SCHOOL OF SOCIAL WORKINSTRUCTORS: Gary L. Shaffer, Ph.D., MSWJoelle D. Powers, PhD, MSWThe Honor Code: It is the responsibility of every student to obey and support the enforcement of the Honor Code. Students will properly attribute sources used in preparing written work and sign a pledge on all graded coursework certifying that no unauthorized assistance has been received or given in the completion of the work. All written assignments should contain a signed pledge stating: "I have not given or received aid in preparing this written work." Credit will not be awarded for work without the signed pledge. If reason exists to believe that academic dishonesty has occurred, a referral will be made to the Office of the Student Attorney General for investigation and further action as required. January 12 – Overview of SSWTHE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL SCHOOL OF SOCIAL WORK COURSE NUMBER: SOWO 850, Section 001. Monday 6-8:50 pm Room TTK 101 COURSE TITLE: School Social Work: Policy and Practice, Spring 2009 INSTRUCTORS: Gary L. Shaffer, Ph.D., MSW School of Social Work, CB#3550 Office: 402K Phone: 919-962-6436 Email: [email protected] Office Hours: Mondays 11:30-1pm or by appointment Joelle D. Powers, PhD, MSW School of Social Work, CB#3550 Office: 563C Phone: 919-843-8686 Email: [email protected] Office Hours: Tuesdays 12-2pm or by appointment COURSE DESCRIPTION: An examination of public school social work policy and practice. The course emphasizes an ecological approach within the context of the school-family-community context. EXPANDED DESCRIPTION: This course is designed to help prepare you for social work practice in the public schools. It assumes that you have a foundation of knowledge in social work policy, practice, research and human behavior in the social environment. It also assumes that you have had some field practica or work experience in a human service setting. Though readings, short assignments, and papers, this course will help you examine a range of practice and policy issues related to the delivery of social work services in school settings. The course also addresses current federal and North Carolina laws as they relate to practice with school-age children and their families. School social work professional standards, program development and licensure receive attention as well. An ecological approach to practice will be emphasized throughout the course. This course meets the school social work course requirement for graduate and undergraduate licensure as a "School Social Worker" in the State of North Carolina. Students in school practica, practicing and potential school social workers, and others interested in improving student support services should find its content interesting and helpful. COURSE OBJECTIVES: Upon completing this course, students will be able to: • Understand the school as a social system; the roles and responsibilities of its personnel and students; its relationship to the home and general community; and the unity and complexity of its interacting personalities and functions. • Be able to identify groups of school children for whom social work services are appropriate, including children considered at high risk, gifted children, children with disabilities, abused and2neglected children, minority children, and children of different cultures. You will also be able to identify appropriate social interventions for these groups. • Be aware of current legal and social policy issues which impact on the pupil-school-community and school social work practices. • Understand several models of social work practice used in the schools and develop a personal model of social work practice in the schools. • Be aware of the multiplicity of school social worker roles and responsibilities, both within the school system and community, and understand how to use various techniques for maximizing opportunities for change and for providing leadership in school social work practice. • Be familiar with school social work professional standards, ethics, and issues of licensure. • Be able to identify personal and programmatic evaluative methods useful in school social work practice. REQUIRED READINGS: - National Association of Social Workers. (2002). Standards for social work services in the schools. Washington, DC: Author. Retrieved December 31, 2007, from http://www.socialworkers.org/sections/credentials/school_social.asp - North Carolina Youth Advocacy and Involvement Office. (2000). Youth rights and responsibilities: A handbook for NC youth. Retrieved December 31, 2007, from http://www.doa.state.nc.us/yaio/documents/rights.pdf - Your school or system’s publication on student and/ or parent’s rights and responsibilities. Secure a copy and review this material. These will be used for Units 6, 7 and 9. - Class handouts and required readings listed in the syllabus and/or found on our Blackboard (Bbd) course web site: Access is at http://blackboard.unc.edu . A complete bibliography is available on Bbd for citations in the class syllabus. METHODS OF INSTRUCTION: The course will use lectures, readings, small-group class discussions and threaded discussions on Bbd, student presentations, guest lecturers, and appropriate media to help integrate the knowledge and skills relevant to school social work practice. Blackboard Student Tracking: Blackboard generates daily statistics on your interaction with the lesson site. I am able to identify the areas in the lessons that are being accessed, time in session, and the hour and day you access our site. We use this information to understand how you choose to use the content and to determine areas that might need to be modified in future lessons. Your personal identity will be masked. COURSE REQUIREMENTS AND GRADING: The Honor Code: It is the responsibility of every student to obey and support the enforcement of the Honor Code. Students will properly attribute sources used in preparing written work and sign a pledge on all graded coursework certifying that no unauthorized assistance has been received or given in the completion of the work. All written assignments should contain a signed pledge stating: "I have not given or received aid in preparing this written work." Credit will not3be awarded for work without the signed pledge. If reason exists to believe that academic dishonesty has occurred, a referral will be made to the Office of