SW 502, Section 6 Fall 2006, Tuesdays 8-11, Scott Weissman, CSW (734)913-9548 [email protected] Organizational, Community, and Societal Structures and Processes Course Description This course examines theory and research knowledge about political, economic, and societal structures and processes related to communities, groups, and organizations within contemporary society. Consideration is given to ways in which these social systems have significant social, political, economic, and psychological impacts on the functioning of individuals, families, and social groups. The course provides a framework for understanding the influences of medium to large social systems on individuals, families, and groups with whom social workers practice. Communities, organizations, and other social groups are examined in terms of risk and protective factors that promote or detract from optimal individual and group well-being. The course gives special attention to the critical evaluation of theory and research knowledge about social change and social processes within an organizational, community, societal, and international context. There is a focus on oppression, discrimination, prejudice, and privilege and their relationship to social and economic justice for populations served by social workers. This knowledge is considered within a context of social work values and ethics that support the general welfare of all citizens, especially the disadvantaged and oppressed. Course Objectives Upon completion of this course, students will be able to: 1. Identify, describe, and discuss selected theoretical perspectives on organizational, community, and societal structures, processes, and change and social and behavioral science knowledge. 2. Describe and discuss the impact of communities, organizations, and other societal groups on the social environmental interactions between individuals, families, and small groups. 3. Describe and discuss the meaning of multiculturalism and diversity and their consequences in American society for community, organizational, and societal functioning.24. Identify, describe, and discuss the role of risk and protective social factors in relation to social problems, social work interventions and social/economic justice. 5. Identify, describe, and discuss major processes and contemporary manifestations of oppression, discrimination, prejudice, power, and privilege as they impact on the social environment, especially in relation to women, people of color, and gay, lesbian, and bisexual persons. 6. Identify, describe, and discuss barriers to organizational and community competence, especially those derived from race, ethnicity, culture, social class, gender, sexual orientation, religion, physical or mental ability, age, or national origin. 7. Critically evaluate organizational, community, and societal structures and processes that seek to promote social and economic justice by applying professional values and ethics. 8. Critically evaluate and apply social and behavioral science knowledge about macro systems to generalist social work practice. Relationship of the Course to the MSW Curriculum This course is part of the HBSE (Human Behavior and Social Environment) component of the foundation, generalist component of the curriculum. As such, it focuses on the “macro” knowledge base for social work practice in all methods and fields, emphasizing mid to larger size systems. It draws from some areas of psychology, but more from sociology, political science, and anthropology, with some economics and history. The course will emphasize what evidence is available to support particular perspectives and theories and will analyze the strengths and limitations of each. A major goal is to develop the capacity to think, plan, problem-solve, and create change at larger systems levels, and to understand how larger systems affect individuals, families, and groups. Relationship of the Course to Four Curricular Themes • Multiculturalism and Social Diversity is addressed through the presentation of theory and research on their role in community, organizational, and societal functioning and well-being. • Social Justice and Social Change is addressed through the discussion of the role of risk factors and preventive social factors in relation to social problems and social work interventions. • Behavioral and Social Sciences Research is addressed through its inclusion in the description of the social environment and its impact on individuals, families, and groups. • Promotion, Prevention, Treatment, and Rehabilitation is addressed through the discussion of programs and systemic interventions to prevent stress and alleviate3oppression for individuals, families, and groups and to enhance their quality of life and well-being. Required Readings The following books are required texts for the course. They are available for purchase in Shaman Drum bookstore on State Street and are on reserve in the School library. You can also find used copies available from Amazon.com. • Barbara Ehrenreich (2001), Nickel and Dimed: On Not Getting By in America, Metropolitan Books, Henry Holt and Co., New York. • Malcolm Gladwell (2002), The Tipping Point: How Little Things Can Make a Big Difference, Little Brown and Company, New York. • Robert Mullaly (1997), Structural Social Work: Ideology, Theory, and Practice, 2nd edition, Toronto: Oxford University Press. • A coursepack of articles and book chapters available for purchase from Excel (on S. University, between E. University and Church). Course Assignments, Requirements, and Grading 10% of your grade will be based on class participation – showing up for class is very important as is participation in a number of in-class/out-of-class group and individual activities. Everyone will be assigned a specific date on which she/he will co-lead a half-hour discussion/experience/activity of the readings for that particular class date. The group will be responsible for jointly developing 3-5 discussion questions (which should be made available to the class) and for facilitating the actual discussion. This activity will not be formally graded, but will be considered as part of your class participation grade. If it is possible to find a fictional or non-fictional video/movie clip (of no longer than 7 minutes) which illustrates and/or illuminates some of the material in the readings, please feel free