Central Michigan University

College of College of Humanities and Social and Behavioral Sciences

Department of Sociology Anthropology and Social Work
College of Humanities and Social & Behavioral Sciences
Social Work Program - Course Syllabus
SWK 100 Introduction to Social Work
FALL, 2015 (Section 22287485)
T/TH 12.30-1.45
Instructor: Myrna McNitt, ACSW, LMSW, MSW
Email: mcnit1ml@cmich.edu or myrnamcnitt@comcast.net
Office: 989-774-7467
Office hours: Tuesday/Thursday 10.00-12.00; and by appointment
I.

Bulletin Description: Principles and values of social work, community resources and social
service agencies, helping methods, and the role of the professional social worker.

II.

Prerequisites/Co-requisites, Recommended: None.

III.

Rationale for Course Level: This is an introductory course.

IV.

Textbooks and Other Materials to be Furnished by the Student: Zastrow, Charles (2014),
Social Work and Social Welfare - Empowering People (11th Edition), Belmont, CA - Brooks
Cole - Cengage Learning. ISBN 13:978-1-285-07717-8

V.

Special Requirements of the Course: None.

VI.

Course Objectives: A successful student will have shown the ability to:

Describe the social welfare system and related social welfare policies in the United States
from a historical and contemporary perspective. (Competency 8; Behavior y)

Describe of the various fields of practice within the social welfare system, the services
provided in these settings, and the client base served, including the rural and international
contexts. Emphasis will be placed on the many diverse groups served, particularly women and
members of minority groups. (Competency 1,8; Behavior a,y)

Identify and discuss concepts, values, and the philosophy of social work as a profession.
(Competency 1,2; Behavior c,g)

Describe and discuss the generalist perspective of social work practice. (Competency 3;
Behavior i,k)
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Identify and discuss the forms of oppression, and promotion of social and economic justice.
(Competency 3,5 ;Behavior m, r)

Identify and discuss status oppressions, the "isms" (ageism, sexism, racism, and homophobia)
and their impact on social and economic justice. (Competency 4, Behavior p)

Articulate strategies to identify, combat, and change the barriers to social and economic justice
across the micro, mezzo, and macro levels of social work practice. (Competency 8,9; Behavior
z, ab)

Describe the organizational environment within which social work is practiced and social
services are provided. (Competency 9; Behavior aa)

VII.

Course Readings & Topical Outline:

Date
9/1
9/3

Readings (Due on assigned date)

Introduction to Course
Chapter 1: Social Welfare - Its Business, History, and Future

9/7

LABOR DAY-NO CLASSES

9/8

Chapter 1: Social Welfare - Its Business, History, and Future

(Continued)

9/15

Chapter 2: Social Work as a Profession and a Career

9/17

Chapter 3: Generalist Social Work Practice (continued)

9/22

Library Research Presentation at Park Library - (Required Session)

9/24

Library Research Presentation at Park Library - (Required Session)

9/29

No Readings-See Assignment Due Dates

10/1

Chapter 4: Poverty and Public Welfare

10/6

Chapter 4: Poverty and Public Welfare (Continued)

10/8

Chapter 5: Emotional/Behavioral Problems & Counseling

10/13

Chapter 5: Emotional/Behavioral Problems & Counseling

(Continued)

10/15

Chapter 6: Family Problems and Services to Families

10/20

Chapter 6: Family Problems and Services to Families (Continued)

10/22

Chapter 6: Family Problems and Services to Families (Continued)

10/27

Chapter 9: Crime, Juvenile Delinquency, and Correctional

Services
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10/29

Chapter 8: Drug Abuse and Drug Treatment Programs

11/3

Chapter 8: Drug Abuse and Drug Treatment Programs

(Continued)

11/5

No Readings-See Assignment Due Dates

11/10

Chapter 13: Sexism and Efforts for Achieving Equality

11/12

Chapter 7: Sexual Orientation and Services to LGBT Individuals

11/17

Chapter 11: Work-Related Problems and Social Work in the

Workplace

11/19

Chapter 12: Racism, Ethnocentrism, and Strategies for Advancing

Social and Economic Justice

11/24
11/26

Chapter 12: Racism, Ethnocentrism, and Strategies for Advancing Social

and Economic Justice (continued)
Thanksgiving No Classes

12/1

Chapter 14: Aging and Gerontological Services

12/3

Chapter15: Health Problems and Medical Social Services

Chapter 16: Physical and Mental Disabilities and Rehabilitation
Chapter 17: Overpopulation, Misuse of the Environment, and
Family Planning

12/8
12/10

No Readings-See Assignment Due Dates

12/14

EXAM Week Course Review & Advocacy

STUDENTS MUST ATTEND CLASS DURING FINALS WEEK FOR END
OF COURSE REVIEW

VIII. Course Evaluation & Assignment Due Dates:

Assignment
Attendance & Participation

Due Date
Throughout semester

First Quiz
Chapters 1 thru 4
First Research Article
Critique and Sample
Demographics
Research Paper Proposal
Due

September 28

Points (100)
15
Determined at End of
Course
This means active
engagement in course
discussions and readings
10

October 6

10

October 22

15

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Second Quiz
Chapters 5, 6, 8 and 9
NASW Advocacy Day
Two Research Articles and
Critiques Due
Research Paper
Third Quiz
Chapters 7, 11, 12, 13, 14,
15, 16, and 17
Extra credit for Advocacy
Day

November 5

10

November 11

Extra Credit

November 12

10

November 24
December 10

20
10

Last day for documentation

GRADING SCALE
95 -100
90-94
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
BELOW 60
IX.

A
AB+
B
BC+
C
CD+
D
DE

Other Information/Requirements:
Departmental Policy Relevant to SWK 100: The Department of Sociology, Anthropology,
and Social Work is committed to social justice and diversity and to the application of research
to solve real world problems. In addition, the department is dedicated to teaching excellence
and the promotion of critical thinking as mechanisms for encouraging social justice, diversity,
and the solution of social problems.
Library Research Session: Students will be required to attend one of two scheduled library
research sessions. The purpose is to assure that everyone can access social work and
behavioral health research journals for the portfolio and critiques and also for the research
paper as well as demographical and statistical information required in the research paper. Even
if you are taking or have taken the library research class this is an opportunity to access
behavioral health information and to begin selecting your research journal articles. More
specific information regarding these sessions will be distributed in class and posted on
Blackboard in the Course Assignments section.
Research Paper Proposal: A proposal of 1-2 pages will be submitted for the research paper
described below. The proposal will be graded and returned with comments and suggestions for
improvement so that the topic for the research paper can be fully developed. The grading
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criteria will be reviewed in class and posted on Blackboard in the Course Assignments
section.
Portfolio: Students will be required to select three journal articles of interest to them from
social work and social work related journals, copy or print the article (or if lengthy, the first two
pages along with the conclusion and bibliography), clip it all together with a two page critique
that indicates what they found reinforcing or challenging in terms of article content and
conclusions, as well as what questions were answered by the article, what questions were not
answered, and what questions were raised. Be sure to use a clip of some sort - not a three ring
binder. The grading criteria will be reviewed in class and posted on Blackboard in the Course
Assignments section.
Research Paper: Each student will be required to write a research paper (based on the
approved proposal) between 5 to 8 typewritten pages (double-spaced, APA style/format), on
selected aspects of the profession of social work, selected social work field of practice, or some
intervention with any of the following groups: Children, women, elderly, poor, African
American, Hispanics, Asian Americans, Native Americans, gays/lesbians, family and childrens
services, mental health, health care, social work in the workplace, school social work, the role
of the social worker in substance abuse treatment, older adults, criminal justice, and
developmental disabilities. Your choice should be based upon your interest in a social problem,
form of oppression, or specific population at risk that is relevant to that field of practice. Topics
from which you can choose include: Adoption/Foster Care, Alzheimers Disease/Dementia,
Anxiety, Bullying, Child Abuse, Child Neglect, Delinquency, Depression, Divorce, Domestic
Violence, Eating Disorders, Elder Abuse, Family, Human Trafficking, ISMS, Poverty, Process
Addictions, Sexual Harassment, Sexual Orientation, Substance Addictions. Papers must be
based on the proposal that you submit unless prior approval is obtained to change your topics as
your research progresses. More details regarding the requirements for this assignment will be
discussed in class and posted on Blackboard. The grading criteria will also be discussed in
class and posted on Blackboard in the Course Assignments section. NOTE WIKIPEDIA IS
NOT A CREDIBLE SOURCE AND MAY NOT BE USED.
Late Assignments: Late assignments will not be accepted without application of a minimum
five point penalty, except under extremely rare circumstances. Exceptions must be approved in
advance of the due date. If the student does not submit paper/assignment by the agreed upon
new deadline, the grade will be zero.
Quizzes: There will be three quizzes covering the assigned chapters and classroom
discussions. The format for each will include a combination of multiple choice, true and false,
definition of terms, and essay options (essay options will be given out the week before the
exam so that students can come prepared to write out their responses). Only under extreme
circumstances will make-up quizzes be allowed. They require prior approval and the make-up
needs to occur within the week for which the quiz was scheduled. Not showing up for a quiz
and not having received approval for a make-up date and time will result in a score of zero for
that quiz. While is should not require stating, it does, and that is to say that any student found
cheating on a quiz will receive a zero for that quiz and will be reported to the academic dean.
Class Exercises/Attendance: There will be several class exercises usually involving brief
responses to a specific case situation or bringing a piece of information from the internet or
news media to class for discussion purposes. They are scheduled as the course evolves and
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will be announced via e-mail and Blackboard postings. There are no make-up options for these
or missed sessions.
Classroom Civility: Everyone is encouraged to help create an environment during class that
promotes learning, dignity, and respect for each other. Those students who speak at
inappropriate times, sleep in class, display inattention, take frequent breaks, interrupt class by
coming in late or leaving early, engage in loud or distracting behaviors, use cell phones, engage
in text-messaging (see the section below), accept pages during class, use inappropriate
language, are verbally abusive, display defiance or disrespect to others, or behave aggressively
toward others could be asked to leave the class and be subjected to disciplinary action under the
Code of Student Rights, Responsibilities, and Disciplinary Procedures. Questions about
assignments, course material, etc., need to be directed to me not to the person next to you.
Class Notes & Use of Notebook Computers and Smart Phones: Notebook computers will
not be needed in this course. They can be distracting and get in the way of meaningful class
discussions and participation. After each session I will post the notes I used on Blackboard and
you can access those and place them with your written notes. Students choosing to use
notebook computers to take notes during class will need to sit in an assigned area which will be
determined at the time of the first class session. Use of notebooks/laptop computers for use
other than taking notes will result in the student being asked to leave the class session and not
being able to bring his/her computer for the rest of the semester. In reference to cell phone use
and texting, I expect that students will be able to take care of personal business before and after
class. Those choosing to do so during class will be asked to leave and will not get credit for
attendance/participation for that session.
Incomplete Grades: A grade of incomplete (I) will not be given unless the student contacts
the instructor and makes special arrangements for making up the required work. Usually, only
emergency situations that prevent a student from completing the course would warrant a grade
of I.
Class Cancelations: If class needs to be cancelled for any reason including weather I will post
a group e-mail notification as early on the given day as possible. I encourage checking your
"cmich.edu" e-mail account if you have any questions about whether class might or might not
be canceled.
Plagiarism/Copying: Academic honesty is required at all times. Plagiarism/copying will result
in the your receiving a failing grade for the course. These rules also apply to information
obtained from the Internet. CMUs Academic Integrity Policy can be found at:
https://centrallink.cmich.edu/Copyright/Documents/Academic%20Integrity%20Policy%20%20Revised%20--passed%20Senate%205-5-09.pdf
A copy will be posted on Blackboard in the Course Materials section. Students will be
required to sign a statement acknowledging receipt of the policy and their agreement to comply
with it throughout the course.
Disability Accommodations: CMU provides students with disabilities reasonable
accommodation to participate in educational programs, activities, or services. Students with
disabilities requiring accommodation to participate in class activities or meet course
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requirements should first register with the Office of Student Disability Services (120 Park
Library; telephone 774-3018; TDD 774-2568), and then contact me as soon as possible.
Use of Blackboard: Most part class notes and supplemental information used for lecture and
discussion purposes will be placed on Blackboard following each session. STUDENTS MUST
ENROLL IN BLACKBOARD BY THE SECOND WEEK OF CLASS
Safe Assign: Written assignments, specifically the research paper, will be turned in via hard
copy with an electronic copy submitted to Safe Assign. Electronic attachments to e-mail
messages will not be accepted. Use of Safe Assign will be covered in class prior to the date on
which assignments will need to be turned in. Questions about the use of Safe Assign can be
directed to the Help Desk at 989-774-3662.
Religious Holidays: University policy states that: It is the obligation of students to provide
faculty with written notice of the religious holidays they will be observing and the dates on
which they will be absent at least two weeks prior to the date of the religious holiday."
Other Policies: Other course policies are described in course assignments and may be
elaborated or defined by the instructor during class. The instructor reserves the right to make
policy exceptions.
Contacting Me: I will be available before and after class to discuss any questions or concerns
during posted office hours. In addition, I am willing to schedule appointments as specific needs
arise. You can also reach me via e-mail. Let me know if you are having any difficulty with the
material or with understanding the requirements for an assignment. I am willing to provide any
assistance.
X.

Bibliography:
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Managed care, burnout and somatic symptoms among social workers. Community Mental
Health Journal, 46(6), 591-600.
Colker, R.. (2005). The disability pendulum: The first decade of the Americans with Disabilities
Act. New York: New York University Press.
Davis, King E., and Bent-Goodley, Tricia B. (2004). The color of social policy. Alexandria, VA:
Council on Social Work Education.
DiNitto, D. M. (2011). Social welfare: Politics and public policy (7th ed.). Boston:
Pearson/Allyn and Bacon.
Fox, V. (2013). Professional roles in community mental health practice: Generalist versus
specialist. Occupational Therapy in Mental Health, 29(1), 3-9.
Ginsberg, L. (2002). Thinking about a social work career. Boston, MA: Allyn and Bacon.
Ginsberg, L. H. (Ed.). (2004). Social work in rural communities (4th ed.). Alexandria, VA:
CSWE Press.
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Gordon, T.A. (2013). Good grief: Exploring the dimensionality of grief experiences and social
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Hopton. (2010). Developing research based social work practice. Child & Family Social Work,
15(4), 501-501.
Ife, J. (2001). Human rights and human needs. Human rights and social work: Towards rightsbased practice. Cambridge; New York; Oakleigh, VIC: Cambridge University Press.
Linhorst, D. M. (2002). Federalism and social justice: Implications for social work. Social
Work, 47(3), 201-208.
Morales, A., and Sheafor, B. (2010). Social Work: A Profession of Many Faces (10th ed.) Allyn
and Bacon.
Munson, M R. (2010). Trajectories of depression symptoms among older youths exiting foster
care. Social work research, 34(4), 235-249.
National Association of Social Workers.(2008). Code of Ethics. Washington, DC: NASW Press.
Newsome, B. R., and Dickinson, George E. (2000). Death experiences and hospice: Perceptions
of college students. Death Studies, 24(4), 335-341.
Nuttman-Shwartz, O., Berger, R. (2012). Field education in international social work: Where
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Phillippo, K.L., Blosser, A. (2013). Specialty practice or interstitial practice? A reconsideration
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Reisch, M. (2002). Defining social justice in a socially unjust world. Families in Society: The
Journal of Contemporary Human Services, 83(4), 343-354.
Roberts, A.R. (Ed.) (2009). The social work desk reference (2nd ed.). New York: Oxford
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Scheyett, A., Pettus-Davis, C., McCarter, S., Brigham, R. (2012). Social work and criminal
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Sheer, M L. (2010). Perspectives of employed people experiencing homelessness of self and
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