MASTER ONLINE SYLLABUS

SW4997 Integrative Seminar

3 credits
Instructor: Lori Klein-Shapiro, LMSW
Email: ap3929@wayne.edu (best way to contact)
Winter 2015
COURSE DESCRIPTION:

This course provides the integration of classroom learning and field experience to promote
students understanding of social work knowledge, skills and values. Assessment of knowledge
and the experiential bases for generalist social work practice occurs in this class. This course
satisfies General Education Writing Intensive requirement
COURSE COMPETENCIES AND PRACTICE BEHAVIORS
2.1.1 Identify as a professional social worker and conduct oneself accordingly
Practice Behaviors:
Advocate for the client access to the services of social work; practice Personal reflection and
self-correction to assure continual professional development; attend to professional roles and
boundaries; demonstrate professional demeanor in behavior, appearance and communication;
engage in Career long learning; use supervision and consultation
2.1.2 Apply social work ethical principles to guide professional practice
Practice Behaviors:
Recognize and manage personal values in a way that allows professional values to guide
practice. Make ethical decisions by applying standards of the NASW Code of Ethics;
tolerate ambiguity in resolving conflicts; apply concepts of ethical reasoning to arrive at
principled decisions
2.1.3 Apply Critical thinking to inform and communicate professional judgments
Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including research based
knowledge, and practice wisdom; analyze models of assessment, prevention, intervention and

evaluation; demonstrate effective oral and written communication in working with

individuals, families, groups, organizations, communities, and colleagues

2.1.4 Engage diversity and difference in practice

Practice Behaviors:
Gain sufficient self-awareness to eliminate the influence of personal bias and values in working
with diverse groups; recognize and communicate the importance of difference in shaping life
experiences
2.1.5 Advance human rights and social and economic justice
Practice Behaviors:
Advocate for human rights and social justice; Engage in practice that advance social and
economic justice
2.1.6 Engage in research- informed practice and practice informed research
Practice Behaviors:
Use research evidence to inform practice; Use practice to inform scientific inquiry
2.1.7 Apply Knowledge of human Behavior and the social environment
Practice Behaviors:
Utilize conceptual frameworks to guide the process of assessment, intervention and evaluation;
Critique and apply knowledge to understand person and environment
2.1.8

Engage in policy practice to advance social and economic well-being and to deliver
effective social work services.
Practice Behaviors:
Analyze, formulate, and advocate for policies that advance social well-being; Collaborate with
colleagues and clients for effective policy action.
2.1.9 Respond to contexts that shape practice
Practice Behaviors:
Continuously discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant services; provide
leadership in promoting sustainable changes in service delivery and practice to improve the
quality of social service
2.1.10 Engage, assess, intervene and evaluate with individuals, families, groups,
organizations and communities
Practice Behaviors:
(a)
Engagement:
Substantively and affectively prepare for action with individuals, families, groups,
organizations and communities; use empathy and other interpersonal skills; Develop a
mutually agreed-on focus of work and desired outcomes
(b) Assessment

Collect, organize, and interpret client data; assess client strengths and limitation
Develop mutually agreed-on intervention goals and objectives; select appropriate
intervention strategies
(c) Intervention:
Initiate actions to achieve organizational goals; implement prevention interventions that
enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for
clients; facilitate transitions and endings
(d) Evaluation:
Critically analyze, monitor, and evaluate interventions
2.1.11 Analyze the impact of the urban context on a range of client systems, including
practice implications
Practice Behaviors:
Examine the distinct characteristics of the urban context and apply the analysis to social work
practice
TEXT:
Cournoyer, B. & Stanley M. (2002). The social work portfolio: planning, assessing and documenting
lifelong learning in a dynamic profession. Pacific Grove CA: Brooks/Cole
Course pack of assigned readings provided on Blackboard
PERFORMANCE CRITERIA
GRADING AND ASSIGNMENTS
Assignment
Points
Papers: 3 @ 50 points each
50
1
50
2
3
50
Weebly Portfolio; Late
100
Portfolios will not be
accepted.
Presentation
75
Weebly Reflections :
5 blogs @ 15 points each
75
Total
400

Percen
t
12
12

Competency

12
25

3a, 3b, 3c, 4a, 5a 9a

2a-d 3a, 3b, 3c, 4b-c,7a,7, 7b, 8a, 8b, 10a,
10b, 10c
5 b-c, 6a-b10 d
1a, 1b, 1c, 1d, 1e, 1f

20

3a, 3b

19
100

7a, 7b

BENCHMARK ASSIGNMENTS
Papers 1, 2, & 3
Weebly Portfolio

GRADING POLICY
Students may pass the course with a grade of D but must maintain a C average during the junior
and senior year. (See Undergraduate Bulletin, Wayne State University)
http://www.bulletins.wayne.edu/ubk-output/index.htm

Grade distribution:
100-95 A
94.9-90 A79.9-77 C+
76.9-73 C

89.9-87 B+
72.9-70 C-

86.9-83 B
69.9-67 D+

82.9-80 B66.9-63 D

79.9-77 C+
62.9-60 D-

ORGANIZATION OF THE COURSE

SW 4997, Integrative Seminar in Social Work, is the capstone course for the BSW Program. This is a
fifteen week, required course scheduled in the last semester of the BSW curriculum. SW4998, Field
Practice in Social Work II, is a co-requisite. Students will use a case from their field placement for
assessing their knowledge skill and ability related to entry-level generalist practice. If placement has
ended you will be able to draw from a case you are familiar with from placement.
This course has been designated the writing intensive required course by the University. Students will
prepare 3 papers each 10 pages in length demonstrating their ability to incorporate the three levels of
practice and the components of the curricular areas (HBSE, Policy, Research, & Practice) of the entry
level general practitioner.
The generalist intervention model (GIM) is the overarching framework for this course. Students will,
demonstrate through written assignments their knowledge and, skills related to engagement, assessment,
planning, implementation, evaluation, termination and follow-up with their client population.
The capstone seminar is intended to provide students with a culminating and integrative experience at the
end of the BSW Program. The seminar provides students with opportunities to conduct independent
research as well as refine their analytical, verbal and writing skills. The primary purpose of this capstone
seminar is to use and build upon the knowledge, skills, and insights students have gained in this
professional school. Throughout the semester students will be called upon to analyze (verbally and in
writing) required readings and various aspects of the BSW curriculum. At the end of the semester these
various components will be integrated into a final paper.
ROLE OF THE STUDENT AND INSTRUCTOR
See University Statement of obligation of Students and Faculty Members of the teaching-learning
process
http://www.bulletins.wayne.edu/fib/fib2d.html

POLICIES FOR THE COURSE:

*IMPORTANT-MUST READ*
ASSIGNMENT INFORMATION
1.

Please print and review thoroughly the syllabus and course documents. Pay close
attention to the following:
a. Assignment requirements
b. Assignment due dates and late policy.
*The Late Policy will be adhered to without exception.
c. Plagiarism Policy and Safe Assign
*Please ask any questions you have immediately. Please do not wait until the
assignment is due, overdue or the class is over. Any issues you may have must be
addressed with the Professor prior to the last day of class. My email address is
ap3929@wayne.edu.

2.
3.
4.

5.

There will be no extra credit available in this class.

Incompletes will not be awarded for this course unless the request meets the WSU
requirements.
Please pay close attention to your writing. As a professional social worker you will be
required to have proficient writing skills. This includes the following:
a.
APA format is required for all assignments (excluding reflective blogs).
b.
Professional social work standards require that your assignments contain proper
writing mechanics including (but not limited to) grammar, punctuation, formatting
(APA), spelling, sentence structure and correct word usage. Errors will result in a
reduced grade.
c.
Please take advantage of writing assistance through the School of Social Work
and the University Writing Center. You will find that this will provide invaluable
assistance which will improve your writing. Be sure to contact them at the
beginning of the semester as they do get busy and may not be able to
accommodate you if you ask too late.
Assignment Submissions
a.
You are responsible for making sure your assignments are uploaded properly into
the Blackboard grade book.
b.
If you have any concerns about your assignment uploading successfully, you must
take a screen shot at the time of the upload. This will be the only way to show
that you submitted your assignment on a certain date and time.
c.
Be sure you verify that the correct assignment is uploaded. If you upload the
wrong assignment and subsequently upload the correct assignment, the correct
assignment will be graded pursuant to the late policy.
d.
Please review the grade book (including comments submitted in feedback)
weekly. If you have any questions, please contact the Professor immediately.
e.
Feedback will be given for the course assignments. Please review the feedback
and make necessary changes in your future assignments.
5

6.
Wayne State University Policies
*All WSU policies must be strictly adhered to by students and will be enforced by the
Professor.*

This course covers a content domain that is quite extensive. Students are expected be active in the class at
least 3-5 days per week.
1. It is expected that students complete all required readings, participate in class, and perform
satisfactorily and in a timely manner on all assignments.
2. Written assignments, are to be word-processed, double-spaced utilizing Times New Roman 12
Font.
3. Assignments are graded on both content and writing skills. Problems with sentence structure,
spelling, grammar, punctuation and other writing mechanics will result in a lower grade for the
assignment. The APA format is to be used as appropriate.
4. Class participation includes raising questions from the readings, making relevant comments
drawn from personal experience, reacting to opinions expressed by the instructor or other
students, asking for clarification, being actively engaged in class exercises or bringing up issues
of interest to the class.

5.

Voice Thread will be used for lecture material and assignment details.

PLAGIARISM/ACADEMIC HONESTY:
Plagiarism is using another persons words or ideas without giving credit to the other person.
When you use someone elses words, you must put quotation marks around them and give the
writer or speaker credit by revealing the source in a citation. Even if you revise or paraphrase
the words of someone else or just use their ideas, you still must give the author credit in a note.
http://www.otl.wayne.edu/pdf/2006_july_aibrochure.
(William Harris, Anti-Plagiarism Strategies for Research Papers,
http://virtualsalt.com/antiplag.htm, March 7, 2002)

You must cite sources from the Internet or any other form of electronic media used in
your work. Any paper suspected of plagiarism will be reviewed at Turnitin.com to verify
that it is your work and properly cited.

Any paper that is plagiarized will result in an F for the class and a referral to the
University for further Disciplinary Action.

LATE POLICY:

All papers submitted after the due date will incur a 3 point
deduction for each day up to a 3 day limit. After 3 days
papers will not be accepted.
Reflections, Weebly Portfolio and Group Presentations will
not be accepted late
APA FORMAT
All papers written in the School of Social Work require APA format. You may purchase the
Publication Manual of the American Psychological Association (6th edition), or you may visit the
website listed below
http://owl.english.purdue.edu/owl/resource/560/01/
WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE
What is Wikipedia?
Wikipedia is a free-content encyclopedia, written collaboratively by people from all around
the world. The site is a wiki, which means that anyone can edit entries simply by clicking on
the edit this page link. Because Wikipedia is an ongoing work to which anybody can
contribute, it differs from a paper-based reference source in some important ways. In
particular, mature articles tend to be more comprehensive and balanced, while other (often
fledgling) articles may still contain significant misinformation, un-encyclopedic content or
vandalism. Users need to be aware of this in order to obtain valid information and avoid
misinformation which has been recently added and not yet removed.
WSU STUDENT RESOURCES
Students with disabilities
http://studentdisability.wayne.edu/rights.php
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/

COURSE LEARNING UNITS

Units
1

1/1218

Session
Introduction to
Seminar; Overview
of assignments on
Voice Thread.
Weebly Tutorial

Assignment
View Announcements, introduction information and develop
Weebly site. Instructions will be provided once you access the
class.
Group Assignments will be posted in Announcements and
Content folder.
Voice Thread Introductions

2
1/192/1

Discussion will
focus on various
intelligences,
including emotional
intelligence,
psychological type,
and preferred
learning styles and
preferences.
The overall goal of
this session is to
help students
become active, selfdirected and
collaborative
learners.
Prior Learning
Recognition,
Assessment, and
Integration

Exploring your Learning Style. Read: Cournoyer, B. & Stanley M.

(2002). Exploring your learning self,
(p.14-26).
Assignment:
Complete Appendix 4
Appendix 3: Complete a blog/reflection regarding your learning style
(500 word minimum).
Readings:
Cournoyer, B. & Stanley M. (2002). Determining your Social Work
Learning Needs, (p. 27-37)
Reflection Due: 2/1 @ 11:59 p.m.
Submit on your Weebly page under your Reflection tab. (500
minimum)

In this unit we
focus on the
generalist
framework,
ecological
perspective,
strength-oriented,
empowerment
based practice and
values and ethics.

The students will be

documenting their
knowledge base,
content areas,
learning needs and
information
technology and the
utilization of the
personal computer.
What is your
knowledge base?
What is your
competence level?
What are your
social work
learning needs?
How will you
utilize technology
in your practice?

Readings:
Case Study 8-6 Empowering Adolescent Girls in Foster Care: A ShortTerm Group

2/2-15

The Case of Trent, pp 3-5 and Personal Growth and Self-Esteem

through Cultural Spiritualism: A Native American Experience, p. 73-79
Web site: NASW Page on Diversity and Equity at:

Group 1:
Assessment Tools
and Process

http://www.socialworkers.org/pressroom/features/issue/diversity.asp
Case Study 1-2 Using the ecological model in Generalist Practice: Life
transitions in late adulthood, p.10-14.
Reflection on the above readings. Due @ 2/15 @ 11:59 p.m.

(500 word minimum)

Populations at Risk paper due 2/15 submitted through Blackboard by
11:59 p.m.

Group 1: Assessment Tools and Process due on 2/15.

4
2/163/1

Group II
Presentation
Values and
Multicultural
competence

Each reading this week is in your textbook.

Debate 15 Can HBSE classes discuss socially sensitive topics without
being labeled politically incorrect? pp 214-227
Debate 17 Should HBSE favor social environment theories over theories
of individual behavior, pp 242-254

Voice Thread
Lecture

Debate 20 Should HBSE Teach Student to Do anything? pp.286-297

Prepare a blog/ reflection on the above readings. Due 3/1 @ 11:59 p.m.

(500 word minimum)

Group II Human Behavior in the Social Environment due 3/1 @
11:59 p.m
Chapter 8 Integrating social welfare policy and social work practice

5
3/1-15

Group III Human

Behavior in the
Social
Environment

Case 29 From Case to Cause: My name is Jess Overton, pp 204-210.

Voice Thread
Lecture

Evaluation of Client Situation (bio-psychosocial) paper due 3/15

through Blackboard @ 11:59 p.m.

Prepare a blog/ reflection on the above readings. Due 3/15@ 11:59 p.m.

(500 word minimum)

Group III Human Behavior in the Social Environment-3/15

**SPRING BREAK
6
3/163/29

Group V Social
Work Research.
Voice Thread
Lecture

Reading:
Evaluating practice: guidelines for the accountable professional.
Prologue
Case 12 In the Best Interest of the child
Case 15 Sallys Saga
Case 18 No mad dog looks: Group work and mediating differences
Case 26 Generalist Practice at the Organizational level: Participation,
Partnership and Process
Case 2 The Case of Trent Revisited: A single subject research design.
Reflection on the above readings. Due @ 3/29 @ 11:59 p.m. (500 word

minimum)
Group V Social Work Research @ 3/29 @ 11:59 p.m.

10

7
3/304/12

Evaluation of Practice paper due through Blackboard by on

4/12 11:59 p.m.
WORK ON WEEBLY PORTFOLIO

8
Weebly Portfolio due 4/20 @ 11:59

4/13
4/26

Voice Thread
Wrap-up:
Students discuss
seminar
experience and
readiness for
generalist practice

End of course review

COURSE ASSIGNMENTS:

ASSIGNMENT 1
Integrative paper assignment: 36% of grade
Students write three (3) ten (10) page papers based upon their own work with client systems.
This assignment meets the University writing intensive requirement. It is intended to provide the student
with an opportunity to demonstrate knowledge and ability related to generalist practice using the eight
components of social work education, as well as the competencies required of the General Practitioner.
This paper is the culmination of the BSW academic experience. It is intended to provide the student with
an opportunity to demonstrate his or her knowledge and ability related to generalist practice utilizing the
eight (8) components of social work education, as well as the competencies required of the General
Practitioner.
Diversity
Populations at risk
Social and Economic Justice
Values and Ethics
Social work policy,
Social work practice,
Human behavior and the social environment,
Research methods

Paper 1

Populations at Risk

Due: 2/15 @ 11:59 p.m.

The student selects a case (individual, family, group community) from his or her field placement. The
case must come from an at-risk population with whom social workers are involved (women, ethnic
minorities of color, physically and/or mentally challenged, gay men and lesbian women, aged, etc.). This
section of the paper must:

11

Provide documented information from a refereed journal or text identifying this client as a
member of an at- risk population
Provide analysis of effects of membership in the oppressed population group.
Discuss any ethical dilemmas presented during the interaction with the client system
including solutions to the (those) dilemmas

Paper 2
Evaluation of Client Situation
Due: 3/15 @ 11:59 p.m.
This section of the paper must include a bio-psycho-social
It must include how the client views his or her problem areas and what if anything they wish to do to
abate the problem.
In this section you must also discuss
Description of interventions
Report on empirical basis of interventions
Value and ethical dilemmas related to service delivery
You must refer to and document journal articles related to evidence based practice related
to the intervention being used
Paper 3

Evaluation of Practice

Due: 4/12 @ 11:59 p.m.

Techniques, methodologies to evaluate practice effectiveness (Social Worker and Agency)

Case outcome
Does the Agency have a feed-back loop?
Program evaluation- formal or informal
Methodology appropriate to case
Values and ethics regarding evaluation

ASSIGNMENT 2:
Weebly Portfolio

25% of grade

Due: 4/20 @ 11:59 p.m.

The portfolio is a well-organized and carefully prepared collection of documents related to ones
readiness for professional social work practice. It reflects evidence of an active, self-directed
approach to learning and ongoing growth as a social work student or practitioner (Cournoyer and
Stanley, 2000).
This assignment is designed to have the student summarize their academic and professional
career by compiling
Goals for future development.

12

The format for the social work Weebly Portfolio:

Your picture must be on the front cover of your Weebly portfolio page
(1) Table of contents
(2) Submission Letter
(3) Introduction
(4) Resume
(5) Personal statement -Your Personal Statement should indicate the competencies you
attained during your BSW education
(7) Learning Products
Upload the actual paper from each assignment completed for each course taken in the
BSW Program.
For each learning product:
Provide a written reflection indicate the competency the assignment fulfilled.
Discuss in your reflection whether the practice behaviors and knowledge have been
achieved.
(8) Summary and appropriate appendixes:
Evaluations
Three letters of reference (each letter MUST be signed)
Personal learning, goals
Licenses
Transcripts
ASSIGNMENT 3
Presentation: 20% of grade Due: As assigned by group

Students are assigned randomly to work together to present material to the class on one of the
foundation areas (policy, practice, human behavior, research).
Each group will be assigned an area of study found within the BSW Curriculum.
In this assignment you are to survey the bodies of literature relevant to your assigned topic.
An annotated bibliography lists sources in correct bibliographic form (APA) and includes a short
well written summary for each entry.
Each member of the group must have at least 5 bibliographic entries
Each of the entries should be combined into one Reference submission (provided to each member
of the class and the Professor with the total entries).
Prior to each group presentation I will deliver a lecture on the subject to be presented the
following week via Voice Thread. You will be able to view the lecture and participate.

The group presentation should be a 10-12 minute Voice Thread.

Each student will prepare in response to their viewing and listening to the group
presentations. The group presenters will facilitate the discussion during the week.

13

Group I: Assessment Tools and Process

Assessment requires social workers and clients to think about what they are doing in theoretical
and practical ways to organize their information into a usable format for planning. Clients
contribute to this process by offering their theories, interpretations, and feelings to the
assessment. Social workers contribute by integrating theoretical understanding, professional
supports and research information. Social workers can enhance the assessment by keeping
records.

This presentation is to assess resources available to clients in their environment.

Explains social work assessment from a strengths-based perspective;
Scrutinizes assessment information using questions from an ecosystems perspective;
Articulate the use of social work tools relevant to each level of social work practice;
Describe techniques for social workers to enhance assessment information through
observation;
Define procedures for workers to record information in an effective and ethical manner.

Assessment processes infuse professional theory and expertise into the work of social workers
and clients. Such processes are empowering to the extent that they contextualize the issues clients
face and locate resources to achieve goals. In contrast assessment processes that elevate the social
workers expertise or reduce client situations to stigmatizing labels undermine a clients progress.
The organized description of client needs and resources that comes from assessment begins to
frame the options that the partners have for development and change. Framing solutions takes
planning further. To frame solutions, the partners articulate goals, focus on change, consider
multiple levels of intervention, and concentrate their energies toward the outcomes they seek.

Group 2 Values and Multicultural competence

Social work programs integrate content that promotes understanding, affirmation and respect for
people from diverse backgrounds. The content emphasizes the interlocking and complex nature
of culture and personal identity. It ensures that social services meet the needs of groups served
and are culturally relevant. Social work education programs integrate content about values and
principles of ethical decision making as presented in the NASW Code of Ethics
The educational experience provides students with the opportunity to be aware of personal
values, develop, demonstrate, and promote the values of the profession; and analyze ethical
dilemmas and the ways in which these affect practice, services, and clients.
This presentation is to:
Educate students to recognize diversity within and between groups that may influence
assessment, intervention, and research.
Define, design, and implement strategies for effective practice with persons from diverse
backgrounds.
Integrate content on populations at risk, examining factors that contribute to and
constitute being at risk.
Educate students to identify how group membership influences access to resources, and
present content on the dynamics of such risk factors and responsive and productive

14

strategies to redress them.

Integrate social and economic justice content grounded in and understanding of
distributive justice, human and civil rights, and the global interconnectedness of
oppression.
Address content related to implementing strategies to combat discrimination, oppression,
and economic deprivation and to promote social and economic change.
Prepare students to advocate for non- discriminatory social and economic systems.

Group 3: Human Behavior and the Social Environment

Because of the multi-system and interdisciplinary nature of social work, practitioners draw from
many diverse theoretical perspectives. These perspectives help practitioners understand the
dynamics of human behavior and the impact of the sociopolitical, economic, and physical
environments. Evidence-based practice models direct processes toward expected client outcomes.
This presentation is to:
To address the perceptions of clients situation, elements use by workers to determine and
apply theories, perspectives and models and orientations.
Provide content on the reciprocal relationships between human behavior and social
environments.
Include empirically base theories and knowledge that focus on the interactions between
and among individuals, groups, societies, and economic systems.
Include theories and knowledge of biological , sociological, cultural psychological, and
spiritual development across the life span;
Address the range of social systems in which people live individual, family, group,
organizational, and community and the ways social systems promote or deter people in
maintaining or achieving health and well-being.

Group 4: Social Work Policy and Services

Programs provide content about the history of social work, the history and current structures of
social welfare services, and the role of policy in service delivery, social work practice, and
attainment of individuals and social well-being. Course content provides students with knowledge
and skills to understand major polices.
This presentation is meant to include:
1. Include the foundation of social welfare; analyze organizational, local, state, national, and

15

international issues in social welfare policy and social service delivery.

2. Analyze and apply the results of policy research relevant to social service delivery; and
understand and demonstrate policy practice skills in regard to economic, politically, and
organizational systems.
3. Utilize policies influence, formulate, and advocate for policy consistent with social work
values; and identify financial organizational administrative and planning processes
required to deliver social services.
4. The understanding of the interface of the process of policy formation and implementation
is an integral role as a social worker. In this presentation the group should include all of
the above components with the emphasis on how policy impacts services an advocacy.

Group 5: Research & Evidence Based Practice

Qualitative and quantitative research content provides understanding of a scientific analytic and
ethical approach to building knowledge for practice.
This presentation is meant to include:
1. The content prepares student to develop, use, and effectively communicate empirically
based knowledge including evidence-based interventions.
2. Research knowledge is used by students to provide high-quality services; to initiate
change; to improve practice, policy and social service delivery; and to evaluate their own
practice.
3. Combining the role of research including qualitative and quantitative content relates to
the importance and influence research has on social work practice. This should include
evidence based research as a significant tool in evaluation and practice. Link the various
types of research, understanding of how research connects ethics, practice and practice
knowledge to social work practice.

ASSIGNMENT 4:

16

Reflection Papers: Due as indicated in the course outline = 75pts: 19% of grade
A Reflective Paper is a piece of writing that involves your knowledge about a particular subject. The
goal is to not only discuss what you learned from a reading but to convey the personal experiences you
have had related to what you know and what you need to know or what is missing from the information
you have read. The significance of writing a reflective paper is that you have a chance to reveal and talk
about your personal insight on a topic. A reflective essay is used as a self-assessment measure of sorts; it
allows you to address what you have gained from your academic experience as a BSW student.
A reflective essay concentrates on your ideas and reflections about a topic; however, you want to show
why the points you are making are valid. To do so, any information that led to your conclusions should
be included in the paper as a reference.
A good reflective essay includes an insightful interpretation of the matter at hand. The feelings and
experiences that you write about in the essay should be based on your own perception and demonstrate
why youre thinking might be significant on a larger scale. The essay should communicate both the
importance of the topic as well as your consideration of it.
There is no definite structural design or certain format and/or guidelines to which you should adhere. In
general, the opening paragraph should be engaging and leave the reader eager to study the rest. The body
should reveal your ideas about and experiences with the subject. In the conclusion, discuss the impact on
you as well as the probable impact that it may have on others. The conclusion sums up what you gained
from the experience. You might consider including what your conclusions are in relation to your
expectations of the subject matter before you read or viewed something about the subject.
As in any other paper or essay, strive for cohesiveness; for example, refer to the specific passage or quote
the material that drew this feeling, reflection or analysis from you and why. Do not simply summarize
what you have read or viewed; a reflection is not a summary. It is also recommended to not use a
reflection paper as a free flow of ideas and thoughts. Again, the idea of a reflective paper is to write a
description of your reaction and analysis. Comment on the relevance of what you have read or viewed
and its application to practice. It is more formal than a journal entry should not use informal language
and form.
There are 5 reflection papers due in this course.
Each paper will have a point value of 15 points.
You will write a 1-2 page blog in which you discuss the major ideas of the reading and
your assessment of the information.
Your reflection must include all of the articles assigned for the designated sessions.
Your reflection will be submitted through the My Blog tab on the class home page.

17

COURSE RUBRICS
RUBRIC-PAPER 1
Student name: ___________________________________________
Basis for Grade
Organization of the paper
Is the paper or presentation organized and written in a logical manner?
Has the paper been proofread for spelling, punctuation and word choice?

Points
Available
30

Points
earned

Completeness and thoroughness:

Has the student presented issues in such a way that readers unfamiliar with
the issues can understand it as well as someone who is knowledgeable about
the issues? Are the important issues addressed?
Originality and Creativity:
Has the student used his or her analytical skills to present the content areas in
a manner that indicates more than just a restatement of what others have said
about the issues?
Has the student demonstrated an understanding of the content areas (answers
questions, makes connections, explains in own words)?
Are the students conclusions and recommendations well developed and
supported?
Use of APA style
Has APA format been applied appropriately
Psycho-social assessment
Include explanation of at-risk group membership; ethical dilemmas
Policy impact on Client
Include both positive and negative impact; discuss any ethical dilemmas that
you encounter as it relates to policy

Subtracte
d
10
10

Total
50
NOTE: Structure of the paper, spelling, and grammar will be taken into account.
APA/Structure 5; spelling -1 for each misspelled word; grammar -1 for each error

18

RUBRIC-PAPER 2
Student name: ___________________________________________
Basis for Grade
Organization of the paper
Is the paper or presentation organized and written in a logical manner?
Has the paper been proofread for spelling, punctuation and word choice?

Points
Available
30

Points
earned

Completeness and thoroughness:

Has the student presented issues in such a way that readers unfamiliar with the
issues can understand it as well as someone who is knowledgeable about the
issues? Are the important issues addressed?
Originality and Creativity:
Has the student used his or her analytical skills to present the content areas in
a manner that indicates more than just a restatement of what others have said
about the issues?
Has the student demonstrated an understanding of the content areas (answers
questions, makes connections, explains in own words)?
Are the students conclusions and recommendations well developed and
supported?
Use of APA style
Has APA format been applied appropriately
Theoretical Framework
Discuss theories utilized in assessment
Treatment Plan/Intervention
Include empirical basis of intervention

Total

10
10
50

19

RUBRIC-PAPER 3
Student name: ___________________________________________
Basis for Grade
Organization of the paper
Is the paper or presentation organized and written in a logical manner?
Has the paper been proofread for spelling, punctuation and word choice?

Points
Available
30

Points
earned

Completeness and thoroughness:

Has the student presented issues in such a way that readers unfamiliar with the
issues can understand it as well as someone who is knowledgeable about the
issues? Are the important issues addressed?
Originality and Creativity:
Has the student used his or her analytical skills to present the content areas in
a manner that indicates more than just a restatement of what others have said
about the issues?
Has the student demonstrated an understanding of the content areas (answers
questions, makes connections, explains in own words)?
Are the students conclusions and recommendations well developed and
supported?
Use of APA style
Has APA format been applied appropriately
Evaluation of Practice
Include empirical research to demonstrate effectiveness; discus dilemmas
related to service delivery.

10

Total

50

10

20

Presentation Rubric SW 4997 Integrative Seminar: Final Score Sheet

Name_________________________________________________

Date_______

Group
Topic
Basis for Grade
Submitted bibliography 1 week
before presentation

Points
Available

Faculty
evaluatio
n

Final
points
earned

Style
Presents information in a
logical manner (verbal
organization

25
Remains on topic

Maintains
professionalism good
posture, no fidgeting, not
reading from notes

5
Content

Demonstrates knowledge of
topic, accuracy,
thoroughness

30
Engagement

Demonstrates
understanding (answers
questions, makes
connections, explain in own
words
Encourages class
participation
Total points:

5
5
75

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Portfolio Rubric
Assessment
Picture on cover
Submission letter
Table of contents
Introduction

Points
available
15

Resume
Personal statement

15
35

Learning products/ assessments

related to competencies

30

Appendixes
Letters of references (3)
Personal Learning over
next 5 years
Licenses
Transcripts

Points
achieved

Writing mechanics/grammar

Total points:

100

Final Grade/Comments:

Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error.

22

Bibliography
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Ashford, J., Lecroy, C., & Lortie, K. (2001). Human behavior in the social environment: A
multidimentsional perspective. (2nd edition). Belmont CA: Brooks /Cole.
Barret, B. & Logan, C. (2002). Counseling gay men and lesbians. Pacific Groves, CA: Brooks /Cole
*Bloom, M., & Klein, W.C. eds. (1997). Controversial Issues in human behavior and the social
environment. Needham Heights, MA: Allyn and Bacon.
*Bloom, M., Fischer, J., & Orme, J. (2003). Evaluating Practice: Guidelines for the accountable
professional. Boston, MA: Allyn and Bacon.
Brueggemann, W. (2002). The Practice of Macro Social Work Belmont CA: Brooks/Cole.
Carter, B. & McGoldrick, M. eds. (1999). The expanded family life cycle: individual, family, and social
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Cournoyer, B. R. & Stanley, M. J. (2002). The social work portfolio: planning, assessing, and
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DeBord, K., Canu, R.F., & Kerpelman, J. (2002). Understanding a work-family fit for single parents
moving from welfare to work. Social Work, 45, 313-324.
*Dolgoff, R. & Feldstein (2000). Understanding social welfare. (3rd ed.). Needham Heights, MA: Allyn
and Bacon.
Hepworth, D., Rooney R. & Larson, J. (2004) Direct Social Work Practice: Theory and Skills (6th
edition). Pacific Grove CA: Brooks/Cole.
Germain, C. & and Gitterman, A. (1996). The life model of social work practice. (2nd ed.). Columbia
University Press.

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*Gilbert, N. & Terrell,P. (1998). Dimensions of social welfare policy. (4th ed.). Needham Heights, MA:
Allyn and Bacon.
Kilpatrick, A.C. & Holland, T.P. (1999). Working with families: an integrative model by level of need. (2nd
ed.). Needham Heights, MA: Allyn and Bacon.
Kirst-Ashman, K & Hull, G. (2004). Understanding Generalist Practice (3rd edition).
Chicago IL: Nelson Hall Publishers.
Kirst-Ashman, K & Hull, G. (2004). Generalist Practice with Organizations and Communities. Chicago
IL: Nelson Hall Publishers.
*Lecroy, C.W. (1999). Case studies in social work practice. (2nd ed.). Pacific Grove, CA: Brooks/Cole.
Lowenberg, F.M., Dolgoff, R., & Harrington, D. (2002). Ethical decisions for social work practice. (6th
ed.). Itasca, ILL: F.E. Peacock Publishers.
Marlow, C. (2001). Research Methods for Generalist Social Work. (3rd ed.). Belmont CA: Brooks/Cole.
*McInnis-Dittrich, K, Integrating social welfare policy and social work practice: an empowering
approach. (3rd ed.). Belmont, CA: Wadsworth.
Miley, K.K., OMelia, M. & DuBois, B. (2002). Generalist social work practice: an empowering
approach, (3rd ed.). Needham Heights, MA: Allyn and Bacon.
National Assosciation of Social Workers. (2002). Social work speaks: NASW policy statements (5 th ed.).
Washington, DC: NASW Press.
Netting, F., Kettner, P., & McMurtry S. (2004). Social Work Macro Practice (3rd edition). Boston MA:
Allyn and Bacon.
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Allyn and Bacon.
Payne, Malcolm, (1997). Modern Social Work Theory: A critical introduction Chicago,IL: Lyceum
Books, Inc.
*Rivas, R.F. & Hull, G.H. (2002). Case studies in generalist practice. (2 nd ed.). Belmont, CA: Wadsworth.

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Royce, D. (1999). Research Methods in Social Work (3rd edition). United States, Wadsworth .
Sheafor, B.W., & Horejsi, C.R. (2003). Techniques and guidelines for social work practice. (6th ed.).
Needham Heights, MA: Allyn and Bacon.
Toseland, R.W., & Rivas, R.F. (1998). An introduction to group work practice. (3rd ed.). Needham
Heights, MA: Allyn and Bacon.
Tripodi, T. (1994). A primer on Single-Subject Design for clinical social workers. Washington D.C.
NASW Press.
Unrau, Y., Krysik, J., & Grinnell, R. (2001). Social Work Research and Evaluation: Quantitative and
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Weinbach, R. & Grinnell, R. (2004). Statistics for Social Workers (6th edition) .Needham Heights, MA:
Allyn and Bacon.

Web Sites
Code of Ethics of the National Association for Social Workers (approved by the 1996 NASW Delegate
Assembly and revised by the 1999 NASW Delegate Assembly) http://www.naswdc.ort/pubs/code/asp
Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs at
http://www.cswe.org
Social Work Caf at http://www.geocities.com/Heartland/4862
The New Social Workers online Career Center at http://www.socialworker.com
* Coursepack Readings.

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