School of Education and Social Services

Department of Undergraduate Social Work

SWK 344 Master Syllabus: Social Work Documentation and Technology
Instructor: Patricia Demasky
Phone: 727-494-4985
Office: N/A
Email: patricia.demasky@saintleo.edu

Prerequisite: Junior Standing in Social Work or by permission of the instructor

I. COURSE DESCRIPTION:
Students will learn about scholarly writing through modeling the writing of published authors. This
course will introduce students to the process and protocols regarding why professional social work
practice requires them to write using the American Psychological Association (APA) style. The ethics of
writing, indicating the acceptable forms and practices of recognizing the ideas and intellectual
properties of others will be explored in this course. The course will explore the concept of plagiarism.
The course contains general conventions, such as how to refer to the work of others in the body of a
paper and tips for avoiding oppressive, racist, sexist and/or homophobic language. The course will
provide students with the opportunity to learn key methods regarding ways of avoiding grammatical
and punctuation errors commonly found in social work papers. The course will provide students the
opportunity to participate in proofreading exercises that will direct them to their Personal Computers
to detect areas of potential problems.

In this course, students will also review papers from coursework for logic and organization; paragraph
development; transitional statements; active voice; emotional tone/word choice; and matching writing
style to the task such as case notes, process recording, the project log, the reflective journal, funding
proposals, case management, and clinical or international writing. In addition this course explores the
influence of technology in social work practice and society. Students will learn about appropriate
community or direct interventions using these new technologies. Also, the course will provide an
introduction to effective communication and issues related to some new computerized technologies.
This course will also provide students with real-world options for communicating scholarly thinking and
findings.

II. Saint Leo University Core Values

For this course, the Saint Leo University core values of Community and Excellence are most applicable.
Community: Saint Leo University develops hospitable Christian learning communities everywhere we
serve. We foster a spirit of belonging, unity, and interdependence based on mutual trust and respect to
create socially responsible environments that challenge all of us to listen, to learn, to change, and to
serve.
Excellence Saint Leo University is an educational enterprise. All of us, individually and collectively,
work hard to ensure that our students develop the character, learn the skills, and assimilate the
knowledge essential to become morally responsible leaders. The success of our University depends upon
a conscientious commitment to our mission, vision, and goals.

III. CSWE 2015 Competencies and corresponding Practice Behaviors relevant to this course.
Competency 1: Demonstrate Ethical and Professional Behavior
PB1: make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and
regulations, models for ethical
PB4 use technology ethically and appropriately to facilitate practice outcomes

Competency 4: Engage In Practice-informed Research and Research-informed Practice

PB 13 use and translate research evidence to inform and improve practice, policy, and service delivery

IV. COURSE OBJECTIVES

1. To engage in critical-consciousness development through social work practice communications
and be able to efficiently, appropriately, and ethically use a variety or written and technological
tools; (PB 1) Core Value: Excellence
2. To critically reflect and communicate on the nature and meaning of social work practice in its
variety of forms and to assess its strengths, weaknesses, value and shortcomings through written
communication and use of the Internet and other new technologies; (PB 1, 4 and 13) Core Value:
Excellence
3. To critically reflect upon the nature and meaning of social work practice by using a variety of
written and technological tools-such as clinical notes and social networking, and other forms that
communication can take; (PB 1, 4) Core Value: Excellence
4. To critically reflect upon prejudices, stereotypes, misunderstandings and fears which wrongly color
our communications, perceptions, and treatment of others and view of ourselves; (PB 13) Core
Value: Community
5. To reflect upon ones own ideas and visions of human rights, community, service and
interpersonal relationships as related to gender, culture, class, age, and other differences in use of
written and technological communications; (PB 4) Core Value: Community
6. To begin to identify and assess potential solutions to ethical issues surrounding communication
written and through technologies, such as the Internet, social media and mobile devices, including
privacy and access; (PB 1, 4) Core Value: Community
7. To continuously discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant services; (PB1) Core
Value: Excellence
8. Deepen students understanding of social work and the application of social work communications
written and virtual as a tool (with strengths and limits) for achieving significant lasting social
change; (PB 13) Core Value: Excellence
9. Advance the two fields by exploring different theories, concepts, frameworks, and/or guidelines
for effective social work documentation and use of technologies in practice; (PB 1, 4) Core Value:
Excellence
10. Use the context of local and international communities to explore the influence of written
communication and technology in social work practice and society as the backdrop for effective
communication; (PB 1 and 13) Core Value: Community
V. REQUIRED TEXT:
Green, Warren and Simon, Barbara Levy. The Columbia Guide to Social Work Writing, Columbia
University Press, 2012. ISBN: 978-0-231-14294-6 (cloth) ISBN: 978-0-231-14295-3 (paper)
ISBN: 978-0-231-53033-0 (eBook)

Additional Readings:
Sidell, Nancy L. Social Work Documentation A Guide to Strengthening Your Case Recording. NASW Press,
2011. ISBN: 978-0-87101-404-7
Other Handouts TBA.

VI. POLICIES
Institutional Policies See addendum in D2L

Program Policies
1. Assignment Policy: Promptness in completing assigned tasks and readings is a requirement of
this course. All written assignments will be graded on the basis of content, clarity, punctuation,
grammar, sentence structure, proofreading, APA style and overall quality of work.
2. Attendance: The student is expected to be familiar with the requirements for this course. All
students are expected to complete the reading assignments prior to class and attend class
regularly. If you must miss class for any reason, please notify the instructor. Excessive absences
will result in a lower final grade that may include failure of the class. Excessive absence is
defined as a student missing more than two classes, for whatever reason. Missing two or more
classes may result in failure of the course. All written assignments must be typed, double-
spaced, use American Psychological Association 6th edition (APA6th) format and are due on the
date indicated. NO Late papers. Additionally, students must earn a minimum grade of C in
this course in order to remain a social work major. Students are responsible for all material
covered in class even if they are absent.
3. It is expected that social work students maintain a minimum cumulative grade point average of
2.00, as well as 2.00 GPA in the social work major prior to entering the senior field placement.
4. Grading: Final course grade will be based upon the following:
A 94% to 100% Exceptional
A- 90% to 93% Superior
B+ 87% to 89% Excellent
B 84% to 87% Very Good
B- 80% to 83% Good
C+ 77% to 79% Above average
C 74% to 76% Average
C- 70% to 73% Below Average
D+ 67-69% Marginal
D 60% to 66% Poor
F < 60% Failure
Course Policies
5. Class participation is defined as the informed presentation of your thoughts, inferences, and
ideas based on the readings, experience, and class discussion. The only way for students to assist
each other in the learning process is to participate themselves in the class. Demonstration of
respect for differing opinions and life experiences is required.
6. Attendance is mandatory and excessive absences (two or more) may result in a lower final grade.
 If you must miss class for any reason, please notify the instructor immediately. If you miss due to
illness, you must present a doctors note the next class period attended. Students are responsible
for all material covered in class even if they are absent. Students are expected to inform the
instructor before class if they need to be excused from class. If students miss more than two
classes, for whatever reason, their final grades may be adversely affected.
7. Students are responsible for completing all the assigned readings before the class period.
Listening to lectures solely will not give students the benefit of understanding the material.
Lectures are in no way a substitute for the readings.

V. ASSIGNMENTS
This course is unique in that it is committed to engaging students in effective social work practice
communication through the exploration and application of consistent integration of written
documentation and new technological experiences integrated into our class discussions, reflections and
writings. Teaching strategies will include a combination of lectures, multi-media presentations,
computer applications, classroom discussions, group work, written assignments, guest speakers, and
presentations.
1. Social Work Practice Paper 100 points (Learning Objectives 1 10 and PB 1, 4 and 13)
Total number of pages: 6-10
Select a contemporary social work practice issue in your area of interest from a local, national
or international community perspective within a distinct field of practice, and a write a paper
which clearly articulates the scope of the issue. For example, you could choose: High rates of
incarceration among African American men. Clinical depression among Gay and Lesbian
adolescents in Africa. Hispanic Children and Americas Child Welfare System. Discuss in your paper
demonstrating cultural competence and include social work practice approaches to your chosen
topic area. For example, cognitive-behavioral therapy, case management in child welfare, asset-
based community development and/or community advocacy.
Work is to be in APA format, typed, double-spaced, 12 point font and approximately 6-10
pages in length. Typographical and grammatical errors will be penalized. For written research, a
reference page and appropriate citation of sources is expected (use APA format Guidelines and
rubrics will be provided by the instructor). *See Rubric for Social Work Practice Paper guidelines.

2. Journaling Four Social Work Practice Recording Styles: Four Journal Entries at 25 points each =
100 points
In the Spirit of the Universitys Core Values of excellence, personal development, community and
integrity, you are expected to read assigned selections in advance of class meetings and come to
class prepared to discuss each of the four writing assignments. Commitment to keeping up with
course writing is imperative!
Additionally, you will be provided Guiding Questions pertinent/relevant to social work writing
styles to consider as you review the assigned materials, and will be asked to keep a journal of
their answers and personal critical reflections upon what you have read and what you have
experienced/learned in the course during the completion of your four writing assignments. Your
journal writing assignments will consist of your documentation to include: 1. a Process Recording
using the Narrative Model, 2. A Case Document for a Child Welfare setting, 3. a Project Log, and 4.
a Bio-Psycho-Social-Spiritual History.
The journal is meant to help you be able to develop an appreciation of correct punctuation
and grammar used in scholarly writing. Cultivate the requisite skills necessary to use the internet
in a competent and time-efficient manner in conducting social work professional writings.
Demonstrate an appreciable ability to write in the style utilized in social work practice settings,
and it is meant to be a tool for analysis, reflection and a vehicle for considering future social work
practice action. The journal can be used to convey your vision, raise questions and to
communicate pertinent experiences. It can also serve as a means by which you question your
assumptions and challenge your stereotypes, prejudices, and biases in effort to mature/grow. A
guideline for journaling will be provided by the instructor. *See sample journal guideline.
Work is to be in APA format, typed, double-spaced, 12 point font and approximately 2-5
pages in length per written report not to exceed 6 pages. Typographical and grammatical errors
will be penalized. For any reference to written research you must use a reference page and
appropriate citation of sources is expected (use APA format Guidelines and rubrics will be
provided by the instructor within each report). *See Guidelines for Written Journal Assignments
guidelines below.

*Sample Journal Guidelines (25 points each for a total of 100 points)
The journal is to be an opportunity for one to record and (to reflect upon different forms of
social work practice recordings with responses to assigned writing formats to include a process
recording (narrative model, a project log, a case document, and a bio-psycho-social-spiritual
history), and by using assigned case scenarios each student will synthesize the writing
experience with the analysis of the course materials provided in classroom readings. An attempt
should be made to integrate material from the myriad of books and notes in this course in
conjunction with your reflections regarding the writing format you are engaged in through the
social work practice perspective.
Journal entries should be made throughout the semester according to the course
assignment schedule (see assigned due dates for each journal writing entry). The students
journal should contain complete sentences and be grammatically correct. Guiding questions
pertinent/relevant to each social work writing format will be provided to the student using case
scenarios for consideration as they review the assigned materials, and each student will be
asked to keep a journal of their answers and personal critical reflections using what they have
read and what they have experienced/learned in the course for each of the four writing
assignments.

Questions to be answered for each journal writing assignment:

Provide a brief synopsis of client(s) issue(s) at the micro or macro level addressed, as
well as the clients strengths, resources, and challenges that may shape this issue.
Include the theoretical orientation from which this client issue has been conceptualized
(e.g., psychodynamic, cognitive behavioral, family systems theory, etc.).
Offer general goals for social work practice interventions.
Document specific measureable objectives and estimated dates for achievement of
goals
Site planned execution of the interventions and how they are linked to the theoretical
orientation
List plans for the review of progress, including specific dates and methods

The quality of each students thinking and the energy with which they attempt to write their
journal entry using the case scenario provided by the professor for the four assigned writing
formats are the most important aspects of this assignment. Work is to be in APA format, typed,
double-spaced, 12 point font and approximately 2-4 pages in length per written report not to
exceed 6 pages. Typographical and grammatical errors will be penalized. For any reference to
 written research you must use a reference page and appropriate citation of sources.

3. Social Work Leadership Paper: 100 points (LO: 3 and 4. PB 1, 4 and 13)
The student will select five professional journal articles that are focused on the subject of social
work leadership, and, upon the professors approval of your chosen topic, (for example,
Opportunities and Challenges for African American Women in Social Work Executive Positions,
Leadership in the Non-Profit Sector, and Clinical Leadership in Mental Health Settings) write a
paper which synthesizes those five journal articles perspectives.
Work is to be in APA format, typed, double-spaced, 12 point font and approximately 6-10
pages in length. Typographical and grammatical errors will be penalized. For written research, a
reference page and appropriate citation of sources is expected (use APA format, Guidelines and
rubrics will be provided by the instructor. See criteria for Social Work Leadership Paper below

Criteria Social Work Leadership Paper

Criteria Points
The paper is well organized and coherent. Correct grammar, 15
punctuation, sentence structure is evident.
Did the writer include an introduction to prepare the reader for 20
what will be covered in the paper?
Did the writer clearly state the purpose of the paper? Did he/she 20
achieve that purpose? Did the writer organize the paper in a way
that one idea flows into the next? Did the writer appropriately
label and discuss each section of his/her paper?
Did the writer provide a thoughtful analysis of this topic by 25
integrating relevant information (integrating appropriate
references)? Did the writer display creative, critical, and insightful
thinking?
Did the writer include concrete examples to clarify and support 20
his/her points? Does the writer come to any conclusions based
upon the reading? (20 points)
Total points 100

4. Student Social Work Leadership Paper Presentation: 100 points (LO 3, 4)

There will be class presentations by each student with regard to your respective Social Work
Leadership Paper that highlights your topic through the use of Power Point/Prezi/PowToons/or
other presentation software of your choice. Each student will present informing the class about
their topic of interest that they wrote about for their mid-term Social Work Leadership paper, and
share what they learned applying critical thinking skills and creativity. Students are encouraged to
think about how they can most effectively convey a sense of urgency and concern for their topic,
and how students can become social work leaders with regard to this issue. See Guideline below.

Guidelines for Student Social Work Leadership Paper Presentation

 Criteria Points
What is the social work leadership topic that the student 15
chose to write about? State clearly what was most important
about this topic for social work practice.
Discuss the type of leadership theory that the student included 15
in the social work leadership paper.
Discuss the five leadership articles that were selected to be 15
included in the social work leadership paper. Summarize the
major points the author makes in each article.
Content: Clearly state the main idea or purpose of the paper. 10
Organization: How did the student validate the main idea 10
with supporting material? Was a thoughtful analysis of this
topic presented by integrating relevant information
(integrating appropriate references or examples)?
Development: Tell how the student supported the ideas within 25
the papers topic, and integrate the various elements from the
paper into a class discussion during the presentation?
Formal presentation skills evident: Eye contact with audience; 10
clear voice projection; organized; correct use of language.
Total Points: 100

5. Mid-term Exam Total Points: 100 points

Mid-term examination covering first half of the course through multiple choice, true/false, short-
answer, and essay questions.

6. Final Exam: In-Class Critical Reflection Essay. : 100 points

The student will write a critical reflection essay addressing issues and questions relevant to social
work practice communication through writing or new forms of technology and how it is
important for social workers to be effective change agents in the community. Guidelines/Rubric
for the essay will be provided by the professor. The essay guidelines will frame assignments within
the objectives of SLUs QEP: critical thinking, values and application/decision-making. You may use
your computers or tablets and the Internet to write your essay. Work is to be typed, double-
spaced, 12 point font and 3-5 pages in length. Typographical and grammatical errors will be
penalized. For use of written research a reference page and appropriate citation of sources is
expected (APA style is required). Failure to cite sources appropriately and provide a reference
page will result in a failing grade for the assignment. Refer to the University Catalogs section on
academic dishonesty.

Criteria for Final Exam: In-Class Critical Reflection Essay 100 points

Criteria Points
The paper is well organized and coherent. 15
Correct grammar, punctuation, sentence structure is evident.
Give a brief a description of the foundations of good 25
writing in social work practice. Discuss one of the five major
types of social work writing forms (clinical social work, policy
practice, program and proposal development, social work
 advocacy, and social enterprise administration.
What are the most important things that you have 20
learned through your writing about social work writing that
has expanded your self-awareness, cultural sensitivities, and
practice skills to be carried into your future career experiences?
How did your use of writing and technology skill 20
development gained in this course affect the way you think
about the issues and/or clients that the social work field of
practice deal with?
What have you learned about social work practice writing and 20
use of technology through this course that you are most excited to use?
What have you personally learned about yourself from your writing and
use of technology this semester?

Total Points: 100

7. Class Attendance (Policy) and Participation Total Points. : 100 points

In the spirit of the Universitys Core Values of respect, community, personal development,
excellence and integrity students are expected to attend class and come prepared to participate
in class conversations. An excess of two unexcused absences may result in a failing grade for the
course. Absences should be discussed with the instructor, prior to the absence. Excusal of
student absence(s) for medical, legal, family emergency, etc., reasons is based on presentation of
official documentation (physician release, court papers, obituaries, etc.) only. Official
documentation must be presented to the Director of Academic Advising in 320/325 Saint Edward
Hall for verification. Once verified, the instructor is notified and excusal is grantedupon the
instructors discretion. Extended student absences for any reason may additionally require official
clearance to return, as determined by the offices of Student Services and Academic Affairs.
Please see above regarding attendance/participation expectations regarding your service
commitment.

Evaluation for course grades will be computed according to the following

Social Work Practice Paper 100 points
Journaling Four Social Work Practice Recordings (4X25 pts. each) 100 points
Social Work Leadership Paper 100 points
Individual Student Social Work Leadership Presentation 100 points
Mid-term Exam: Multiple Choice and Short Answer 100 points
Final Exam: In-Class Critical Reflection Essay 100 points
Class Attendance and Participation 100 points
Total Points 700 points

Rubric Social Work Practice Paper: 100 points (LO: 3 and 4 PB 1, 4 and 13)
 Rating:*
5 = Exceptional corresponds to an A (90-100).
4 = Proficient corresponds to a grade of B- to B+ (80-89).
3 = Average corresponds to a C- to C+ (70-79).
2 = Marginal corresponds to a D (69 to 60%).
1 = Failure corresponds to an F (59 and below).
*All grades are subject to the instructors discretion

Pts. Ratings
1 = Failure 2 = Marginal 3 = Average 4 = Proficient 5 = Exceptional

15 (3 points) One or (6 points) Two of (9 points) Three or (12 points) All of the (15 points) All of the
none of the the following are less of the following following are following are
following are demonstrated: The are demonstrated: demonstrated: The demonstrated in an
demonstrated: The paper is well The paper is well paper is well exemplary way:
paper is well organized and organized and organized and The paper is well
organized and coherent. Correct coherent. Correct coherent. Correct organized and
coherent. Correct grammar, grammar, grammar, coherent. Correct
grammar, punctuation, punctuation, punctuation, grammar,
punctuation, sentence structure sentence structure sentence structure punctuation,
sentence structure is evident. is evident. is evident. sentence structure
is evident. is evident.

20 (4 points) One or (8 points) Two of (12 points) Three or (16 points) All of the (20 points) All of the
none of the the following are less of the following following are following are
following are demonstrated: Did are demonstrated: demonstrated: Did demonstrated in an
demonstrated: Did the writer include Did the writer the writer include exemplary way:
the writer include an introduction to include an an introduction to Did the writer
an introduction to prepare the reader introduction to prepare the reader include an
prepare the reader for what will be prepare the reader for what will be introduction to
for what will be covered in the for what will be covered in the prepare the reader
covered in the paper? covered in the paper? for what will be
paper? paper? covered in the
paper?
20 (4 points) One or (8 points) Two of (12 points) Three or (16 points) All of the (20 points)
none of the the following are less of the following following are All of the following
following are demonstrated: Did are demonstrated: demonstrated: Did are demonstrated in
demonstrated: Did the writer clearly Did the writer the writer clearly an exemplary way:
the writer clearly state the purpose of clearly state the state the purpose of Did the writer
state the purpose of the paper? Did purpose of the the paper? Did clearly state the
the paper? Did he/she achieve that paper? Did he/she he/she achieve that purpose of the
he/she achieve that purpose? Did the achieve that purpose? Did the paper? Did he/she
purpose? Did the writer organize the purpose? Did the writer organize the achieve that
writer organize the paper in a way that writer organize the paper in a way that purpose? Did the
paper in a way that one idea flows into paper in a way that one idea flows into writer organize the
one idea flows into the next? Did the one idea flows into the next? paper in a way that
the next? Did the writer appropriately the next? Did the Did the writer one idea flows into
writer appropriately label and discuss writer appropriately appropriately label the next?
 label and discuss each section of label and discuss and discuss each Did the writer
each section of his/her paper? each section of section of his/her appropriately label
his/her paper? his/her paper? paper? and discuss each
section of his/her
paper?
25 (5 points) One or (10 points) Two of (15 points) Three or (20 points) All of the (25 points) All of the
none of the the following are less of the following following are following are
following are demonstrated: PB: are demonstrated: demonstrated: demonstrated in an
demonstrated: PB: 4 Did the writer PB: 4 Did the writer PB: 4 Did the writer exemplary way:
4 Did the writer provide a thoughtful provide a thoughtful provide a thoughtful PB: 4 Did the writer
provide a thoughtful analysis of this topic analysis of this topic analysis of this topic provide a thoughtful
analysis of this topic by integrating by integrating by integrating analysis of this topic
by integrating relevant relevant relevant by integrating
relevant information information information relevant
information (integrating (integrating (integrating information
(integrating appropriate appropriate appropriate (integrating
appropriate references)? Did the references)? references)? appropriate
references)? Did the writer display Did the writer Did the writer references)?
writer display creative, critical, display creative, display creative, Did the writer
creative, critical, and insightful critical, and critical, and display creative,
and insightful thinking? insightful thinking? insightful thinking? critical, and
thinking? insightful thinking?

20 (4 points) One or (8 points) Two of (12 points) Three or (16 points) All of the (20 points) All of the
none of the the following are less of the following following are following are
following are demonstrated: PB: are demonstrated: demonstrated: PB: demonstrated in an
demonstrated: PB: 1, 13 Did the writer PB: 1, 13 Did the 1, 13 Did the writer exemplary way:
1, 13 Did the writer include concrete writer include include concrete PB: 1, 13 Did the
include concrete examples to clarify concrete examples examples to clarify writer include
examples to clarify and support his/her to clarify and and support his/her concrete examples
and support his/her points? Does the support his/her points? Does the to clarify and
points? Does the writer come to any points? Does the writer come to any support his/her
writer come to any conclusions based writer come to any conclusions based points? Does the
conclusions based conclusions based writer come to any
conclusions based
upon the reading?
100

VI. COURSE SCHEDULE in Eight Week Modules

Modules Topic and Assignments Readings
Module Introduction to the course and review syllabus. On-Line Website Review: Professional and Technical
One Writing. Purdue Universitys online writing center.
Client Chart Review Review Plagiarism video from SLU.
Weeks Readings:
1&2 Green & Simon (2012): Chap. 1: The Foundations for
Good Writing.
Giffords, E. (2009): The internet and social work: The
Next generation.
Week 2: Powerpoint: HIPAA Readings:
Green & Simon Chap. 2 (2012) discusses connection
Progress Notes between thinking and writing on academic issues.
Pew Internet and American Life (2010). How the
internet and mobile phones impact Americans social
networks. Pew Internet and Life
Module Prezi: Chapter 3 by Green & Simon Review Readings:
Two Green & Simon Chap. 3 (2012). Ronald Feldman
Weeks Week 3: Case note 1 and peer review turned in presents a how-to approach to writing an article for a
3&4 social work journal.
Process Recording (in-class assignment) Reardon, C (2009). Tech savvy social work: Meeting the
Digital Demand.
Video: Social Workers As Super Heroes
https://www.youtube.com/watch?v=A27QjpQ_Ieo
Readings: Part I:
Week 4: Case note 2 and peer review turned in Green & Simon Chap. 4 (2012): Denise Burnette
reviews the fact-finding, analytic, and argumentative
(Assessment of Needs: in-class assignment) approaches to research.

Part II: Social work is commonly recognized as a

profession of numerous methods of professional
Powerpoint: Writing a Research Paper practice and thus requires a focus on fieldwork
education.
Review: APA
NASW (2008). Media Tool Kit. National Association of
Social Workers

Module Readings:
Three Week 5: Case note 3 and peer review turned in Green & Simon Chap. 5 (2012): Kathryn Conroy notes
Weeks two types of writing that is predominate in fieldwork
5&6 (Case plan: in-class assignment) education: Writing for the purpose of documenting f
or an agency and reflective writing for the students
Powerpoint: biopsychospiritual assessment self-awareness and practice skills.

Choose and read an article of interest from Tech

Soups Learning Center be prepared to share in class
what you learned.

Week 6: Case note 4 and peer review turned in
(Biopsychosocialspiritual turned in)
Powerpoint: Plagiarism
Module Week 7: Case note 5 and peer review turned in
Four
Weeks Entire case file turned in
7&8
Completed reference page for Social Work
Practice paper
Week 8: Midterm
Module Week 9: Social Work Practice paper due
Five
Weeks
9&10
Prezi: Chapters 11, 12 by Green & Simon
Review
Powerpoint: Chapter 11/Child Welfare
VIDEO: REMOVED
ASSESS FOR NEEDS/CASE PLANNING
Week 10: Leadership Paper reference page due
Video: Video: Why social workers need technology?
https://www.youtube.com/watch?v=cPDzDmRKo8k
Readings:
Green & Simon Chap. 6 (2012): Mary Sormanti offers
Guidance: clinical writing explaining importance of
case notes and what to include in them.
Stoecker, R. (2000). Cyberspace vs. Face to face:
Community Organizing in the new millennium.
Readings:
Green & Simon Chap. 7 (2012): Gatenio-Gabel
And Kamerman define the roles that policy
analysts and advocates play and how they are critical
to effecting social change.
Midterm
Readings:
Green & Simon Chap. 9 (2012): Vicki Lens suggests
that success in advocacy calls for appreciation about
how to think about problems as conservative or liberal
for legislative testimony.
Green & Simon Chap. 10 (2012): Matori stresses
the Importance of writing has with the increasing use of
evidenced-Based methods provides to enhance
efficiency and with the face-to-face meetings giving
way to technology such as emails it has become more
important than ever before in social work for the
administration to write well.
United Nations. (2009). Wireless Technology for social
change.
Reading:
Green & Simon Chaps. 11, 12 (2012): Each of these
chapters shows a depth of understanding for its
respective domains of practice and its writing demands.
In chapter 11 Brenda McGowen & Elaine Walsh
examine recording requirements mandated by laws and
regulations that affect professionals in protective
services and foster care for children. In chapter 12
Brown and Guliamo-Ramos survey the multitude of
forms of writing done by school-based social workers.
Check out these apps for social workers for use on
 smart phones, iPad, or computer to discuss in class.
http://www.communitycare.co.uk/blogs/social-work-
Case Study: Divide into groups: review case blog/2010/12/top-iphone-and-android-apps-fo.html
study/create a plan http://blog.rwjf.org/publichealth/2011/04/19/public-
health-there%E2%80%99s-an-app-for-that/
http://www.miamiherald.com/2011/05/09/2209082/
ipad-apps-have-become-the-prescription.html
http://www.teachhub.com/news/article/cat/14/item
/439Page 12 of 14
http://www.themaclawyer.com/2010/05/articles/ipho
ne/guest-post-10-must-have-iphone-apps-for-lawyers/
Module Prezi: Chapters 14 and 15 by Green & Simon Readings:
Six Review Green & Simon Chaps. 14 and 15 (2012): In chapter 14
Weeks Lecture/Discussion: Writing in Distinct Fields Burack-Weisss achieves its goals of revealing the
11 &12 or Practice: uniqueness of the lives of older clients despite the
Chpt. 14: Writing in The Field of Aging standardization imposed by computerized forms. In
Chpt. 15: Writing in International Work Chapter 15, Sswamla and Sperber address the delicacy
of intercultural translation in their chapter on writing
Powerpoint: the Leadership Paper/Common in international social work settings.
Writing Errors

Week 11: Class activity: Case Plan/Presentation

Divide into groups present case and plan

Week 12: Leadership paper due/presentations

due

Module Week 13: Continue Individual Social Work Continued Individual Social Work Leadership Class
Seven Leadership Class Presentation due. Presentation due.
Weeks Course Overview Course Overview
13 & 14 Prezi Review All Chapters by Green & Simon (2012) Readings:
for final exam preparation Singer, J. (2008). The Roles and regulations for social
work and e-therapy. In the Social Workers Desk
Reference. Singer-1.pdf.
Final Exam Preparation
Module Final Exam: In Class Critical Reflection Essay Due Final Exam
Week
15

VII. Library Services. See Addendum in D2L