Course Outline Format Page 1 of 6 THE UNIVERSITY OF BRITISH COLUMBIA School of Social Work Course Outline SOWK 201 School Vision Building upon a foundation of social justice and an ethic of care, we a.
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THE UNIVERSITY OF BRITISH COLUMBIA
School of Social Work Course Outline - SOWK 201
School Vision: Building upon a foundation of social justice and an ethic of care, we are a community of
learners actively engaged in the development of critical, transformative knowledge for social work practice
Year/Term Fall and Winter, 2013 -14
Course Title SOWK 201 - Introduction to Social Work (3 credits)
Course Schedule Wednesday, 5:00 pm - 8:00 pm (Term 2)
Course Location Room 124 – Jack Bell Building
Instructor Office Location Office Phone e-mail address
Dr Edward Kruk Room 237 604-822-2383 edward.kruk@ubc.ca
Office Hours Wednesdays: 12 - 4 pm or by appointment
Teaching Assistant Jasmyne Rockwell jasmynerockwell@gmail.com
COURSE DESCRIPTION:
This course comprises an introduction to the knowledge, skills and values of social work practice in its many forms, emphasizing different ways of understanding the context of social and personal problems
STRUCTURE OF THE COURSE:
The course is structured so that students have an opportunity to analyze the context in which they live as a way of learning how context shapes behaviours Students will be expected to develop an understanding of their own emotional, cognitive, behavioural
and social development They will also be expected to broaden this analysis to include how the context of other people’s lives affect the way they live
The course is organized to integrate three levels of analysis – an understanding of self;
an understanding of others; and an understanding of how context shapes the way
people live The course material uses these three levels of analysis to develop an
understanding of the role of social work in helping people cope with the demands of
daily living
The class will meet once a week for a total of 3 hours There will be lectures; guest
speakers; audio visual material and student activities, all intended to provide a deeper understanding of the issues
PURPOSE OF THE COURSE:
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The purpose of this course is to introduce you to social work practice through an
exploration of the history, philosophical foundation, and theoretical perspectives of social work This exploration will include a review of the relevant codes of ethics and practice standards that guide practitioners
This course will provide you with an overview of the areas in which social workers
become involved Since social workers are committed to working for social justice, the course will also examine the social structures that influence people’s lives and how various sources and forms of oppression and marginalization effect the lives of people
in Canadian society During the course, you will engage in a critical analysis of the role
of social work in society
REQUIRED COURSE TEXTS:
Hick, Steven (2010) Social work in Canada: An introduction (3rd Ed) Toronto:
Thompson Educational Publishing Inc
Bishop, Anne (2002) Becoming an Ally: Breaking the Cycle of Oppression in People (2ndEd) Halifax: Fernwood
SUPPLEMENTARY READINGS: See Course Schedule
COURSE POLICIES [attendance, participation, academic dishonesty]:
Excerpt from the UBC calendar:
Regular attendance is expected of students in all their classes (including lectures, laboratories, tutorials, seminars, etc.) Students who neglect their academic work and assignments may be excluded from the final examinations Students who are unavoidably absent because of illness or disability should report to their instructors on return to classes
The University accommodates students with disabilities who have registered with the Disability Resource Centre The University accommodates students whose religious obligations conflict with attendance, submitting assignments, or completing scheduled tests and examinations Please let your instructor know
in advance, preferably in the first week of class, if you will require any accommodation on these grounds Students who plan to be absent for varsity athletics, family obligations, or other similar commitments, cannot assume they will be accommodated, and should discuss their commitments with the instructor before the drop date
It is recommended that students retain a copy of all submitted assignments (in case of loss) and should also retain all their marked assignments in case they wish to apply for a Review of Assigned Standing Students have the right to view their marked examinations with their instructor, providing they apply to do
so within a month of receiving their final grades This review is for pedagogic purposes The examination remains the property of the university
Academic Dishonesty:
Please review the UBC Calendar “Academic regulations” for the university policy on cheating, plagiarism, and other forms of academic dishonesty Also visit www.arts.ubc.ca and go to the students’ section for useful information on avoiding plagiarism and on correct documentation
Students should retain a copy of all submitted assignments (in case of loss) and also
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retain all their marked assignments in case they wish to apply for a Review of Assigned Standing Students have the right to view their marked examinations with their
instructor, providing they apply to do so within a month of receiving their final grades This review is for pedagogic purposes The examination remains the property of the university
Students may not use any electronic devices in the classroom without the express consent of the instructor All cell phones, pagers and other similar devices must be turned off Computers may only be used with the instructor’s permission If such
permission is granted, the wireless capacity of the computer must be turned off
COURSE SCHEDULE:
January 8: What is Social Work?
Hick: Chapters 1-3
The history of the social work profession and the emergence of social work in Canada
Describing and defining social work
What do social workers do and where do social workers work?
January 15: Values and Ethics in Social Work
Bishop: pages 78-99
Hick: Chapter 5
Social work values: connecting personal to professional values
The philosophical foundations of social work
What are ethics?
Codes of ethics for the social work profession
January 22: You and Social Work: Social Work Professional Identity
Bishop: pages 6-77
Christie, A & Kruk, E (1998) Choosing to Become a Social Worker: Motives,
Concerns, Incentives and Disincentives,” Social Work Education, 17 (1), 21-34
Social work as a health profession
Social work as an art
Identity, social location, and privilege
Oppression, power, and discrimination
Is social work for you? Assessing personal preparedness
January 29: Theories and Approaches to Social Work Practice – Part One
Hick: Chapter 4
Bishop: pages 100-145
The social worker as ally
Generalist social work practice
Structural social work
Strengths-based social work
February 5: The Social Work Practice Process – Becoming a Creative and
Reflective Practitioner: Working with Individuals and Families
Hick: Chapter 6
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Introduction to social work skills
Social work skills: Engaging and building relationships
Social work skills: Gathering information, contracting and planning
Social work skills: Intervention: using empowerment-based approaches to problem-solving
February 12: Theories and Approaches to Social Work Practice – Part Two
Hick: Chapters 10, 12 and 14
Social work in a culturally diverse society
Anti-oppressive approaches to social work practice
Anti-racist approaches to social work practice
February 26: Introduction to Fields of Practice in Social Work – Working with Groups and Communities
Hick: Chapter 7
Direct and indirect social work practice roles
Social work advocacy
Mediation in social work
Group work approaches
Community practice models
Interdisciplinary settings and social work practice
March 5: Culturally-specific and Aboriginal Approaches to Social Work
Bennett, M & Blackstock, C (2006) First Nations Child and Family Services and
Indigenous knowledge as a framework for research, policy and practice In
Freymond, N & Cameron, G (Eds.) Towards Positive Systems of Child and Family Welfare
Blackstock, C & Trocme, N (2005) Community-based child welfare for Aboriginal
children: Supporting resilience through structural change Social Policy Journal
of New Zealand, Issue 24, March 2005
Hick: Chapter 11
Aboriginal peoples in Canada
Culturally competent social work and aboriginal communities
Aboriginal approaches to social work practice
March 12: Caring for Children – Concepts in Child Welfare
Kruk, E (2011) The Disappearance of Parents from Children's Lives: The Cumulative
Effects of Child Care, Child Custody and Child Welfare Policies in Canada Allen,
G & Lauster, N (Eds.) The End of Children, Vancouver: UBC Press Pp
121-139
Hick: Chapter 8
The well-being of children in Canada
Social work practice with children and youth
Protecting vulnerable children
Child welfare and aboriginal communities
March 19: Social work practice in Health Care Settings
Hick: Chapter 9 and 13
The Canadian health care system
Social work practice roles in health care
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Social work with the elderly
Addictions and social work
Critical issues for social workers in health care settings
March 26: Social Work Practice and People Living with Disability
Hick: Chapter 15
Theoretical Perspectives on Disability
Contemporary issues in disability
Anti-ableist social work practice
April 2: Social Work and Globalization; Review of Course
Khan, P & Dominelli, L (2000) The impact of globalization on social work in the UK
European Journal of Social Work, 3(2)
Bishop: pages 146-150
Hick: Chapter 16
Revisiting the principles of anti-oppressive practice
International social work
Liberation practice
ASSIGNMENTS
Submitting Assignments
Students can use the drop box located in the main office on the reception counter to submit their
assignments or any correspondence to faculty, sessionals or staff Items will be date-stamped and
distributed to the appropriate mailbox throughout the day
Return of marked student assignments
Instructors coordinate the return of marked assignments The options are as follows: a) the instructor returns the paper to students in class; b) if the paper has been submitted electronically, the instructor will mark it on-line (with track changes) and return to the student on-line; c) the instructor returns the paper to the student by snail mail (the student provides a self-stamped, addressed envelope to the instructor) Marked papers not returned by any of the options above will be held by the instructor Marked papers will
no longer be put in a box outside the instructor’s office or at the main office counter
#1 Select a field of social work practice that interests you Follow the newspapers nationally and find 3 articles related to this field Find 2 recent articles in scholarly journals related to this field Finally, find a social worker who works in this field and, using the newspaper and journal articles, construct a set of interview questions with which to ask the social worker about her/his area of work Write up and provide an analysis of the interview
#2 Final exam in April exam period 50%
GRADING CRITERIA:
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Letter
Grade
Percent
Range
Mid-Point A+
A
A-
90-100
85-89
80-84
95
87
82
Represents work of exceptional quality Content, organization and style are all at a high level Student demonstrates excellent research and reference to literature where appropriate Also, student uses sound critical thinking, has innovative ideas on the subject and shows personal engagement with the topic
B+
B
B-
76-79
72-75
68-71
77.5 83.5 69.5
Represents work of good quality with no major weaknesses Writing is clear and explicit and topic coverage and comprehension is more than adequate Shows some degree of critical thinking and personal involvement in the work Good use of existing knowledge on the subject C+
C
C-
64-67
60-63
55-59
65.5 62.5
57
Adequate and average work Shows fair comprehension of the subject, but has some weaknesses in content, style and/or organization of the paper Minimal critical awareness or personal involvement in the work Adequate use of literature
D 50-54 52 Minimally adequate work, barely at a passing level Serious flaws in
content, organization and/or style Poor comprehension of the subject, and minimal involvement in the paper Poor use of research and existing literature
F 0-49 Failing work Inadequate for successful completion of the course or
submitted beyond final date of acceptance for paper