COURSE DESCRIPTION IN THE CONTEXT OF PROGRAM THEMES

This course focuses on the interaction between people and large systems (organizations and communities). The course relies on the social systems and ecological perspectives to provide an analytical framework for understanding macro-systems. The course provides basic knowledge about the structure and function of large systems and their impact on people. The impact of large systems on people often raises the issues of social and economic justice as the “reason” for examining the relationship between people and systems. The intervention strategies discussed in class are from a strengths perspective; that is, the people effected by systems have the capacity to change how they relate to those systems, and they have the capacity to change how those systems relate to them. Attention is also given to institutional racism and other forms of institutional discrimination, and to the importance of recognizing the functions and the effects of racial, ethnic, and other forms of community diversity.

SOCIAL WORK CURRICULUM SEQUENCE AND PREREQUISITES

This course is part of the human behavior and the social environment sequence. It is taken after its prerequisite HBSE I (SOCWK 515) and concurrently with Social Work Practice I (SOCWK 560). The course builds macro-system knowledge and understanding prior to enrollment in Social Work Practice III-Macro-Practice (SOCWK 568). This course is open only to social work majors.

Human Behavior and the Social Environment I is an introduction to the relationship among biological, social, psychological, and cultural systems as they affect or are affected by human behavior as it relates social work models of practice. There is an emphasis on a social systems understanding of human development.

This course draws on liberal arts foundation content on social systems (communities and organizations) from sociology, political science, and economics.

SOCIAL WORK PROGRAM OBJECTIVES

Program objectives refer to the knowledge, values, and skills that students should have when they graduate from the Social Work Program. The following list contains the 16 objectives of the KSU Social Work Program. The objectives that are specifically addressed in the HBSE II class are in bold print.

1. Apply critical thinking skills within the context of professional social work practice.

2. Practice within the values and ethics of the social work profession.

3. Practice with an understanding of and respect for the positive value of diversity.

4. Demonstrate the professional use of self.

5. Understand the forms and mechanisms of oppression and discrimination.

6. Understand the strategies of change that advance social and economic justice.

7. Understand the history of the social work profession and its current structures and issues.

8. Apply the knowledge and skills of generalist social work to practice with systems of all

sizes.

9. Apply knowledge of bio-psycho-social variables that affect individual development and

behavior.

10. Use theoretical frameworks to understand the interactions among individuals and

between individuals and social systems (i.e., families, groups, organizations, and

communities.).

11. Analyze the impact of social policies on client systems, workers, and agencies.

12. Evaluate research studies and apply findings to practice.

13. Evaluate, under supervision, their own practice interventions and those of other relevant

systems.

14. Use communication skills differentially with a variety of client populations, colleagues, and

members of the community.

15. Use supervision appropriate to generalist practice.

16. Operate within the structure of organizations and service delivery systems, and under

supervision, seek necessary organizational change.

COURSE OUTCOMES

Students in HBSE II will:

Demonstrate knowledge of macro-systems in the social work frame of reference.
Demonstrate knowledge of the strategies and techniques for engaging in organizational and community change processes, including the need for sensitivity to community diversity issues in intervention activities.
Demonstrate knowledge of the effects of, and raised sensitivity to, institutional racism, sexism, and other forms of discrimination as particular problems of interest for macro-practice in social work.
Demonstrate knowledge of cultural diversity issues in macro-practice.

ASSESSMENT OF STUDENT LEARNING

Assessing course outcomes

As part of the process of determining the effectiveness of teaching the content of this course, and as part of the process of assessing outcomes from the course, there is a pre-test and a post-test over the content of this course. The pre-test is administered the first day of class and the post-test is administered the last day of class.

Course grade

The course grade is based on demonstrated knowledge and understanding of large systems, on the development of a plan for an organizational or community change/education activity to be carried out next semester, and on class attendance and participation. Knowledge and understanding will be assessed through quizzes, examinations, and written work. .

The percentage of the grade will be distributed as follows:

1. Quizzes count 15 percent,

2. Attendances and Participation count 20 percent,

3. Examinations count 25 percent, and,

4. Assignments count 40 percent.

Final grades are assigned according to the following:

90 or above A

80 to <90 B

70 to <80 C

60 to <70 D

>60 F

Quizzes

Quizzes are given at the beginning of class on Mondays. The quizzes are worth ten points each. They are taken from any part of the reading assigned for the week in which they are given, unless the reading schedule has been altered by mutual agreement of the students and instructor. Since quizzes count for 15 percent of the final grade, they assume considerable importance. The quizzes are usually short essay questions that take from a few to ten minutes to answer. The answers to the quizzes may be factual, covering the major concepts of the assigned reading, or they may require the application of the content read to a problem, issue, or situation. Students who miss quizzes due to illness or family emergency may make-up the quiz within one week. Quizzes missed for other reasons may not be made-up. Students who are off campus may make-up the quizzes using email. It is the student’s responsibility to schedule make-ups within the allotted time. Exceptions to the one-week time limit will be granted in only the rarest of circumstances.

Attendances and Participation

Attendance is expected and roll will be taken every class period. Students are expected to be in class at 8:05 am (University time), and sign-in. Students who must miss class, or any part of a class, for any reason, are expected to notify the instructor in advance, except in an emergency. Students are expected to participate in class discussions and activities. From time-to-time during the semester students may receive feedback about participation, and students will have an opportunity to rate their own participation in outside-of-class activities. Participation makes up 20 percent of the final grade so it is obviously important. In addition, each missed class, after the second miss, will reduce the final grade by two percentage points. For example, if you miss seven classes, your final grade will be lowered by 10 percent.

Examinations

There are two examinations scheduled during the semester. The first one will count for ten percent of the final grade. The second one will count for 15 percent of the final grade. The final examination will replace either of the hour examinations at your discretion. If you are satisfied with your examination performance up to the final, then you will not be required to take it. Obviously, it is in your best interest to do well on the first two examinations. The final examination period for this class is on Monday, December 12^th from 11:50-1:40.

Assignments

It is expected that assigned work will be handed in on time. Late work is lowered one letter grade from that which the work would have otherwise received. Work is considered late if it is not handed in at the time it has been requested by the instructor at the beginning of the class in which it is due. This means that coming late to class to hand in a paper will still result in that paper being counted as late. Professionals complete assignments on time, whether for an instructor, a district court, or a client.

It is expected that written assignments completed outside of class, except journals, be typed in double-spaced form. These papers should exhibit proper grammar, spelling, punctuation and structure. Papers will be graded with 60 percent of the grade based on content, and 40 percent of the grade based on form and style. It is possible to have "A" on the content portion of the work and "F" (or "low F") on the form and style portion of the work, and receive a grade of "D" or "F" on a paper. Form and style assume importance because much of the formal communication between social workers and the institutions that influence the lives of our clients is in written form. When we write poorly, we reduce, or eliminate, our opportunity to affect the response of institutions to our clients, not to mention how writing poorly reflects on each of us as professionals and on the social work profession as a whole.

There will be five assignments for this course. They are listed below.

#1-(20%) Community/Neighborhood Survey

Guidelines to be discussed in class, and see Assignment #1 on page 9.

#1(2)-(5%) Diversity Issues in Your Community

Identify and discuss the diversity issues in your community relative to your neighborhood of study from Assignment #1. You will need to talk to community members from the diverse populations within Manhattan. Ask questions specific to the sectors of study, and also ask general questions that will identify their concerns about the community.

#2-(5%) Community and Organizational Values and Ethics

This assignment requires that you write a “Code of Conduct” that reflects your values and ethics in relationship to the entities we call “community” and “organization.” (See p. 18)

#3-(5%) Social Work Literature Abstract

Complete four abstracts of relevant manuscripts from the social work literature.

#4-(5%) Plan for a Macro-practice Activity Conducted During Practice III. [Due the last class meeting.]

This is a semester long assignment. You are required to plan an organizational or community education/change/organization activity for your Practice III semester. There are numerous activities that can meet this expectation. Suggestions will be provided in class. You should keep a daily/weekly journal of your activities in this assignment. The journal should reflect your thinking, feeling, and involvement in these activities. The journal is due with your plan on the last day of class this semester. As you think about your project, recall that as social workers we are concerned with the inclusion of diverse populations in our work and our communities. You will be expected to specifically address how your project will include diverse populations (primarily, racially and ethnically diverse populations).

E-mail and the Internet

Students are expected to know how to use an e-mail system that is accessible through the KSU system. Students are also expected to use the Internet to get course and other materials from that source. If you fail to receive information, please arrange to obtain a copy from a classmate.

End-of-semester grading

All end of semester assignments are due the last day of class. Materials due, but not received at the beginning of the last class, will be considered late, and materials not received by the end of the last class may not be included in the calculation of the course grade. Work that is received after grades are submitted will be evaluated after the semester break, and a grade change submitted, if needed.

Since you are planning to enter the senior core at the end of this term, it is essential that all assignments be completed, and turned in on time. Remember that you will not be allowed to begin the senior core with an unsatisfactory performance in this course, or any other course in the core curriculum.

TEXTS

Required

Fellin, Phillip. The Community and the Social Worker. Itasca, Ill.: Peacock, 1995 (2nd).

Netting, F. Ellen, Kettner, Peter M., and McMurtry, Steven L. Social Work Macro Practice. New York: Longman, 2004 (3rd). [NOTE: This text will be used next semester in Practice III.]

Rivera, Felix G and Erlich, John L. Community Organizing in a Diverse Society. Boston: Allyn and Bacon, 1995 (2nd).

Schwartz, David B. Who Cares? Rediscovering Community. Boulder, Co.: Westview Press, 1997.

UNIVERSITY AND PROGRAM POLICIES

University sexual harassment and sexual violence policy

Please review this policy on page 30 of the 2002-2004 KSU Undergraduate Catalog. The University Senate has requested that this information be included in all course syllabi.

Student rights and responsibilities

Information on your rights and responsibilities may be found in the general catalog of the University and in the Social Work Student Handbook.

University policy on accommodation

If you have any condition that limits your ability to complete the work outlined in this syllabus, please contact the instructor to clarify what assistance you may need to successfully fulfill the requirements of this course.

University Policy on Plagiarism/cheating

"Plagiarism and cheating are serious offenses and may be punished by failure on the examination, paper or project; failure of the course; and/or expulsion from the university. For more information refer to the 'Academic Dishonesty' policy in Inside KSU." (Office of the Provost, KSU)

Honor Code

The University has adopted an honor code. Please become familiar with its contents. The code implies the following oath. “On my honor, as a student, I have neither given nor received unauthorized aid on this academic work.” (See page 29 of the 2002-2004 KSU Undergraduate Catalog.)

SUMMARY OF THE WORLD

If we could shrink the Earth’s population to a village of precisely 100 people, with all existing human ratios remaining the same, it would look like this:

¨ There would be 57 Asians, 21 Europeans, 14 from the Western Hemisphere (North and South) and 8 Africans.

¨ 51 would be female; 49 would be male

¨ 70 would be non-white; 30 white.

¨ 70 would be non-Christian; 30 Christian.

¨ 50% of the entire world’s wealth would be in the hands of only 6 people and all 6 would be citizens of the United States.

¨ 80 would live in substandard housing.

¨ 70 would be unable to read.

¨ 50 would suffer from malnutrition.

¨ 1 would be near death, 1 would be near birth

¨ Only 1 would have a college education.

¨ No one would own a computer.

When one considers our world from such an incredibly compressed perspective, the need for both tolerance and understanding becomes glaringly apparent.

_____________________________

Jacqueline Alvarez, Ph.D.

Director, Counseling Center

Gustavus Adolphus College

800 West College Avenue

St. Peter, MN 56082

(507)933-7027

jalvarez@gac.edu

SOCWK 525-HBSE II

Pre- and Post-test

Briefly answer the following questions on a separate piece of paper. Please put your name, the course, the semester, and either “pre” or “post” on the outside of your answer sheet(s).

1. What is the professional function of a social worker in an organization?

2. What is the professional function of a social worker in a community?

3. How are organizational and community life affected by diversity issues?

4. How does the strengths perspective apply to macro-systems?

5. Why should social workers be concerned with the social environment?

Assignment #1 (Due week of October 10)

This course focuses on the social systems and ecological perspectives as ways to understand organizations and communities. Below is a list of sectors, some of which overlap, that are key elements in a community. This semester, we are going to examine a neighborhood in the context of these sectors for the Manhattan community. Students may work in small teams and select a neighborhood to study. We will also examine the effects of diversity within the populations-at-risk (Assignment #1(2))

Our objectives are to:

Understand how these neighborhoods define themselves and how they fit into the larger community

Understand the nature of the neighborhood (describe it)

Understand how the neighborhood “acts” in the community (what role does it play)

Understand how each neighborhood is integrated into the community (where and how does it fit in)

Understand how the neighborhood does or does not work with other neighborhoods and the community

Understand the role of “power” and “influence” in the community (who decides what)

Community sectors as systems to which neighborhoods are connected

Local Government Education

Religion Housing

Social Welfare Health Care

Emergency Social Services Recreation/Communication Media

Business Legal (law enforcement/judicial)

The pursuit of the above objectives will take students into the community. They will interview members of the neighborhood to study the various aspects of neighborhood and community sectors mentioned here and in the Fellin text. Finally students will determine what the “ecological system” looks like based on the information they have gathered.

The following section provides a model for doing a community profile. Please review it for some ideas, but not the only ideas, on how you may conduct your own work.

Developing a Community Profile¹

Introduction

The following guide provides a framework for identifying and analyzing the many community characteristics that affect the provision of social services. The use of this guide will change depending on the interests of the investigator and the purposes of the community analysis.

The basic dictum to “know your community” remains central to the practice of social work in all settings with all clientele. It is critical to understanding the context in which social services are developed and delivered, and, therefore, central to the role of social workers in micro-, mezzo- or macro-practice.

Characteristics of the Community

Effective social work practice implies an exploration of community resources, attitudes and characteristics. Such “exploration” must be guided by some understanding of “community”; a term that connotes more than a simple geographic entity. While social scientists have identified scores of characteristics that define and describe the concept of community, the following five are central to most understandings of the concept.

1. It is a geographic area that can be mapped.

2. It is a service center in which doctors, banks, schools, etc. are shared

3. It is a set of social relations, manifested in the various formal and informal

organizations that exist to handle local problems.

4. It has a consciousness of community morale or loyalty, of varying degrees of

stability and strength.

5. It possesses a set of social values [what people feel is important]. Most often

two or more value systems coexist.

We may broadly classify a community based on its economic, social or cultural focus. Some communities overlap into two or more categories within each category, and there are often communities within a community.

1. A large metropolitan center is usually a community of one-half million or

more people that serves as a center for industry, education, commercial and

financial interests.

2. An industrial and commercial center is anywhere from a few thousand to more

than several hundred thousand people. It may contain varied and diversified

industry, or center about a particular industry like steel or mining; it may be a

hub for commercial and financial interests.

3. A governmental city or town is concerned with the business of government

[county seats, state capitols and Washington, DC].

4. An educational and/or institutional community is usually smaller in population

than industrial communities, and centered about a university, college, research

center, hospital, etc.

5. A suburban community falls within the sphere of influence of a larger

community and may be 60 to 70 miles distant from the metropolitan center.

6. An agricultural village is a social and trading center for the surrounding

agricultural area.

7. An ideological community is usually characterized by its common interests;

e.g., a Mennonite community,

Community life, and our conceptions of it, has changed enormously in the 20th Century and even in the last 25 years. Huge metropolitan complexes, planned communities and suburbs 50 miles or more from the central city are common. Pockets of poverty and wealth are shifting in both rural and urban areas. Small communities are more and more bounded by school, economic, political, social and health planning districts. Communities of every size are increasingly intermeshed with state and federal systems of health, education and welfare.

Information Needed for Analyzing Community Characteristics

I. Geographic Area

A. First, specify the “community” for which you want to develop a profile; e.g., town,

county, or a region made up of several counties.

B. Get a map and specify the area with which you are dealing.

C. What is the population? How is it made up (age, race, income, etc.)?

D. What are the physical characteristics of the land?

E. How far is it from a large metropolitan center?

F. How do these factors affect provision of social services in the “community”?

II. Local Government

As social services increasingly move under local rather than federal domain, the structure, functions and processes of local governmental units may vitally affect the potential funding, administrative and social supports for social services.

A. Under what state law or charter is it defined?

B. What specific powers does it have? Which are withheld? What community services

does it perform?

C. What is its formal structure? Obtain an organizational chart. [Mayor/council, council/

manager, etc.]

D. Who is the executive head? How long has she/he been in office? Do all departments

report to the executive? How are department heads selected [vote/appointment]? Are

there boards or commissions? How are legislators chosen? What public hearing/

meeting are held?

E. What federal and/or state moneys does the local government receive?

F. Does the local government attempt to inform citizens about its activities?

G. How do these factors affect the provision of local social services?

III. Economy

A. What are the major sources of private income in your community? Is there a variety

of private income sources, or is the community dependent on one industry or

commodity?

B. What is the median household income in the community? Median income for special

groups [aged, poor, single heads-of-household, etc.]?

C. What is the distribution of individual/family incomes?

D. Do the people in the community go elsewhere for basic services [food, clothing, health

care, etc.]?

E. How do these factors affect the provision of local social services?

IV. Education

A. What educational facilities are located in the community [public/private]?

B. How many students attend these schools?

C. What is the average education of adults in the community?

D. What libraries are in the (or available to) the community?

E. What universities are in the area of the community? What services do they provide to

the community?

F. What kinds of services are provided by Extension?

G. How do these factors affect the provision of social services in the community?

V. Traditions and Values

Local and regional history, prevailing customs, practices and attitudes distinguish one community from another.

A. What are significant historical events for the community? What local customs and

practices [festivals, special programs, historical re-enactment, etc.] are a part of the

community’s behavior?

B. What are the prevailing attitudes toward minority groups, the aged, welfare

recipients, etc.?

C. What are the prevailing values reflected by the community [political activity,

individualism, volunteerism, etc.]?

D. How do these factors affect the provision of social services in the community?

VI. Religion

Organized religion provides not only a place of worship, but also is a springboard for recreation, education, health and welfare functions, It may be active in social issues, and often influences the development of local social services.

A. List by denomination the various churches in your community. Which denominations

are strongest? Where are they located?

B. How many members does each church have? Is membership increasing or decreasing?

What proportion of the membership is over 60; under 18? Is this proportion stable,

increasing or decreasing?

C. Are population shifts affecting church membership?

D. Which church congregations include mostly high-income members? Low-income

members? Middle-income members? Which of these include a high proportion of

older members?

E. Which churches are active in social affairs? Have volunteer programs? Provide

(or sponsor) emergency food, clothing or shelter?

F. How do these factors affect the provision of social services in the community?

VII. Housing

The supply, demand, quality and distribution of housing affects both where people live and where volunteer positions may be developed.

A. What proportion of the housing in the community is owner occupied, renter

occupied, or vacant?

B. What is the distribution of the cost of housing in the community?

C. Where do the aged, minority, immigrant, etc. reside in the community? Are they

dispersed or in groups?

D. Are there special housing units [nursing homes, residential facilities, retirement

communities, etc.] in the community?

E. How may these factors bear on the provision of social services?

VIII. Recreation

A. What public and commercial recreation facilities are available in the community?

B. What is the range of activities available throughout the year? Indoor and outdoor

for all age groups? How are they used, and by whom?

C. Are they physically accessible for all groups? Include restrooms and rest facilities?

D. Who plans and administers public facilities? Which agencies carry out recreation

programs?

E. How do these factors affect the provision of social services in the community?

IX. Public Assistance

A. How many persons in the community receive social security benefits?

B. How many receive SSI?

C. How many receive TANF?

D. How many receive Food Stamps?

E. How many receive other emergency benefits from what sources?

F. Where are the agencies/organizations located that provide these services?

What other services do they provide? To how many people?

X. Health Care

A. What is the amount spent per capita by your health department? What services are

offered?

B. How many MD’s practice in the community?

C. Is there a shortage of any particular health personnel?

D. List the hospitals, nursing and convalescent homes.

E. What mental health services are available in the community--in hospitals, outpatient

clinics, social agencies, community mental health centers, private practitioners?

What community attitudes toward mental illness prevail?

F. What services are available for the physically handicapped people? What are

community attitudes toward this group of people?

G. Are there agencies or practitioners that limit or refuse services to medicaid recipients?

H. How and where do the “uninsured” receive health care services?

I. How do these factors affect the provision of social services in the community?

XI. Communications Media

A. What local newspapers, or other print media, serve the community? How often are

they published? How many people do they reach? What viewpoints do they

represent?

B. What coverage is given to social services and related topics? How are they presented?

C. What coverage is given to community social problems and concerns? How are they

presented?

D. What radio and TV broadcasts are there in, or into, the community? What stations do

members of the community listen to for local news? How is it represented? What

community service broadcasting is done, on what topics, when and how often? What

social issues programs are presented?

E. Are any groups restricted in their use of the media or public meeting places? What

topics are censured and by what means? Are people free to express both popular and

unpopular opinions?

F. Is there any coverage of, or presentation of news of interest to the non-majority

population in the community? When, what issues, etc.?

G. How do these factors affect the provision of social services in the community?

XII. Social Groups

All communities contain social groups based on race, nationality or religion. These foster loyalty within the group but often cause friction, stereotyping and discrimination among groups. The extent of inter-group understanding or misunderstanding in your community will affect its acceptance of social services.

A. Using Census and other data, how many people in the community are white, African-

American, Native-American, Asian-American, Latino or Spanish-American, or other

ethnicity? What proportions of these groups are over 65 or under 18?

B. How many foreign-born people live in the community? First generation American?

Second generation American?

C. How many international visitors live in the community?

D. What is the attitude of the neighborhood residents toward newcomers?

E. Has there been hostility toward any group? Human rights or civil rights violations?

Specific incidents?

F. Do racial, national or religious groups cluster in certain parts of the community?

Plot these on a map. Which neighborhoods are integrated?

G. Are occupations divided along racial or nationality lines?

H. Do any community organizations work toward fostering intergroup relations?

I. What form does discrimination take in employment, housing, education or services?

J. How do these factors affect the provision of social services in the community?

XIII. Associations

Clubs, organizations, societies and leagues have always characterized community life in America. These associations both parallel and expand upon governmental activity. There are economic, government, planning, housing, education, fraternal, recreation, religious, cultural, welfare, youth, health, minority, and community organization groups.

A. List the various association in the community. Using the form below, supply

information on function, leadership, membership, etc. of each organization.

B. To what extent do associations’ memberships represent different ages, sexes,

religious, racial, or income groups?

C. What physical facilities does the organization offer? What social, educational, and

community services?

D. Which associations cooperate or affiliate with others?

E. What organizations have been most effect in community matters?

F. How do these factors affect the provision of social services in the community?

Index of Community Organizations

a. name, address, phone number

b. purpose (formal or informal goals and/or objectives)

c. major activities

d. number and types of memberships

e. meeting times and places

f. key leaders

g. organizations with which it cooperates

h. funding sources

i. formal decision-making process

j. other pertinent data

XIV. Community Organization

Community organizations are established to assess and solve problems and to meet certain needs. The planning, coordination, and implementation of community services generally involve both public and private community resources.

A. List some recent community improvement projects, such as hospitals, civic

associations, new local government programs, etc. What agencies or individuals

were instrumental in getting those projects adopted? Who was opposed?

B. What coordinating or planning groups exist in the community? How active are they?

What powers do they possess? What are their responsibilities and functions?

C. What recent studies of community needs and resources have been made? What do

they show?

D. How do these factors affect provision of social services in the community?

XV. Community Planning

“Planning” is most simply advance thinking on how to get something done. We have a mix of social, health, urban, and regional planning bodies that decide on various policies and program in a community. Their power to implement their decisions, however, ranges from weak to strong.

A. Is there a planning board or commission for the community? Is the community

included in county or regional planning bodies?

B. What does the planning body do?

C. What private, industrial, or citizens groups are active in planning? (E. g., Chamber

of Commerce, Business Men’s Association, Neighborhood groups)

D. Can you see these planning bodies playing a role in meeting the social services needs

of the community?

E. How do these factors affect the provision of social services in the community?

XVI. Influence in the Community

Any effort by social workers to “get something done” will lead to a discussion of power and influence. While not the only determinants of successful community action, the recognition and understanding of power and influence, and the resultant knowledge of how to deal with them, are important tools for community intervention.

Influence simply means the ability to persuade something to do something. Certain people in the community have influence, and it is valuable to be aware of who these people are; know how to deal with them; and, cultivate them, if possible. Influence is not restricted to people who are wealthy or formal leaders of organizations. A homemaker, for example, may be influential in a neighborhood and, thus, be a prime mover behind a new project.

Power and Influence in Organizations

It is important to identify people who play dominant roles in organizations whether those roles are official or unofficial. Who they are, in the specific and general sense, and what are their concerns must be determined. Decision-making in organizations tends to be accumulated by a few people, regardless of the official organizational position on participatory decision making. There are four factions in the typical organization, from which the dominant groups or individuals must be identified: The Board of Directors, Executives, Staff, and Clients.

Power and Influence in the Community

Power and influence are also distributed through the government sector and other institutional forces within a community. The following questions by area may help you examine the distribution, patterns, and bases of influence in a community.

Government

Who governs? Who influences the bulk of political decisions, how, and why? What can be expected from the political system? How will if affect our work, and how can we make it work for us?

Distribution of Income

In the community, is influence distributed equally to everyone? What happens to interest groups when they are opposed? Do they become stronger or weaker? Think of a recent controversy, over housing, education, or some other matter. What happened? Who was involved? Who won and who lost? Is there a relationship between money and power in the community?

Patterns of Influence

Are the same groups and/or leaders dominant in all fields, such as education or health, or do different leaders emerge around different issues? From which socio-economic strata are these people drawn; i.e., business people, professionals, unions, minorities, etc.?

Bases of Influence

What does an individual or group use to influence others? Money, control over jobs, social standing, ethnic solidarity are a few such influences. What are some others? Who has access to these resources? How many people have access to these resources? What are the implications of this?

Summary

The multifaceted aspects of community life require identification and analysis before and during the implementation of social programs in general, and community education/action/change programs in particular. The foregoing is a guide for this effort. It is not exhaustive, merely suggestive. If you are involved with a particular program or community change effort, it would be appropriate to focus on those aspects of this guide that are relevant to your specific effort.

_________

¹ This document is adapted from an anonymous author who adapted it from Ellen Abby Blecher, “Developing community supports.” OAVP-Action, Washington, D.C., date unknown.

Assignment #2 (Due week of October 31)

Organizational and Community Philosophy of Personal Behavior

An important question that all social workers, and citizens in general, need to answer has to do with their own sense of organizational and community responsibility. What are the obligations that an employee has to an organization? Are they different for social workers? [See the NASW Code of Ethics for some help on this.] What are the obligations a citizen has to a community? Are they different for social workers? [See the Code of Ethics.] What obligations do organizations and communities have toward employees and citizens? How do obligations from these perspectives interact?

This assignment is to facilitate articulation of your own philosophy of conduct in relation to organizations and communities. Examine the NASW Code of Ethics for some guidelines on this, but, more importantly, look inward to your own beliefs and values, your own experiences and your own expectations about how people in general, and you in particular, ought to behave for guidance on this assignment.

The assignment should be done in a narrative form not to exceed 1000 words (roughly four typed, double-spaced pages).

Social Work's Core Values

Service-A social workers' primary goal is to help people in need and to address social problems.

Social workers elevate service to others above self-interest. Social workers draw on their knowledge, values, and skills to help people in need and to address social problems. Social workers are encouraged to volunteer some portion of their professional skills with no expectation of significant financial return (pro bono service).

Social Justice-Social workers challenge social injustice.

Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. Social workers' social change efforts are focused primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people.

The Person-Social workers respect the inherent dignity and worth of the person.

Social workers treat each person in a caring and respectful fashion, mindful of individual differences and cultural and ethnic diversity. Social workers promote each person’s socially responsible self-determination. Social workers seek to enhance clients' capacities and opportunities to change and to address their own needs. Social workers are cognizant of their dual responsibility to clients and to the broader society. They seek to resolve conflicts between clients' interests and the broader society's interests in a socially responsible manner consistent with the values, ethical principles, and ethical standards of the profession.

Human Relationships-Social workers recognize the central importance of human relationships.

Social workers understand that relationships between and among people are an important vehicle for change. Social workers engage people as partners in the helping process. Social workers seek to strengthen relationships among people in a purposeful effort to promote, restore, maintain, and enhance the well-being of individuals, families, social groups, organizations, and communities.

Integrity-Social workers behave in a trustworthy manner.

Social workers are continually aware of the profession's mission, values, ethical principles, and ethical standards and practice in a manner consistent with them. Social workers act honestly and responsibly and promote ethical practices on the part of the organizations with which they are affiliated.

Competence-Social workers practice within their areas of competence and develop and enhance their professional expertise.

Social workers continually strive to increase their professional knowledge and skills and to apply them in practice. Social workers should aspire to contribute to the knowledge base of the profession.

Assignment #3-The Critical Review of Research Articles ¹

The following sections represent what one would normally find in a research article/manuscript. Each section contributes to the whole and there should be a flow of information from beginning to end; with each subsequent section building on the previous section. The information from all of these sections should be distilled into a paragraph not to exceed 250 words (roughly one, double spaced, type-written page).

I. Problem Formulation

Is there a clear, logical connection between the problem statement and the study methodology? Thus, if the research problem is an evaluative one, then the methodology should not be descriptive (you’ll get more on this later in the semester).

The literature review provides the basis for building the methodology. It explains why the problem is important to examine, identifies and defines the concepts which will be used to define the variables in the study.

1. Was the problem /issue addressed by the study clearly identified and analyzed?

You should be able to easily determine the problem/issues. What is known and unknown about the problem/issue should be included.

2. Was the importance of the problem/issue clear?

Is the research relevant to social work? What is and is not going to be addressed in the study?

3. Did the literature review provide adequate guidance on how relevant concepts should

be defined and measured?

What information does the author provide to use as guidance in developing your own research project?

After the literature review you should be able to identify

1. the research problem/issue

2. how key concepts are defined

3. some of the important things that are known and unknown about the topic

4. the general research question/task that emerges from the analysis

II. Study Methodology

This section describes how the study was conducted. This will cover a range of issues that will become more clear to you as the semester moves along.

1. What are the general and specific purposes of the research?

Descriptive, exploratory, explanatory, or evaluative

2. What is the research question (hypotheses)?

This may be in the literature review section. Wherever it is, it must be clear.

3. How are variables defined in abstract terms (otherwise known as concepts)

Definitions of important terms will vary across studies. Be sure you understand what is being discussed.

4. How are variables measured (operational definitions)?

Clear statement of what is being measured and at what level (nominal, ordinal interval, or ratio).

5. What is the study design? (This will become much more clear as the semester

progresses.)

6. What is the study target population and how is it sampled?

Who/what is being studied? How are “they” selected?

III. Results

The type of methodology will dictate the type of results. Explanatory and evaluative studies will have hypotheses to be tested and will usually include statistical tests of some kind. Descriptive studies will include univariate statistics. Exploratory studies may be some combination of the above. There are also differences with respect to whether the study is quantitative or qualitative. Qualitative studies may present tables and charts and include considerable narrative describing the outcomes of the research. Quantitative studies will have relatively less narrative and more data presentation. The results section should provide information on:

1. The nature of the study sample employed

2. The distribution of responses on the key variables; including pre- and post-test

scores and the means or frequencies of key variables.

3. The results of any hypothesis tests

4. The statistical significance of data

IV. Conclusions

This section will summarize the findings and relate them to the original problem/issue/hypothesis of the study. It will report key findings and explain the practical significance of those findings. Some explication of the utility of the findings for social work, or other fields, should be present. This section should also provide a discussion of the limitation of the study. Problems or limitation with the research design should be presented, as well as to whom/what the study can be generalized based on the sampling strategy employed. Finally, this section should present directions for further study; that is, what new questions have arisen from the work, or what questions did not get answered.

______

¹Taken from York, Reginald O. Building basic competencies in social work research. Boston: Allyn and Bacon, 1997, pp. 282-288.

Personal and Group Member Participation Rating Sheet

All responses will be kept confidential.

HBSE II-fall 2005

Name of person completing this sheet ______________________________

INSTRUCTIONS: Complete each line below. Put the names of your group members in the blank space provided. Rate yourself and each member of the group on participation in the intellectual activity associated with answering each question. This is not about rating effort related to typing or writing. It is about the intellectual process of creating answers to each question. Each row of ratings should total to 100 percent. Please give this reasonable consideration and do not share your assessments with other members of your group or with other members of the class.

Question # --------------------Group Members------------------------- TOTAL

PERCENT

Myself ______________ _______________

1. ______ ______ ______ 100

2. ______ ______ ______ 100

3. ______ ______ ______ 100

4. ______ ______ ______ 100

5. ______ ______ ______ 100

6. ______ ______ ______ 100

OVERALL ______ ______ ______ 100

HBSE II, Fall 2005

Take-home examination #1

You are to complete this examination in typed, double-spaced format. Grammar, spelling, and clarity of presentation will be graded as well as content.

Each student is to answer each question independently. That is, creating a “group answer” that is individually turned-in is not acceptable for this examination. You may consult your text, notes, library materials, and other class members in completing this examination. Consultation with other class members is limited to discussion of the questions and potential answers. You should not share text or directly exchange answers. When your answers include material that is not your own remember to give proper citations to those sources of material.

Please limit you answers to no more than 500 words per question (about two double spaced pages). Number your pages and include your name on each page. Assemble your answers so that they appear in order from question one to question five.

1. Compare and contrast the community perspectives of Schwartz and Fellin.

2. Discuss the integration of the ecological and social systems perspectives as they apply to communities and social work practice in macro-systems. Include your own statement of how you foresee using these perspectives in your future practice of social work.

3. In light of the influence of “national society,” what is your perspective on the relevance of “local communities” in contributing to social integration? (For a start on this question see Fellin, 3^rd, Chapter 14.)

4. When engaging in direct social work practice, should the social worker be concerned about the “neighborhood” in which a client, or clients, resides? Why, or why not?

5. What is your perspective on how the various community systems examined by Fellin are related?

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