson-Allyn & Bacon Publishers. Chapter 6: Change oriented Groups

Class 5: Setting up Groups: Using the required workbook students complete multiple exercises
that increase their understanding of group formation. Students also begin to identify
opportunities for facilitating a group in the internship setting.
Required Reading (Class 5):
Corcoran, J (2009). Group in Social Work: A Workbook. Pearson-Allyn & Bacon
Publishers.
Chapter 3: Setting up Groups
Class 6:
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Self-Help Groups: Groups focused on providing assistance with coping with difficulties and
bringing change through self-disclosure and support examined. This type of group is discussed in
relation to its purpose and the tasks of assessment and planning.
Required Reading:
Yanca, S. & Johnson, L. (2009). Generalist Social Work Practice with Groups
Pearson-Allyn & Bacon Publishers.
Chapter 7: Support and Self-Help Groups
Class 7:
QUIZ- Multiple Choice on chapters 3,4, 5, & 6 of the Yanca and
Johnson book
Class 8:
Growth and Development Groups: Groups with the primary function of promoting healthy living
are compared with change oriented groups in the context of assessment and planning. Groups are
also examined from a perspective that considers the significance of diversity and differences
among participants.
Required Reading:
Yanca, S. & Johnson, L. (2009). Generalist Social Work Practice with Groups
Pearson-Allyn & Bacon Publishers
Chapter 8: Growth and Development Groups

Class 9:
Groups: Beginnings and Endings: Using workbook exercises and student experiences of group
facilitation in the internship, students discuss goal setting and solution focused interventions
Required Reading:
Corcoran, J (2009). Group in Social Work: A Workbook. Pearson-Allyn & Bacon
Publishers.
Chapter 8: Beginning the Group-question
Chapter 9: Techniques for Working with Mandated Groups-
Questions 9.2; 9.3; 9.4; & 9.5
Class 10:
Prevention Groups: A variety of groups, e.g. health education and drug prevention are examined.
The group process is discussed in terms of strategies for orienting participants, setting the agenda,
and determining activities.

Required Reading:
Yanca, S. & Johnson, L. (2009). Generalist Social Work Practice with Groups
Pearson-Allyn & Bacon Publishers.
Chapter 9: Prevention Groups
Classes 11- 13 :
Group facilitation: Students facilitate growth and development, support, and educational groups
using peers as participants. Each student is given 30 minutes to facilitate a small group using the

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strategies discussed in the required text and lectures and to write a group process recording (use
the format provides on page 911 of the syllabus for writing the process recording). Three class
sessions are used for the activity, students use the scenarios provided by the professor.

Class 14:
Ethics and Social Work Practice with Families: The class session examines multiple models of
ethical decision making in the context of utilitarian, universal, and absolute thinking perspectives.
Students discuss experiences with clients, observations in the agency setting, and personal
perspectives that strengthen their understanding and ability to use ethical reasoning, specifically
with culturally diverse populations. The assignment outlined on page 911 is also completed.
Required Reading:
Mattison, M. (2000). Ethical decision making: The person in process. Social
Work, 45 (3), 201-212. Article can be found in Ebscohost

Fame, M. & Williams, C. (2005). A model of ethical decision making from a


multicultural perspective. Counseling and Values, 49(3), 165-179.
Article can be found in Ebscohost

PART II: FAMILIES AS A SOCIAL SYSTEM AND GENERALIST


PRACTICE
Class 15:
The History of Practice with Families: Social work’s history as it relates to practice with
families is briefly reviewed, from the settlement period through the contemporary period.
Generalist practice with families is also examined from a systems perspective and includes a
discussion of systems concepts, i.e. homeostasis, input and open systems.
Required Readings:
Yanca, S. & Johnson, L. (2008). Generalist social work practice with families.
Pearson-Allyn & Bacon Publishers.
Chapter 1: Generalist Practice with Families
Class 16:
Families and Diversity: Diversity in the context of human experiences based on gender, ethnicity, and
disability are examined. Students use a schema for studying families from diverse groups and apply the
schema to their family in relation to cultural patterns, communication, and traditional coping patterns.
Required Reading:
Yanca, S. & Johnson, L. (2008). Generalist social work practice with families.
Pearson-Allyn & Bacon Publishers.
Chapter 3: Diversity Competent Practice with Families

Jackson, K. & Samuels, G. (2011). Multiracial Competence in social work:


Recommendations for culturally attuned work with multiracial people. Social Work,
56 (3), 235-245. Article can be found in Ebscohost

Class 17:

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Engaging the Family: Multiple aspects of the worker-client relationship are discussed. The process of
engagement is examined in terms of family communication patterns and methods of interviewing learned
in SWK 335: Practice I are reviewed.
Required Readings:
Yanca, S. & Johnson, L. (2008). Generalist social work practice with families.
Pearson-Allyn & Bacon Publishers.
Chapter 4: Interaction and Engagement with Families
Begin reading the book : Garcia, C. (1997). The Aguero Sisters. New York, Random House Publishing if
not done so already.

Class 18:
Family Assessment: Students are introduced to a schema for assessment. Using history taking,
relationship building and interviewing skills class participants evaluate the family in the context of
diversity, strengths, concerns and functioning. Genograms and eco-maps are also used as a method for
assessment.
Required Reading:
Yanca, S. & Johnson, L. (2008). Generalist social work practice with families.
Pearson-Allyn & Bacon Publishers.
Chapter 5: Family Assessment
Class 19:
Goals and Objectives as an Aspect of Assessment: The process for establishing a plan of action with the
family system is discussed. Using required readings and case examples students develop a family plan of
action that considers the needs of the family subsystems.
Required Reading:
Yanca, S. & Johnson, L. (2008). Generalist social work practice with families.
Pearson-Allyn & Bacon Publishers.
Chapter 6: Planning with Families
Class 20:
Family Crisis/Recognizing and Responding: Strategies for crisis intervention are examined.
Specifically, those associated with supportive interventions, activities and mediation are applied
to case situations.
Required Reading:
Yanca, S. & Johnson, L. (2008). Generalist social work practice with families.
Pearson-Allyn & Bacon Publishers.
Chapter 7: Direct Practice Action with Families (pages 200-212)
Chapter 8: Indirect Practice Actions with Families
Class 21:
Evaluation and Termination: Methods for evaluating outcomes acquired in SWK 337: Case
Management, are applied to family interventions. The final phases of the worker-family
relationship are also discussed in the context of disengagement, stabilization, and

Required Reading:
Yanca, S. & Johnson, L. (2008). Generalist social work practice with families.
Pearson-Allyn & Bacon Publishers.

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Chapter 9: Evaluation and Termination with Families (pages 240-252)

QUIZ: Multiple Choice on Chapters 3-8 (11/4/14)


Class 22:
Family Systems and Culture: Discussion of the fictional novel, The Aguero Sisters.
Required Reading:
Garcia, C. (1997). The Aguero Sisters. New York, Random House Publishing

Class 23:
Direct Practice with Parents: The phases of assessment, intervention and evaluation applied to practice
with couples are used for the assessment of parental concerns. Additionally, students using case material
examine issues parents bring to the helping relationship.
Required Reading:
Yanca, S. & Johnson, L. (2008). Generalist social work practice with families.
Pearson-Allyn & Bacon Publishers.
Chapter 11: Generalist Practice with Parents
Class 24:
Direct Practice with Parent-Child Systems: The class lecture draws attention to the distinctions
between direct practice with parents and that with parent-child dyads. Discussion further
examines the crisis that can be experienced in the parent child system and the social work
response as it relates to direct and indirect actions.
Required Reading:
Yanca, S. & Johnson, L. (2008). Generalist social work practice with families.
Pearson-Allyn & Bacon Publishers.
Chapter 12: Parent-Child Subsystems
Class 25:
Generalist Practice with Siblings: The class session offers an examination of parenting practices
and strategies for promoting and reinforcing good parenting skills. Practice settings and
interventions are also discussed and students apply family interventions to practice situations.
Required Reading:
Yanca, S. & Johnson, L. (2008). Generalist social work practice with families.
Pearson-Allyn & Bacon Publishers.
Chapter 13: Practice with Children

QUIZ- Multiple Choice on Chapters 10-13

No Classes Happy Thanksgiving! Travel safely


Class: 26-28: Two –three class sessions are devoted to presentations related to family issues.
Students are assigned topics, complete a paper, and give a presentation. If presentations run long
we may meet test week to complete the work.

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ASSIGNMENTS WITH CORRESPONDING COMPETENCIES AND PRACTICE
BEHAVIORS.
Notice: Assignments are not accepted after the agreed date.

Group Process Recording: Submit to the professor

2.1.3 Competency: Apply critical thinking to inform and communicate professional judgments.
Practice Behaviors:
Demonstrate effective oral and written communication skills working with families and groups.

1. What were the goals of the group? How clearly were they stated? How were they
accomplished?
2. How did you prepare for the group meeting?
3. How would describe the attitude of the group? How did you promote participation and provide
a safe environment for group members?
4. What did you learn as the leader or observer of the group experience?
5. What activities were included for participants?
6. Discuss the beginning, middle and end stages of the group
7. What were the strengths of the group?
8. What areas of growth or improvement would you recommend for the group?

Ethical Decision Making

2.1.2 Competency: Apply social work ethical principles to guide professional practice.
Practice Behaviors: Recognize and manage personal values in a way that allows professional values to guide
practice. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics.
Tolerate ambiguity in resolving ethical conflicts

Apply concepts discussed in Class 15 Ethics and Social Work Practice with Families to respond
the following questions:
1. Review the case illustration on page 166 of the required reading. Would you go home with the
student? Why or why not? (Refer to the required reading; A Model of Ethical Decision Making
from a Multicultural Perspective by Frame, M. & Williams, C.)

2. Which of the ethical principles defined in the article guides your decision i.e. utilitarianism,
ethical relativism, or the absolutist perspective? (Refer to the required reading; A Model of
Ethical Decision Making from a Multicultural Perspective by Frame, M. & Williams, C.)

3. Refer to the National Association of Social Workers Code of Ethics and identify the standard
that will further guide your decision in the context of the dual relationship in the Maria Elena
Gutierrez case (specify the standard).
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4. Discuss your cultural beliefs in the context of your ethnicity and family values. How would
your family values influence on your decisions related to Maria Elena Gutierrez?
2.1.4Competency: Engage diversity and differences in practice. Practice Behavior: Recognize the extent to which a
culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. Gain
sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups

Case Example: You have been working with a 15-year old African-American male for the fall
semester of your internship. The two of you have established several goals. You are going to
help him develop better study habits by developing a study schedule; assist him with finding a
volunteer experience that satisfies requirements for high school graduation; and teach anger
management skills using games that have been recommended by your supervisor. After working
with the 15 year old for several weeks he informs you that he is gay and wants to come out to his
parents. He further reveals that his father will not take the news well and there is a possibility
that his dad will put him out of the home.
Although you don’t discuss your views with the student about sexual orientation, your personal
belief is, he’s much too young to make a decision about sexual orientation and further more
sexual orientation is a choice this kids should not make if it means being gay.
The student asks for your advice.

1. Discuss African-American cultural values associated with sexual orientation (use one
reference).
2. How are African-American values the same or different from the dominate societies?
3. What is an ethical dilemma for you given your personal values and beliefs about sexual
orientation?
4. How can your values, prejudices, and prejudgments influence your response to the student?
5. How will you advise the student given the competing values (yours, the student’s and the
family’s)?
All students must be prepared to briefly share their responses to each question in class and
submit their paper for grading (papers that are not 1-2 pages a fully double spaced with 12 point
font will be returned for correcting) Use the grading rubric, below, as a guide for completing
this assignment

Family Assessment

Using the novel “The Aguero Sisters” write a family social history for Constancia Cruz that
includes Reina, Isabel, Silvesta, Heberto & Gonzalo as well as the extended family (parents &
uncles, great grandparents). You will also need to complete an eco-map that reflects the
relationships between Constancia and her family. Refer to Chapter 5 Assessment for guidelines
to write the family history and follow the format on pages 134-139. Use the grading rubric, below,
as a guide for completing this assignment

Schema for Development of Family Social History


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2.1.3 Competency: Apply critical thinking to inform and communicate professional judgments.
Practice Behaviors: Analyze models of assessment, prevention, intervention, and evaluation

I: Identifying Information
a) Names and birth dates of family members also dates of deaths and cause of death
b) Number of marriages (dates of marriage and divorces if available) and identify of spouse or
former spouse. Also describe the relationship between client (Constancia) and spouse/former
spouse
c) Ethnicity, religion and cultural background
d) Languages spoken (Give the meaning of a minimum of 10 words used in Constancia’s first language)

2.1.3 Competency: Apply critical thinking to inform and communicate professional judgments.
Practice Behaviors:
Analyze models of assessment, prevention, intervention, and evaluation

II: The Family as a System: Family Structure


a) Identify all persons within the functioning family system. Include members of the extended
family and non-related persons if they function as part of the system. Describe each person
b) Describe relationships with subsystems and functioning of the martial, childhood and early
adulthood parental, sibling subsystems.
c) Family cohesiveness-describe the manner in which the family maintains its system, boundary,
and relatedness, e.g. connectedness and separation among members. Describe the emotional
climate.
d) The family environment-describe
1. Living situation
2. Socioeconomic status
3. Extended family involvement, describe their strengths, resources, and responsibility

2.1.4 Competency: Engage diversity and differences in practice.


Practice Behavior:
Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or
enhance privilege and power
Recognize and communicate an understanding of the importance of difference in shaping life experiences

III: Diversity
a) Discuss the importance of cultural and ethnic identification
b) Discuss other diversity factors (views on healing, alternative spiritual practices, describe 1-2
practices or beliefs).
c) Describe a minimum of 5 meals that are native to Constancia’s home land
d) Discuss a minimum of three Latino cultural values reflected in the story

2.1.3 Competency: Apply critical thinking to inform and communicate professional judgments.
Practice Behaviors:
Analyze models of assessment, prevention, intervention, and evaluation
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IV: Discuss the family history in the homeland (Cuba)
a) Describe the experiences of the family in the U.S. and Cuba
b) Describe the circumstances that resulted in migration
c) Describe the socioeconomic status. You will also need to discuss your perspectives on Latino
families in relation to existing bias or inaccurate information
d) Discuss the usual methods of family coping (sibling, parents, niece, children, etc.)

2.1.7 Competency: Apply knowledge of human behavior and the social environment. Practice Behavior: Utilize
conceptual frameworks to guide the process of assessment. Critique and apply knowledge to understand person and
environment

V: Family Development
a) Discuss the influence of Latin culture on the family system
b) Discus significant events in the life of the family
c) Construct an eco-map

2.1.7 Competency: Apply knowledge of human behavior and the social environment. Practice Behavior: Utilize
conceptual frameworks to guide the process of assessment. Critique and apply knowledge to understand person and
environment
VI: Strengths and Challenges
Discuss the strengths and challenges for Constancia in the context of her relationship with, Reina.

Family Issues: A Research Paper and Power Point Presentation


2.1.3 Competency: Apply critical thinking to inform and communicate professional judgments.
Practice Behaviors: Distinguish, appraise, and integrate multiple sources of knowledge, including research based knowledge,
and practice wisdom. Analyze models of prevention, and intervention. Demonstrate effective written communication skills
working with families. 2.1.6 Competency: Engage in research-informed practice and practice-informed research.
Practice Behavior: Use research evidence to inform practice
Instructions: You are to write a paper that is no more than 3- 4 pages in length that includes the following:
1. Introduction
2. Discussion of the selected family problem
3. Brief discussion of the problems prevalence
5. Discussion of its impact on the family, emotionally, economically, and /or socially
6. Discussion of resources that support the family e.g. counseling, support groups, crisis intervention, peer
counseling, rehabilitation, etc.
7. Summary and Recommendations

Your paper must include a minimum of 4 references from different peer reviewed journals, preferably
social work journals. It must also use APA style for referencing. Please note if your paper is not written
correctly using APA or if it does not correctly use English mechanics (correct sentence structure, correct
selection of words, correct verb tense and subject verb agreement) it will be returned. This paper must
also be well organized and fully examine issues 2-6. It is strongly suggested that you use the University
writing support services if writing is challenging.

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8. Each student will be given 15 minutes to make a power point presentation. Pls. Arrive to class with
data on usb or your cloud, and prepare to upload your power point before class begins.
Sexual abuse Domestic violence Poverty and female headed Teen drug use
households

Teen pregnancy Grandparents raising children Homelessness Alcoholism

Blended Families Teen violence Divorce Juvenile Delinquency

Ethical Decision Making Rubric


Short Paper 1-2 pages (double spaced)
2.1.2 Competency: Apply ethical
principles.
The selected ethical perspective is
unrelated to the case and there is no
There is no identification of an ethical
perspective.
Points Awarded:
Practice Behaviors: Recognize and evidence from the reading to support the
manage personal values; make ethical view.
decisions, apply NASW Code of Ethics,
& tolerate ambiguity to resolve ethical
conflicts.

The paper correctly identifies and ethical


perspective and the perspective is
supported by the readings (utilitarianism,
ethical relativism, etc…
3

2
1
Makes ethical decisions and applies The code of Ethics citation is unrelated to There is no reference to the NASW Code
NASW Code of Ethic. dual relationships of Ethics
A standard from the NASW Code of
Ethics related to dual relationships is
correctly identified

3 2 1
Gain sufficient self-awareness to ● The discussion of family ● There is no discussion of any
eliminate the influence of personal biases values is unrelated to own family values, one’s own or
and values in working with diverse ethnicity those of other ethnic groups
groups. ● Does not demonstrate an ● There is no discussion related
ability to identify own family to the influence of one’s own
● Identifies Family Values that values derived from ethnicity, ethnic family values on the
are derived from own ethnic but discusses Latino family decision
background values. As a result there is an
inadequate discussion of the
● Provides a discussion related influence of one’s own values
to the influence of private on decision making
ethnic values on the decision

3
2
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1

2.1.4 Competency: Engage diversity and There is a reference, but unrelated to There is no discussion of ethnicity and
differences in practice. Practice values or beliefs related to sexual beliefs/values
Behavior: Recognize the extent to which orientation.
cultures and values oppress; gain
awareness to eliminate influence of
personal biases

For the case of the 15 year old African


American male: The selected reference
describes cultural values related to sexual
orientation

1
3

2
Uses references to describe differences in Provides a discussion of differences, There is no discussion of
beliefs/values support based on references is omitted. differences/sameness in beliefs/values

2 1
3
Identifies an ethical dilemma based on Does not discuss an ethical dilemma, but Does not identify a personal dilemma
personal values prejudices, and describes personal values, prejudices, and
prejudgment about sexual orientation. prejudgment about sexual orientation.

3 2
1
Offers advice that considers societal, The Advice only considers personal There is no evidence that a response was
African American, and personal values. opinions. given.

3 2 1

Possible Score: Total Points:


A 20-21 C+ 12-13
A- 18-19 C 10-11
B+ 16-17 D+ 8-9
B 14-15 D 6-7
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Grading Rubric for Family Assessment

2.1.3 Competency: Apply


critical thinking to inform and
All of the identifying
information for at least one
All of the identify information
for two family members is
All of the identifying
information for more than two
Points:
communicate professional family member is missing missing. family members is missing.
judgments. Practice Behavior
● Analyze models of
assessment,
prevention,
intervention, and
evaluation
● Demonstrate
effective oral and
written
communication skills
working with
families and groups.

Identifying Information:
Includes all information for
Constancia, Reina, Isabela,
Dulcita, Silvesta, Herberto,
Gonzalo, Jose Fuerto, and
grandparents
4

3 2 1
2.1.3 Competency: Apply There is a description of the The description does not fully The description of family
critical thinking to inform and family functioning, but it is describe the functioning of functioning is not detailed or
communicate professional limited to only the relationships nuclear and extended family. omits several nuclear/extended
judgments. Practice Behavior between three or four members Information is limited to only family members or there is no
● Analyze models of rather than all or there is one or two members. There is information related to the
assessment, inadequate information related to no information related to the positive characteristics of each
prevention, the positive characteristic of positive characteristics of each individual.
intervention, and each individual. individual.
evaluation
Family Structure: There is a
description of the family that
fully describes its functioning
and includes immediate as well
as extended family, e.g. siblings,
parents and children, spouses,
grandparents, and significant
others. The description provides
information related to the
positive characteristics of each
individual

16  

 
3
2 1
Family Structure: The There is a discussion of family There is a limited discussion of The discussion of cohesiveness
cohesiveness of the family is cohesiveness, it incorrectly family cohesiveness and it omits in omitted
discussed. The description describes either family a discussion of boundaries,
demonstrates an understanding boundaries or relatedness or relatedness, and emotional
of systems and family omits a discussion of the climate.
assessment by the descritions of families emotional climate.
family boundaries, relatedness,
and emotional climate.

4
3
2
1
Family Structure: The family The assessment does not fully The assessment does not provide The assessment omits a
environment both nuclear and describe the environment for a detailed description of either discussion of the family
extended are fully described to extended family and only the nuclear or extended family environment.
include a description of the describes the nuclear. There is (both are missing). There is a
living situation and an insufficient discussion of the discussion of living environment
socioeconomic status living environment and and socioeconomic, but the
socioeconomic status of both assessment does not clearly
nuclear and extended family identify the family members.
4 3 2

1
2.1.4 Competency: Engage The meaning of 8-9 words used The meaning of 6-7 words used Five or less words used in
diversity and differences in in Constancia’s first language in Consancia’s first language, Constancias’ first language are
practice. Practice Behavior: are defined are defined. defined.
● Redognize the extent
to which a culture’s
structures and values
may oppress,
marginalize, alienate,
or create or enhance
privilege and power
● Recognize and
communicate an
understanding of the
importance of
difference in shaping
life experiences
Diversity: The meaning of 10
words used in Constancia’s first
language are defined.
4

17  

 
3 2 1
The identify information The identifying information does The identifying information The identifying information does
described the ethnicity, religious, not distinguish ethnicity and lacks information about not include a discussion of
and cultural backgrounds of the cultural backgrounds for both ethnicity, religion, and culture ethnicity, religion and cultural
nuclear and extended family the nuclear and extended family. for either the nuclear or extended background for the nuclear and
4 It identifies the diversity of
religious practices
family. extended family

3
2 1
The importance of cultural and The importance of either cultural The importance of cultural and The assessment omits cultural
ethnic diversity is fully or ethnic diversity is described ethnic diversity is fully and ethnic diversity.
described. There are examples (not both). There are examples described. There are no
of each. of either culture of ethnicity. examples of each.
4 3
2
1
Diversity is discussed, Either the discussion of healing There is limited discussion of The assessment omits discussion
specifically healing practices and practices or spiritual beliefs is healing practice or spiritual of healing and spiritual beliefs.
spiritual beliefs. One or two missing. One or two examples beliefs. There are no examples
examples of both are given. of both are not given given.
4 3
2 1
2.1.3 Competency: Apply There is a discussion of the The discussion of family and The discussion is limited or
critical thinking to inform and family and their experiences in their experiences in Cuba omitted.
communicate professional Cuba that resulted in their resulting that resulted in
judgments. Practice Behaviors: leaving the island. The migration are limited. Only two
● Analyze models of discussion is limited and does family members are discussed.
assessment, not examine the reasons for each
prevention, persons migration, Constancia,
intervention, and Reina, Isabela, Dulcita, &
evaluation Heberto.
Cuban Family History: There is
a discussion of the family and
their experiences in cuba that
rsulted in their leaving the
island, specifically Constancia,
Reina, Isabela, Dulcita, &
Heberto.
4

3 2
1
2.1.7 Apply knowledge of The eco-map and or genogram Either the eco-map or genogram Both the eco-map and genogram
human behavior and the social don’t include all nuclear and are missing. are missing.
environment. extended family members.
● Utilize conceptual
frameworks to guide
the process of
assessment and
intervention.
● Critique and apply
knowledge to
understand person

18  

 
and environment
Family Development: The eco-
map and genogram are correctly
designed and include all unclear
and extended family members.
4

3
2 1
2.1.3 Competency: Apply There are minimal errors in There are major errors in There are multiple errors,
critical thinking to inform and grammar, sentence structure, grammar, sentence structure, making it difficult to understand
communicate professional word selection or spelling. The word selection or spelling. The the assessment. Re-writing the
judgments. Practice Behavior: assessment is not well organized assessment is disorganized and paper with support from the
● Demonstrate and it is difficult to fully difficult to understand. writing center may be
effective oral and understand the written recommended.
written communication.
communication skills
working with
families and groups.
There are no errors in grammar,
sentence structure, word
selection, or spelling. It is also
extremely organized.
4

3 2
1

Possible Points: Points Total:


A 38-44
B 31-37
C 24-30
D 17-23

GU

UG
Course Student
Learning Outcome Learning Assessment Tools Program SLO SLO
Opportunity

19  

 
GU

UG
Course Student
Learning Outcome Learning Assessment Tools Program SLO SLO
Opportunity

Apply social work Annotated Assignment Apply social work 1, 2, 3, 4


ethical principles to Bibliography ethical principles to
Rubrics
guide professional guide professional
Assignment
practice (see above) practice
Literature Review

Engage diversity Annotated Assignment Engage diversity 1, 2, 4


and difference in Bibliography and difference in
Rubrics
practice practice
Assignment
(see above)
Literature Review

Engage in research- Annotated Assignment Engage in research- 1, 2, 4


informed practice Bibliography informed practice
Rubrics
and practice- and practice-
Assignment
informed research (see above) informed research
Literature Review

Apply knowledge Annotated Assignment Apply knowledge 1, 2, 4


of human behavior Bibliography of human behavior
Rubrics
and the social and the social
Assignment
environment (see above) environment
Literature Review

20  

 
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