This course examines methods of community development for a diverse democracy. It assesses the ways in which people join together, take initiative, and develop community-based programs, with or without assistance by outside agencies. It analyzes core concepts of community development, steps in the process, and perspectives on future practice in a society which values diversity as an asset.

The course assumes that community members are active participants and competent citizens who mobilize resources and build upon strengths, rather than problems in society or passive recipients of services. Emphasis is placed on increasing involvement of traditionally underrepresented groups in economically disinvested and racially segregated areas.

The course will draw upon best practices and lessons learned from community-based initiatives involving education, environment, health, housing, and neighborhood revitalization, in addition to social work, public health, urban planning, and related fields.

Course Objectives

• Understand the changing context and core concepts of community development in a diverse democratic society.
• Recognize alternative concepts of community as pluralist and multicultural units of solution.
• Develop knowledge of steps in the process, e.g., bringing people together, assessing community conditions, building organizational capacity, making action plans, increasing intergroup dialogue.
• Critically assess case studies and lessons learned from community-based practice.
• Identify issues of underrepresented groups in economically disinvested and racially segregated areas.
• Examine questions of ethics and values arising in the field.

Course Design

Responsibilities include readings, participation in discussions, written assignments, and individual and group exercises related to course objectives. Community collaborators and resource persons will address specific topics in areas of expertise.

Relationship of Course to Curricular Themes

Multiculturalism and Diversity:

Students will identify ways in which community development can address race, ethnicity, class, gender, age, sexual orientation, and other forms of stratification of inequality.

Social Justice and Social Change:

Emphasis is placed on how community development can strengthen social change and social justice through community building in economically disinvested and squirted areas.

Promotion, Prevention, Treatment, and Rehabilitation:

The course will focus on how to prevent social problems and promote healthier communities rather than to take the frequent common curative model approach

Behavioral and Social Science Research:

Relevant research and best practices from diverse social science disciplines and professional fields will contribute to understanding of empirically-based practice.

Course Schedule

Date-Topic(s)

May 8-Opening and Orientation

May 15-Core Concepts I

May 22-Core Concepts II

May 29-No Class, Memorial Day

June 5-Steps in the Process, Entering the Community, Making Contacts & Bringing People Together

June 12-Getting to Know the Community I

June 19-Getting to Know the Community II

June 26-Building Organizational Capacity, Making Action Plans

July 3-Building Constituency Support, Increasing Intergroup Dialogue

July 10-Community Project

July 17-Community Project

July 24-Community Presentations, Youth Participation in Neighborhood Development, Closing

Reading List

Core Concepts

Checkoway, B., et al. (2003). Democracy multiplied in an urban neighborhood: Youth Force in the South Bronx. Children, Youth and Environments, 13, 1-19.

Checkoway, B., et al. (2006). Arab Americans Arising: Case Studies of Community-Based Organizations in Three American Cities. Dearborn: Arab Community Center for Economic and Social Services, pp. 23-37.

Pratt Center for Community Development CDC Oral History Project Studies

http://www.prattcenter.net/cdcoralhistory.php

Capraro, J.F. (2004). Community organizing + community development = community transformation. Journal of Urban Affairs, 26, 151-161.

Mattesich, P. & Monsey, B. (2001). Community Building: What Makes It Work? A Review of Factors Influencing Successful Community Building. St. Paul: Amherst J. Wilder Foundation.

Grisgby, W.J. (2001). Community Vitality: Some Conceptual Considerations. University Park: Northeast Regional Center for Rural Development.

Murphy, P.W. & Cunningham, J.V. (2003). Organizing for Community-Controlled Development. Thousand Oaks: Sage Publications, Chapters 3,4.

Chaskin, R.J. (1997). Perspectives on neighborhood and community: A review of the literature. Social Service Review, 71, 521-547.

Morrissey, J. (2000). Indicators of citizen participation: Lessons from learning teams in rural EZ/EC communities. Community Development Journal 35, 59-74.

Steps in the Process

Henderson, P. & Thomas, D.N. (2003). Skills in Neighbourhood Work. London: Allen & Unwin, Table of Contents.

Jones, B. (1990). Neighborhood Planning: A Guide for Citizens and Planners. Chicago: American Planning Association, Chapter 2.

Bopp, M. & Bopp, J. (2001). Recreating the World: A Practical Guide to Building Sustainable Communities. Calgary: Four Worlds Press, Part IV.

World Vision. (2002). Transformational Development & Community Transformation. Federal Way: Author, passim.

Entering the Community

Henderson & Thomas, Chapter 2.

Eng, E. (1988). Extending the unit of practice from the individual to the community. Danish Medical Bulletin, 6, 45-51.

Getting to Know the Community

Marti-Costa, S., & Serrano-Garcia, I. (2001). Needs assessment and community development: An ideological perspective. In J. Tropman, et al., eds. Strategies of Community Intervention. Itasca: F.E. Peacock Publishers, Chapter 14.

Henderson & Thomas, Chapter 3, Appendix.

Hope, A. & Timmel, S. (1995). Training for Transformation: A Handbook for Community Workers. Gweru, Zimbabwe: Mambo Press, Chapters 1-3.

Driskell, D. (2001). Creating Better Cities with Children and Youth. Paris/ London: UNESCO/Earthscan, Chapter 6.

Kretzmann, J. & McKnight, J. (2005). Mapping community capacity. In M. Minkler, ed. Community Organizing and Community Building for Health. New Brunswick: Rutgers University Press, Chapter 10.

Making Contacts and Bringing People Together

Henderson & Thomas, Chapter 5.

Hope & Tisdale, Chapter 5.

Chambers R. (2002). Participatory Workshops. London: Earthscan, Chapters 5,11-12.

Building Organizational Capacity

Henderson & Thomas, Chapter 6

Hardcastle, D., et al. (2004). Community Practice: Theories and Skills for Social Workers. New York: Oxford University Press, Chapter 10.

Chaskin, R.J., et al. (2001). Building Community Capacity. New York: Aldine De Gruyer, Chapter 2.

Making Action Plans

Henderson & Thomas, Chapter 7.

Hope & Tisdale, Chapter 7.

Driskell, D. (2001). Creating Better Cities with Children and Youth. Paris/ London: UNESCO/Earthscan, Chapter 4.

Murphy, P.W. & Cunningham, J.V. (2003). Organizing for Community-Controlled Development. Thousand Oaks: Sage Publications, Chapter 8.

Building Constituency Support

Checkoway, B. (1986). Political strategy for social planning. In B. Checkoway, ed. Strategic Approaches to Planning Practice. Lexington: Lexington Books, Chapter 13.

Warren, M.R. (2001). Dry Bones Rattling: Community Building to Revitalize American Democracy. Princeton: Princeton University Press, Chapter 5.

Maurasse, D.J. (2001). Beyond the Campus: How Colleges and Universities Form Partnerships with Their Communities. New York: Routledge, Chapter 4.

Increasing Intergroup Dialogue

Zuniga, X. & Nagda, B.R. (2004). Design considerations in intergroup dialogue. In D. Schoem & S. Hurtado, eds. Intergroup Dialogue: Deliberative Democracy in School, College, Community, and Workplace. Ann Arbor: University of Michigan Press, Chapter 20.

McCoy, M. & McCormick, M.A. Engaging the whole community in dialogue and action: Study circles resource center. In Schoem, Chapter 9.

Youth Participation in Neighborhood Development

Medoff, P. & Sklar, H. (1994). Seeds of Hope: The Fall and Rise of an Urban Neighborhood. Boston: South End Press, Chapter 8.

Checkoway, B. (1998). Involving young people in neighborhood development. Children and Youth Services Review, 20, 765-795.

Frank, K. I. (2006). The potential of youth participation in planning. Journal of Planning Literature, 20: 351-371.

Assignments

The assignments for the course include memoranda based on the readings and proposal for a community development initiative.

Memoranda

Write a series of memoranda which enable you to critically analyze and refer to the readings, organize your thoughts, and come to class prepared to discuss your approach. Each memorandum should be no more than two typewritten pages, and is due on the dates indicated below.

The first memorandum should address: What is your definition of community development? What criteria would you use to assess it, and why?
(Due May 15, 10 percent)

The second memorandum should discuss: What are the key factors which facilitate successful community development. (Due May 22, 10 percent)

The third memorandum should compare various versions of community development, and formulate an approach of your own. Specifically, what are the “steps in the process” described by Henderson and Thomas, Jones, Bopp and Bopp, and World Vision. What are the steps in your own approach, and why? (Due June 5, 10 percent)

For the fourth memorandum, form a learning group around a method of community assessment, e.g., interviews, focus groups, asset mapping. Write a group memorandum which refers to relevant readings and addresses: What is the method? What are its features? What are its strengths and weaknesses? What is its potential for the class project? Come to class prepared to teach others about its practice. (Due June 19, 10 percent)

Proposal

Working in learning groups, prepare a 5-page proposal for a community development initiative in a specific neighborhood, and make a 10-minute presentation to class members and community leaders. More background on this project is below. (Due July 24, 40 percent)

Portfolio

Prepare a final portfolio of your semester’s work, including all assignments and a brief reflexive summary of your experience in the course. (Due July 26)

On-Line Resources

There are various on-line resources relevant for your work in the course, including Comm-Org and Community Tool Box.

Paper Revision Policy

You may revise and resubmit any paper for reevaluation until the last session of the seminar. Papers are due on assigned dates unless prearranged with the instructor. Late papers will be penalized.

Class Participation

Class participation contributes to individual and group learning. It might include involvement in discussions, volunteering, cocurricular activities, group leadership, or other initiatives. (20 percent)

Participation requires presence in class and submission of assignments on scheduled dates unless arranged in advance. Absence from class may result in lowering of your grade.

Class Project

Pastor Harry Grayson of Messias Temple Church in Ypsilanti has asked us to conduct a class project that will gather information and formulate an approach for a community development initiative in a neighborhood area, and present findings and recommendations to community leaders.

Overall, he wants to develop a vision and plan that will promote participation, build capacity, and strengthen development in an area served by the Ypsilanti Community Non-Profit Housing Corporation, bounded approximately by Congress Street, Michigan Avenue, Chidester Street, I-94, and South Hewitt Road.

Pastor Grayson has asked the following questions:

1. What do people inside and outside the area perceive as its assets and needs?
2. What kind of community development initiative would people most likely support in the area? What would you recommend?
3. What are some approaches to community development as a process that might accomplish this purpose? What are the steps in the process?
4. What are the key elements for successful community development? What are the factors that facilitate and limit work of this type?

Pastor Grayson is asking us to gather information and formulate ideas for consideration. He hopes that we will “look, listen, and learn” as a preliminary step on which to build a potential long-term initiative. The assignment is not to formulate plans or create change, but to gather information and formulate ideas for an initiative which they might undertake. He expects us to make a presentation to him and other community leaders at the end of the semester.

Because of the preliminary sensitive stage, he asks that we communicate and coordinate through me before entering the neighborhood. It might jeopardize the project if we were to make contact without checking with him first.

Pastor Grayson is interested in gathering information about assets and needs, groups and agencies, community leadership, perceptions of people inside and outside the area, etc. Assessment methods might include observations, documents, interviews, focus groups, asset mapping, and a session with young people.

Pastor Grayson is joined by colleagues who share his commitment. They have been impressed by World Vision’s approach to transformational development, which places emphasis on youth development and youth participation.

Proposals should include the following:

• Project name – name or title of the project
• Purpose statement – a one sentence description of what will be accomplished as a result of the initiative
• Project overview – a one-paragraph summary of the project
• Project goals – impacts to be accomplished
• Project objectives – key elements necessary for success
• Rationale – why the project is important and the approach is appropriate
• Project steps – steps that will accomplish the objectives
• Elements for successful community development
• Indicators for measuring success
• Your own methodology – what you did to come up with the proposal
• Realistic timeline

The proposal should utilize and refer to specific course readings and class discussions. The presentation should include a visual that illustrates the proposal.

COMMUNITY DEVELOPMENT

SW 650 Spring/Summer 2006

Name:

Address:

Telephone:

e-mail:

UM program:

Professional goal:

Childhood community:

Ancestral community:

Community experience:

Interest in course topic:

Something about you that might be useful to the class:

Group whose participation I care about:

Characteristic of the group:

Perfect day:

Do you have a car available for driving to the neighborhood?

In the event that additional scheduling is required, can you meet on the following: Monday, 12-1; Monday, 5-6; Saturday morning; Sunday evening

A complex array of forces continually transforms our world. Marygrove’s general education program engages these forces, providing opportunities to examine them from different disciplinary and interdisciplinary perspectives. Our objective is not only to disseminate information about forces that shape our world but also to intensify our critical thinking about them.

At Marygrove we try to make certain that all the courses you take will help you develop skills that can be put to use in your professional and personal life. The classes are designed to assist you in:

• Strengthening writing, critical thinking, oral communication, and research skills necessary for continued development.
• Understanding the responsibility of the individual toward the common good, making sound ethical judgments, and taking an active role in promoting social justice.
• Recognizing the distinctive elements and contributions of various liberal arts disciplines as well as the connections among the disciplines.
• Valuing diversity of individuals, communities, and cultures.
• Comprehending the complexity and interdependence of the modern world, including local, national, and global perspectives.

RELATIONSHIP TO THE COLLEGE MISSION:

This course is designed to realize all three major goals of the College mission: to develop in students the skills necessary to understand and participate effectively in the world; to foster in students the compassion to care about and respect the worth and dignity of people; and to promote the commitment to act responsibly for the building of a more just and humane world.

In addition, this course incorporates six of the College\’s eight objectives: educating students from diverse backgrounds, servicing people of Metropolitan Detroit and beyond, educating each student toward intellectual competence, educating students toward professional competence, preparing students for career flexibility through a grounding in the liberal arts, and providing a personalized learning environment with excellent teaching in undergraduate, graduate, and continuing education programs.
This course will employ a variety of teaching methods, including lecture, small group discussion and presentations, one-on-one conferencing, community outreach, work on the Internet, and work with other learning technologies as appropriate.

COURSE DESCRIPTION:

This course is a biological, psychological, social and literary interdisciplinary examination of HIV/AIDS. The focus is on the impact of HIV/AIDS on individuals, families and communities. Communities of color will be emphasized. A required academic service learning activity focuses on HIV/AIDS engagement with high school students and college students at Marygrove and at other colleges/universities. Additional engagements may include churches and the elderly. Prerequisite: ENG 108.

COURSE OBJECTIVES:

The student will gain comprehensive, measurable knowledge of the operation of biological systems.

The student will be capable of interpreting and evaluating biological information on viruses, especially the HIV virus, from the media encountered in everyday life.

The student will demonstrate leadership skills by addressing community needs through collaboration with other students in community engagements.

The student will increase his/her awareness of the value of diversity in the student’s own personal and professional lives.

The student will synthesize course content by reflecting on academic service learning activities.

The student will be introduced to the wealth of existing literature on HIV/AIDS and be provided background as to why the literature has emerged.

The student will examine the various creative writings HIV/AIDS has inspired and how the numerous authors have used a wide variety of ways in which to depict the problems of HIV/AIDS: those traditional literary genres and some experimental, etc.
The student will examine topics that have created much controversy over the past ten years.

The student will ultimately increase his/her understanding and awareness of how HIV/AIDS affects individuals, families and communities in AIDS literature.

The student will examine what responsibilities writers in literature have in presenting AIDS to the inquiring public.

BIOLOGICAL COMPONENT
COURSE REQUIREMENTS:

Written 100 point Examination. 30%

Extra Points: Research Paper. 10%
Students will research a “famous person” who died of AIDS and prepare a 3-4 page paper on the life of the individual, how he/she contracted the virus, and what opportunistic infection caused death. Paper must be written in APA style with citations.

REQUIRED TEXT:

Wessner, D., HIV and AIDS. San Francisco, CA.: Pearson Benjamin
Cummings, 2006.

PSYCHOSOCIAL AND COMMUNITY ENGAGEMENT COMPONENT
COURSE REQUIREMENTS:

Academic Service Learning Activity: Outside of class community engagement is required. Students will apply the knowledge and skills learned in the class to facilitate small group discussions with churches, older adults, high schools, and college students in collaboration with AIDS Partnership Michigan.

Academic Service Learning Paper (10%)
Community Engagements: Instructions to be given in class (10%)
Two Papers on Speakers (2.5% each = 5%)
Paper on Levenson Book (5%)

REQUIRED TEXT:

Levenson, Jacob. The Secret Epidemic: The Story of AIDS and Black America. New York: Pantheon Books, 2004.

LITERARY COMPONENT
COURSE REQUIREMENTS:

Submit one Literary Reflection Paper: 3-5 pages on at least 2 or more novels, poems, movies, videos, plays, short stories, autobiographies, memories, documentaries, or television dramas or episodes (Instructions will be given out in class.) Include a works cited or reference page, if sources were used. Also, use the correct documentation style manual (MLA or APA). 20 %

Literary Group Project for 4-5 students: use text, the Internet and any other texts to compile a current listing for novels, poetry, movies, plays, essays, interviews, TV shows, etc. Instructions will be given out in class. 10%
Or,
Another alternative as a group project is to work on an AIDS QUILT, which will start soon after the beginning of the class to bring it to fruition by the end of the semester. 10%

REQUIRED TEXT:

Hunter, B. Michael, ed. Sojourner: Black Gay Voices in the Age of AIDS. Volume II. New York: Other Countries Press, 1993.

COURSE OUTLINE AND SCHEDULE

BIOLOGICAL COMPONENT: DR. RIZZO

JANUARY 15

Introduction to the Course

Cell Structure: Cell theory; The Eucaryotic Animal Cell; Cellular Organelles: Plasma Membrane, Cytoplasm, Nucleus, Mitochondria, Lysosomes, Endoplasmic Reticulum, Golgi Apparatus, Ribosomes, Centrioles, Cilia and Flagella, Cell Wall of Plants.

JANUARY 22

Slides on Cell Structure; Lab on cells; Genetic Control within Cells: DNA Structure and Function; Protein Synthesis: Transcription and Messenger RNA; Transfer RNA, Ribosomes, and Translation; The Central Dogma and Exceptions to the Dogma.

Levenson: Prologue (Tornado), Chapters 1 (Smoke), 2 (Allied)
Video: Out of Control: AIDS in Black America (viewed in class)

JANUARY 29

Proteins and Cell Activity: Enzymes; Structural Proteins, Antigens and Antibodies; the Nature of Viruses: Structure and Reproduction

Levenson: Chapters 3 (The Heir), 4 (Fire)
Videos: Translating the Code: Protein Synthesis; The Biology of Viruses

FEBRUARY 5

The (HIV) Human Immunodeficiency Virus: Structure and Life Cycle of a Retrovirus; The effects of HIV infection; The Clinical Stages of HIV Infection: Asymptomatic Period, Initial Disease Symptoms, Damage to the Immune System and Frank AIDS; Details of Frank AIDS: Fungal, Protozoan, Bacterial and Viral Infections, and Cancers; Modes of Transmission and Prevention.

Levenson: Chapters 5 (Invisible), 6 (Fractured)

FEBRUARY 7 National Black HIV/AIDS Awareness Day

FEBRUARY 12

Introduction to the Social Aspects of AIDS: Fears and Prejudices, Family Members Affected, Caring for a Patient who has AIDS; Cell Structure, DNA, Protein Synthesis, and the AIDS Virus; Review

Levenson: Chapters 7 (Surfacing), 8 (Ester and the King)

FEBRUARY 19

Continue with above topics on the biological aspects of HIV/AIDS/STDs; Review for Written Examination.

Research Paper Due and Discussion

Levenson: Chapters 9 (The Guardians), 10 (The Long Dream), Epilogue

FEBRUARY 26 Written examination on biology

PSYCHOSOCIAL COMPONENT AND COMMUNITY ENGAGEMENT COMPONENT:
PROFESSOR KARAGON

Speakers: Paula and Felix Sirils, Testimony on Living with AIDS

HIV/AIDS and African Americans; Statistics; Stigma, Stereotypes and Judgmental Attitudes; Values and Attitudes; Psychosocial Impact of HIV/AIDS on Individuals, Families and Communities; Socialization and Connectedness

MARCH 5

Diversity Issues: Race, Culture, Class, Gender and Sexual Orientation; Religion; Drug Abuse; Downlow

Paper on Sirils due

Speaker: Rev. Dr Michael Nabors, pastor of New Calvary Baptist Church, presenting on The Black Church, HIV/AIDS and Religious Inclusion

MARCH 9-14 Spring break

MARCH 19

Paper on Rev. Dr. Nabors due

Speaker: Hank Millbourne, MSW, M.Div, Associate Executive Director Program Development, AIDS Partnership Michigan, presenting on Stigma and HIV/AIDS

Community Outreach Activities focused on college students; Engagement with Children, Youth, Adults, Seniors and Religious Institutions; Emphasis on Risk Reduction

Engagement Strategies; HIV/AIDS/STD Resources; Testing; Hepatitis C; Safer Sex and Condom Use Demonstrated

LITERARY COMPONENT: DR. WOODARD

MARCH 26

Introduction to and background on the wealth of existing literature on AIDS.
Overview of the emergence of gay literature-from the Harlem Renaissance to the present.

Handout provided in class on Jed Bryan’s poem, Voices; discuss those statements (and any others) that you have heard over the past few years and try to interpret them.

Read poems in Sojourner: After the News Got Out, Vernon Maulsby, p. 72; It can Happen to Anybody-Even Me!, Mark Haile, p. 92; 2/25/91, Ronnie Batts, p. 126; Condemned, Roy Gonsalves, p. 187; and I’ll Be Somewhere Listening for My Name, Melvin Dixon, p. 199.

Discuss poems by Sonia Sanchez, Wounded in the House of a Friend.

APRIL 2 Community engagement activities

APRIL 9

Paper on Levenson book due

Discuss plays, movies, videos, television dramas or episodes

Read chapter in text on James Jones’s The Sick Homosexual: AIDS and Gays on the American Stage and Screen in Confronting AIDS Through Literature.
View these videos: Philadelphia and The Hours; Girl, Positive (2007); and
Pandemic: Facing AIDS
Read these plays: The Boys in the Band; A Play in Two-Acts, Crowley Mart
The Normal Heart, Larry Kramer, 1985

APRIL 16

Literary reflection paper due

Read and discuss short fiction in text. Students will make oral presentations on these short stories in Confronting AIDS Through Literature: Chapters 11, Bloodstream; Despair and Spring and Fall. Others will make poetry selections from the text, Sojourner—or biographies in Collective Biographies: Ten Stories of Courage.

APRIL 23

Literary group project is due, and display of quilt

In class, read and discuss excerpts from E. Lynn Harris’s, Just As I Am, Jamaica Kincaid’s My Brother, and Charlotte Watson Sherman’s Touch.

APRIL 30

Academic service learning paper due

Students will share reflection papers and any creative work, poetry or short fiction, which was written during the course.

Students will process academic service learning activities.

SERVICE LEARNING ASSIGNMENTS

PAPERS ON SPEAKERS

Two papers, one page each on two speakers in class. Your thoughts on how each speaker contributed to your understanding of the impact of HIV/AIDS on individuals, families and communities.

One page, typed (12 point font) double spaced: 2.5 points each
Graded on content, grammar, style

PAPER ON THE SECRET EPIDEMIC

According to Levenson, in The Secret Epidemic, substance abuse, violence, trauma, the structural breakdown of Black communities, racism, HIV/AIDS stigma, homophobia, poverty, racial stress, denial and health care disparities affect the increase in infection rates of African Americans. Explain how any of these factors were illustrated in your participation in engagement activities, videos and/or speakers.

Two pages, typed double spaced: 5 points
Graded on content, grammar, style

ACADEMIC SERVICE LEARNING REFLECTION PAPER

1. How did the participation in engagement activities increase your knowledge and understanding HIV/AIDS?

2. Explain how any of the material in the videotapes and in listening to the speakers was illustrated in your participation in engagement activities.

3. Explain the two most important things you learned about HIV/AIDS.

4. What did you personally learn about yourself?

5. Describe your thinking and feelings during your participation in engagement activities.

6. Because of this course, explain what you will start doing, stop doing and continue to do.

7. Describe and explain any other of your thoughts and feelings concerning this service learning activity.

Three pages, typed (12 point font) double spaced: 10 points
Graded on content, grammar, style

Two engagement activities, 5 points each: 10 points

Mandatory Service Learning Reflection: if absent, 5 points deducted from the 30 points

TOTAL = 30 POINTS

A coursepack of required readings is available at Excel Text Preparation, 1117 South University Avenue. Students are also encouraged to read either print or electronic versions of the New York Times, Wall Street Journal and Detroit Free Press daily. The Economist is excellent weekly reading. Additional documents and web-based readings will be assigned during the semester. We will also make heavy use of selected websites ? most notably the Brookings Institution Website, and we will take some articles from Salamon?s The Resilient Sector and The State of NonProfit America.

Course Quizzes, Reflection Papers and Projects:

Area 1 Assignments: Reflection papers provide 15% of your final grade
Area 2 Assignments: Exams provide 25% of your final grade;
Area 3 Assignment : Community Policy Integration Project provides 60% of your final
grade

Area 1Assignments: Reflection Papers. For these assignments, students will be split into two groups (A and B); these groups are for the purpose of the reflection paper assignment only! As well,the groups will hold across both SW 647 section 1 and SW 697 section 1. Students will submit reflection papers based on the readings for both SW 647 section 1 and SW 697 section 1 every other week. (Students in one but not both of these couses/sections will submit reflection papers based on the readings for the course/section for Gant/Spencer that they are in.)

Reflection papers should reflect upon and integrate material in the readings (for each course) with your personal experience and or your field work experience. Reflection papers will incorporate one or more aspects of our focus on privilege, oppression, diversity and social justice. Postings to coursetools should be brief and concise, about 2
pages in length. Reflection papers should be posted every week on the Friday prior to class, and will be posted to the SW 647 (Gant) Coursetools (Next Generation) site. Late postings will not earn credit. The reflection entries will count
towards 15% of your grade.

Area 2 Assignments: Quizzes (25% of Grade): Four graded miniquizzes ( with lowest grade dropped): Each quiz consists of 5 questions, each worth 20 points. Questions can be of any format. Quizzes will be completed usually during the first hour of class, and are designed to be completed in 20 minutes or less. Students are urged to complete the sample quiz on the course website, available during the second week of classes.

Quiz Dates: Material Covered
February 14, 2006: Up to 2/7/06
March 28, 2006: Up to 3/21/06
April 4, 2006: Up to 3/28
April 18, 2006: Up to 4/11/06

Area 3 Assignment : Community Policy Analysis and Integration Project [AKA
Group Project] (60% of Grade):

Part 1: Social Problem: definition, identification, estimates of magnitude, causes and consequences of problem, due Mar. 15th, 100 points possible
Part 2: Social policy/program analysis: identify appropriate social policies to ameliorate the problem, due Apr. 12th, 200 points possible
Part 3. Community/Public Presentation, due Apr. 19th, 100 points possible
Part 4. Conclusions, outline, implementation and evaluation of advocacy strategy + Replication Manual (include
documents from all parts): Draw conclusions about the current fit between policy and social problem solution, and outline/implement an advocacy strategy, providing an initial assessment of the policy advocacy strategy (e.g., consciousness raising, solution generation, planning, implementing plan, monitoring activity), due Apr. 26th, 100 points possible

This assignment relates to both SW 647 and 697 (Spencer Section). In our second or third class session you will sign up for a working group presentation that will work on policy assessment and community relevance advocacy of a specific dimension of the SW Detroit Neighborhood. For the students in the Spencer Section of SW 697, you will retain the same group configuration for SW 647. Students not in the Spencer Section of SW 697 will have the opportunity to sign up for of the existing groups during the second or third SW 647 class session.

Students will break into groups to conduct evaluations of identified projects of Community Based Initiative interest and development (2002-2006). IRB approval has already been obtained for these projects; of necessity, some approaches and strategies will have already been outlined in general fashion. The strict time constraints argue against individual projects or projects reflecting a student interest outside of the identified projects. These analysis and implementation papers should complement the papers to be done (on the same project) in the Spencer section of SW 697.

For Winter 2006, the projects are as follows:

REACH?Developing sustainability policy for Family Health Advocates
Community Arts Initiative?Create dialogue and policy impact for creation of artspace in SW Detroit (interface with Cool Cities Initiative)
Bridging Communities and Springwells Villiage?Developing homeless policy for Community Development in SW Detroit

This assignment will use multiple methods for policy assessment and advocacy that will be covered in the throughout the class. Time will be provided each week for student groups to work on the project and ?field work? time will be provided during one or more class sessions. These findings will be complied into a report to be shared with our community partners at a presentation on April 19. Remember to incorporate our focus on privilege, oppression, diversity and social justice. The presentation is worth 100 points. The instructor will allocate these points according to established criteria for
presentations (see page 19).

In many cases, the assessment activities outlined in SW697 can be informed by a review of relevant policy. As well, the assessment activities can lead to or serve as part of a policy advocacy strategy ? one developed by students and community stakeholders. In all cases, you will receive considerable support and direction from both instructors of each class ? as well as the staff of CBI. Also, while some groups may addresses interpersonal services and not community level activities, policies still play a role in determining the form and structure of service delivery, whether that service delivery is delivered at a micro (interpersonal) level or a more macro (neighborhood on up) level.

Replication manual: In order to integrate the course content with the practice work in the field experience, the focus of this assignment will be to assess and document what you learned from one group project in the field. Your manual should include your protocols, references, documents from your organization, written products related to the case, as well as a final product written for our community partners that synthesizes the content from both SW 647 and 697 (where possible and where relevant) in a user friendly, accessible way. The documents/presentations will be on our CBI and other websites.

More detail for the Community Policy Analysis and Integration Project:

Several good models that can guide such an analysis exist within the social work literature (Karger & Stoesz, 2002, Chapter 2; & Colby, 1989, pg. 2). Depending on the social worker's role and preparation for making an analysis, it is possible to approach this important task in greater or lesser depth. You can use either of the referenced models for analysis or you may use the framework provided here. You must provide a reference citation for whatever model you choose to use.

NOTE: It is very, very important that you acquire a copy of the appropriate regulations at your earliest.

The following model has three sections, each distinct from the other. In the first section, only the social problem is to be discussed. In the second section, only the social policy/social program (designed to address the social problem) is to be discussed. DO NOT discuss social problem in the second section. In the third section, based on your analysis in sections one and two, discuss your conclusion and recommendations.

Note: Use sub-titles in your paper.

1. Part I. Social Problem: The first step in the analysis of a social policy or program is to have a clear understanding of the social problem that created the situation requiring such a policy. To assess this problem, it is useful to undertake the following activities (100 points):
   1. Identify how the problem is defined and locate estimates of its magnitude. For example, what definition(s) of poverty, mental illness, or unemployment is(are) commonly used? How many people experience this problem as it is defined? What particular sub-populations are most likely to face this problem?
   2. Determine the causes and consequences of the problem. What social factors have caused this problem? What has been the result? Are there multiple causes? Are there multiple consequences from a single cause? What are they? Describe.
2. Part II. Social policy and program analysis: Once the problem is understood, the second step is to identify an appropriate social policy (regulation & not the law)/ program policy in place to ameliorate the problem. E.g., CSR= Code of State Regulations (www.state.mi.us/ and click on Code of State Regulations). Read the key elements and characteristics of the regulations and while analyzing address the following 8 points in some detail. Use journal articles and interview data as sources of information (200 points):
   1. Summarize the policy/program in one short paragraph.
   2. Nature of services available.
   3. Who is eligible to benefit from the policy/ program & the size of primary target population.
   4. List major categories of people affected (directly and indirectly; positively or negatively) by the policy and identify the type of effect, e.g., in a new health policy:

      Physicians?directly affected because their reimbursement levels will be affected and the types of services they can provide will also be influenced?.. (how).
      Patients?will be directly affected because the nature of choices available to them in terms of doctors and procedures, that are reimbursable, will decline.
      Employers?will be affected indirectly because all employers, regardless of the size of the employment, have to offer health and mental health coverage to the employees.

   5. Overt (expressed in written format) goals of the policy/program.
   6. Values underlying these goals (refer to social work values). Indicate how the goals exemplify specific values. Each goal illustrates a social work value. List the goal and then describe how one or more social work values are conveyed through the goal.
   7. Actual effect (effect once the policy is executed) on the target population. What actually happens when the policy is implemented? Actual effects could be very different from the goals. Review journal articles on program/ policy evaluation to address this point.
   8. What is the cost of implementing this policy? What part of the federal/ state budget is consumed by this policy/ program? What is the American sentiment towards this policy?
      Suggested sources of information for I and II: Journal articles; research articles; Internet sites; interviews with agency personnel, legislators, aides etc.; reports prepared by professionals/ think tanks.
3. Part 3. Draw conclusions, outline and implement advocacy strategy, and provide initial assessment of this strategy: After analysis, it is necessary to judge the merits of the policy/ program. Ultimately, it is the weight of the evidence matched with one's beliefs about what the quality of life should be for the beneficiaries of the policy that will affect the recommendations. Answers to the following questions might be considered in arriving at your conclusion about the policy/proposal (50 points):
   • Is the existing policy/program appropriate for addressing the problem identified? Why? Why not? Explain.
   • If it is not, to what extent? What will you recommend? Describe it. How does your recommendation deal with the causes & the consequences of the problem? However, if the existing policy is adequate, indicate how it addresses
     the causes and consequences of the problem. With a solid analysis of the policy or program proposal in hand, a social worker is prepared to influence the legislation that would impact the social problem under consideration. At times, the social worker will work through agencies or interest groups to affect these decisions; on other occasions, it is more appropriate to contact a legislator directly and express a position on the proposal [Content of Policy II].

Additional Points:

Writing details: Write the paper using APA format. Use of correct grammar is mandatory. Points will be deducted for incorrect grammar. Type this paper, double-spaced in a report format and make use of sub-headings.

1. DO NOT split the group according to the sections of this paper. Group members cannot contribute their fair share to a project if this method of task distribution is employed.
2. Give responsibilities during task group meetings each week and ensure that they are fulfilled during the next meeting.
3. Distinguish a law/ legislation from a regulation. The latter are available on line, or in state codes and the Federal Register. For analysis, you need a copy of the regulations and not the law.
4. Please submit drafts of the analysis in a timely fashion.
5. If issues and concerns related to group process are not solved by the members within a week, kindly bring this to the notice of the professor. All issues concerning the content of the paper (e.g., difficulty in finding the regulations) should be brought to the attention of the professor as soon as possible.
6. For the purposes of this paper, a social problem in any community is different from the negative effects of an existing social welfare policy. Social problems, as explained in the course, will be addressed in the first section of the report and the ill-effects of the social welfare policy will be addressed in the second section of the report. For e.g., high costs of prescription drugs for low-income elderly is a social problem; absence of coverage through Medicare is the negative characteristic of an existing social policy. DO NOT CONFUSE THE TWO ITEMS-social problem and ill effects of policy.

Groups may submit a single project. If groups submit one project, each students' contribution should be clearly identified. Additionally, I will require that each group member submit to me a grade for all other group members (i.e., group member A submits a recommended grade for members B and C, member C submits a recommended grade for members A and B, etc.). I will use the recommended grades in the assignment of student grades for all projects.

Student Academic Outcomes: (What the student who successfully and satisfactorily completes the course should know or be able to do):

Consistent with the WSSS Mission and the CSWE educational standards, the academic outcomes listed below include professional social work foundation content related to social work values and ethics, diversity, social and economic justice, populations-at-risk.

Knowledge

1. Understand historical and contemporary mechanisms used to oppress minority groups.
2. Understand the affective and cognitive dimension of one?s own identity development and how these inform worldview and impact behavior such as prejudice and discrimination.
3. Understand the dynamics of power at the micro and macro level as it applies to individual and group identity development.
4. Recognize how economic, social, and psychological forces play a role in the acculturation process.

   Values

5. Demonstrate understanding of social work values, ethics, and ethical dilemmas as they apply to selecting theories for practice in culturally diverse settings.

   Skills

6. Analyze Individualism versus Collectivist cultural traditions and explain their impact on social work practice in a diverse society.

Means of Assessment: (How the student?s achievement of the above academic outcomes will be evaluated):

Special Requirements of ?A? and ?B? Grades (what the student must know or do beyond necessary content mastery to demonstrate excellence): In professional education, excellence is distinguished from acceptable by qualitative means, including breadth, depth and original thinking. A grade of ?B? generally means that course expectations have been met. A grade of ?A? means that course expectations have been exceeded.

Topical Outline, Bibliography, & Required Textbooks:

Required texts:
Anderson, S.K. & Middleton, V.A. (2005). Explorations in Privilege, Oppression, and Diversity. Belmont, CA: Thomson Brooks/Cole Publishing Co.

Recommended Textbooks
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.

Linkages to Other Courses:
Together with SOWK 1300, 2300, 3331 and 3332, the Intercultural and Minority Relations course provides content and knowledge that the students will use in their practicum, forming the foundation for the advanced curriculum.

Content on Diversity:
Congruent with Worden?s mission, this course will examine social work practice with marginal populations such as ethnic/racial minorities, women, disabled, and gay and lesbian populations.

ASSIGNMENTS
All course assignments must be completed to receive a
passing grade for the course. The course assignments are:

1. Journal (3 submissions@10 points=30 points total) ? Due 2/23, 3/30, 5/4 by midnight
   Submit electronically as a Word file
   Use the Rubric for Learning/Reflection Journal as your guide or your grade will be lowered.

   Each journal consists of four types of entries that are on average 2-3 pages per entry (some longer, some shorter). Title
   each entry using the following headers (in bold):

   • Entry 1: Service-Learning Reflection (See MOU)
     Students will participate in a service-learning project. Service-learning is with organizations that are culturally-based and identified so that service-learning activities will provide students a hands-on model of culturally competent practice. Activities are described in the Memorandum of Understanding. Your journal will contain descriptions and reflections on your service-learning experience. These should be constructive pieces that enrich your thinking about social work practice from a culturally grounded and sensitive perspective.
   • Entry 2: Explorations: Chapter #
     Select any chapter from the Explorations book that has been assigned within that due date period and respond to the questions at the end of the chapter.
   • Entry 3: Video Critique: Title
     A list of approved videos/DVDs is on reserve at Sueltenfuss Library. A video guide at the end of the course outline provides an example of the types of questions to reflect upon.
   • Entry 4: Media Critique: Headline
     Entries should summarize, analyze, and react to a current piece in the media (i.e., newspaper, magazine, websites such as those listed on page 2-3, etc.). These media pieces relate to privilege, oppression, and diversity associated with culture, ethnicity, race, social/economic justice, sexual orientation, and other aspects of cultural pluralism. The media entry should include:
     • a brief summary of the major points of the piece;
     • your critical analysis of what the piece reveals or suggests about oppression, racial politics in America, social/economic justice, etc.;
     • our reaction to the piece based on personal beliefs and values;
     • implications for social work (advocacy, practice, policy, research, code of ethics).
     • You may select your own media article. If you do so, a copy of the article must be included after the critique.

   Conflicts between personal beliefs and attitudes and professional values and principles prescribed in the NASW Code of Ethics are particularly relevant here. In assessing your journal, the instructor will look for depth of meaning, understanding, and critical thought. The journal is an opportunity to demonstrate your ability to capture the salient and relevant points of material read and viewed, analyze situations, and address areas of personal and professional conflict.

2. Dismantling ?Ism? Paper (2 parts@10 points each=20 points) ? Due Fridays 2/2, 4/20
   Use two rubrics provided or your grade will be lowered.

   ?It?s not enough to refrain from overt acts of racism.? Author unknown

   Part One (Due Feb 2): We all have a part in dismantling inequality and oppression. What will your part be? Students will develop a personal plan for dismantling an ?ism? such as racism, sexism, ethnocentrism, or heterosexism. As a starting point, research current efforts organized around social justice and change. Then begin your own exploration to answer these questions:

   1. What is presently going on?
   2. What is my sphere of influence?
   3. How can I use it to make a difference? How can I be actively anti-(racist, sexist, classist, homophobic)?
   4. What actions can I take to live the idealism of equality?
   5. How have I been afforded privilege due to skin color, class, sexual orientation, etc?
   6. How can I better understand what it means to have ?privilege? and to understand what it means to others not to have ?privilege,? e.g. to be a ?sexual minority??
   7. What can I do to address any uncomfortable feelings that may surface when I?m involved in conversations about ?isms??
   8. Do I feel hostility towards a group? What issues do I need to reach past?

   Part Two (Due April 20): Between part one and part two of your papers you will act on your plan to dismantle an ?ism.? Part two of your paper will report your experiences, findings, and any changes you might suggest based on your efforts. Points to address include:

   1. How your experience has implications for culturally competent practice
   2. Impact on your own self-awareness as a social work practitioner
   3. Self-examination/exploration of your privilege as revealed through completion of your plan
   4. Documentation that illustrates your plan (photos, emails, copies of letters, contact information, a program or flyer you design, survey, etc.)
3. Reading Critiques (40 Points)

   Keeping up with assigned reading is critical to class participation. Critically thinking about what you have read and being prepared to share your ideas will enrich class discussion. To underscore the importance of reading, a critical summary of what you have read is due by 9:00 a.m. on class days. This allows me to review and respond to your reading critiques.

   These reading critiques are worth 40 points. The Lum chapters are worth 2 points each (15 chapters @ 2 points each = 30 points) and the Anderson readings are worth

   ]]> http://www.compact.org/syllabi/social-services/intercultural-and-minority-relations/4189/feed/ 0 http://www.compact.org/syllabi/ethnic-studies/human-oppression-the-african-american-and-puerto-rican-perspective/4133/ http://www.compact.org/syllabi/ethnic-studies/human-oppression-the-african-american-and-puerto-rican-perspective/4133/#comments Tue, 24 May 2005 11:22:22 +0000 tdomf_26a6d http://compact.localhost.com/?p=4133
   UNIVERSITY OF CONNECTICUT
   SCHOOL OF SOCIAL WORK

   B 300 Human Oppression: The African American and Puerto Rican Perspective

   Course Description

   This course will examine economic, political, social and cultural forces operating at global, national and local levels, which generate and maintain oppression based on race and ethnicity in the United States. The course will focus on the oppression of the Black and Latino populations in the United States, highlighting the African American and Puerto Rican Experiences and perspectives. It will provide a framework for analyzing and understanding oppression. An historical perspective will be utilized to explore past and current oppression related to race and color, culture and ethnicity, social class, gender, sexual/emotional orientation and religion. Intercultural, intracultural, psychosocial, social and political responses to oppression will be addressed throughout the course. The course will help social workers to identify how they can address oppression at a personal and institutional level, and will lay a foundation for further leaming of culturally appropriate ways of working with oppressed groups.

   Learning Objectives/Outcomes

   A. Students will learn about demographic trends and forces shaping our diverse society.

   B. Students will gain knowledge about Black and Latino population groups and diversity within those groups.

   C. Students will gain knowledge of forces and theories of oppression and the ability to apply relevant theories.

   D. Students will understand dilemmas of culture and values from diverse perspectives.

   E. Students will demonstrate growth in personal attitudes and commitment.

   F. Students will assess strengths and limitations of selected action strategies to combat oppression.

   Teaching/Learning Methodology

   This class addresses social work values as related to oppressed groups and provides essential knowledge for social work practitioners with special attention to the AfricanAmerican and Puerto Rican experiences. The course is not a skills building method oriented course, and it is not a sensitivity group. However, the issues discussed in this class can and do create a lot of feelings. It is expected that students and instructor(s) will struggle around feelings, attitudes and new knowledge related to oppressed people.

   The course will combine lectures by the instructor and by invited speakers and class discussions. At times, small groups may be used to encourage students to confront and analyze their personal and professional interactions with oppression. The course assigrinent, a required journal, will allow students to process emotional and ethical dilemmas that the course content may evoke.

   Course Assignment

   Class attendance and participation are expected and will be considered in the overall evaluation. Each student is expected to keep a log tjournal) reacting to classroom presentations and discussions. Incorporating personal and professional material as it relates to field work, employment or past/present experiences is encouraged. The journal must include reactions to the required readings and is to be turned in several times during the semester.

   All students must take responsibility for handing in their Journals on time. Please assess early on if you are going to have any difficulties meeting this requirement. Notifying me in advance of the due date. I am aware that emergencies and certain life circumstances may arise. In this case please notify me as soon as possible. I will assess each case individually giving an extension as needed. Those students who do not receive an extension and turn in the returned work late will be marked down accordingly.

   Journals should reflect class discussions (2 pages), articles (2 pages), books (4-5 pages). Your journal should not be a summary of what you have read or heard. It should "connect" to the class content and reading and reflect your thoughts, feelings, issues and concerns. (JOURNALS SHOULD BE TYPED DOUBLE SPACED.)

   Suggested Guidelines for Journal

   • React to all classes and all required readings.
   • React to specific content. Do not just summarize material. Do state what inspired the reaction. do not say "the third class helped me to … 11 or "I have problems with the content in this article or book." Be specific about the content.
   • At times, class and reading materials reinforce each other. However, let the readings "come through". Do not use class material to react to articles or books.
   • Do share your personal and professional experiences as they relate to the content. This is essential.
   • Please write clearly. Good sentence structure and accurate speUing are appreciated.
   • The following questions might be useful:
     1. How much of the course content is new or.different?
     2. Are you viewing oppression related issues differently? Does the material contradict past knowledge? If so, how?
     3. Is there any information that you have problems with (or appreciate)? Is there anything in particular that irked you during class (or in the readings)? Why?
     4. Have you noticed any changes in your behavior, attitudes, or beliefs?
     5. Are you seeing different "things" on television, newspapers, magazines, etc. that relate to oppression?
     6. How has the content affected your attitudes about racism, ethnocentricism, sexism, heterosexism, etc.?
     7. What are some of the connections between prejudice and attitudes related to oppressed groups?
     8. Has the content helped you to think differently about yourselp. What feelings does the content generate? Why?
     9. What fears, if any, has the course alleviated or raised?
     10. Has the course's content "spilled over" into other parts of your life, e.g., field work, job, or personal relationships? Are you sharing the content? If so, with whom? How have they reacted?
   ]]> http://www.compact.org/syllabi/ethnic-studies/human-oppression-the-african-american-and-puerto-rican-perspective/4133/feed/ 0 http://www.compact.org/syllabi/social-services/social-work-with-burn-injured-children-a-service-learning-experience/4131/ http://www.compact.org/syllabi/social-services/social-work-with-burn-injured-children-a-service-learning-experience/4131/#comments Tue, 02 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4131
   

   Social Work with Burn-injured Children: A Service Learning Experience

   Course Overview:

   This course is designed to provide students with an intensive leaming experience working with an organization that serves children of families from diverse socio economic, racial and cultural backgrounds who have been bum injured within an unique organizational and community framework. Students will actively participate in a strengths-based, non-traditional setting to provide services that support the well-being of these children along with a diverse community of allied helping professionals outside of the field of social work. Students will learn about the process of bum recovery, gain understanding of the systems impact of a burn injury on the individual, family and community, acquire knowledge of the experience of critical care personnel, and actively participate as volunteers in a week long camp run by the Georgia Firefighter's Association. Students will be expected to stay on site at the camp (room and board provided) for the entire duration of the camp and participate in a variety of capacities that support the organization, development and implementation of the camp community. Emphasis will be placed on group participation with the children, fellow students and volunteer team members and evaluation will include a critical self reflection and organizational analysis. Processing time and debriefing and will be incorporated throughout this experience as well as at the end.

   Objectives:

   A. Develop and implement advanced practice group skills with bum injured children in an informal, non traditional setting.

   B. Develop critical thinking and research knowledge of the physical and emotional recovery process from burn injuries and its impact on individuals, families and community within an eco systems perspective.

   C. Collaborate with allied health and non social work helping professionals by functioning as participants in an intensive team setting with other volunteers.

   D. Demonstrate professional use of self in adapting to diverse tasks with different types of groups.

   E. Apply knowledge of organizational development, conflict resolution, and group participation with a diverse community.

   F. Develop an understanding of the impact of economic injustice, oppression and discrimination with the burn injured population.

   G. Reflect critically on the group experience and its relationship with professional social work values, ethics and goals.

   H. Self evaluate competency development in advanced practice and organizational skills.

   Course Structure:

   Students will participate in four extended preparation/orientation sessions prior to the camp experience. This time includes two, full day orientation training session provided and required by the camp. During this class time the focus will be on developing awareness of the medical aspects of treating serious burn injuries and the subsequent recovery process through assignments, guest lectures and videos. Staff from the Georgia Firefighter's Bum Foundation in collaboration with personnel from The Burn Center at Grady Hospital and firefighters will participate.

   A team model of on site group peer supervision/processing will be employed utilizing participating students. All students will have an opportunity to practice facilitating a small group of peers for processing and reflecting on their experience while at camp. The purpose of these groups is to provide on site support and an opportunity to process the experience during the week of camp in a supportive environment while giving students the opportunity to practice group facilitation skills. The teams will meet daily when camp begins or, as the schedule permits.

   Community empowerment students will be required to participate in at least one morning staff meeting. Family centered students will be required to facilitate at least one group activity with the children. All students will be expected to write a one page summary of this experience.

   Students will be expected to stay on site at the camp beginning on the Saturday before camp begins until the following Saturday afternoon after clean up and the camp dedebriefing session. Students will be expected to meet for a mandatory follow up meeting to be arranged.

   Method of Assessment and feedback:

   1. Maintain a daily journal focusing on the following four areas:

   • Description of daily activities including specific duties and roles performed.
     
   • Reactions and personal opinions/observations.
     
   • Learning and insights, questions generated and family practice/or organizational skills incorporated.
     
   • Personal goals and objectives as related to successes and challenges encountered. (what would you like to change?)

   2. 2 article summaries

   3. For both CE and FCP students: Written summary of experience at end of course to include reflection on strengths and challenges of experience, learnings about self in relation to work with this population, and skills acquired.

   For CE students, please add a 2-3 page commentary on organizational/structural observations based on a strengths/asset focused model of your choice to include patterns of decision making, financial man.

   For FCP students: please add a 2-3 page commentary on a strengths-based observation of this population of children, recommendations for improving serving the needs of the children.

   Due: June 12th

   Course Schedule:

   June 12, 2001: Class meets at Tucker
   June 15, 2001: Meeting for Advanced Standing students
   June 9/21: Camp orientation for I't time campers
   July 17: Class meeting at Georgia Firefighter Burn Foundation, 9:30-12:30.
   July 21: Staff orientation at Rock Eagle
   July 22: Campers arrive
   July 22-27: Camp
   July 28: Campers leave, camp clean up, debriefing
   July 31: Class pot luck supper at Nancy's house in Athens, Time: TBA (follow up/debriefing)*

   * Please note: Orientations and debriefings are mandatory.

   Independent Social Work Research: Family Centered Students

   Students will be introduced to qualitative research methodology. All students will be required to develop an interview guide, conduct a semi structured interview in teams of two and collaborate on writing up the interview for a class assignment that will be submitted on the last day of the summer semester (August 3). The interview guide will be developed in class and articles and ftirther clarification through class discussion will be provided that will guide the students in this process.

   Group Interview "Steve"

   The interviews can be conducted prior to camp or during the camp week. One team member will ask the questions while the other member takes notes.

   Family centered students will interview a firefighter. Each team of two must select a different firefighter. (No firefighter can be interviewed by two teams).

   Community empowerment students will interview camp administrators (Lynn Naylor, Michelle Dyer or camp organizers who may also be firefighters).

   We will process this experience during the final debriefing session but I will be available throughout the camp week if any questions or concerns arise.

    

   ]]> http://www.compact.org/syllabi/social-services/social-work-with-burn-injured-children-a-service-learning-experience/4131/feed/ 0 http://www.compact.org/syllabi/social-services/social-work-methods-iii/4134/ http://www.compact.org/syllabi/social-services/social-work-methods-iii/4134/#comments Tue, 02 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4134 NAZARETH COLLEGE OF ROCHESTER
   SOCIAL WORK DEPARTMENT

   Social Work Methods III
   

   Instructor Marie L. Watkins, Ph.D., ACSW, CSW
   (585) 394-2752
   Office Hours Tuesday and Thursday, 11:00 12:00 p.m., or by appointment
   Smyth Hall, Room 22

   Introduction

   Social Work practice includes the range of direct social work intervention with individuals, families, small groups, and communities. In the practice sequence, the student will be provided an opportunity to develop knowledge of the principles, values, and methods of social work. Foundation content in this area includes the knowledge base (theory, research, practice wisdom) for and application of the process of professional practice; exploration and data gathering for understanding, differential assessment for differential understanding, intervention, and evaluation as these apply to the total range of practice. Emphasis is placed on the acquisition of knowledge and development of skills consistent with the demands of entry level professional practice.

   Specifically, the practice sequence attempts to enable the student to:

   1. Achieve an understanding of the different roles played by the social worker, the setting in which social work is practiced, and the methods employed by the social worker in providing social services.

   2. Develop awareness of social work as a distinctive professional group, and an understanding of how the responsibilities and functions of social workers differ from and are related to the responsibilities and functions of other human service professionals.

   3. Develop an understanding of the major theoretical concepts and practice principles, as well as the basic values associated with them.

   4. Acquire skills necessary to intervene with various sizes and types of systems.

   5. Develop a capacity to use resources, supervision, and consultation effectively.

   6. Achieve an understanding of the necessity for self evaluation, as well as evaluation of the availability and effectiveness of social resources and services.

   To achieve these objectives, curriculum in the practice sequence is distributed between three courses: Methods 1, which is taken concurrently with Field Instruction I in the first semester of the junior year; Methods II, which is taken concurrently with Field Instruction 11 in the spring semester of the junior year; and Methods 111, which is taken in the fall semester of the senior year. The generalist approach to social work practice permeates the Methods sequence.

   Methods III

   Methods III builds upon the social work knowledge, values, and skills learned in Methods I and 11. The focus of this course is on both direct intervention skills, as well as strategies and techniques used to intervene in public issues and communities. The students will review the process of intervention as a total problem solving system, and expand their skills in the helping relationship by increasing their understanding of the role of indirect intervention with the client, target, and related action systems. A service learning component is incorporated into the course activities to provide experiential learning activities that will provide a valuable service to the community. Reflection assignments will guide the students' process of self awareness and integration of theory with practice.

   Practice content also includes approaches to and skills for practice with clients from differing social, cultural, racial, religious, spiritual, and class backgrounds, and with systems of all sizes.

   Course Objectives

   1. To deepen students' knowledge of generalist social work practice.

   2. To broaden the student's view of social work practice to include an awareness of the larger social context of individual problems encountered in practice.

   3. To broaden and deepen the student's skills in direct and indirect intervention.

   4. To analyze and demonstrate the various roles used by the social worker as an advocate, a mobilizer of services to meet unmet community needs, and a mediator in helping clients to negotiate larger systems.

   5. To facilitate skill development in analyzing social issues and utilizing social work practice principles in intervening with organizations and community systems.

   6. To help students develop a capacity to use resources, supervision, and consultation effectively.

   7. To provide opportunity for learning linkages with content in other courses.

   8. To understand and demonstrate problem solving skills as applied for intervention at the organization, community, and societal levels.

   9. To be able to identify different models of macro terminology and techniques used in contemporary macro practice through the service learning project.

   10. To demonstrate an understanding and ability to critically analyze the impact of different forms of oppression upon an appreciation of diversity, social and economic justice, and populations at risk.

   11. To demonstrate an awareness of self and willingness to be reflective of one's practice style related to working in groups, in new environments, and in situations of change and collaboration.

   Course Texts

   1. Netting, E., Kettner, P., & McMurty, S. Social Work Macro Practice. New York: Longman (1998).

   2. Westerfelt, A., & Dietz, T.J., Planning and Conducting Agency Based Research, New York: Longman (1997).

   3. Alexie, S. Reservation Blues. NY: Warner Books (1996).

   4. Johnson, S. Who Moved My Cheese? NY: Putnam (1998).

   5. Loeb, P. Soul of a Citizen. NY: St. Martin's Griffin (1999)

   Course Assignments

   1. Reading Reflections: 4 reading reflections based upon the texts: 40% of grade # I due on 9/10; 42 due on 10/ 1; #3 due on 11 /7; #4 due on 11/21

   2. Personal Reflection of the service learning project: 20% of grade due on 12/3

   3. Service Learning Group Project Final Report: 40% of grade due on 12/10

   SERVICE LEARNING PROJECTS

   FACILITATOR: DR. MARIE WATKINS, ACSW, CSW

   PARTNERSHIP AGENCIES AND SERVICE LEARNING MENTORS:
   Gay Alliance of the Genesee Valley: Ms. Patty Hayes, MDiv
   St. Joseph's Villa: Ms. Marie Viavattine, MSW
   Nazareth College Diversity Awareness, Dr. Watkins and Erin Dwyer O'Neil

   DESCRIPTION
   Plain and simple, Methods III is a practice course. Therefore, the opportunity for students to have "hands on" relevant experiential opportunities to gain knowledge, skills, and values related to social work generalist practice with communities and organizations is vital to students' professional understanding and development. Service learning experiences are designed in collaboration with the agency partners to "bring real life" to course objectives. The service learning experiences are planned to provide students, as well as the partnership agencies, with a meaningful connection to achieve student learning objectives in a manner that responds to a need in the community identified by the agency mentor.

   "Go to the people, live among them, learn ftom them, love them.
   Start with what they know, build on what they have:

   But of the best leaders, when their task is accomplished and their work is done,
   The people remark: We have done it ourselves."

   The above quote guides the mindset of thinking within the service learning projects. Students will learn to "go" to the community and learn from them. Students will also develop skills to "start with what they know" and will learn methods to seek data from the community members. Based upon the clearly articulated direction provided in the Westerfelt and Dietz text, students will become more informed about the scholarship related to their topic, and the "how to's" to (1) develop a research question, (2) collect and analyze data, (3) prepare a report that includes findings and recommendations, and (4) present their findings at a large group activity.

   There are three service learning projects: (1) a diversity awareness initiative on campus; (2) after school recreation investigation for kids identified as "emotionally disturbed" and the needs of staff who conduct programs with the children; (3) needs assessment for Gay Alliance of the Genesee Valley. Students are to choose one project. For most effective use of "people power," it is most prudent to have no more than six persons per group. One group will have seven group members.

   LEARNING OUTCOMES
   As a result of the SANX483 Macro Service Learning Projects, students will have had the opportunity to:

   Enhance knowledge:
   Integrate theoretical concepts of macro social work with practice skills;
   Increase their knowledge of systemic assets and barriers that impact service delivery;
   Integrate their readings from the Netting/McMurty text into the community-based practice experience.
   Increase skills:
   

   Be introduced to qualitative research methods;
   Be introduced to macro practice skills related to needs assessment, literature review, data collection, data analysis, report of findings and advocacy;
   Develop and refine focus group facilitation and interviewing skills;
   Refine oral and written presentation skills with increased use of professional social work language;

   Publish or present their experiences in a relevant journal or conference with Dr. Watkins and agency mentors.
   Clarify attitudes and values.
   Identify and clarify thoughts, feelings and beliefs about the research topic;
   Identify and clarify thoughts, feelings and beliefs about the task group process and the manner that personal development and self awareness is impacted;
   Demonstrate an understanding of (1) social and economic injustice, (2) the impact of dominant societal values upon service delivery to oppressed populations.

   PROJECT COMPONENTS
   

   Thursday in-class task group activities
   Forty five minutes of class time on Thursday is designated for task group meetings. The purpose of these meetings is to provide students with the hands on opportunity to learn group work skills within a task centered group. A secondary purpose is to provide students with the actual methods/practice experience of participation in committee membership, group planning, facilitating and recording group meetings, and project organizational skills. In addition to the task completion, we will draw upon the information learned in the Loeb and Spencer texts.

   Required action steps include:

   1. Develop a schedule for rotation of weekly facilitator and record keeper for the entire semester. Distribute this rotation schedule to group members and Dr. Watkins.

   2. The facilitator for the week is responsible for the development/distribution of the weekly agenda sent out prior to the meeting, as well as facilitation of the meeting. The record keeper is responsible for recording/distribution of the weekly minutes of the meetings. Minutes of meetings must be emailed to all committee members, agency mentors, and Dr. Watkins by Friday of each week. It is important that all committee members be "on the same page," and therefore the weekly minutes will serve as a communication as well as a record keeping tool.

   3. Within the agenda and meeting minutes, include discussions of action steps completed, action steps to be completed, tasks to be delegated, agenda items to discuss with the agency mentor, agenda items to be discussed with Dr. Watkins (who will serve as a consultant to the task group).

   4. Save all agendas and minutes of meetings for purpose of final review.

   5. Invite agency mentors to at least one of the in class task meetings (sooner rather than later).

   Out of class activities

   1 . Based upon the discretion of the group, group members will detennine how to best use "out of class time." The use of out of class time will be reflected in the group discussion/agenda and minutes of the next week.

   2. At least one meeting with the agency mentors will take place at the site of the agency.

   3. Dissemination of the result of the in-class layout of class activities As a result of the in class group meetings and the out of class activities, a final report will be complied. The result of the project will also be disseminated via a class presentation. (For more details, see the dissemination component listed in the section describing project methodology.)

   Project Implementation

   0. Data gathering: related to theproject and the target population

   1. Review of the literature: Have information summarized to share information with group members. Be sure the articles speak to issues of race, gender, sexual orientation, age, and other issues related to oppressed populations. See Westerfelt and Dietz, as well as page 6 of SWK483 syllabus for more directions.

   2. Contact with external experts and resources: The review of the literature will provide you with a "glimpse" into the scholarship about your topic. At the same time, it is important to gather information on a national, state, regional, and local level to inform you of other institutions' responses to your topic area. While the Internet is a great resource, it is important that the HUMAN contact is not lost; therefore, it is important to discuss your topic with experts. At least one resource needs to be a faceto face discussion with a service provider. My telephone is available for longdistance phone calls related to the service learning project.

   3. Contact with internal eVerts: To gain the perspective of the "insider" or service recipient, interviews and focus group with service recipient will be conducted.

   Data compilation and data analysis: Use Westerfelt and Dietz as your guide.

   Keep all raw data! Articles, recording of interviews, focus group meeting minutes are to be included in the final report.

   Upon completion of the data collection, compilation, and analysis phases, the findings of your methodology are written to document the results of your research/needs assessment process. Use Westerfelt and Dietz as your guide.

   PROJECT FINDINGS DISSEMINATION

   Group Paper
   A 6-8 page bound paper (or whatever it takes, but no less than 6 pages; size 12 font) that includes the following (use headings please, and incorporate these topics with the outline on page 182 in Westerfelt and Dietz):

   1. Title page with the names of the group members, the agency mentor, the collaborating agency, and the topic researched.

   2. An introductory page/abstract that explains what will be discussed in the paper and the organization of the paper.

   3. Problem statement: A discussion of the needs of the targeted population that is not being met based upon your review of the literature, your contact with external and internal experts. What are the major community issues that impact/hinder/ present barriers to services being delivered? Where are the gaps in services on a national, state, and local level? Incorporate your review of the literature here. Be sure to cite your sources.

   4. The remainder of the fon nal research report follows the outline on page 182 in Westerfelt and Dietz.

   5. Reflections of lessons learned:

   As a group, review your logic model planning sheet, your weekly agendas, and the weekly minutes of the meetings (attach a copy of all in your appendix). Based upon your review of this "archival data," examine and analyze your task completion process, and discuss:

   a. The macro skills used.
   b. The realities of working styles: Incorporate a discussion of hem and haw versus sniff and scrurry styles and the Myers Briggs and how these dynamics impacted the task group.
   c. The three most important lessons about macro social work practice learned as a result of the project.
   d. The areas that emerged related to continued professional growth in the areas of working in groups, leadership styles, and diversity sensitivity.

   Be sure to include raw data, minutes, article summaries, other external resources, and bibliography as your appendices.

   Group Presentation
   Each group will conduct a 20 minute presentation, sharing with their classmates the following: project title, intended outcome of the project, needs of targeted population, research methodology, major findings, social work skills used, and lessons learned. Include a discussion about how the group moved their cheese. Are we hem and haw or sniff and scrurry in the approach to complete projects?

   DESCRIPTION OF SERVICE LEARNING PROJECTS

   Project 1: Gay Alliance of the Genesee Valley
   179 Atlantic Ave.
   Rochester, NY 14607
   716 244 8640 fax 716 244 8246 www.gayalliance.org
   Contact person: Patty Hayes, Youth Program Coordinator

   Goals of service learning project:

   To identify agencies working with youth (Igbtq and str8) that utilize youth in volunteer and/or paid positions. To examine how these programs are structured and to what degree they follow youth development principles.

   To explore how different agencies address ageism, educate adult staff and board members on youth development, and create adult/youth dialog.

   To hold a focus group with 1gbtq youth to assess what types of volunteer/paid opportunities they would like to see at the GAGV.

   Project 2: Boston Alliance for Gay, Lesbian, Bisexual and Transgender Youth (BAGLY)
   www.bagly.org
   Boston GLASS
   www.bostonglass.org/webfiles/index2.html

   Project 3: Assessing the Capacity of Youth Workers to Provide Out of School Time Recreation Activities for Children and Adolescents Who Have Been Identified as Emotionally Disturbed
   Service Learning Mentor: Marie Viavattine, MSW (at present time)
   St. Joseph's Villa

   Background of project: Most children and adolescents with emotional disturbances cannot participate in standard recreational activities in their community. They "cannot participate" for two reasons: (1) their social skills are at various levels of development, and (2) agencies are not equipped to provide the services needed for children with special needs. Youth workers have stated that this population of young people demonstrate "disruptive and challenging" behaviors for the staff who conduct after school program at the local community center, YMCA, recreation centers or Boys and Girls Clubs. Staff have articulated their concerns. This creates a vicious cycle because the children do not have the opportunities to develop the "out of treatment center" social skills because there are no facilities that have the resources to teach them or reach them. As children and adolescents become more isolated, they become more disturbed. The end results are often hospitalization or residential placement (which does not help their reputation in their neighborhood and further contributes to their isolation).

   The problem: There are people and agencies that have resources to train community youth workers about "how to" incorporate emotionally disturbed children into afterschool programs. At the same time, St. Joseph's Villa and the Monroe County Youth Bureau are interested in hearing firsthand about the training and resource needs of youth workers to effectively provide youth development services to the underserved population.

   The prgject: Conduct a needs assessment that includes interviews and a Youth Worker Summit (focus groups) to determine the types of assistance needed to conduct programs with a youth development perspective for children with emotional disturbances For example, some of the information needed includes: Does staff need training? Are staff trained to support special needs youth, but there is not enough staff available for appropriate supervision? Is there a need for special equipment or space?

   The activities: Youth workers will be interviewed to determine: (1) violence's impact on their services, (2) the realities of kids' aggressive/disruptive behaviors, and (3) what is a youth development approach to addressing violence in the centers and in kids'behavior.

   ]]> http://www.compact.org/syllabi/social-services/social-work-methods-iii/4134/feed/ 0 http://www.compact.org/syllabi/education/multidisabilities-support/4058/ http://www.compact.org/syllabi/education/multidisabilities-support/4058/#comments Mon, 01 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4058
   

   Multidisabilities Support
   SPEC 225

   I. Introductory Information

   A. Department Name: Special Education and Early Childhood Education

   B. Departmental Catalog Number: SPEC225

   C. Course Title: Multi-Disabilities Support

   D. Semester Hours of Credit: 3

   E. Clock Hours Per Week: 3

   F. Restrictions: Prerequisites SPEC 105 Introduction to Exceptionalities, SPEC 2 10 Life Skills Support, Valid CPR Certification or Permission of the Instructor

   II. Description of the Course

   This course is designed to provide experiences, techniques, strategies and a professional knowledge base of multi disabled individuals. This course addresses the characteristics, needs, strategies, and support systems of the mentally retarded/physically disabled in a life span context. For the purpose of this course the term multidisabilities will refer to both the mentally retarded and/or physically disabled. Emphasis will be given to the extensive and pervasive nature of the supports needed by this diverse group. The course emphasizes a trans-disciplinary approach to the issues of early intervention, education, transition, independence and the quality of life of this diverse population. While recognizing the impact of multiple disabilities, etiology, and medical fragility, it focuses on the contributions of assistive technology, medical technology, related services, agency involvement and community integration.

   III. Exposition

   A. Objectives:

   Upon completion of this course the student will be able to do the following:

   1. identify and discuss the historical foundations, significant contributors, issues and trends related to the care, treatment and education of the multi-disabled across the life span

   2. identify the relevancy of educational and therapeutic methodology in improvement of the quality of life of the disabled

   3. articulate issues dealing with medical technology, such as: educational ethics, responsibilities, and personal philosophy

   4. identify and discuss medical aspects of intellectual disabilities and their implication for learning

   5. analyze various levels of support and settings effective in working with the multi-disabled

   6. participate in the trans disciplinary collaborative process to provide appropriate levels of support, unique services, networks, organizations and programming for early intervention, education and transitional planning for multi disabled people

   6. discuss and identify sensory motor theory, terminology, and specialized evaluations and its importance to individuals with multiple disabilities (i.e. Cerebral Palsy)

   8. identify and discuss such severe etiologies and characteristics as autism, traumatic brain injury, cerebral palsy and physical disabilities

   9. identify the roles and responsibilities of the parents or other family members of the disabled person

   10. construct, implement, and evaluate a task analysis used to teach a daily living routine to a person with a multi disabling condition in a home, school or community setting identify local, state, community agencies to meet the educational, vocational, medical, life skills, and quality of life needs of the multi-disabled individual(s)

   12. implement various routines, which address privacy, confidentiality, and respect for the individual with materials used in feeding, toileting, first aid and universal precautions

   13. select and use appropriate physical management techniques including handling, positioning, lifting, relaxation, range of motion, basic wheel chair transfers and appropriate body mechanics for the safety of the student and teacher and to enhance participation

   14. develop Daily Special Health Care and Emergency Health Care Planning, medical complications and implication, secondary health care issues including monitoring of medication, seizure management, tube feeding, catheterization and CPR

   15. articulate the impact of terminal illness on the individual, family, peers, school staff

   16. define and interpret terminology used in physical and medical assessments in order to create appropriate learning plans

   17. plan and implement research supported appropriate programs designed to meet the educational, communication, motor, vocational, medical, life skills, extensive and pervasive supports, and quality of life needs of multi-disabled individual(s)

   18. design appropriate mechanisms for making choices

   19. create physical and instructional environments to minimize physical exertion maximize learning by using appropriate adaptive equipment which facilitate positioning, mobility and communication

   20. describe and plan sensory stimulation programs for individuals with extensive needs

   21. monitor prosthetic, orthotic, and adaptive equipment effectively

   22. create and environment which focuses on abilities and promotes inclusive practices

   23. discuss the value of age appropriate activities for the multi-disabled

   24. construct appropriate activities and schedules of an age appropriate nature for individual pupils

   25. evaluate progress and achievements by utilizing task analysis and ecological inventories

   26. identify appropriate levels of support for individuals

   27. utilize natural supports in natural environments

   28. analyze and synthesize specialized functional curriculum and strategies to natural and community settings

   29. assess assistive technology needs

   30. differentiate various sources of appropriate adaptations and technology such as switches, adapted keyboards, and alternative positioning to allow students with multiple disabilities full participation and access

   31. identify and discuss issues, roles, and responsibilities of collaboration, coordination and scheduling of related service personnel, including community based medical services

   B. Activities and Requirements:

   1. attend class and participate in class discussions, cooperative group work, and assignments

   2. complete all assigned readings

   3. satisfactory written or oral responses on chapter tests

   4. written reports (journal article reviews, critiques, and other written assignments)

   5. observe multi-disabled individuals across the life span in settings in early intervention programs such as: public schools, sheltered workshops, group homes, and centers for 20 hours. A detailed log with reflective summary will be required of this experience

   6. conduct a "teach a skill task analysis" project with multi-disabled individual

   7. wheelchair simulation with reflective log and summary

   8. interview parent/paraprofessional/therapists

   9. attend an assistive technology fair

   10. develop a resource file of techniques and strategies for daily planning of multi-disabled classroom

   C. Major units and Time Allotted:

   1. Introduction (3 contact hours)
   a. Definitions
   b. Prevalence
   c. History of educational and community services
   d. Current Trends and Issues

   2. Collaborative Support System (6 contact hours)
   a. The family
   b. Building friendships
   c. Societal support networks
   d. The trans-disciplinary team
   e. Collaboration: The process

   3. Biomedical Issues (6 contact hours)
   a. Bioethics
   b. Prevention
   d. Medical technology (life/medically necessary supports in the classroom, transitional and community settings
   e. Daily and Emergency Health and Safety Planning

   4. Principles of sensory motor system (6 contact hours)
   a. Assessment
   b. Skill acquisition and use
   c. Interventions

   5. Instruction, strategies, technologies and materials for teaching basic daily living routines (12 contact hours)
   a. Handling and positioning techniques
   b. Feeding materials and routines
   c. Environmental management
   d. Self care routines
   e. Communication
   f. Instructional adaptations
   g. Hierarchy of prompts

   6. Educational Models and Strategies (6 contact hours)
   a. Functional assessment
   b. Community based instruction
   c. Inclusive
   d. Self determination
   e. Self efficacy

   7. Transition Services (6 contact hours)
   a. Employment
   b. Living arrangements
   c. Leisure time

   D. Materials and Bibliography – See Selected Bibliography

   IV. Standards

   The students in this course will be evaluated based on completed reports, projects, and tests outlined in the Requirements section.

   V. Rationale

   A. This course is necessary to meet program standards outlined by the Council for Exceptional Children, the Special Education Professional Association.

   B. This course is designed for Special Education majors or minors at the sophomore or junior level.

   C. This course should have no impact on other departments.

   ]]> http://www.compact.org/syllabi/education/multidisabilities-support/4058/feed/ 0 http://www.compact.org/syllabi/economics/homelessness-in-america-an-exploration-of-poverty-human-services-and-social-change/4091/ http://www.compact.org/syllabi/economics/homelessness-in-america-an-exploration-of-poverty-human-services-and-social-change/4091/#comments Mon, 01 Nov 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4091 HOMELESSNESS IN AMERICA: AN EXPLORATION OF POVERTY, HUMAN SERVICES, AND SOCIAL CHANGE

   Mary Lou Finley, Ph.D., instructor

   Wednesday evenings, 7-9:30 p.m.
   Antioch University Seattle
   Credits: 4 (3 or 5 by arrangement)

   COURSE INTENTION

   It is the intention of this course to provide a framework for seeking to understand the root causes of the expansion of homelessness in the U.S. during the last 20 years, to convey a sense of the experience of homelessness and its consequences, and to explore efforts to meet the immediate needs of the homeless as well as advocate for long term change which can prevent homelessness.

   LEARNING GOALS

   1. To gain a greater understanding of the paths to homelessness.
   2. To understand how homelessness is related to larger social and economic forces in U.S. society of the 1980s, 1990s, and in the new decade ahead.
   3. To gain an experience of and a "feel for" the situation of homeless people in order to have one's own observations to compare to the rhetoric of public debate and to use as a basis for clarifying one's own values and commitments.
   4. To understand the services which have been developed to assist people who are homeless and to begin to develop one's own analysis of what is needed
   5. To develop skills in critical thinking about social issues and social policy, and to apply those skills to questions related to homelessness.
   6. To develop skills in thinking as a social scientist about social issues.

   READINGS FOR THE COURSE:

   Liebow, Elliot. Tell, Them Who I Am: The Lives of Homeless Women. New York. Penguin Books, 1995 (1993).

   Baumohl, Jim (ed.) for the National Coalition for the Homeless. Homelessness in America. Phoenix: Oryx Press, 1996.

   Vanderstaay, Steven. Street Lives: An Oral History of Homeless Americans. Gabriola Is, BC: New Society Publishers, 1992. (NOTE: Selections from this book are being reprinted and will be available in class. The book is out of print.)

   Real Change (Jan and Feb. issues ), the Seattle homeless newspaper. (Please buy your own copy from a street vendor or from the Real Change office, 2129 2nd Avenue.)

   Optional Reading in the Library:

   Snow, David and M. Gerald Bradford (eds.) Broadening Perspectives on Homelessness (special issue), American Behavioral Scientist, Vol. 37 No. 4, February, 1994.

   Joanne Passaro, The Unequal Homeless: Men on the Streets, Women in Their Place. New York and London: Routledge, 1996

   COURSE OUTLINE

   INTRODUCTION AND OVERVIEW

   #1 – Jan. 5

   Review of syllabus and course goals
   Discussion of definitions of homelessness
   Who are the homeless?
   Approaching homelessness from the sociological perspective; C. Wright Mills: "personal troubles and public issues"
   Analysis Vision Strategy
   (no reading)

   THE EXPERIENCE OF HOMELESSNESS

   #2 – Jan. 12 – DAY TO DAY LIFE (and an overview of homelessness)

   Routines of daily living
   Work and family
   Gender and race differences among the homeless

   Reading:
   E. Liebow, Tell Them Who I Am: Preface, Intro., Ch. 1 3
   Ch 2 in Homelessness in America: Martha Burt: "Definitions and Counts"

   Optional Reading:
   Ch 1 in Homelessness in America: Kim Hopper and Jim Baumohl, "Redefining the Cursed Word: A Historical Interpretation of American Homelessness,"

   #3 – Jan. 19: SURVIVAL AND SUPPORT: SHELTERS, SERVICES, COMMUNITY

   Homeless shelters as a human services response
   Social support and community among homeless people
   The limits of "shelterization"

   Reading:
   -E. Liebow, Tell Them Who I Am: Ch 4 6.
   In Street Lives: Tray Casey, pp 16 17.
   -In Homelessness in America:
   Ch 8, David Now, et. al. "Material Survival Strategies on the Street: Homeless People as Bricoleurs" pp 86 96
   Ch. 15 Maria Foscarinis, "The Federal Response: The Stewart B. McKinney Homeless Assistance Act"

   Optional Reading:
   -Ch 16 in Homelessness in America: Vicki Watson: "Responses by the States to Homelessness"

   PATHS TO HOMELESSNESS: HOUSING, INCOME, FAMILY AND PERSONAL VULNERABILITY

   #4 – Jan. 26 HOUSE AND HOME: THE DECLINE OF LOW INCOME HOUSING AND ADVOCACY EFFORTS FOR THE HOMELESS

   The decline of low income housing: displacement and gentrification.
   Public housing and government policies
   Subsidizing housing for the poor
   '80s and '90s organizing efforts
   Race and ethnic differences in homelessness

   Reading:
   In Homelessness in America:
   Ch 3: Paul Koegel et al., "The Causes of Homelessness" pp. 24 33.
   Ch 4: Cushing Dolbeare, "Housing Policy, A General Consideration," 34 45.
   Ch 7: L. Aron and T.J. Fitchen, "Rural Homelessness: A Synopsis", pp 81 85.
   Ch. 11: Kim Hopper and Norweeta Milburn, "Homelessness Among African Americans: A Historical and Contemporary Perspective."
   Ch 12: Susan Gonzales Baker, Homelessness and the Latino Paradox" pp 132 140.
   In Street Lives: Batman, pp 8 9 and Tanya, pp 21 22
   Article from The Weekly of Dec 23. 1999: Nina Shapiro, "Public Housing's Bright New Face" (Library)

   Optional Reading
   G. Blasi. "And we are not seen: ideological and political barriers to understanding homelessness". American Behavioral Scientist pp. 563 586. (Library)

   #5 – Feb. 2 – INCOME, JOBS, AND FAMILY SUPPORT

   Changing nature of jobs in America
   Special problems of young workers
   Changing distribution of income in the U.S.
   Welfare "reform" and its potential impact on homelessness
   Race and poverty in the US
   Family relationships and support

   Reading:
   In Homelessness in America:
   Ch 5. Bristow Hardin, "Why the Road off the Street is Not Paved with Jobs", pp. 46 62.
   Ch 6: M. Greenberg and J. Baumohl, "Income Maintenance; Little Help Now, Less on the Way." pp. 63 77.
   Ch. 19 Rob Rosenthal. 'Dilemmas of Local Anti homelessness Movements." pp 201 212.
   In Street Lives:
   Ch 2: Work and Its Discontents pp29 48

   Optional reading
   Ch 2 and 3 "House and Home" and "Beyond the Panopticon: the Nuclear Family, Men and Social Control" in Joanne
   Passaro, The Unequal Homeless (Library)

   #6 – Feb 9. – PERSONAL VULNERABILITIES AND HOMELESSNESS: MENTAL HEALTH, ADDICTIONS, HEALTH PROBLEMS and FAMILY VIOLENCE

   Deinstitutionalization of the mentally ill: relation to homelessness
   Drug and alcohol addictions among the homeless
   Health problems: cause or consequence of homelessness?
   Battering within relationships as a route to homelessness
   Battered women's shelter movement
   Street youth: family abuse, disruption
   Legal issues of homeless youth

   Reading:
   In Homelessness in America:
   Ch 17: Deirdre Oakley and Deborah Dennis, "Responding to the Needs of Homeless People with Alcohol, Drug, or
   Mental Disorders," pp. 179 186.
   Ch 9 R. Rosenheck et al., "Homeless Veterans", pp. 97 108.
   In Street Lives:
   DanieI 30 132; Sherry 144 146; Ron 147 149: Marsha 168 169; Lana 84 88; Martin 89 91.

   Optional Reading:
   Ch 4 from The Unequal Homeless: Men on the Streets, Women in their Place by Joanne Passaro, (Library)

   #7 – Feb 16: PUBLIC ATTITUDES, CIVIL LIBERTIES, AND THE HOMELESS IN PUBLIC SPACE

   Controversies over the homeless in public space
   Seattle issues: panhandling, parks, tent city
   Public attitudes toward the homeless; politics and attitudes

   Reading:
   In Homelessness in America:
   Ch. 14 Harry Simon, "Regulation of the Homeless in Public Space", pp 149 159.
   Ch 13 Bruce Link et al., "Public Attitudes and Beliefs About Homeless People", pp 143 148
   Feb 1 issue of Real Change

   Optional Reading:
   -Giuliani's policies for the homeless in New York City: articles in the New York Times; search the internet for recent developments

   SPECIAL (OPTIONAL) SESSION – Thurs. Feb 17: FIELD TRIP TO LEGISLATURE IN OLYMPIA FOR HOUSING LOBBY DAY

   Current public policy issues regarding housing and homelessness

   SPECIAL TOPIC: FAMILIES AND CHILDREN

   #8 – Feb 23: HOMELESS FAMILIES AND THE EFFECTS OF HOMELESSNESS ON CHILDREN

   Emotional and health issues
   Educational issues
   Approaches to educating homeless children
   Homeless families and the child welfare system: The Washington State class action suit and the Homeless Families Plan

   Reading:
   In Homelessness in America
   Marybeth Shinn and Beth Weitzman "Homeless Families Are Different", pp 109 122.
   In Street Lives: Chapter 8 Families 157 182

   SUMMING UP

   #9 – Mar 2: FOSTERING CHANGE: POLITICS, POLICY, AND GRASSROOTS

   What kinds of changes are needed?
   Where can we go to seek for workable ideas for change?:
   America politics and the dilemmas of homelessness
   What kind of advocacy?

   Reading:
   E. Liebow, Tell Them Who I Am Ch. 7, pp. 223 234.
   In Homelessness in America
   Ch 18 Eric Lindblom, "Preventing Homelessness", pp 187 200
   In Street Lives
   Ch 9. "Solutions", 183 223
   Real Change mid Feb or early March issue

   Optional Reading:
   K. Hopper and J. Baumohl, "Held in abeyance: rethinking homelessness and advocacy." in American Behavioral Scientist 522 552. (Library)

   #10 – Mar 9: REPORTS FROM STUDENT PROJECTS

   (No reading)

   ---

   
   DEMONSTRATION AND ASSESSMENT OF LEARNING

   1. Reading and class participation

   Students are expected to do the reading for the course and come to class prepared to discuss it. Class discussion is an important part of the course. We will sometimes use small groups, and it will be important to be familiar with the readings in order to fully participate.

   2. Summary and critique of one reading

   Everyone will be asked to pick one of the more advanced articles (e.g., those from the professional literature) and make a 10 minute presentation on it to the class.

   This should include a summary of the article's main points and a brief critique of it (e.g., your ideas about what is most important about the article and what you didn't like about it, what you see as its weaknesses). The intention is that your summary can serve as a springboard for class discussion.

   3. Interpretive essays

   Two short (4 5 page) interpretive essays will be expected for the course. These will allow you to synthesize and reflect on material from the readings and class discussions.

   DUE: Feb 2 and Feb 23

   4. Individual or collaborative project

   This can be either (a) a service learning project or (b) a research project which involves collecting data in the community. A report on this project should be written into a 7 10 page paper and also summarized in a class presentation during the last week of the quarter.

   (a) Service learning
   In this project you are encouraged to find an agency or organization providing services to the homeless or working on issues relevant to this course. You will be asked to spend some time working as a volunteer for the organization, in a way which will provide a good learning experience for you (about 10 hours over the course of the quarter).

   For your project, write a paper on what you have learned from this experience. Your learning may be both content and skills oriented: that is, what did you learn about homelessness about the people involved, the institutional contexts in which they find themselves; and what skills did you develop, what did you learn about your own interests, strengths, and capacities in this context.

   We will have some skill building sessions in class on reflecting on what you are learning as an aid in this process.

   I have some suggestions about places which would welcome volunteers. However, you may also wish to seek out places in your own community.

   (b) Small research project:
   
   For this option, you should select a research topic relevant to the ideas in the class and interview one or two people to collect information on it. You may also need to collect some written information, though this should not be primarily a library research paper. Prepare a paper to write up your results.

   Either of these could be collaborative projects among two or more members of the class.

   DUE: January 12: A paragraph describing what you would like. to do for your project.

   DUE: March 9 : a paper (7 10 pages) describing the results of your service learning or research.

   It is my hope that this project will allow you to explore some aspects of homelessness which are new to you, and which you will find challenging. If you haven't had any experience with homeless people or organizations, I would encourage you to choose something which will expose you to this world. If you have already been working with the homeless, I would encourage you to do something which will allow you to stand back and think more clearly about what it all means and what needs to be done: perhaps interview some key policy makers or activists, or do phone interviews with key people working at a national level on some aspects of the problem.

   A FINAL NOTE:
   I would like for you to think about what you would like to get out of this class, and to work with me to be sure that you have a plan for accomplishing your goals in the context of the goals for the class. The class will surely have students with varying degrees of familiarity with this subject, and what works for one might not be appropriate for another. It is my hope that within the framework of the class you will be able to find a way to pursue your particular interests and develop your own thinking and your own skills.

   ---

   SUGGESTIONS FOR WRITING PAPERS FOR SERVICE LEARNING AND RESEARCH PROJECTS

   SERVICE LEARNING PROJECTS

   In writing about your service learning project, the goal is to briefly describe what you did and then to describe what you learned from this activity. I would expect that your learning will relate in some way to the goals of the class (though there may be rare circumstances in which the major learning is of another sort.)

   1. Description of what you did:

   Consider including information on topics such as these:

   Where were you working? Describe the organization and the part of it you were most associated with.
   
   Why did you choose this organization? does it have a particular appeal to you, or do you see its approach as particularly compelling for some reason?
   What type of population is served by this setting?
   
   What did you expect to do when you decided to go to this organization? Did the plan for your activities change when you were actually there?
   Who did you work with? Clients? Other volunteers? Staff?

   2. What did you learn?

   You, can think of this work and learning as similar to a small pilot research project. While you will have a limited amount of "data" to draw conclusions from, go ahead and suggest what you have learned even from this limited information. Often in these initial insights and hunches are the seeds for ideas which could be pursued later and which may prove to be important.

   The following are meant to suggest possible areas to write about; pick and choose among them, or identify your own.

   Possible areas of learning:

   - the daily life and routines of people you studied
   - the ways the people adapt to their situations (or rebel against them
   - the causes of their situation
   - description of the community project
   - how is this program or project addressing the needs of the people?
   - how would you judge the effectiveness of the program or project?

   Reflection on what you learned:

   Whatever the topic of your learning, consider what this new learning means to you and what implications it has. For example, you could consider questions such as:

   *Did what you learned confirm what you had previously expected or was it a surprise? (Compare with any relevant readings; look for confirmation or contrasts).
   *Did this learning raise new questions for you? What are they? What might need further exploration?
   *What implications does this have for social policy?
   *What implications does this learning have for you personally or your future pursuits?

   ]]> http://www.compact.org/syllabi/economics/homelessness-in-america-an-exploration-of-poverty-human-services-and-social-change/4091/feed/ 0 http://www.compact.org/syllabi/social-services/principles-and-methods-in-human-services/4032/ http://www.compact.org/syllabi/social-services/principles-and-methods-in-human-services/4032/#comments Wed, 14 Jul 2004 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=4032 Ext. 6459
   Alamance 213 D
   kiserp {at} elon(.)edu
   Office Hours: MWF 11:00-1:00, TT 1:00-2:30

   In addition to the above hours I am generally in my office from about 8:00 until at least 3:00each weekday. While I make a special effort to guard the above office hours from the intrusionof other activities, I have found this to be impossible due to various meetings and administrativeresponsibilities. I encourage you to drop by any time but also feel free to schedule anappointment with me to be sure that you will find me in.

   Texts:

   Kozol, J. (2000). Ordinary Resurrections. New York, NY: Crown Publishers.

   Neukrug, E. (1994). Theory, Practice, and Trends in Human Services: An Emerging Profession. Pacific Grove, CA: Brooks/Cole.

   Objectives: The student will gain

   1. knowledge of the history of the helping professions and the evolution of services and social policy over time.

   2. knowledge of the values and ethical principles of the helping profession and an ability to use these principles as guidelines for everyday practice.

   3. knowledge of the helping process and the skills involved in establishing an effective helping relationship.

   4. an understanding of the human services worker as a professional and the various roles which the human service worker assumes in the community.

   5. knowledge and understanding of some of the major populations served by human services professionals and some of the specific sub-fields within human services.

   6. an understanding of the human services system as a network and the strengths and weaknesses of this system.

   7. awareness and understanding of his/her own strengths, weaknesses, interests, and goals as they pertain to the field of human services.

   Requirements:
   
   1. ATTENDANCE. Students are expected to attend class regularly, arriving on time and staying in class for the full class period. For each absence beyond three (3), two (2) points will be subtracted from the student's final grade. No distinctions are made between excused and unexcused absences. In the unlikely event that you should have an unusally debilitating illness, you may speak with me about this. It is the student's responsibility to inform me at the end of class if he or she has entered after the roll is called. Since promptness is emphasized, this should be extremely rare. Tardiness, leaving class early, or disrupting class by leaving and re-entering will also result in penalties on the student's final grade.

   2. PROMPTNESS. Late work is not acceptable. All work is to be handed in during class on the due date. It should not be necessary to slide work under the professor's door and students do so at their own risk. This applies to any homework assignments as well as papers, tests, or projects. In order to have late work accepted, the student must submit in writing clear documentation of incapacitating illness or personal crisis. Students should also be aware that any late work which is accepted may carry a significant penalty. Please plan and complete your work in a timely fashion in order to accommodate the unexpected last minute events (e.g., illnesses, computer crashes, empty printer cartridges, etc.) which might interfere with your work.

   4. SERVICE-LEARNING PROJECT. Each student is required to complete a forty (40) hour service-learning project in an appropriate human services setting. Each student will submit a Service-Learning Plan, reflection papers, a time sheet, and an evaluation as well as make a group presentation related to their service experiences. Further instructions are attached to this document and will be discussed extensively in class.

   5. LIFE MATRIX PAPER. Each student will write a paper in which he/she explores his/her own personal development and behavior in light of the six components of the Life Matrix Model: organic make-up, psychodynamic make-up, self-concept, learned behaviors, sociocultural make-up, and environmental supports and stressors. This assignment will be discussed extensively in class.

   6. HOMEWORK. Various assignments will be made to augment and enrich materials in the text and classroom work. Brief reaction papers, library readings, internet searches, etc. will be assigned as appropriate. Satisfactory completion of these assignments in a timely manner will be expected and recorded, The student's class participation grade will reflect this work.

   7. CLASS PREPARATION AND PARTICIPATION. Students are expected to participate in class discussion, role plays, small group work, and other activities. In order to do so, students must enter class prepared (having read the assigned reading, completed any homework) and ready to stay on task. Also, students are expected to contribute to the creation of a positive classroom, an environment which is conducive to learning. The class participation portion of each student's final grade will reflect the impact which he/she has had on the overall learning environment in the course.

   8. EXAMINATIONS. There will be three tests, including the final exam. Students will be responsible for all information covered in the readings as well as in class. Class time will not routinely be spent reviewing information in the text. Make-up tests are not given unless there is clear, written documentation that the student was unable to be present due to an incapacitating illness or severe personal crisis. Should there be any make-up exams, they will most likely be 60-70 minute oral exams.

   9. WRITING. The Human Services Department expects all written work to be mechanically and grammatically correct (i.e. well-organized, correct spelling, noun-verb agreement, etc.). All written work will be evaluated with this in mind. Grades will reflect the quality of the writing as well as the content of the work. All written work for this class should be typed on a word processor.

   10. HONOR CODE. All students sign the honor code upon entering the college. Students are expected to strictly comply with its terms. I will enforce this policy without exception in accordance with the policies and procedures within the Elon College Student Handbook, p. 37-39. Please review this policy carefully, noting that the academic honor code includes sanctions for the following behaviors: cheating, facilitating academic dishonesty, lying, plagiarism, and stealing and/or vandalism.

   11. E-MAIL ACCOUNTS. All students are required to set up an e-mail account. I will use e-mail to communicate with students as needed. I encourage students to use this method to communicate with me as well as with other students.

   References
   
   Ballantine, J. & Risacher, J. (1993). “Coping with annoying classroom behaviors”. Paper presented at the 13th Annual Lilly Conference on College Teaching, Oxford, OH, November 12. Cited in Nilson, L. Teaching at its best. Bolton, MA: Anker Publishing.

   Nilson, L. (1998). Teaching at its best. Bolton, MA: Anker Publishing.

   EVALUATION:
   

   Service-Learning Project Test 1 Test 2 Test 3 Life Matrix Paper Class Participation

   100 points 100 points 100 points 100 points 100 points 100 points

   Evaluation Standards:
   Grading of all tests and assignments will be in accordance with the Elon College catalogue
   descriptions for each grade as indicated below:

   A Indicates a distinguished performance
   B Indicates an above average performance
   C Indicates an average performance, work reflects a basic understanding of the subject
   D Indicates a passing performance, despite some deficiencies
   F Indicates failure

   Grading Scale:
   

   A 93-100 A- 90-92 B+ 87-89 B 83-86 B- 80-82 C+ 77-79

   C 73-76 C- 70-12 D+ 68-70 D 63-67 D- 60-62 F 59 and below

   TENTATIVE COURSE SCHEDULE

   Aug. 26 Overview of course

   Aug. 28 & Sept. 2 What is a Human Service Worker?
   Read Neukrug, Chapter I
   Read Neukrug, p. 293-297

   Sept. 4 Reserve reading: Learning from Service: Experience is the Best Teacher
   or is it? by Conrad and Hedin
   What is Service-Learning?

   Sept. 6 & 9 Historical Forces, Social Policy, and Human Service Delivery
   Read Neukrug, Ch. 2

   Sept. 11 Read Kozol as assigned in class

   Sept. 13 Community Partner Resource Person: Family Abuse Services

   Sept. 16-20 What do Human Service Workers Do? Exploring Levels of Intervention
   Read Neukrug, Chapter 6

   Sept. 23 Test 1

   Sept. 25 Turn in Service-Learning Plan
   Read Kozol as assigned in class
   In-class: Discuss service-learning work as it relates to Kozol

   Sept. 27 & 30 Theoretical Approaches to Understanding Human Behavior
   Read Neukrug, Chapter 3

   Oct. 2-4 Understanding Human Development
   Read Neukrug, Ch. 5
   Due Oct 4: Reflection Paper 1 (IPM)

   Oct. 7 Community Partner Resource Person: Salvation Army Boys and Girls
   Club
   Read Kozol as assigned in class

   Oct. 9 Reading on Reserve, Mehr, Causality of Problem Behavior/Deviance
   Discussion of the Life Matrix Model
   Life Matrix Papers Due Oct. 26

   October 16-21 Community Partner Resource Person: Alamance County Social Services
   Read Kozol as assigned in class

   Oct. 23 & 25 Human Diversity and the Human Service Worker
   Neukrug, Ch. 7

   Oct. 28 Community Partner/Resource Person: Juvenile Services
   Due: Reflection Paper 2 (IPM)

   Oct. 30 Test 2

   Nov. I Discuss Service-Learning
   Discussion Theme: Civic Engagement, Social Justice and Me
   Reading on Reserve/Meet in Presentation Groups

   Nov. 4 Small group work on policy issues
   Meet in library

   Nov. 6 & 8 Developing Skills in the Helping Process
   Read Neukrug, Chapter 4

   Nov. 11-15 Future Trends in Human Services: A Look at Special Populations
   Read Neukrug, Ch. 10, p. 264-278

   Nov. 18-22 Future Trends in Human Services: Policy and Practice
   Read Neukrug, Ch. 10, p. 278-292
   Group work on policy issues

   Nov. 25 Due: Service-learning Project
   Turn in time sheets, evaluation forms, and Reflection Paper #3
   Discuss, Reflect, Evaluate

   Nov. 27 – Dec. 4 Service-Learning Policy Presentations

   Dec. 11 Final Exam 11:30-2:30

   Service-Learning Project
   

   The service-learning project will serve as a type of laboratory throughout this course in which you will make connections between classroom content and real world experience. The term service-learning connotes that the project has two equally important goals: 1) serving and 2) learning. You are free to select the community agency in which you would like to complete this project subject to the instructor's approval. A list of pre-approved sites is attached. To facilitate connections between the classroom and this project, a few professionals from our partnering community agencies will be invited to class as resource persons. These visits will provide a more focused opportunity to reflect with our community partners about the experiences you are having in the community.

   The Learning. Throughout the semester you will write various papers in which you reflect on your service experiences in the community. These papers will require you to look beyond the experiences themselves and explore what you can learn from them. Good reflection papers will engage you in thinking critically about your experiences and will enhance your skills in a number of areas such as:

   • the ability to develop and test hypotheses
   • the ability to recognize gaps in your own knowledge and skills
   • the ability to apply what you are learning in the classroom to your field experiences
   • the ability to observe yourself – your behavior, your assumptions, your feelings, your biases, etc.
   • the ability to set goals for your own learning and performance
   • the ability to work systematically toward achieving the goals which you set for yourself
   • the ability to observe others
   • the ability to critique your own performance as well as that of others

   In each of your writing assignments you should focus not so much on what you did during your service but rather on your reflections about your experiences. Below are several characteristics which are typical of high quality reflection in service-learning.

   • critiques and evaluates self and others
   • sets goals and monitors progress toward them
   • observes situations and people carefully, including self
   • reflects upon emotions
   • reflects upon own strengths, weaknesses recognizes and addresses personal biases
   • raises questions and seeks to answer them
   • develops hypotheses and tests them
   • demonstrates ethical sensitivity and awareness
   • meaningfully relates experiences to academic course work
   • conveys writer's active effort to learn
   • demonstrates personal growth and self-awareness

   The Service. In addition to the "higher order" learning goals discussed above, you also are expected to provide high quality service to your community agency. The starting point for good service is demonstrating the good work habits which are valued, rewarded, and appreciated in any work environment. These habits include such behaviors as:

   • reliability
   • promptness
   • commitment
   • eagerness to learn
   • energy
   • initiative
   • flexibility

   Throughout the semester I will make occasional phone calls to community agencies to hear how my students are doing and to deal with any questions. I am pleased to report that these conversations are generally very positive. Please do your part to ensure that these conversations are positive this semester!

   The Assignments: Bearing all of the above principles in mind, you will complete a number of assignments during the semester which will help you maximize the learning from your service learning project. Each of these assignments is described below and in subsequent attachments. Due dates can be found in the Tentative Course Schedule above.

   Service-Learning Plan – Early in the semester you will be asked to submit a tentative plan to guide your learning in this project. You will be asked to set goals for yourself related to three areas: 1) academic knowledge, 2) skill development, and 3) personal development. You should be able to set at least three goals for each of these areas and identify specific strategies for achieving your goals. Since it is impossible to predict up-front all of the learning opportunities you might, this document should be seen as a living, changing thing than shift over time. The main purpose of the document is to keep you and your community supervisor focused on the goal of learning. More detailed instructions and forms for this assignment are attached. (10 points)

   Reflection Papers 1, 2, and 3 using the Integrative Processing Model – Over the course of the semester you will have three dates on which you will turn in reflection papers based on your service experiences. In each of these papers you will select a specific experience and consider it as some length using the Integrative Processing Model (IPM). The IPM format will take you through a six step process of 1) Gathering Data from the Objective Experience, 2) Personal Reflection, 3) Connecting the Experience with Academic Knowledge, 4) Examining Dissonance, 5) Articulating Learning and 6) Developing a Plan. We will often use this same structure as a way to focus and structure our classroom discussions about service so you will become quite familiar with it over the course of the semester. A detailed description of each step of the model with prompts to stimulate your thinking about each step is attached. (60 points/ 20 points each)

   Social Policy/Social Justice Presentation – As important as community service is, it is equally important that we ask ourselves challenging questions about why some of these organizations are necessary. As you engage in your agency throughout the term, the about the social, economic, and/or political conditions that create problems for the individuals and families served by the organization. Near the end of the semester, students working with related populations will make brief presentations in class focusing on policy issues that need to be addressed in order to create deeper and more lasting change. These groups will be loosely organized around such population groups as children, poverty, women, people with mental illness, etc. Groups will be identified and formed once all students have settled into their service-learning placements. (20 points)

   Evaluation and Time Sheet - Your community agency supervisor will be asked to complete an evaluation of the quality of your work in the service " e component of this assignment as well as confirm that you have completed your required service hours. A portion of your grade will be based upon this evaluation. (10 points)

   The Integrative Processing Model
   

   Step 1 ~ Gathering Objective Data from the Concrete Experience
   Describe the experience, focusing on such issues as-

   • What did I observe in this experience?
   • What were the key events and features of this experience"
   • What did I observe about the physical surroundings?
   • What did I observe about my behavior and actions and those of others?

   Step 2 ~ Reflecting
   React on a more personal level to the experience, focusing on such issues as,

   • How does this situation touch upon my own values?
   • How does it relate to my personal history?
   • What emotions and thoughts does this experience trigger in me?
   • What assumptions am I making about this situation?
   • What assumptions am I making about the people involved in this experience, including myself?
   • What does this experience point out to me about my own attitudes, biases, or preferences?
   • How do I evaluate my own effectiveness in this experience?
   • What behaviors (both verbal and non-verbal) enhanced or diminished my effectiveness?

   Step 3 ~ Identifying Relevant Knowledge
   Examine academic knowledge which might be applicable to the experience, focusing on such questions:

   • What course work or reading have I done which is relevant to this experience?
   • What principles, concepts, theories, skills, or information have I teamed which relate to this experience?
   • How does this experience relate to what I have learned elsewhere?
   • How is the experience consistent with my academic knowledge?
   • How does the experience contradict or challenge my academic knowledge?
   • How does my academic knowledge help me to organize, understand, make sense of,
   or develop hypotheses about this experience?

   Step 4 ~ Examining and Reconciling Dissonance
   Examine more closely points of discomfort, disagreement, or inconsistency in the experience. As you reflect on points of dissonance in your experience, also explore ways in which this dissonance might be reconciled. At times, however, you will find that dissonance cannot be resolved. Learning to live within ambiguity, conflicting tensions, and paradox is sometimes required. Focus on such issues as-

   • What, if anything, do I feel uncomfortable about in this situation?
   • What conflicting information I do have?
   • How does this experience contradict my previous assumptions or learning.
   • What conflicting thoughts and feelings do I have about this experience?
   • What disagreement is there between what I think I "should" think or feel and what I do think
   or feel?
   • What conflict is there between competing "shoulds" in the situation?
   • What disagreement is there between my personal views and assumptions about the situation and the ideas put forth by the "experts" in the field"?
   • What conflict is there between what I "know" and what I "do"?
   • Between what I "should" do and what I "want" to do?
   • Between what I "should" do and what I "must" do?

   Step 5 ~ Articulating Learning
   Remembering that learning is tentative and needs testing in subsequent experiences, respond to such questions as:

   • What are the major lessons I learned from this experience?
   • What did I learn about myself about others? about the world around me?
   • What knowledge, wisdom, or insights did I gain?
   • What skills did I acquire?

   Step 6 ~ Developing a Plan
   Consider the question, "Where do I go from here both in my work and in my
   learning?". This line of thought calls upon you to respond to such questions as.

   • Based upon what I have learned, how Might I modify my own approach, methods, or
   behavior as I encounter similar experiences in the future?
   • What alternative directions might I take as I proceed in my work?
   • What are the likely consequences of each alternative?
   • What alternative(s) seem to me to be most favorable?
   • How should I proceed in my learning?
   • What gaps do I recognize in my knowledge and/or skills related to this experience"
   • Consequently, how will I fill these gaps?

   HUMAN SERVICES AGENCIES
   
   The following agencies have worked with human services students in the past or have indicated an interest in doing so. The list is not necessarily exhaustive. Feel free to pursue your interest in any agency, whether or not it is listed below, but check with your professor to ensure its appropriateness.

   Alamance Cares 538-8110
   Alamance Community College – Literacy Program 506-4375 or 4376
   Alamance County Open Door Clinic 570-1300
   Alamance Development Center 513-4250
   Alamance Elder Care 538-8080
   Alamance Health Service Home Care Providers 538-8500
   Allied Churches of Alamance County 229-0881
   American Red Cross 226-4906
   ARC of Alamance County 438-2040
   Blakey Hall 584-1400
   Burlington Manor 584-9066
   Burlington Parks and Recreation 222-5030
   Burlington Police Department 229-3500
   Burlington Recreation Department 222-5030
   Crossroads Victim Assistance 228-0813
   Elon Elementary School 538-6000
   Elon Police Department 584-1301
   Elon Homes for Children 584-0091
   Family Services 226-5982
   First Presbyterian Child Development Center 226-7055
   Friendship Center Adult Day Care 538-1165
   Gibsonville Elementary School 449-4214
   Head Start 226-5558
   NC Department of Vocational Rehab 570-6855
   Positive Attitude and Youth Center 336-585-0844
   Presbyterian Home of Hawfields 578-4701
   Ralph Scott Group Homes, Inc. 227-1011
   Rehab & Health Care Center of Alamance 228-8394
   Residential Treatment Services of Alamance 227-7417
   The Salvation Army Boys and Girls Club 226-4462
   Senior Citizen Center 222-5135
   St. Mark's Church Youth Program 584-8983
   The Oaks 584-3070
   Twin Lakes Center 538-1400
   Twin Lakes Independent Living 538-1500
   Village of Brookwood 586-3840
   Vocational Trades of Alamance 513-4400
   Wee Care Child Development Center 229-0704
   Western Middle School 538-6010
   White Oak Manor 229-5571
   YMCA 227-2061

   The Integrative Processing Model
   Pamela M. Kiser, MSW, ACSW, LCSW
   Professor, Human Services
   Elon University
   Elon, NC

   The Integrative Processing Model offers a tool to enhance student learning in experiential education. This model is a step-by-step method of learning from experience which guides students to think through their experiences carefully and systematically. The Integrative Processing Model is a six-step, cyclic process. Each step of the model is described briefly below.

   Step 1: Gathering Objective Data from the Concrete Experience
   
   In experiential education, learning begins with a specific, discrete experience. This experience may be one in which the student is an active participant or an observer. The experience yields information which, in subsequent steps of the model, becomes the focus for reflection and application of knowledge. While in the experience, as well as after the fact, students glean information about the situation and events as well as about the behaviors and actions of the various participants. The student's ability to be an objective observer of experience is developed through this step of the learning process as the student identifies the salient points from the experience itself

   Step 2: Reflecting
   
   In Step 2, Reflecting, students assess their own personal reactions to the experience. In doing so, students ask such questions as, "How does this situation touch upon my own values? How does it relate to my personal history? What emotions and thoughts does this experience trigger in me? What assumptions am I making about the people involved in this situation? about myself? about the situation itself? How do I evaluate my own effectiveness in this experience? What behaviors (verbal and non-verbal) enhanced or diminished my effectiveness?"

   Step 3: Identifying Relevant Knowledge
   
   The information recorded in Step I may constitute only a set of meaningless, disjointed facts if examined outside the context of relevant theory and knowledge. Students in Step 2 identify theoretical, conceptual, and/or factual information which can shed light on these facts. While previous classroom learning probably forms the foundation for this process, students might also need to engage in more extensive reading and research to expand their knowledge and to develop greater understanding of their experience.

   Against the backdrop of relevant knowledge, certain information identified in Step I rises to the foreground of attention while other information becomes relatively less significant. Some facts may begin to cluster together, bearing some relationship to one another, forming a more cohesive picture, pattern, or theme. The application of knowledge (whether theoretical, conceptual, or factual) provides an organizing focus, a lens through which the student views and makes sense of experience. To use another analogy, knowledge provides a road map of sorts which helps the student identify his/her current location and develop ideas about what route to take next. In this step, students begin to learn the real value and power of knowledge as it can inform and direct their work as well as lend them a growing sense of confidence and competence.

   Step 4: Examining Dissonance
   
   Having examined the experience itself, relevant knowledge, and personal reactions, students are now in position to explore points of dissonance in the situation. Dissonance may be defined as a lack of harmony, consistency, or agreement. Dissonance can exist on a number of levels. Intellectual dissonance might be present as competing theories offer divergent points of view (Step 2) or as conflicting data arise out the concrete experience (Step 1). Students also might experience dissonance between the espoused theories of the profession and their own personal views. As the student examines dissonance, questions such as the following are raised:

   • What, if anything, do I feel uncomfortable about in this situation?
   • What disagreement is there between what I "should" do and what I "want" to do?
   • What mismatch is there between what I "should" do and what I "must" do?
   • What conflict is there between competing "shoulds" in the situation?
   • What disagreement is there between my personal views of the situation and views offered by the theories and knowledge of the profession?
   • What conflict is there between what I "know" and what I "do"?

   As various points of dissonance are examined and pondered, important questions may be:

   • Can this point of dissonance be reconciled? If so, how? If not, why not?
   • If this dissonance cannot be reconciled, how can I manage to work effectively within it?

   Step 5: Articulating Learning
   
   Students often report with excitement that they are learning "so much" from their field experience but when asked specifically what they have learned, they all too often fall silent. This scenario perhaps reflects the fact that, although they might indeed have learned a great deal, they have not thought carefully enough about this learning to be able to put it into words. Step 5, Articulating Learning, requires students to put their learning into words. Using words to explain and describe their learning pushes students to conceptualize that learning. What had perhaps been a dim awareness becomes clarified into a coherent statement through the written word. Having constructed this statement, students more clearly "possess" the knowledge, having greater command over it as a tangible, concrete, lasting entity which can be retrieved and used as needed.

   The guiding question in this step of the model is straightforward, "What are the major lessons which I can take from the experience?" The lessons learned may have to do with skills developed, knowledge gained, insights developed into self or others, or deeper understanding acquired of an ethical principle. Whatever the lessons, students should be encouraged to approach this step of the process with the appreciation that all knowledge is tentative. The articulated lessons are not fixed and immutable; rather, students take these lessons and test them in subsequent experience.

   Step 6: Developing a Plan
   
   The final step, Developing a Plan, is a two-pronged step of the process in that it calls upon students to think through 1) how to proceed in their work and 2) how to proceed in their own learning. Students are now ready to make an informed choice as to how to proceed in their work. As students implement their plans the learning cycle re-enters Step 1, and the process is repeated.

   ]]> http://www.compact.org/syllabi/social-services/principles-and-methods-in-human-services/4032/feed/ 0 http://www.compact.org/syllabi/social-services/introduction-to-community-organizing/3939/ http://www.compact.org/syllabi/social-services/introduction-to-community-organizing/3939/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3939 COURSE DESCRIPTION
   The purpose of this course is to provide an introduction to community organizing; specifically, the knowledge, skill and value base underpinning community organizing, planning, development and change. It will emphasize the myriad roles, goals, and strategies used by community organizers in effecting social change. It will examine the history of organizing as a context of analyzing contemporary issues and organizations in the country and in New York City. Models of community organizing including mass mobilization, social action, grass roots empowerment, leadership development and advocacy, as well as newer community building approaches will assessed for effectiveness in the current conservative climate. Special attention will be paid to issues of gender, class, race and ethnicity and sexual orientation in organizing. Field-related experience is included to expose students to an actual organizing environment.
   
   COURSE OBJECTIVES
   
   KNOWLEDGE
   - to understand the various concepts of community and their application to community organizing;
   -to understand the different types of organizing goals, roles and organizing strategies;
   -to recognize the value, power and resource differences that impede community organizing and
   development.
   
   SKILLS
   -to begin to assess the assets (strengths) and deficits (problems) of geographic (neighborhood)
   and functional (interest) communities;
   -to begin to apply models of organizing to specific social change endeavors;
   -to acquire beginning skill in specific organizing tools and techniques such as running meetings
   and public speaking, and use of media.
   -to acquire ability to critically analyze situations and problem-solve.
   
   
   VALUES
   -to appreciate the complexity of and competence needed for the organizer role.
   -to value citizen, community and client/consumer participation and empowerment.
   -to value to struggles and conflicts inherent in organizing for social and economic justice within an
   historical context and democratic framework.
   
   COURSE FORMAT
   This course is being offered as part of an interdisciplinary Hunter College faculty collaboration to explore the feasibility of establishing an undergraduate program in Community Organizing and Development (C.O.D.). Students who successfully complete the requirements will receive 3 credits through a course number in Urban Studies (URBS 403.95), Political Science (317.06), Sociology (225.35) and Community Health Education (400.50). Much of its content, structure and process were suggested through a series of meetings with faculty as well as community organizers outside of Hunter. It has been revised with input from students who took the course in Fall 1995 and 1996, Guest lecturers include members of the faculty and organizers working in NYC. Students will be encouraged to actively participate in and evaluate the course and all its features. Suggestions for improving the course will be welcome. Students will be expected to do a volunteer 20 hours during the semester in a community organizing setting as part of the major class assignment.
   
   COURSE PROTOCOL
   Attendance and punctuality at each class session is required. Please call in advance if an unexpected or anticipated lateness or absence occurs due to an emergency situation. Because of the participatory nature of the course, credit will be not given to a student with excessive latenesses or absences without prior permission. Extensions on course assignments and receipt of an "Incomplete" grade for the course is assigned at the discretion of the Instructor.
   
   STUDENT EVALUATION CRITERIA
   Students will be evaluated on their written work and participation in class (approximately) as follows: Logs (20%); Neighborhood analysis (15%); Meeting analysis (10%); Paper on Organizing Project and related Paper and Presentations (40%); and Classroom participation including discussion, the group recording assignment and small group leadership (15%).
   
   COURSE ASSIGNMENTS
   
   I. Log of Selected Readings
   Each week, select one article or chapter in a book to highlight from the readings. In no more than one page include: 1) brief summary; 2) your opinion about it; 3) the most interesting point; 4) a reason why you think it is an important article; 5) its relevancefor community organizing. A total of 12 logs are required including two from outside or non-required readings, No more than 3 chapters from any one book or guide.
   
   At the end of the semester, present in writing an outline or essay on the major themes and learning points from the readings you have done for the course. What do they have in common? Are there any differences in their perspectives? (2-3 pages).
   
   II. Neighborhood Observation and Beginning Assessment
   Take a walk around a geographic area in which you live or work. As one of the tools for community assessment, you should use your five senses (and your sixth sense!) to begin to understand that neighborhood. (Guidelines for the observation will be given out in class.) Come prepared to discuss your observations and preliminary analysis. In class, we will compare and contrast experiences. (It would be ideal if two or more students chose the same area to observe independently and then compare observations). Submit in writing a three-four page paper, answering the following questions: What does it look, feel, smell, sound and "taste" like? From your observations, what strengths does the area have? What problems are visible? Is this an area/neighborhood which is stable? in transition? improving? deteriorating? What additional questions are raised from your observations that need further fact-finding and assessment? Most importantly, what are the potential organizing issues that emerge from your preliminary assessment (eg. Need for programs, resources; campaigns to improve something; etc.) You can supplement with photos, drawings, maps, etc.
   
   III. Meeting Analysis.
   Attend a meeting of a community organization or some local government meeting (eg. community planning board), civic body or neighborhood organization (eg. block association, tenant association, women's group) concerned with a neighborhood or issue; preferably an organization which is working to improve conditions, policies or services. Describe the meeting in detail and then analyze it according to written guidelines to be distributed in class. Preferably, the meeting you attend should be connected to your volunteer field experience.
   
   IV. Class Recording.
   Once during the semester, small groups of students will be asked to take notes on a class session, compare them and together prepare and distribute to the whole class, a summary and synthesis of major themes. This provides an opportunity to improve your observational and analytical skills and to understand how minute-taking is a political and professional (not a clerical) function. The combined document should be duplicated and given to fellow students to serve as a resource for them.
   
   V. Participation in a Community Organizing Project
   Select an organization, agency or group with which to volunteer during the semester for a Minimum of 20 hours. A list of possible community organizations will be provided by the instructor. Alternatively, you can locate one on your own with permission of the instructor. The purpose of this assignment is to give you first hand experience observing and participating (to the extent possible) in the organizing work of the group. You will need to negotiate entry and assignment with the organization leaders and/or staff. At the very least, you should have access to meetings, minutes and other materials of the organization, and be able to interview leaders and members. In exchange, the group may ask you to participate in furthering the group's agenda, hell) them carry out a project or event, and/or provide feedback on your observations to them. This effort can be done individually or with other students.
   
   Students will present their experiences orally in class at the end of the semester. Minimum written expectations are to keep a log of your observations and submit at the end of the semester a paper (4-5 pages), answering the following questions: 1) What model or approach to organizing is being used?; 2) What are both the strengths and limitations of the group's effort?; 3) What opposition and allies does it have?; 4) What roles do the organizers and leaders play?; 5) What has been accomplished? Were there any disappointments, failures or defeats?; 6) What lessons did you learn? Refer to relevant course readings and class discussion.
   
   COURSE READINGS
   Students are not required to purchase any books or journals. All required readings are on reserve in the library. Also samples of past student work are on reserve to serve as models and guides.
   
   Required Texts
   Kim Bobo, Jackie Kendall, Steve Max. Organizing for Social Change: A Manual for Activists in the 1990s. Washington, D.C. Seven Locks Press, 1991.
   
   Si Kahn Organizing: A Guide for Grassroots Leaders Revised Edition, 1991.
   
   G. Speeter. Power: A Repossession Manual. Citizen Involvement and Training Project, 1978
   
   Other Required Readings
   City Limits Magazine and the "City" Section of the Sunday Edition of The New York Times.
   
   Recommended Readings
   Peter Medoff & Holly Sklar. Streets of Hope: The Fall and Rise of an Urban Neighborhood. Boston: South End Press, 1994 (A Case Study)
   
   R. B. Warren and D. 1. Warren. The Neighborhood Organizer's Handbook. University of Notre Dame Press, 1977.
   
   R. Shaw. The Activist's Handbook: A Primer for the 1995 and Beyond. Berkeley, U. of Cal. Press, 1996.
   
   J. Rooney. Organizing the South Bronx. (IAF) Albany State University Press, 1995.
   
   
   UNITS
   1. Purposes, Goals and History of Community Organizing
   
   * T. Mizrahi, "Community Organizers: For a Change." in Mental Health and Social Work Career Directo . First Edition. B.J. Morgan and J. M. Palmisano, Eds. Detroit, 1993, pgs. 131-136.
   
   * Kahn, Chapter I
   
   * Rubin and Rubin, Chapter 2 " Goals of Community Organizing: Lessons from History," , Community Organizing and Development Second Edition. Columbus Ohio: Merrill Publishing Co.,1992.
   
   * F. Cox " A History of community organizing since the Civil War with specific reference to oppresses minorities." in F.M. Cox, J.L. Erlich, J. Rothman and J.E. Tropman (Eds.) 5th Edition Strateizies of Community Interventions. Itasca Il.: F.E. Peacock, 1994
   
   * G. Delgado "Roots of the CO Movement." Beyond the Politcs of Place: New Directions in Community Organizing. ARC, 1994.
   
   II: Defining and Understanding "Community" in Community Organizing: Communities as Places, Spaces, Symbols, Shared Heritage and Sentiments
   
   * Jane Jacobs Death and Life of Great American Cities Chapter I and 2
   
   * Warren and Warren, Chapter 2: What's in a Neighborhood? Chapter 5-Which Neighborhood Are You Talking About? The Neighborhood Organizer's Handbook
   
   * R. T. Hester, Jr. "The Sacred Structure in a Small Town: A Return o Manteo, N.C." Small Town Jan/Feb. 1990 pp 5-21.
   
   * W. Tolliver. "Community Building: A Black Church Response. HUNTER CSSW ALUMNI UPDATE Spring, 1995.
   
   III: Defining "Organizing" in Community Organizing: Analyzing Models, Types, Auspice and Levels
   
   * Geographic/Neighborhood * Functional/Issue-based * Ideological/Value-based * Constituency/Identity-based
   
   A. Overview and Alternatives
   * G. Speeter Power: A Repossession Manual: Organizing Strategies for Citizens. Introduction and Chapter 1: Approaches to Organizing: Which one best suits my style?"
   
   * Barry Checkoway " Six strategies of Community Change." DEVELOPMENT JOURNAL 30 (1) January 1995 pp 2-20.
   
   * Bobo, Kendall and Max. Chapter 6: Organizing Models.
   
   B. Case Examples
   
   * N. Freudenberg and Uta Urayoana-Trinidad. "The Role of Community Organizations in AIDS Prevention in Two Latino Communities. (Washington Hts and the South Bronx). HEALTH EDUCATION QUARTERLY 19,1992 pp. 219-232
   
   * J.C. Pozzo. "Street corner labor." (on the immigrant workers assn.) City Limits. Jan. 1996 pp.8-9
   
   * STREETS OF HOPE Chapters I and 2
   
   * R. Epstein. "Lighting the Beacon" (IAF in NYC). CITY LIMITS. March 1995, pgs. 18-24; and "Spiritual Improvement" (on the Harlem Congregation for Community Improvement. City Limits. Feb. 1996 pp. 14-19
   
   * A. Durnois "Organizing a Community Around Health." SOCIAL POLICY 1,5 Jan. Feb. 1971.
   
   * T. Mizrahi Madison. "The Struggle for Partnership in Health Service Planning. HEALTH LAW PROJECT LIBRARY BULLETIN. Nov. 1978.
   
   CITY LIMITS Special Issue on Community Organizing: The Power to be Heard. August/September 1993. Features articles on ACE in Central Harlem; East Brooklyn Congregations; ACT UP; Community Alliance for the Environment (Hasidic/Latino community coalition); ACORN; Northwest Bronx Community and Clergy Coalition; the Umma Group in Flatbush.
   
   IV: Steps in Developing A Community Organizing Campaign Focusing on the External
   
   * Kahn, Chapters 3 "Organizations;" 4 "Constituencies;" 5 "Issues;" 8 "Strategy;" 10 "Tactics"
   
   * Bobo, Kendall, and Max, Part 1: Direct Action Organizing (Chapters 2-5;7)
   
   * G. Speeter, Power: A Repossession Manual. Chapter IV: Taking Action.
   
   V: Steps in Building an Organization: Focusing on the Internal
   
   - Recruiting and Motivating Membership
   
   - Cultivating and Developing Leadership
   
   * Kahn, Chapters 2 " Leaders," 6 "Members;" Chapter 18 "Culture" * Bobo, Kendall, and Max chapter 10 and 11
   
   * G. Speeter, Power: A Repossession Manual Chapter III: How Structure 8Develops Power.
   
   * S. Burghardt, The Other Side of Organizing "From Leadership Development to Critical Consciousness" Chapter 5
   
   VI: Specialized Skills
   
   A. Gathering and analyzing information: The role of research, and data collection and dissemination as organizing tools
   * Kahn, Chapter 9
   
   * Bobo, Kendall and Max, Chapter 19
   
   * Warren and Warren. Chapter 8: Neighborhood Diagnosis
   * Rubin and Rubin Chapter 8-"Information for Mobilization and Social Action." pgs. 156-186.
   
   B. Organizing and Running Meetings
   * Kahn, Chapter 7 "Meetings"
   
   * Bobo, Kendall and Max, Chapter 12 "Planning and Facilitating Meetings"
   
   * E. S. Rainman, R. Lippitt, and J. "Designing Participatory Meetings" from Taking Your Meetin2s Out of the Doldrums. San Diego, University Associates, 1988.
   
   C. Community Relations, Outreach and Publicity
   * Kahn, Chapter 12 "Communication," 13 "Media;" Chapter 16 "Unions"
   
   * Bobo, Kendall and Max Chapters 13 " Being a great public speaker," Chapter 14: "Using the Media" Chapter 16 "Working with community organization boards, Chapter 17 "religious organizations" and Chpter 18 "Working with unions"
   
   VII: Allies and Adversaries: Cultivating Support and Minimizing Opposition
   
   A. Coalition Building
   * Kahn, Chapter 15.
   
   * Bobo, Kendall and Max, Chapter 9
   
   * Rosenthal and Mizrahi " Advantages of Coalition-building" in Austin and Lowe, Controversial Issues in Communities and Organizations.
   
   * Mizrahi and Rosenthal, "Managing Dynamic Tensions in Social Change Coalitions" in T. Mizrahi and J. Morrison(Eds.) Community Organization and Social Administration. Haworth Press, 1993.
   
   B. Handling Opposition and Obstacles
   * L. Staples "The Seven D's of Defense." in Roots of Power
   
   * D. Jones. "Not in my Community: The Neighborhood Movement and Institutionalized Racism. SOCIAL POLICY 13 (2) 1979, pp. 44-46.
   
   * R. Lipsyte "Coping: The NIMBY Wars: View From the Backyard. NY Times Feb.6, 1994; "Coping: NIMBY Wars II: The View From the Other Side. NY Times April 3, 1994.
   
   VIII. Focusing on the Organizer: Thriving For the Long Haul
   * Bobo, Kendall, and Max, Chapter 25
   
   * C. Hyde. "Conunitment to Social Change: Voices from the Feminist Movement." JOURNAL OF COMMUNITY PRACTICE 1(2)1994 pgs. 45-64.
   
   * J. Hollender with L. Catling How To Make the World a Better Place: 116 Wgys You Can Make A Difference. W. W. Norton, 1994.
   
   IX: Contemporary Organizing Issues and Models
   
   A. Hybrid and New Organizing Models
   * S. Burghardt, "Community Building" HUNTER UPDATE ALUMNI NEWSLETTER Spring, 1995.
   
   * J. D. Clapp, "Organizing Inner City Neighborhoods to Reduce Alcohol and Drug Problems. JOURNAL OF COMMUNITY PRACTICE, 2 (1)1995 pp 43-60.
   
   * C. Bradshaw, S. Soifer, and L. Gutierrez. "Toward a Hybrid Model for Effective Organizing in Communities of Color. JOURNAL OF COMMUNITY PRACTICE. 1 (1) 1994 pp. 25-41.
   
   * S. Early & L. Cohen. Jobs with Justice: Building A Broad-based Movement for Workers' Rights. Social Policy. Winter 1994 pp. 7-17
   
   B. Race, Class and Gender Issues in Organizing
   * G. Delgado, Beyond the Politics of Place: New Directions in Community Organizing in the 1990s. Applied Research Center, 1994.
   
   * "Race, Cultural Diversity and Organizing. THE NEIGHBORHOOD WORKS June/July 1995. (whole issue)
   
   * M. Adamson Politics Unusual. Applied Research Center, 1996. (Case studies of progressive organizing to counter the "right" wing.)
   
   * B. Joseph et al. A Foundation for Feminist Organizing. in Women on the Advance. Education Center for Community Organizing, 1991.
   
   * L. Gutierrez. "A Feminist Perspective on Organizing with Women of Color. in F.Rivera and J.Ehrlich (Eds). 2nd Edition, Community Organizing in a Diverse Society. Second Edition. Boston: Allyn & Bacon, 1995.
   
   Also in Rivera and Ehrlich book are articles on organizing in different ethnic communities including Native Americans, Chicanos, African-Americans, Puerto Ricans, Chinese-American, Japanese American, Filipino-American, Central American, and Southeast Asian.
   
   See also RACEFTLE and THIRD FORCE (published by Center for Third World Organizing) for articles relevant to race and gender.
   
   SUPPLEMENTARY BIBLIOGRAPHY
   (Books and Articles relevant to community organizing written by members of the Hunter C.O.D. Collaborative)
   
   S. Burghardt. Organizing for Community Action. Sage Publications. 1982.
   
   S. Burghardt. The Other Side of Organizing Schenkman Publishers, 1983.
   
   Freudenberg, N. (1984) Not in Our Backyard: Community Action for Health and the Environment. Monthly Review Press: New York.
   
   Charles Green and Basil Wilson. The Struggle for Black Empowerment.
   
   Steve Johnston and other Hunter Faculty. A Guide to Sources of Information in New York City Second Edition. 1992.
   
   Paul Kurzman (Eds.) The Mississippi Experience.
   
   Terry Mizrahi. Organizing for Better Community Health: Programs and Strategies for Consumer Health Groups. National Clearinghouse for Legal Services, 1978.
   
   Terry Mizrahi and John Morrison, Eds. Community Organizing and Social Administration: Advances, Trends and Emerging Principles. Haworth Press, 1993.
   
   Jan Poppendeick. "Policy, Advocacy and Justice: A Case for Food Assistance Reform. in D. Gil and E. Gil (Eds.) Toward Social and Economic Justice. Cambridge Mass. Schenkman, 1985, ppf. 101-131.
   
   Jan Poppendeick. Bread Lines Knee Deep in Wheat: Food Assistance in the Great Depression. Rutgers, 1985.
   
   Ruth Sidel, Women and Children Last.
   
   Ruth Sidel Urban Survival. U. of Nebraska Press.
   
   Ida Susser. Norman Street Oxford University Press, 1982
   
   Ida Susser. "Union Carbide and the Community Surrounding It: A Case in Puerto Rico. INTERNATIONAL JOURNAL OF HEALTH SERVICES. 15 (4) 1985 PP 56L-583.
   
   Ida Susser. "Women as Political Actors in Rural Puerto Rico: Continuity and Change." in F. Rothstein and M. Blim. (Eds.) Anthropology in the Global Factory. Bergen and Garvey, 1992, pp. 206-220.
   
   
   Community Organizing Skills for Undergraduate C.O.D. Program at Hunter College:
   
   I. Organizing and Planning Skills – able to develop and engage people in groups
   
   capable of organizing and running a meeting
   able to represent the organization
   
   II. Interpersonal Skills
   able to work with different types of people
   able to understand how to motivate and involve people in change
   able to observe, listen, and hear
   
   III. Analytical Skills
   able to understand the issues, philosophy, and styles of the organization
   able to gather and use data and information able to understand different types and models of organizing and advocacy
   
   IV. Administrative Skills
   able to keep records
   able to communicate verbally and in writing
   able to use time productively
   
   V. Political Tactics and Strategies
   able to understand and analyze power structures
   able to understand and develop relevant tactics
   able to understand the impact of gender, race, ethnicity, sexual. orientation on organizing process and outcomes
   
   VI. Personal Characteristics and Professional Values
   able to take initiative and self-directed
   able to ask for help, support, guidance
   able to make responsible decisions
   able to demonstrate integrity
   able to identify with clients/community/constituency
   
   ]]> http://www.compact.org/syllabi/social-services/introduction-to-community-organizing/3939/feed/ 0 http://www.compact.org/syllabi/social-services/multinomah-county-adult-community-justice-capstone-measuring-the-effectiveness-of-criminal-justice-interventions/3940/ http://www.compact.org/syllabi/social-services/multinomah-county-adult-community-justice-capstone-measuring-the-effectiveness-of-criminal-justice-interventions/3940/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3940
   This Capstone is an applied research project with the Multnomah County Department of Adult Community Justice. It is an opportunity to apply what you have learned in the University Studies program and in your major. It is an opportunity to work with a community agency, and to work in a group of students from various disciplines toward a common goal. While there will be a final product, the challenges, the opportunities for growth, and the basis for your grade will be in the processes which develop this product.
   
   The Department of Adult Community Justice supervises offenders who are placed on either probation or parole by the court or parole board respectively. As a part of this supervision, the Department contracts out for a number of services, including alcohol and drug counseling. The Department, through this Capstone, wants to know to what extent these services aid in reducing recidivism. From this framework, this Capstone will draft the research question, develop the appropriate methodology, collect and analyze the data, conduct appropriate literature reviews and prepare the final report.
   
   Along the way, students will have the opportunity visit Department and program offices, and share the expertise of Dr. Charlene Rhyne, Program Evaluation Specialist for the Department.
   
   No textbooks are assigned for this course. There will be several handouts, articles, and suggested readings however. Additionally, there will be no formal exams. Students will be required to maintain a journal of activities and to provide a status report at mid-term and final. Some of these reports may be oral. Finally, grading will be based on participation and the quality of the report and presentations.
   
   Capstone Course Schedule
   Fall Quarter 1999
   
   Week 1
   9/28 Introduction to the project. Introductions to each other: backgrounds, anticipated roles. Review of course schedule. Establishment of communication protocols. Scheduling of on-site Visits.
   
   9/30 Introduction to the Department of Adult Community Justice: historical perspective, philosophy, mission, structure. The role of treatment services in the criminal justice system.
   
   Week 2
   10/5 Theory and practice of research design. Developing the research question, selecting the sample, selecting data elements.
   
   
   10/7 Develop Mission Statement. Self-select into groups (quantitative and qualitative). Develop research question. Each group begins work on evaluation scheme.
   
   Week 3
   10/12 Continue development of research designs.
   
   
   10/14 No class. On-site visits conducted. Groups continue work on research design.
   
   Week 4
   10/19 No class. On-site visits continue. Groups continue work on research design and data collection forms.
   
   10/21 No class. On site visits continue. Group work continues.
   
   Week 5
   10/26 No class. Group work continues.
   
   10/28 Debriefing from on-site visits. Research design and data collection
   form completed . Journals due. Individual progress reports (brief oral presentation). Overview of strategies for effective report writing.
   
   Capstone schedule
   
   Week 6
   11/2 Data Collection and coding. Begin work on narrative of report.
   
   11/4 Data Collection and coding. Continue work on narrative.
   
   Week 7
   11/9 Data Collection and coding. Continue work on narrative.
   
   11/11 No class. Veteran's day
   
   Week 8
   11/16 Data Collection and coding. Continue work on narrative.
   
   11/18 Data Collection and coding. Continue work on narrative.
   
   Week 9
   11/23 Data Collection an Coding. Continue work on narrative.
   
   11/25 No class. Thanksgiving.
   
   Week 10
   11/30 Data Collection and Coding. Continue work on narrative.
   
   12/2 Data Collection and Coding. Continue work on narrative.
   
   Week 11
   12/7 Finals Week. Status report from each group on data collection
   phase of project. Review and discussion of progress on narrative.
   Journals Due.
   
   Winter Quarter 2000
   
   Week 1
   1/4/2000 Status report from each group. Discussion of data analysis
   techniques.
   
   1/6/2000 Data Analysis discussion continued.
   NOTE: Class may be held in the Computer Lab.
   
   Week 2
   1/11/2000 Data analysis continued with each group completing
   analysis. (No formal class.)
   1/13/2000 Data analysis continued. (No formal class.)
   
   Week 3
   1/18/2000 Data analysis and interpretation.
   
   1/20/2000 Data Analysis and interpretation.
   
   Week 4
   1/25/2000 Discussion on report writing and guidelines. Commence
   preparation of final report.
   
   1/27/2000 Preparation of final report.
   
   Week 5
   2/1/2000 Preparation of final report.
   
   2/3/2000 Preparation of final report.
   
   Week 6
   2/8/2000 Progress report. Journals due.
   
   2/10/2000 Preparation of final report.
   
   Week 7
   2/15/2000 Preparation of final report.
   
   2/17/2000 Preparation of final report.
   Week 8
   2/22/2000 Report Due. In-class presentation. Preparation of executive
   summary. Preparation for oral presentation.
   
   2/24/2000 Continue work on presentation.
   
   Week 9
   3/1/2000 Presentation to Multnomah County Adult Community
   Justice Management (in-class).
   
   3/3/2000 Presentation to Multnomah County Adult Community
   Justice Management (site to be announced).
   Week 10
   3/10/2000 Final report due. Journals due. Evaluation of Capstone.
   
   ]]> http://www.compact.org/syllabi/social-services/multinomah-county-adult-community-justice-capstone-measuring-the-effectiveness-of-criminal-justice-interventions/3940/feed/ 0 http://www.compact.org/syllabi/social-services/crime-and-social-control/3941/ http://www.compact.org/syllabi/social-services/crime-and-social-control/3941/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3941 1 Chamberlain Ave
   Portland Campus
   Office Hours: Tues/Thurs 11am to 1pm (and by appointment)
   
   Class times:
   Section One meets 8:00am – 9:15am Tuesdays and Thursdays, in 206 Bailey Hall, Gorham Campus.
   
   Section Two meets 1:00pm – 2:15pm Tuesdays and Thursdays, in 402 Luther Bonney Hall, Portland Campus.
   
   Course Content and Objectives:
   This course offers a detailed examination and exploration of state-sponsored responses to criminal activity. We are especially interested in the historical trends in social control developing since the industrial revolution, the impact of economic conditions, and gender on social control policies. Students are required to study social control in context through the 20 hours of service learning in the local community. This course is designed for students to analyze social control by applying contemporary criminological theory to current methods of social control and by reading current research in this area.
   
   Prerequisites: Soc 100J, CRM 215J, CRM 220 or 222. Students who have not satisfied these prerequisites are ineligible to enroll in this class. This is very closely monitored and exceptions are not made.
   
   Books to purchase:
   Blomberg, Thomas and Stanley Cohen. 1995. Punishment and Social Control. New York: Aldine de Gruyter, Inc.
   Maxson, Cheryl and Malcolm Klein. 1997. Responding to Troubled Youth. New York: Oxford University Press.
   Morris, Norval and David Rothman, editors. 1998. The Oxford History of the Prison: The Practice of Punishment in Western Society. New York: Oxford University Press.
   Hudson, Jo, Allison Morris, Gabrielle Maxwell and Burt Galway. 1996. Family Group Conferences: Perspectives on Policy and Practice. Monsey, NY: The Federation Press.
   Miller, Susan L., editor. 1998. Crime Control and Women: Feminist Implication of Criminal Justice Policy. Thousand Oaks, CA: Sage.
   
   There is also a Course Packet to be purchased at the bookstore.
   
   On Reserve in the Portland Campus Library:
   Ignatieff, Michael. 1978. A Just Measure of Pain: The Penitentiary in the Industrial Revolution. London: Penguin Books.
   Foucault, Michel. 1979. Discipline and Punish: The Birth of the Prison. New York: Vintage Books (photocopies of chapters one and two).
   Cohen, Stanley. 1985. Visions of Social Control. Cambridge: Polity Press.
   Garland, David. 1985. Punishment and Welfare: A History of Penal Strategies. Brookfield, VT: Gower Publishing Co.
   Durkheim, Émile. 1990. "Two Laws of Penal Evolution" Année Sociologique 4: 65-95, reprinted in The Sociology of Punishment: Socio-Cultural Perspectives, edited by Dario Melossi.
   
   Assignments:
   1. Problem-Based Service-Learning Project (40 percent)
   2. Policy Term Paper (40 percent)
   3. Class Participation (20 percent)
   
   Assignment Details:
   1. The Problem-Based Service-Learning projects (PBSL) require students to volunteer twenty (20) hours to work in an agency of social "service"/control. A list of local agencies is available, but students are not limited to that list. Ideally, PBSL projects should be aimed at helping the agency solve a specific problem they face. You are required to work in teams of three (never more than four). Documentation of your projects should be compiled and submitted in a portfolio and include:
   __ signed (by a designated staff member of the agency) permission form to work in that agency
   __ address and phone number of the agency
   __ hourly time-sheets signed by an employee of the agency where students hours are documented
   __ daily learning log (or journal) of experiences, observations and analysis of the projects. Analysis MUST INCORPORATE readings from the class discussions
   
   The following steps are required:
   STEP ONE: first week of class, brainstorm with classmates on where to do the PBSL project.
   
   STEP TWO: by the third week of classes (February 3, 2000) written submissions of where projects will most likely be done.
   
   STEP THREE: by the fourth week of classes (February 10, 2000), Volunteer Acceptance Forms submitted. They must be signed by a member of the agency. Keep a copy in your portfolios as well.
   
   STEP FOUR: by the fifth week of classes (February 17, 2000) when students begin serving their twenty hours, a specific plan of action should be in place. In order to ensure that everyone has the same expectations, all parties must be clear on the tasks to be accomplished. This plan of action must be written out, submitted in writing, with copies kept in portfolios.
   
   STEP FIVE: throughout the semester, students should reflect on the readings for this class within the context of their PBSL experiences. For example, how would Stan Cohen situate this type of agency? as part of the ’original transformation· or something else? another ’diversionary· agency? are its ’boundaries· clear? who is expected to participate in the ’work· of this agency? etc… In the journal entries, students MUST incorporate the academic theory/readings into the analysis of these agencies. Failure to do so will result in a failing grade, despite the hours spent serving this agency. Students should constantly ask themselves how the readings pertain to the service learning projects. If there are problems with making analytical connections, students with questions should come to class prepared to inquire about the reading materials and other students should come to class prepared to discuss these connections.
   
   STEP SIX: at the conclusion of the twenty hours, group members will submit an analytical paper of the PBSL projects. The group paper is required to apply the theory of social control as it relates to this agency. The following questions should guide this analysis. Where would you situate this agency in the scheme of social control? How does this agency accomplish "control"? Who are the targets of their control? Who are the agency·s clients? How have the readings illuminated certain themes and issues faced by this agency? in terms of race, class and gender inequalities and practices? How are ’authority· and ’power· exercised?
   
   STEP SEVEN: PBSL project portfolios and group papers are to be submitted by April 6, 2000 in class, or by 4:00pm in my office. That is, each individual student submits his or her own portfolio containing the above-stated sections and each group submits its analytical paper on the same day. So, for each group with three members, submissions include three individual portfolios and one analytical paper.
   
   Examples of good portfolios are available on reserve in the library and in the Criminology Department office.
   
   2. Policy Term Paper: the policy term paper requires students to investigate further issues related to the type of agency where the PBSL projects were conducted. The term paper should be about 2500 words following the Department of Criminology Guide to writing papers (available at 1 Chamberlain Ave). As there has been some confusion on this in the past, papers should summarize the existing research findings on the type of agency being examined, not the particular agency located in the community. The substance of the term paper should go beyond the discussions in class of these types of social control efforts. Research papers that are adequately ’built· should have at least 10 – 15 current scholarly references ("current" means published since 1992, and "scholarly" means published in peer-reviewed academic journals, academic anthologies, an academic study published as a book, etc.). Government reports should be used sparingly as they typically do not incorporate theoretical analysis in report, and will not aid the development of the papers significantly. Sources from the internet should be viewed with extreme caution, as there is no quality control in that domain. All internet materials should be approved by me prior to being used in the paper. USM·s library has a good summary of how to evaluate web sites. It is found on the USM Library home page. Policy term papers should follow this outline:
   
   I. Theory/history of this type of social control
   II. Ideologies (stated and unstated) of this type of social control
   III. Summary of empirical research findings on this type of social control
   IV. Critique of this type of social control using theory outlined in class and/or the scholarship
   V. Recommendations for improvement based on "moral pragmatism"
   
   Writing is a skill, requiring constant practice, that should be taken very seriously. One element of effective writing is self-discipline and vigilance. Sentence structure should vary; grammar and punctuation should be used correctly; paragraph construction should be effective; conceptual organization of the paper should flow in a logical order. None of this can be accomplished at the last minute. Do not procrastinate in writing these term papers. As soon as the PBSL agency is selected, go to the library to begin researching similar types of social control in the United States. Read this research throughout the semester as the PBSL projects are proceeding, keeping notes on your readings/thoughts. Writing drafts of the term paper, beginning early in the semester, assists in making the final product complete, coherent and comprehensive, as it should be. Submission deadlines are fixed (no extensions will be granted, period). Computers are available on campus for all students and there are no legitimate reasons for being tardy in submitting papers (therefore, running out of ink, disk failure, and the like are NOT adequate reasons for late submissions). It is advisable to make back-up copies of your work on disks, regularly! Students failure to do so should not be taken as a license for leniency on deadlines.
   
   3. Class Participation: As there are no exams to be taken in this class, participation in discussions serves as a means by which evaluation of student comprehension of the readings. There may be times when students are required to work in groups during class time and that demands equal efforts among all students. Those who slack or regularly expect other students to "carry" them in this context should be aware that this strategy will negatively influence grades. Class attendance is mandatory and monitored with daily sign-in sheets. Three unexcused absences are permitted throughout the semester. More than three will negatively influence grades. Class participation is evaluated based on attendance records, quality of contributions to class discussions and attitudes with which students approach this class.
   
   In general:
   ACADEMIC INTEGRITY: The University·s official policy on academic integrity is in effect in this course, as in all other courses! All students must give their own answers in all classwork, quizzes, papers, and examinations without help from any source not duly credited. Written material is to be original work (student·s own compositions), and appropriate credit must be given to outside sources from which ideas, language, or quotations are derived. Suspected academic misconduct will be reported to the Provost·s office with a recommendation of course failure and/or dismissal from the University.
   
   MINIMUM GRADE REQUIREMENT: It is the student·s responsibility to be familiar with minimum grade requirements for Criminology majors. A grade of "C" or better is required in any course to be used for major credit. "C-" does not count for these purposes. All students with questions should contact their advisors.
   
   ACADEMIC SUPPORT INFORMATION: If students need course adaptations or accommodation because of a documented disability, please make an appointment with me as soon as possible. At any point during the semester, if students encounter difficulty with this course, or if students feel they could be performing at a higher level, consult with me. I understand that students experience difficulties in courses for a variety of reasons and am happy to make reasonable arrangements with students who have documented their need for accommodation. For problems with writing skills or time management, students should seek assistance at the Academic Support Center, 242 Luther Bonney (780.4470). Assistance is also available through the Counseling Center, 106 Payson Smith (780.4050) and the Disabled Student Services, 237 Luther Bonney Hall (780.4706).
   
   Notices:
   This course requires an off-campus component. As this contact may expose students to potential health and safety risks, a policy has been sanctioned by the University that students must have health insurance at least equal to or better than that available from Student Health Services. Please contact Margaret Fahey (780.4221), Director of Student Academic Affairs and Administration, if there are any questions.
   As compensation for the twenty hours of outside class time devoted to PBSL projects, there are no scheduled classes for two weeks. See reading/class schedule for further details.
   
   Course Outline and Reading Schedule
   Jan 18, 20 Introduction to Basic Concepts
   Course Packet reading: Cohen, Stanley. 1985. Visions of Social Control. Introduction, Chapters 1, 2, and 7.
   
   Jan 25, 27 Theory/History of Incarceration. Lecture-based on readings of Ignatieff and Foucault (optional readings on reserve) read: Oxford History of the Prison, chapters 2, 3, 4, 5, and 6.
   
   Feb. 1, 3 Continuing Lectures based on Ignatieff, Foucault and Durkheim (optional readings on reserve)
   Read: Oxford History of the Prison, chapters 8 and 10.
   
   PBSL Step Two Submission (Feb 3)
   
   Feb. 8, 10 Social Control of Women
   
   Read: Punishment and Social Control, chapter 12; Oxford History of the Prison, chapter 11; Crime Control and Women, chapters 7 and 8.
   
   PBSL Step Three Submission (Feb 10)
   
   Feb 15, 17 Social Control of Young People
   Read: Oxford History of the Prison, chapter 12; Responding to Troubled Youth, entire with emphasis on specific sections (TBA).
   
   PBSL Step Four Submission (Feb 17)
   
   Feb 22, 24 Winter Break
   
   Feb 29, Mar 2 Policing and Social Control
   
   Read: Punishment and Social Control, chapters 7 and 8; Crime Control and Women, chapters 4 and 6.
   Course Packet: Chambliss, William. 1994. "Policing the Ghetto Underclass: The Politics of Law and Law Enforcement." Social Problems: 41: 177 – 194.
   
   Mar 7 Three Strikes Policies and Boot Camps
   Read: Crime Control and Women, chapters 1 and 3.
   
   Mar 9 The Death Penalty – Lecture/Discussion, no reading.
   
   Mar 14, 16 Contemporary Problems and "solutions"
   Read: Punishment and Social Control, chapters 3, 4, and 9.
   
   Mar 21, 23 Compensation Time off for PBSL projects.
   
   Mar 28, 30 Spring Break _
   
   April 4, 6 Discuss PBSL projects, no readings
   
   PBSL Step Six: individual portfolios and group papers (April 6).
   
   April 11, 13 Republican Criminology and Restorative Justice
   Read: Sheingold, S., T. Olson and J. Pershing. 1994. "Sexual Violence, Victim Advocacy, and Republican Criminology: Washington State·s Community Protection Act." Law and Society Review 28: 729-763.;
   Braithwaite, J. and M. Pettit. 1994. "Republican Criminology and Victim Advocacy." Law and Society Review 28: 765 – 776.;
   Daly, K. 1994. "Comment: Men·s Violence, Victim Advocacy and Feminist Redress." Law and Society Review 28: 777- 786.
   Braithwaite, J. 1989. Crime, Shame and Reintegration. New York: Cambridge University Press, pages 84-107
   Braithwaite, J. and S. Mugford. 1994. "Conditions of Successful Reintegration Ceremonies: Dealing with Juvenile Offenders." British Journal of Criminology 34: 139 – 171
   Blagg, H. 1997. "A Just Measure of Shame? Aboriginal Youth and Conferencing in Australia." British Journal of Criminology 37: 481- 506.
   April 18, 20 Family Group Conferences
   Read: Family Group Conferences, entire with emphasis on selections (TBA).; Crime Control and Women, chapter 9
   
   April 25, 27 Compensation Time Off
   
   May 2, 4 Moral Pragmatism revisited
   
   May 4 Policy Term Papers Due.
   
   ]]> http://www.compact.org/syllabi/social-services/crime-and-social-control/3941/feed/ 0 http://www.compact.org/syllabi/social-services/human-services-practicum-i-and-ii/3942/ http://www.compact.org/syllabi/social-services/human-services-practicum-i-and-ii/3942/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3942 A year sequence (may be less extensive for students not majoring in Social Work or Society and Justice) designed to prepare students to become entry-level human service practitioners, the practicum is an intensive field experience in human services and community agencies. The field experience will be supervised by agency field instructors in cooperation with the Director of Practicum Programs.
   
   The student will be expected to spend sixteen hours each week (two full days) in a specified human services agency. Non-majors may enroll in a 3 credit hour practicum which requires them to be in a placement for one day or 8 hrs. per week. Field days are usually Tuesday and Thursday each week but this may also vary.
   
   The practicum director negotiates the selection of practicum agencies and the Practicum Coordinator maintains liaison throughout the year. To qualify, an agency must agree to provide: (a) initial orientation, (b) assist students in developing a learning contract, (c) one hour each week of individual supervision of the student in both direct and indirect services, (d) complete a final written evaluation developed jointly with the students at the end of each semester.
   
   COURSE OBJECTIVES
   
   1. To help students translate into practice in a particular setting the concepts and principles taught in the classroom.
   
   2.The learning opportunities are designed to enable a candidate for a behavioral sciences degree to develop and exhibit a professional level of work performance. Students are expected to accomplish this through:
   
   a. Indicating by their performance an internalized sense of professional identity that causes them to (1) think, feel and act in accordance with the values and responsibilities of that profession, (2) analyze and assess their own professional activities, and (3) accept a continuing responsibility for their own professional development.
   
   b. Approaching problem-solving tasks or helping interventions in a way that reflects a spirit of inquiry, a capacity for conceptual thinking, a grasp of the structure of knowledge and theory pertinent to a particular problem, an ability to transfer to a specific situation applicable concepts and principles, and a readiness to seek new knowledge when needed to guide their professional activities.
   
   c. Using in a variety of problem-solving tasks involving individuals, groups and communities, the technique essential to all professional practice. inquiry, analysis, assessment, planning and action to implement change strategies.
   
   d. Using in purposeful professional relationships a disciplined self-awareness and control a genuine concern for people, and understanding of them, their capacities, their problems and the social systems with which they interact.
   
   e. Demonstrating in discussion and field practice, a personal and professional commitment to participate responsibly in efforts to alleviate social problems, improve social functioning, effect social change and contribute to the research and knowledge needed to achieve these objectives.
   
   PRACTICUM PROCEDURES AND ASSIGNMENTS
   
   1. Selection of an Agency Setting
   a. The student will complete the Field Placement Preference Form.
   b. The student will meet with the practicum director for an initial interview. Thepurpose of the meeting is to assess previous experience, agency choices, andspecific learning goals through discussion of the Field Placement Preference Form.
   c. The student will be referred to three agencies mutually agreed upon by the student and the practicum director.
   d. The student will set up appointments with each aizency. It is important to realize that negotiating a field experience is a mutual experience for the student, the University and the community agency.
   e. After the three agency interviews the student will meet with the practicum director and discuss the Agency feed back. The student will indicate the agency of his/her choice. Every effort will be made to place students in their first choice agency.
   
   2. Developing a Learning Contract
   The learning contract is the learner's agreement with the Agency and University. It is the student's responsibility to take the initiative in developing this contract, which is comprised of learning and functional objectives. The learning contract is very similar to a job description and will be used as the primary basis for evaluating the student's performance in the field agency.
   
   This assignment will be discussed in detail during a class session. The practicum. coordinator is available to assist individual students and agency field instructors in the development of contract ob ectives. All materials related to this assignment and required for completion of the contract can be found in the field manual.
   
   3. Keeping a Journal
   Beginning the first week of the semester, the students will be expected to keep a written record of their impressions, experiences and insights. This requirement is the primary teaching and evaluative tool, which the practicum coordinator uses, for the objective of translating principles into practice. The main purpose of the journal is for students to identify and explain how they integrate classroom concepts into practical application. This assignment will be explained more thoroughly in class.
   
   4. Attendance
   Attendance at all practicum-related classroom sessions is required. All appointments with the practicum. director and coordinator must be kept and it is expected that the student will demonstrate independent professional behavior in making appointments on time or contacting the director if rearrangements must be made.
   
   Students are required to fulfill their contractual obligations of attendance at their field agency. If modifications need to be made, they should be negotiated between the student and the field instructor. The practicum coordinator will monitor the student's attendance with the field instructor.
   
   5. Final Site Visit and Evaluation
   At the end of the semester, a final site visit will be made by the practicum coordinator to the field agency. The student, field instructor and coordinator will discuss together the student's work performance and overall progress, based on the learning contract. This visit- coupled with the written evaluation submitted by the field instructor, constitutes the major feedback and evaluation of the student's "on-the-job" accomplishments. Procedures and criteria for selection of Practicum Agencies and Instructors.
   
   A. Procedures for selection of Practicum Agencies.
   
   1. Requests for designation of agencies for training of students may be initiated by either the school or the agency.
   2. The application requesting social service practice students should be submitted to the practicum director before anticipated student placement can be made.
   3. The practicum director will meet with representatives appointed by the agency to coordinate practicum placement between the agency and the University.
   
   B. Criteria for selection of practicum agencies.
   
   1. The agency should be a recognized human service agency with qualified staff who are committed to and willing to provide necessary time for provisions of professional practicum instruction.
   
   2. The agency must demonstrate interest in and commitment to social science education through the following:
   
   a. availability of qualified staff to fulfill practicum instruction assignments.
   b. allocation of sufficient staff time to meet regularly with students in provision of weekly practicum instruction.
   c. allocation of staff time required for completion of required practicum. evaluation forms and liaison conference.
   d. release staff time to allow attendance at practicum meeting with the University Practicum Director.
   e. maintain an on-going collaborative relationship with the University and Practicum Director.
   
   C. Procedures for selection of practicum instructors.
   
   1. The agency application form referred to in A-2 above should include the names and qualifications of practicum instructors to be considered from each agency. (The form will be provided by Director of Practicums.)
   
   2. The Practicum Director will collaborate with the designated agency training coordinator in the selection of potential practicum. instructors.
   
   Criteria for selection of Practicum instructors/supervisor.
   
   1. Practicum instructors will have earned a graduate degree from an accredited College or University. (Exceptions to this criterion will be evaluated on an individual basis by the Director of Practicum, and practicum coordinator.)
   
   2. Practicum instructor will have at least two years of experience in teaching, training or supervision. (Exceptions to this criterion will be evaluated on an individual basis by the Practicum Director and practicum coordinator.)
   
   3. Practicum instructor/supervisor will have demonstrated professional competency in their field and method for which they have been designated a practicum instructor.
   
   4. Practicum instructor will have indicated strong interest in the instruction of students.
   
   5. Practicum instructors must be willing to commit themselves to the allocation of sufficient tasks related to practicum, including regular and "as needed" conferences with students, completion of evaluation forms, attendance at practicum meetings, and coordination of student learning experience with the practicum director and practicum coordinator.
   
   6. New practicum instructors must be willing to attend an orientation meeting for beginning field instructor/supervisor.
   
   Roles Related to Practicum
   
   A. Role of the Practicum Director
   
   1 . Assume overall administration of the program of practicum instruction.
   2. Assume responsibility for defining the educational objectives of the practicum.
   3. Select, in cooperation with agency administrators agencies and instructors to be used in the practicum.
   4. Determine student placements by taking into consideration agency requests, student preferences, professional guidelines, and the University's policies and educational objectives.
   5. Assist in providing selected curriculum and instructional materials to practicum instructors.
   6. Appoint a Practicum Coordinator to work with the student, Practicum Instructor, and agency administrator in promoting close collaboration between the agency and the University to enhance the students learning experiences.
   7. Assist in provide orientation in practicum instruction for all new Practicum Instructors.
   
   B. Role of the Practicum Coordinator
   
   1 . Inform the student and agency of important dates and the calendar for the school year.
   2. Monitor the practicum instruction process to assure that each student is receiving regular instruction and ongoing feedback.
   3. Be available to discuss practicum related progress and/or problems with individual students.
   
   4. Visit agency as needed and maintain regular (monthly) contact by telephone.
   5. Review with the Practicum Instructors students' progress and/or problems.
   6. Inform Practicum Instructors of resources available from the University to support practicum instruction, i.e., sequence consultants.
   7. Assist in the development of educational programs within the agency for thebenefit of students.
   8. Evaluate learning experiences within the agency in terms of most appropriate level of use, i.e., undergraduate.
   9. Recommend a practicum grade to the Program Director in collaboration with the Practicum Instructor/Supervisor, and assign the final grade.
   
   C. Role of the Agengy in Practicum Instruction
   
   1 . Make available Practicum Instructors who meet the requirements of the University.
   2. Assure continuity of practicum instruction, if possible, by the same person for the full school year.
   3. Interview and approve students proposed for placement in accordance with agency and University policies of nondiscrimination.
   4. Accept students with the focus first on education, and second on provision of services to agency clientele.
   5. Provide practicum instruction opportunities to enhance the student's educational program.
   6. Provide opportunities for the student to meet University expectations in terms of assignments and number of hours, in accordance with agency scheduling and needs.
   7. Enable and encourage students to participate in staff meetings, group seminars, and interdisciplinary meetings as appropriate.
   8. Work in cooperation with the University's educational objectives for practicum.
   9. Permit Practicum Instructors sufficient time to attend required meetings and participate in conferences and evaluations with students and Practicum Director.
   
   D. Role of Practicum Instructors/Supervisor
   
   1. Provide dynamic and educationally sound practicum. instruction experiences for students.
   2. Aid students in developing an understanding of the student's role within the training agency.
   3. Identify agency expectation and demonstrate how these will correlate with University expectations.
   4. Meet with students in both individual and group instruction (where appropriate) for 1 hr per week.
   5. Work cooperatively with the Practicum Coordinator on behalf of the student's educational program.
   6. Attend University practicum instruction meetings.
   7. All new Practicum Instructors will attend an orientation meeting on practicum instruction provided by the University.
   8. Participate with students in on-going evaluation and end-of-term evaluation.
   9. Provide the practicum evaluation on student performance with a recommended grade to the Practicum Coordinator no later than the day noted in field calendar.
   
   E. Role of the Student in Practicum Instruction
   
   1. Provide a completed field preference form.
   2. Adhere to professional expectations in accordance with the Code of Ethics of the specific profession, and to policies and regulations of the agency, e.g., keeping all client-related matters confidential.
   3. Integrate and apply theoretical concepts and principles presented in the classroom in providing direct and indirect services to clients, group and community.
   4. Meet the assignments, expectations and required number of clock hours in the agency for practicum credit each semester.
   5. Take initiative for acquiring learning assignments.
   6. Prepare for and attend regularly scheduled individual, group, and staff conferences, training sessions, and workshops, as designated by the agency.
   
   7. Discuss openly any difficulties in the practicum with the Practicum Instructor and Practicum Coordinator as appropriate.
   8. Work cooperatively with agency and other collaborative personnel.
   9. Participate actively in the semester evaluation process with the Practicum Coordinator and Field instructor.
   10. Complete and return the evaluation form for their Field Instructor and Practicum Coordinator.
   
   Guidelines for Practicum Instructors of Supervisors
   
   The following is a list of suggestions and expectations for Field Instructors/Supervisors to be used to facilitate field training.
   
   1. The field Instructor/Supervisor should have an expressed interest in teaching or training students.
   2. The field Instructor/Supervisor should have administrative support to assume the responsibility.
   3. The field Instructor/Supervisor, with the support of the University, will need to assume responsibility to clarify their role as a practitioner and trainer.
   4. The individual field Instructor/Supervisor should take specific steps to develop competence as a field Instructor/Supervisor.
   5. The field Instructor/Supervisor should assume responsibilities to provide the student with a clear understanding to the role of the profession within the training and how their role differs from that of other professionals working within the same agency. The field Instructor/ Supervisor should explain the policies, procedures and mission of the agency. The field Instructor/ Supervisor should define the similarities and differences in the role assumed by the social service worker in various agencies.
   6. As soon as possible the field Instructor/Supervisor and the Practicum Coordinator should take mutual responsibilities to collaborate on arranging conference schedules. A sharing of time schedules could also be arranged to facilitate communications.
   7. The field Instructor/Supervisor should know that once the assignment of students to the training agency has been cleared through channels that he/she can inform himself/herself about the student through information available at the University and Practicum Director. This information should be treated as confidential and should be used for educational/ training purposes only.
   8. The field Instructor/Supervisor and Practicum Coordinator jointly share the responsibility for the student's educational and training experience. When a concern arises in the educational and training process, there is responsibility for each to communicate with the other and for the student to also be encouraged to contact his/her Practicum Coordinator.
   9. Because of the joint responsibility for the students' educational experiences in the field, the usual lines of communication to the University should be through the Practicum Coordinator. There should be optimum communication between agency and Practicum Coordinator in all aspects of training.
   10. To integrate field experience with classroom teaching, the field Instructor and Practicum Director may want to work out procedures for communication with program area faculty. Field Instructor/Supervisor may request copies of such course outlines. The Practicum Coordinator could provide any needed interpretation of such materials.
   11. The relationship between the Field Instructor/Supervisor and Practicum Coordinator will depend upon such factors as (1) previous relationship and experience in the field instruction/supervision, (2) previous relationship and experience as liaison person, (3) liaison person's knowledge of the agency (4) educational needs of the student and (5) mutual expectations each has for the other.
   12. The field Instructor/Supervisor should be clear about the responsibility he/she has in the grading process. This responsibility can be clarified with the Practicum Director and Practicum Coordinator.
   13. The field Instructor/Supervisor has the responsibility to plan for a dynamic and educationally focused on-going and end of term evaluation in which the student is a joint and informed participant. For example, in planning for such an evaluation, it will be helpful in the beginning to outline in fairly specific terms objectives, goals and expectations which the field agency supervisor has for the student and to share those with the student periodically during the semester. The notes which field Instructor/Supervisor keeps on individual and group supervisory conferences are valuable in compiling the mid-term and end of term evaluation. (Forms for specific objectives, goals and evaluations have been provided in the Field manual.)
   14. The field Instructor/Supervisor and Practicum Coordinator have a joint responsibility to inform the student about the possible use made of evaluation for example, reports needed by supporting agency and the cumulative evaluation. The Practicum Director should also discuss the use of the evaluation with the student.
   
   Learning contracts, initiated by the student in the field setting, but negotiated mutually with field instructor must be turned in by the due date to receive the maximum points possible. All contracts must be typewritten. It is recommended that you make a copy of the completed contract before submitting the original, since comments and suggestions for revisions may need to be written on the form.
   
   Students should be assertive about requesting desired learning activities. The more you know about what you want and need to learn, the easier it will be to write learning objectives. Your field instructors can help you estimate how much can be accomplished within the academic year. You should try to be realistic about your goal-setting, bearing in mind that you are limited to the total number of weeks at your practicum agency. For students in practicum for the entire year, the learning contract should cover your plans and objectives for both semesters. Although several of your objectives may be accomplished within days or weeks, the entire contract should be drafted to cover your entire practicum period.
   
   Writing Learning Objectives
   
   Good, workable objectives all contain four basic elements. They are:
   
   SPECIFIC; TIME-LIMITED; REALISTIC; AND MEASURABLE.
   
   Objectives should be as specific as possible. Be as clear and precise as you can be about what you want and expect to learn and do at your agency. It is better to have numerous objectives, each clearly delineating a skill, concept or function, than to have a broad, all-encompassing statement which is difficult to define and communicate.
   
   Always strive to set realistic objectives. All parties concerned will be happier and be in a better position if you accomplish all your objectives ahead of schedule than if you set out unrealistic expectations in the beginning and cannot fulfill your commitments. You can always add to your learning obiectives but it is discouraging to be forced to delete or leave objectives unmet.
   
   All objectives should be measurable. This can be difficult, especially in human services work but you should train yourself from the beginning to attempt evaluation for all your major objectives. The social sciences have been severely criticized for lack of definition and precision. Human services agencies are being asked to be increasingly accountable for what they do, or do not, accomplish with taxpayers' dollars. If you have written very clear and specific objectives, you should be able to think of reasonable and efficient ways to evaluate progress and achievement. Each objective must have at least one evaluation method attached to it.
   
   Content Requirements for Learning Contract Assignment:
   
   1. You must write at least 5 but no more than 10 objectives.
   
   2. You will write objectives and activities for the following four Goal Areas:
   
   a) Administrative
   b) Indirect Services
   c) Direct Services
   d) Training and Staff Development
   
   3. Each objective should have at least 2 but not more than 5 accompanying activities.
   
   a) Activities should be logical, i.e., support the intent of the objective.
   b) Activities and evaluation criteria must be laid out on the contract form to correspond with the appropriate objective.
   c) Activities should be comprehensive and adequate to achieve the stated objective.
   
   4. Objectives should address the following categories of students' field learning.
   
   a) Interorganizational awareness
   b) Intraorganization analysis
   c) Intervention skills, appropriate to the student
   d) Professional growth and development
   e) Both direct and indirect service delivery to clients or constituents
   
   5. Objectives need to be written in the format discussed in class. This format is: Infinitive + specific, descriptive target + deadline
   
   6. The final draft of the learning contract must be signed by the student, field instructor and the Practicum Director.
   
   WHAT GOOD OBJECTIVES SHOULD LOOK LIKE
   
   1. Each objective should be time framed. So, you might want to start each objective with the word "by."
   2. Each objective should have as firm and clarifying a verb as is possible. Thus "to reduce" "to obtain" "to write" "to increase" are good verbs, whereas, verbs like "to know" "to understand" "to feel" are not as good.
   3. Each objective should have a specific measurable outcome (that is not an activity). Thus, "by , mea January 1, 1992 to recruit 100 volunteers" would be better than "to have staff conduct a door to door recruitment campaign until 100 volunteers are signed up."
   4. If it is not clear how you will measure for the accomplishment of an objective, include "measurement criteria." Thus "by January 1, 1992 to increase the awareness of the causes of V.D. by 20% in Portland, is measured by pre and post surveys" is better than simply mentioning the increase without measurement criteria.
   
   So a good standard format for an objective might look like this.
   
   By (date) . to (strong verb) (measurable product) as evidenced by easurementcri
   
   HOW WRITTEN OBJECTIVES HELP MANAGE PROJECTS
   
   1. They specify a desired course of action and clarify what is to be done.
   2. They provide a basis for organizational cooperation. (You can develop a work plan and assign tasks if you know exactly what needs to be done.)
   3. They facilitate scheduling of activities by establishing dates when certain targets should be reached.
   4. They permit clear, unquestioned agreements on desired results.
   5. They provide standards and a fair and convenient method for assessing progress.
   
   FIELD PLACEMENT SEMESTER EVALUATION
   
   PLEASE RETURN BY DECEMBER 11, 1998 Date:
   
   Student's Name Agency
   Job Title Supervisor's Name
   
   May we have your comments on the following items related to the student's activities in your agency. Please comment in the space provided on this form or attach additional pages as needed. It will be helpful to the student if both strengths and weaknesses are covered in your observations. Please discuss this with the student.
   
   1. Learning Experiences. What tasks did the student perform in your agency? Please include learning contract activities and accomplishments in your description.
   
   If there are learning contract activities which have not been performed, please provide an explanation and/or arrangements for including these activities for next semester.
   
   2. Development of Knowledge and Skills: Describe student's ability to use personality, knowledge, and helping skills with individuals, groups and/or neighborhoods.
   
   3. Agency Awareness: Comment on student's understanding of agency goals, policies, and procedures, ability to make appropriate decisions and relationships with agency staff.
   
   Describe how student makes appropriate use of agency and community resources.
   
   4. Life/Work Planning. Describe areas in which student needs additional skill and/or knowledge development. What suggestions do you have for further growth?
   
   Would you recommend student be employed in your agency? What additional skills would s/he need?
   
   5. Suggested Grade A B C D F (Please circle)
   
   Signature of Student Signature of Supervisor
   
   Date
   
   
   The Human Services Internship may be taken outside of the regular Practicurn Program. (The regular Practicum Program is a two semester sequential offering consisting of a 6 credit hour internship taken concurrently with a three hour theory and methods seminar.) If an internship is taken outside of the Practicum Program the academic course requirements must meet the standard of any 3 or 6 hour University course. The following are course requirements for the Human Services Internship taken outside of the regular practicurn program:
   
   Course objectives:
   
   -To introduce students to value based social change opportunities in the human services and to apply social science theories to individual, group, or community interventions.
   
   -To develop an awareness of the self as an instrument of social and behavioral change in others.
   
   -To introduce students to skills and knowledge of social and behavioral change strategies and systems.
   
   I . Agency Service Required per Semester
   
   Credit Hours Agency Hours
   
   3 credit hours 120*
   6 credit hours 240
   
   2. journal-weekly reflection entries of one to two page reactions-due at end of semester.
   
   3. A term paper on a topic relevant to the placement. The length of the paper is 12 pages for a 3 credit hour internship and 22 pages for a 6 hour internship.
   Due end of semester.
   
   4. A learning contract approved by field instructor and faculty liaison-due end of week four. The learning contract will outline student learning objectives and an action plan by which those learning objectives will be met.
   
   5. An end of semester evaluation signed by the field instructor and faculty liaison which will assess the degree to which the student met the learning objectives outlined in the learning contract and course syllabus. The field instructor will recommend a letter grade which will be conveyed to the Director of Practicurn Programs.
   
   (for example: a 6 week course = 20 hrs per week in an agency)
   
   Use the Practicurn Program Field instructor Guide for samples of Learning Contract, evaluation forms, and general expectations of students, field instructors, and faculty liaison roles.
   ]]> http://www.compact.org/syllabi/social-services/human-services-practicum-i-and-ii/3942/feed/ 0 http://www.compact.org/syllabi/social-services/volunteer-experience/3944/ http://www.compact.org/syllabi/social-services/volunteer-experience/3944/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3944 Course Description:
   Beginning experience in a social service setting to acquire skills in relationships building and to develop understanding of social work ethics, values and roles in a diverse society. Focus of seminar meetings is the exploration of self in relationship to helping.
   
   Prereguisites:
   Sophomore standing. Required for social work pre-majors. Completion or concurrent enrollment in Introduction to Social Work and Social Work Institutions, SW230 is desirable.
   
   Objectives: Students will:
   (1) become aware of how their personal needs and beliefs may influence a helping
   relationship.
   (2) distinguish between being a "friend" and a "helper."
   (3) identify some of the core qualities of an effective helping relationship.
   (4) understand and respect the need for confidentiality of people with whom you work
   and of the social service agency.
   (5) gain a beginning overview of social services offered in the community.
   (6) have the opportunity to develop a relationship with someone from a different back
   ground or situation (ie., different class, culture, ethnicity, sexual orientation).
   (7) develop a beginning style in helping that focuses on one's strengths.
   (8) have a beginning understanding of the guidelines in the NASW Code of Ethics.
   (9) actively listen and contribute to weekly seminar discussions so as to better
   understand one's relationship to professional helping.
   (10) demonstrate use of supervision in the acquisition of helping skills and
   procedures as a member of an agency or organization.
   (11) identify and interpret social research and other literature to enhance one's
   understanding of human conditions and social services encountered in volunteer
   work.
   
   Student Responsibilities:
   Students may arrange their own placements at a pre-approved agency. The instructor will actively participate in arranging the placement at the request of the student. A guide to approved placements will be provided by the instructor.
   
   Students are expected to complete at least 60 hours of volunteer time at the selected social service agency and attend a weekly seminar. Students will commit themselves to at least four hours a week on a regularly scheduled basis until their total commitment is fulfilled. More than three absences from the seminar will result in a grade of No Credit and the student will need to repeat the course. In the seminar, participation and respect for others through listening is expected.
   
   Journals:.
   Students will hand in ten journal entries of their reflections on field experiences during the previous period. They may be about specific incidents during volunteer hours; observations of staff and their skills, value conflicts and ethical dilemmas and issues discussed in seminar. More importantly, however, is the recording of thoughts and feelings as one interact with clients, staff and peers in various ways with growing awareness of one's own qualities and evolving interests in helping and in professional social work. Exploring and examining one's own attitudes, values, desires and aspirations in relation to volunteer experience in the context of seminar discussion is important and valued.
   
   Weekly entries are to include date and time of volunteering, hours for the week, total hours to date, a list of activities, your reflections on them and how these experiences have contributed to your personal or professional development. To insure confidentiality and respect for the privacy of clients and staff, use fictitious names in your journal.
   
   Project: Study of a community problem or issue
   Students will define a community problem or issue relates to their field assignment for a seminar presentation. The oral report will include four research sources from any of the following three areas: 1) interviews, 2) literature and/or the performing arts and 3) professional or scientific books or articles. The report will include identification and analysis of ethical dilemmas inherent to the issue.
   
   The oral report may be individual or prepared collectively as a panel with other seminar members. The seminar time allotment including class reactions will be 20 minutes of one student or 10 minutes more for each additional student sharing the project.
   
   The student will submit an outline of the presentation together with an 200 word report for each of the four research sources used.
   
   Students should reserve a seminar time and date for their reports two weeks after receiving their placements.
   
   Evaluation:
   A final evaluation questionnaire will be completed at the end of the semester or at the conclusion of 60 hours of service by the student's agency supervisor. It will include an assessment of previously identified personal learning objectives. A sample evaluation form is attached.
   
   Course Grade:
   Credit (CR) will be assigned as a grade based upon 1) fulfillment of at least 60 hours of
   volunteer time, 2) consistent attendance (85%) and participation in the
   seminars, 3) giving an oral seminar presentation, 4) submission of a review of four research sources, to be integrated into your oral presentation 5) submission of the required number of journals, and (6. a satisfactory evaluation from your agency supervisor. Upon receipt of this evaluation, the Faculty Field Instruct will assign a final grade of credit for the coarse at an evaluation conference during finals week.
   
   Volunteer Work:
   The following guidelines may help you in your volunteer work:
   A) Follow the policies, procedures, and related expectations as defined by the agencysetting. Ask your supervisor if you have any questions or are unclear on a policy orprocedure. Talk with staff in the event of ethical dilemmas.
   B) Be sure to clarify your legal and ethical responsibilities, especially in the areas ofmandatory reporting, confidentiality, and liability.
   C) Find out any differences between a student volunteer role and a paid staff as it is definedat your particular setting.
   D) Trust yourself. If something doesn't feel right, ask for assistance, clarification, or declinethe opportunity until you have had time to think out the discomfort. Remember this is yourlearning experience. Feel free to use the seminar to process those doubts, feelings, andthoughts before acting or after the activity. Everyone will experience concerns, insecurities,difficulties, and frustrations. What is valued is the openness to explore and process thoseexperiences. Everyone in seminar will benefit from the sharing of satisfying experiences aswell as the disappointments by reflecting together on the different ways support for planning,interacting, and evaluating lead to meaningful experiences.
   E) Volunteering is a serious commitment. Recognize the many ways staff and clients cometo expect your presence and look forward to seeing you. Relationships are formed best byregular, consistent presence, along with warmth and vitality.
   
   Volunteer Experience, SW 255 Seminar Discussion Questions.
   1) How does being in this class fit in with my larger goals and objectives? What do I want to get out of it? Why is volunteerism a good thing?
   
   2) What is confidentiality? Why is it essential in the helping relationship? What policies and expectations does my agency/organization have about confidentiality? What are my obligations to colleagues? What are my obligations to my classmates in this class?
   
   3) What can I do to develop a positive relationship with my organization/agency in the beginning phases? What can I do to establish a positive working relationship with my supervisor?
   
   4) How is my relationship with my match or agency clients as a helper the same as and/or different than that of a friend?
   
   5) How do my own personal beliefs support or get in the way of helping?
   
   6) What are core qualities in effective helping relationships? What tasks are important in the beginning phases of a helping relationship?
   7) What are three things that I want to achieve for myself in this course?
   
   8) What is the mission of my agency? What is the leadership style? Do staff have input into policies and procedures? How are day to day decisions made? Is there a viable in-service training program? Do I feel a valued part of the agency/organization?
   
   9) Have I had the opportunity to develop a relationship with persons different in background or experience than yours? Has mis-information or my biases gotten in the way of helping? What have I learned about our differences? How have I dealt with them? What are our commonalities?
   
   10) What strengths do the persons with whom I work have? How have I been able to capitalize on them in the helping process?
   
   11) What is there in the NASW Code of Ethics that is of importance to my volunteer experience?
   
   12) What have I learned from class discussion? Have I applied any of it to my field work? What are some examples.
   
   13) What am I learning about my strengths and uniquenesses as they constitute my own approach to helping. What are some of my strengths. Some examples of how I draw upon them to create my own helping style are …
   
   14) How have I used supervision and other agency resources to gain knowledge and skills in helping? What are some guidelines for working with supervision?
   
   15) What special insights have I gained about my field experiences through outside reading?
   
   16) How will I terminate my relationships with persons with whom I worked at the end of my service?
   
   
   Volunteer Experience. SW 255. Agency information
   
   Student's name
   Name of placement agency
   Address of agency
   Your agency supervisors name
   Your job description:
   
   Your learning objectives, at least two, no more than three (can be filled out later, ie., within one month of beginning placement):
   
   1 .
   
   Measurable outcome:
   
   2.
   
   Measurable outcome:
   
   3.
   
   Measurable outcome:
   
   
   Volunteer Experience. SW 255. Personal Information:
   Name
   Local address
   Local phone number
   
   Social Work Pre-major? Yes No
   
   Class standing
   
   Do you have a car or access to a car? Yes No
   
   Do you have any disabilities or circumstance that might limit the type of assignment that you can take? (if "yes," explain):
   
   
   Tentative placement choices (specific agency or type of placement).
   
   1 .
   
   2.
   
   3.
   
   Please see me should you need help in arranging your field placement.
   VOLUNTEER EXPERIENCE-SW 255 Social Work Department I Harpst Street, Arcata, CA 95519 (707) 826-4448 Phone (707) 826-4418 Fax
   
   Term/Year:_________________________________
   Date:__________________________________
   Approx number of service hours this Semester:_____________________________________
   
   This form is to be completed as the student finishes his/her volunteer project. Preferably, it will be completed in conference with the student.
   
   STUDENT
   _____________________________________________________________________
   _____________________________________________________________________
   Student name Student's job title
   
   SUPERVISOR INFORMATION
   _____________________________________________________________________
   _____________________________________________________________________
   Agency Name Supervisor's telephone number
   _____________________________________________________________________
   Supervisor's name and job title
   
   STUDENT'S INDIVIDUAL LEARNING OBJECTIVES
   
   I
   
   II
   
   The students will identify 2 or 3 personal learning objective to supplement the course objectives that are stated in the course syllabi:
   
   Relationships with those that the program serves:
   ___ Extends him/herself to clients, able establish report, has non-judgmental attitude.
   ___ Meets expectations with clients. Communicates appropriately. Acquires generally good results.
   ___ Has some difficulty working with clients.
   
   Additional comments:
   

   
   Learning agency/program protocols:
   ___ learned the things he/she needed to know to do a good job quickly.
   ____ learned the things he/she needed to know after a while.
   ____ did not learn agency/program protocols effectively.
   
   Additional comments:
   
   
   
   Working with supervision and colleagues:
   ___ Readily accepts direction and feedback. Respectful and considerate of staff and other volunteers. Willing to "lend a hand" when special needs arise.
   ____ Accepts supervision and teamwork expectations, but is not very interactive, but basically pulls his/her own weight.
   ___ Is not very cooperative or considerate of others in the program.
   
   Additional comments:
   
   
   Ethics/integrity:
   ___ Student honors client's privacy and dignity.
   ___ Student is sometimes indifferent or insensitive to client's privacy & dignity.
   
   Additional comments:
   
   
   
   Judgement:
   __ Exhibits good judgement. Knows when to use own initiative and when to "check things out."
   ___ Can be relied upon in most situations, but requires supervision.
   ___ As her/his supervisor, I have been hesitant to assign the student sensitive tasks as I do not always trust student's judgement.
   
   Additional comments:
   
   
   Diversity and difference:
   ___ Student has capacity to work with and accept persons different in race, ethnicity, age, sexual orientation and ability.
   __ Student lacks the capacity to work with and accept certain persons who have differences.
   
   Additional Comments:
   

   Attitude/Application to Work:
   
   ___ _Enthusiastic/invested.
   ____Average diligence and interest.
   ____Not very enthusiastic or invested
   
   Additional comments:
   
   

   
   Overall Performance:
   
   __ Outstanding
   __ Good
   __ Average
   __ Needs improvement
   
   Additional comments:
   
   
   
   1 . Describe the student's main volunteer activities this semester.
   2. Describe the student's participation in collateral tasks such as attendance/participation at staff meetings, participating in fund raisers, serving on a committee or task group ETC.
   
   
   
   3. Were the student's personal learning objectives met? (See previous page) Please comment on each.
   
   1 .
   2.
   3.
   
   4. What do you think are the student's particular strengths as a helper?
   5. What would you say were those areas in which the student was challenged in his/her growth or those areas in which the student could devote particular effort to improving?
   
   
   6. Other Comments?
   
   
   Student's signature Date Supervisor's signature Date

   
   Volunteering:
   The following guidelines may help you in volunteering:
   
   1. Follow the policies, procedures, and dress code in the agency/program. Try and read through this material early in your experience. Ask if you have questions or are unclear on some policy. Talk with staff if you have any ethical dilemmas regarding any policies or procedures.
   
   2. Spend time with staff to clarify your legal and ethical responsibilities, especially in the areas of the reporting of abuse, confidentiality and liability (e.g. transporting clients).
   
   3. Find out any differences between being a student volunteer and a paid staff as it is defined in your particular agency.
   
   4. Trust yourself. If something doesn't feel right, ask for assistance from someone you trust. Talk with your supervisor and other staff about any concerns or insecurities. Remember that this is your learning experience. We can learn from situations that didn't go as we had planned when we use supervision to better understand our role, the client's/consumer's situation, environmental influences, and so on.
   
   Course Content:
   
   1. One's needs and beliefs as influencing helping relationships: Guided group discussion and "check-in" questions encourage students to discuss their family, peer, cultural and social support systems as having sway in the development of one's values, biases and world view.
   
   2. Distinguishing between "friend" and "helper." Guided group discussion and "check-in" questions encourage students to identify qualities in common with positive frinedships and effective helping relationship. In addition, students are asked to compare and contrast issues of reciprocity, ethics, professional priority and agency expectations in friendships and in helping relationship.
   
   3. Core qualities in effective helping relationships: Guided group discussion and "check-in" questions encourage students to identify qualities in effective helping relationships such as honesty, involvement, listening skills, communications skills, joint goal setting, sharing responsibilities, affirmation, evaluation and termination.
   
   4. Confidentiality: Reading and interpretation of confidentiality and privacy references in NASW Code of Ethics including limits of confidentiality. Discussion of confidentiality in written communications. Establishment of guidelines for confidentiality for seminar and a group agreement to practice them.
   
   5. Overview of social services in the community: Students share information about their organizations and agencies during the course of general discussion. The professor often explains or clarifies social policy or program matters relevant to student's field experiences.
   
   6. Developing a relationship with a person from a different background: As a major emphasis of the course, students are matched to work with persons or groups in the community differing from the student in ethnicity, age, class or ability. Students are encouraged to discuss how their relationships and understanding change perceptions.
   
   7. Helping strategy focused on client's strengths: Guided group discussion and "check-in" questions encourage students to identify activities that draw upon identified strengths that their "matches" demonstrate. Follow-up reports are done to evaluate their outcomes.
   8. Developing a beginning understanding of the NASW Code of Ethics: The instructor provides a brief overview of the Code of Ethics. The Code is referred to in particular with regard to confidentiality and as a guide for the analysis of ethical dilemmas as they are encountered in seminar discussion.
   
   9. Actively listen and participates in seminar discussions to improve one's own helping style: Students are asked to participate in seminar to share information, to exchange affirmations and constructive criticism and to offer help to one another as each attempts to develop a style of helping consistent with their strengths and special interests.
   
   10. Use of supervision in the acquisition of helping skills and as a member of an agency or organization: Seminar discussion focuses on volunteer behaviors that help in the development of a positive relationship between volunteers and agencies or organizations. These include, but are not limited to promptness, reliability, following through, asking appropriate questions, establishing regular hours and conference times, developing positive working relationships with colleagues, defining expectations,identifying personal learning goals, developing a job description and accepting constructive criticism, etc. Students are helped to know when to use individual initiative and when to "check things out" with supervision. Also discussions of how to prepare for and make optimum use of supervisorial conferences including their final evaluation.
   
   11. Social research and other literature to enhance one's understanding of human conditions and social services: Students are required to read and report upon four sources of information that have direct applications to their field experience.
   
   12. How social injustice, discrimination and service inequities impacts upon populations-at risk: Students give an oral presentation to the seminar on larger societal issues as they relate to the welfare of clients whom their organization or agency serves. They are challenged to reconcile their outside reading with their own field experiences.
   

   ]]> http://www.compact.org/syllabi/social-services/volunteer-experience/3944/feed/ 0 http://www.compact.org/syllabi/social-services/violence-and-youth-gangs/3945/ http://www.compact.org/syllabi/social-services/violence-and-youth-gangs/3945/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3945 Course and Project Overview
   The purpose of this 4-credit class is to involve students in a series of readings and discussions that explore the causes and consequences of youth violence and gang behavior. Solutions to the problems of youth violence and juvenile gang activity are reviewed through required readings. In addition to classroom participation, students are required to meet with a troubled youth in the community for a minimum of three hours per week. Student-youth interactions occur in the context of a project being conducted by the University of Utah (Graduate School of Social Work and Lowell Bennion Center), the Salt Lake City Police/Mayor's Offices, the Salt Lake Boys and Girls Club, the Colors of Success Academic Support Program, and the Salt Lake Rotary Club. The project,, "A Job Placement and Mentoring Program for High Risk Youth", seeks to reduce the incidence and prevalence of youth crime and gang involvement in the Salt Lake area by providing job training, employment, and mentoring for 100 youth in 1994-95. Students receive training in how to effectively mentor troubled youth during class sessions. Class Reflection Sessions will also be used to discuss community service experiences on a group and individual basis. Approaches for understanding and working with ethnically-diverse and female youth will be examined and discussed in the class. Finally, a series of field trips and guest speakers will be scheduled to further facilitate classroom learning and community service experiences.
   
   Method in Which Service-Learning Course Requirements are Met:
   1. Needed service: Students will be involved in a project being conducted by the University of Utah Salt Lake City Mayor/Police Offices, Salt Lake Boys and Girls Club, and Salt Lake Rotary Club. The project,, "A Job Placement and Mentoring Program for High Risk Youth", seeks to reduce the incidence and prevalence of youth crime and gang involvement by providing job training, employment, and mentoring for 100 youth in 1994-95. Students serve as mentors to one troubled youth in the program three hours per week.
   2 . Service-subject matter relation: Students integrate course work in violence, delinquency, and juvenile gangs with experiences gained in working as a mentor to a troubled youth. Theories of delinquency and gang involvement and strategies to reduce violence among adolescents are included in class content.
   3 . Class contemplates learning through service: Students are required to keep a journal detailing their field experiences and to present one written and oral case study of a youth they are working with. In addition, one 60-minute class per week will be devoted to Reflection Sessions. Two field trips to the juvenile court and Division of Youth Corrections are scheduled to further facilitate integration of course content and field work.
   4 . Credit/assessment of learning from service: The oral and written case study are worth 45% of the final grade. The remainder of the course work is determined from journals (30%). one midterm exam (15%). and participation in class and field trips (10%).
   5. Service recipients evaluate service: Students receive feedback from the Project Director at the Salt Lake Boys and Girls Club. The Director and other personnel from the Club will participate in Reflection Sessions three times per quarter to provide additional feedback to students.
   6. Service develops civic education: At the end of the quarter, students are asked in their journals to describe what they learned about community service and to share insights about how this type of public-private community program might better serve troubled youth. Students will be asked to notify Project Staff on any ongoing involvement in the project beyond the Fall Quarter class.
   7 . Knowledge enhances service: The course provides knowledge critical to working with troubled youth. This includes theoretical explanations for why crime and delinquency occur and a review of how society typically responds to these problems. Such knowledge is essential to working with individuals and systems. Service learning will allow students to test out newly-acquired information learned in class.
   8. Learning from other class members: Students will volunteer in pairs so they have the opportunity to process experiences with colleagues. Weekly Reflection Sessions will also facilitate learning among and between class members.
   
   Introduction
   There has been a significant increase in the number of serious and violent offenses committed by juveniles in the United States and in Utah in the past several years. According to Utah State Juvenile Court statistics, felonies against persons committed by youth under age 18 have increased 109% since 1988. The number of youth referred one or more times for felonies against persons increased 120% in the past five years; aggravated assault charges accounted for 35% of this increase (Utah State Administrative Office of the Courts, 1993). Approximately one in three Utah juveniles are now referred to the Juvenile Court during their teen years for a criminal or status offense.
   
   Juvenile gang activity among adolescents has also increased in the Salt Lake City area. In 1993, the Salt Lake Area Gang Project identified 213 gangs and 1,809 active gang members in the Salt Lake City vicinity. Approximately 38% of gang members are juveniles below the age of eighteen (Salt Lake Area Gang Project, 1993). Gang members were involved in over 4,000 criminal or delinquent acts in 1993.
   
   Course Overview
   The purpose of this 4-credit service-learning class is to involve students in a series of readings and discussions that explore the causes and consequences of youth violence and gang behavior. Solutions to the problems of youth violence and juvenile gang activity are reviewed through required readings. In addition to classroom participation, students are required to meet with a troubled youth and participating agencies in the community for a total of three hours per week.
   
   Overview of Service-Learning Component
   Student-youth interactions occur in the context of a project being conducted by the University of Utah (Graduate School of Social Work and Lowell Bennion Center), the Salt Lake City Police/Mayor's Offices, the Salt Lake Boys and Girls Club, the Colors of Success Academic Support Program,, and the Salt Lake Rotary Club. The project,, "A Job Placement and Mentoring Program for High Risk Youth", seeks to reduce the incidence and prevalence of youth crime and gang involvement in the Salt Lake area by providing job training, employment, and mentoring for 100 youth in 1994-95. Students receive training in how to effectively mentor troubled youth during class sessions. Weekly class discussions (Reflection Sessions) will also be used to discuss community service experiences on a group and individual basis. Approaches for understanding and working with ethnically-diverse and female youth will be examined and discussed in the class. Finally, a series of field trips and guest speakers will be scheduled to further facilitate classroom learning and community service experiences.
   
   Readings
   Assigned readings for each week should be read prior to the class meeting. The required texts for the course, listed below, are available at the University Bookstore:
   Freedman, M. (1994). The kindness of strangers: Adult mentors, urban youth, and the new volunteerism. Chicago: Nelson-Hall.
   Dryfoos, J.G. (1990). Adolescents at risk. New York: Oxford University Press.
   Shoemaker, D.J. (1990). Theories of delinquency. (2nd edition). New York: Oxford University Press.
   There is also a required packet of course readings that is on reserve at the Marriott Library.
   
   Course Assignments
   1. Field Journal. You are required to keep a field journal of your experiences working as a mentor with a troubled youth. Part of your journal entries will be responses to specific questions suggested by the readings and posed by the instructor.
   
   2. Individual Case Study and Paper. You are also required to present one written and oral case study of a youth you are working with during the quarter. The study should include a discussion of why you think the youth has been in trouble as an adolescent and suggestions for how he or she might be assisted. You should integrate classroom readings and field experiences to support the assertions you make in your paper.
   
   Be prepared to give an oral fifteen minute case review and analysis of the youth you are "studying". Your analysis should be theoretically based when possible, i.e. your explanations of the youth's behavior and recommended intervention plans should be derived from course (or other) readings. Be sure to use perspectives discussed in our readings. After you have presented the case, the class will be invited to review, analyze, and critique as a group. One week following your presentation, a five page type-written case study paper must be turned in to the instructor.
   
   3 . Field Trips. Field trips will be scheduled during the quarter to enhance readings and classroom discussion. Participation is required.
   
   4 . Midterm Exam. A midterm exam will be given during the quarter.
   
   Class Format
   The class meets two times per week for two hours. One class session per week will be devoted to course readings and one session (Reflection Session) will concentrate on field experiences gained from participation in the Job Placement and Mentoring Project. The integration of readings and field experiences will be emphasized in both weekly class sessions.
   
   Evaluation
   Course grades will be based on contributions in class and field trips, and on the required case study, exam, and journal:
   
   Participation in class and field trips =25
   Oral case study=75
   Written case study (five pages) =75
   Midterm exam=50
   Journal=100
   TOTAL=325 points
   
   Course Outline
   I. Setting the Stage:
   Delinquency and Juvenile Gangs in Utah and the U.S.
   
   Session 1
   Course Overview
   *Requirements and introductions
   *Introduction to service-learning
   
   An Introduction to Working with Troubled Youth in the Job Placement and Mentoring Project
   *What is a mentor?
   *Mentoring responsibilities on the service-learning project * Assignment of mentoring responsibilities
   
   Session 2
   The Nature of Violence, Gangs, Delinquency, and Other Adolescent Problem Behaviors
   *Overlap of problem behaviors in adolescence *Physical, mental, and emotional status of adolescents *Ways to interpret youth violence, delinquency, and other antisocial behaviors
   * Understanding ethnic and cultural differences in behavior
   Readings:
   Dryfoos, J.G. (1990) "Introduction: Hypothesis and Theories", pp. 3-14 and "The Setting:
   A Description of Adolescents in the U.S.,,. pp. 15-28.
   Dawley, D. (1992). A Nation of Lords. 2nd edition. pp. 36-54 & pp. 103-120.
   
   
   II. Why do Youth Commit Crimes, Join Gangs, and Participate in Violent Behavior?
   
   Session 3
   Why do Adolescents Commit Crimes and Join Gangs?
   * Overview of theories of delinquency and gang involvement
   *Limitations of theory
   *Risk f actor explanations of delinquency
   *Applying theory to practice
   Readings:
   Shoemaker, D.J. (1990), "Explanations of Delinquency", pp. 3-13.
   National Institute of Justice. (1993). "Why do Youth Join Gangs" . in Juvenile gangs: Research and response. National Institute of Justice. Washington D.C.: Hawkins, J. D. &-I Catalano, R. F. (1992). Reducing Risk and Promoting Positive Social Development, in Communities that care. San Francisco: Jossey-Bass. pp. B-24.
   
   Session 4
   Reflection Session: Field Experiences and Discussion
   *Progress report on mentoring
   *Introduction to journal assignment
   Readings:
   Freedman, M. (1994). The kindness of strangers: Adult mentors, urban Youth, and the new volunteerism. pp. 1-18.
   
   Session 5
   What Causes Violent Behavior Among Adolescents?
   * Patterns of violence in America
   * Diversity of violent behavior
   * Violence in juvenile gangs
   Readings:
   Reiss, A. J.& Roth,, J. A.(1993). _Understanding and preventing violence._ National Academy Press: Washington, D.C. pp. 1-31.
   
   Session 6
   Reflection Session: Field Experiences and Discussion
   *Progress report on mentoring and journal assignment
   Readings:
   Freedman, M. (1994). The kindness of strangers: Adult mentors, urban youth, and the new volunteerism. pp. 19-43.
   
   Session 7
   Social Disorganization, Delinquency, and Gangs
   * Societal factors related to delinquency
   * Gang membership and crime
   Readings:
   Shoemaker, D.J. (1990), pp. 79-113.
   Campbell, A. (1991). The praised and the damned, pp. 4-32 and Girls in the gang: The sequel, pp. 268-281. In Campbell, _The girls in the gang_. 2nd edition. Cambridge, MA: Basil Blackwell.
   
   Session 8
   Reflection Session: Field Experiences and Discussion
   *Progress report on mentoring
   Guest: Joe Timmins, MSW Salt Lake Boys and Girls Club
   
   Session 9
   Social Control and Gang Involvement
   * Social bonds and delinquency
   * Developing prosocial bonds in youth
   * Influence of social control theory on interventions and field work
   Readings:
   Shoemaker, D.J. (1990), pp. 172-207.
   
   Session 10
   Midterm Exam (50 minutes)
   Reflection Session: Field Experiences and Discussion
   * Journal update
   Freedman, M. (1994). _The kindness of strangers: Adult mentors, urban youth, and the new volunteerism_. pp. 45-63.
   
   
   III Societal Responses to Delinquency and Gang Involvement
   
   Session 11
   Working with Delinquent Youth: The Utah System
   *When does intervention occur?
   *Where does intervention occur?
   *Philosophy of juvenile justice in Utah
   *Juvenile courts and corrections: Systems overview
   *Guest Speaker: Gini Highfield, MSW. Associate Director, Utah State Division of Youth Corrections.
   Readings:
   Division of Youth Corrections Annual Report (1991). Supplied by instructor.
   
   Session 12
   Reflection Session: Field Experiences and Discussion
   * Journal update
   Guest: Mike Andrews
   Director of Youth Programs Salt Lake City Mayor's Office
   
   Session 13
   Overview of Current Prevention and Treatment Programs for High Risk and Gang- Involved Youth
   *Characteristics of successful programs *Common approaches to the gang problem
   Readings:
   Dryfoos, J.G. (1990), pp. 115-149
   Spergel, I.A. Curry G.D. (1990). "Strategies and Perceived Agency Effectiveness in Dealing with the Youth Gang Problem" in R. Huff (Ed. ) _Gangs in America_. pp. 288-309.
   
   Session 14
   Reflection Session: Field Experiences and Discussion
   * Project update
   Readings:
   Freedman, M. (1994). _The kindness of strangers: Adult mentors, urban youth, and the new volunteerism_. pp. 84-101.
   Treatment Strategies with Delinquent and Gang-Involved Youth
   Individual, group, and community strategies * Generating motivation to change
   * Culturally-relevant intervention
   Readings:
   Dryfoos, J.G. (1990). "Common Concepts of Successful Programs", pp. 227-244.
   
   Session 16
   Field Trip to the Salt Lake Detention Center and 3rd District Juvenile Court
   *Detention Center and Court are located at 3534 South 700 West. 265-5900.
   
   Session 17
   Culturally-Relevant Intervention with Juvenile Delinquents and Gang Members
   *Over-representation of minorities in juvenile justice
   *Strategies for working with minority and female offenders
   *Guest Speaker: Dan Maldanado, Associate Director, Utah State Division of Youth Corrections.
   Readings:
   Pope, C.E. & Feyerherm, W. (1993). _Minorities and the Juvenile justice system_. (Summary). Washington D.C.: Office of Juvenile Justice and Delinquency Prevention.
   
   Session 18
   Reflection Session: Field Experiences and Discussion
   *Journal update
   Guest: Duane Bordeaux
   Director, Colors of Success
   
   Sessions 19-20
   Case Presentations
   Class and Project Summaries
   
   ]]> http://www.compact.org/syllabi/social-services/violence-and-youth-gangs/3945/feed/ 0 http://www.compact.org/syllabi/social-services/the-contemporary-city/3952/ http://www.compact.org/syllabi/social-services/the-contemporary-city/3952/#comments Thu, 01 Feb 2001 00:00:00 +0000 tdomf_26a6d http://compact.localhost.com/?p=3952
   This course examines the topics contained in a traditional urban sociology course and applies them to the surrounding urban area of Washington, D.C. It is a service-learning course, which means that you will be providing a service to community residents through your applied research projects as part of your learning in the course. In a sense, we will use the city as a social laboratory to test the concepts, theories and findings presented in the course readings and lectures. The purpose is to discern the knowledge and theory that will help improve the lives of people living here. However, rather than seeing the city as a resource to be exploited for the sake of knowledge, or as a charity case in need of our help, I would like you to view it as a potential partner in our quest for knowledge and in the struggle to remedy injustices.
   
   A major enterprise of the course is a group project designed to identify a significant problem that exists here in Washington D.C. and to develop a proposal for remedying it. Depending on your preferences, you may wish to take steps to act on these proposals, either individually or in groups, this semester or later. You will be undertaking three urban adventures as well, preparing you for city living in general but also to provide you with the tools needed to conduct the larger group project.
   
   The course begins with an historical examination of the growth and development of cities and a comparative approach to describe and locate the contemporary American metropolis. The substantive topics that will be examined are: social life and forms of interaction in urban areas; social institutions in urban society; the political economy of the city; urban social problems; urban policy and planning; and grassroots efforts to address urban problems. The course will end with a discussion of the future of the city and a look at alternative visions of urban utopias.
   
   Course Objectives:
   1.Intellectual: learn about the city and its people by seeing them close-up; make real the concepts and theories learned in class material.
   2.Social: develop skills in the areas of leadership, decision-making, critical thinking, communication, problem-solving.
   3.Moral: identify with the needs of the oppressed, become an agent of social justice, advance your commitment to service.
   
   
   Required Readings
   Elijah Anderson Streetwise
   ?William Flanagan Contemporary Urban Sociology
   Lyn Lofland A World of Strangers
   
   
   Course Requirements & Grading
   
   Exam (30%): Material for the exam will be taken from the course readings and lecture material. The group project will account for roughly 40 percent of the grade and is described below. The short papers will account for the remaining 30 percent.
   
   3 Short Papers [3-4 pages each] (30%): The short papers will take you outside Healy Gates, beyond Georgetown into the city. They are urban ethnographies requiring your observation of city life. In the first of the exercises, you will practice getting around the city and examine urban space use in a social setting. In another exercise, you will observe the operations of one of Washington D.C.'s elite institutions and its locational transformation. In the third exercise, you will analyze a collective effort of city dwellers or agencies to improve the quality of life for D.C. residents.
   
   Group Projects in The Contemporary City (40%): You will participate in a group project that is designed to help you learn more about the city in which you live and through which you hopefully will give back something to it. The projects are designed as needs assessments of particular communities within the city through which you will identify, from the actors' point of view, the needs that confront their community. By the end of the course, you will produce a team report that identifies and describes the local community, the methodology used to gather information, the results of your assessment, and a set of recommendations for addressing the needs you have identified.
   
   The two communities that will serve as the base for undertaking your assessments are: the Hispanic (largely Salvadoran) community in Mt. Pleasant & Adams-Morgan; and the Northwest-1 neighborhood (primarily African American) in Northwest D.C. near North Capitol. We may also work in other communities if class size and interest allow.
   
   The purpose of these projects is to have you understand better the social forces that shape people's lives and limit opportunities for whole groups and classes of people; understand the uses and exercise of power; identify the obstacles to change; develop a plan to mobilize resources for change; and to become an agent for change yourself.
   
   Evaluation: Your project will be evaluated on the basis of a 20 page group report (guidelines regarding content to be handed out separately); class presentations of progress on the project; and a four page reflective paper on the impact of the project on you.
   The criteria for evaluating the projects are:
   * are the problems well defined?
   * are all of the critical factors considered?
   * are all of the appropriate resources and info sources utilized (including documents, community contacts, city agencies, local leaders, outside experts)?
   * are terms and concepts well defined and applied appropriately?
   * are the relationships among actors and structures specified-i.e. is there a causal model identified?
   * is the action plan reasonable — i.e. problem specific, resources identified, costs and obstacles assessed?
   Limits: Although you will be working with the community, identifying their needs, helping with their ongoing work as mutually acceptable, and creating an action plan to address some these needs, you will not be providing any actual services (unless you are doing a Fourth Credit project). You should keep in mind that you are there to learn from these outside sources, that you are imposing on their time and resources, and that they are not gaining much during the exchange. It is not until the action plans are actually implemented that any real services are being provided to the community.
   
   
   Assignments/Lecture Schedule
   
   Class Topics for lecture and discussion Required reading
   1 Introductions, what is urban sociology, and
   the central nature of the group projects.
   2 Theories of urbanism and community. Flanagan ch. 1
   3 Urban ecology and its critics. Flanagan ch. 2
   4 The Village-Northton community and the invasion-succession process. Anderson chs. 1,2
   5 Living in a world of strangers; the appearential
   order of the pre-industrial city and the spatial
   order of the modern city. Lofland chs. 1,2,4
   6 PAPER 1 DUE
   7 Urban learning: how to navigate the city Lofland ch. 5
   8 Privatizing public spaces literally and symbolically; how to use the city as a skilled urbanite. Lofland chs. 6,7
   9 Urban political economy. Flanagan ch. 3
   10 PAPER 2 DUE
   11 Dimensions of disadvantage and its human faces: drugs, sex codes, poverty and economic inequality, race and ethnic relations, crime, and violence. Anderson chs. 3-8
   12 PAPER 3 DUE
   13 The future of the city. Flanagan ch. 5
   14 EXAM
   15 Project presentations.
   16 PROJECTS DUE
   17 Individual evaluation and reflection due
   
   
   Additional Information
   
   Class Policies
   
   Make-up exam policy: I expect that all students will take exams at the scheduled time and place. Having to give make-up exams is terribly time-consuming and the result is more difficult to evaluate, so I will consider giving a make-up only with written documentation of an unavoidable emergency. You should contact me prior to the exam if at all possible. All make-up exams will be administered during the study period, December 8, 1994.
   Late paper policy: Papers are due by 5 pm on the assigned due date. They may be turned in during class or delivered to my office by 5 pm. Papers handed in late will be penalized one half letter grade the first day they are late, one full letter grade for the remainder of the first week, and an additional letter grade each additional week late.
   Make-up sessions: I will be away from campus for two weeks during the semester. We will have to reschedule four class meetings as a result. I apologize for the inconvenience that this will cause. Everyone has tight schedules, so I ask your cooperation in advance in trying to reschedule these classes. (To anticipate your question, the answer is YES, the material covered in these make-up sessions will be on the test.)
   
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