THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 360K & Instructor’s name: Janet Boes. M.S.W. 395K [email protected] Unique Number: 58365 & Office Number: SSW3.122C 58670 Semester: Spring, 1999 Office Phone: (O) 471-9825 (H) 303-0718 Meeting Time/Place: Wednesdays 5:30 – 8:30pm Office Hours: Instructor: Tuesdays 3:00 - 4:30pm SSW2.122 TA: Willow Aureala Women’s Issues in Social Work Practice I. Standardized Course Description This course will present alternative approaches to the treatment of women of all ages and also examine the current delivery of social services in a variety of practice settings. Skills in assessment and intervention planning will be developed. Women’s roles in the profession of social work will be examined along with the profession’s view of women’s roles. The content, impact, and practice effectiveness research will be explored with special attention to the question of diversity among women of different races, classes, sexual orientations, and ages. II. Standardized Course Objectives Upon completion of this course, the student will be able to: 1. Describe current and alternative approaches for working with women in a variety of practice settings; Demonstrate the ability to utilize intervention frameworks/models especially appropriate for diverse populations of women; 2. Explain how ethnic and homophobic biases compound bias against women of all ages; 3. Develop and be able to articulate students’ own practice approach for working with diverse populations of women; 4. Discuss the role of social work profession in society’s changing view of women. III. Teaching Methods A variety of teaching methods will be utilized, including: lectures, assignments, group class discussions, case examples, video presentations, and guest - 1 -speakers with information addressing women and girls from diverse populations, including ethnicity, culture, gender, age, sexual orientation, and the economically and/or socially disadvantaged. IV. Required and Recommended Texts, and Materials Required Lewis, J. A., Bree, A. H., & Bradley, L. J. (1992). Counseling women over the life span. Denver, CO: Love Publishing Co. Jordan, J. V., Kaplan, A. J., Miller, J. B., Stiver, I. P., & Surrey, J. L. (1991). Women's growth in connection: Writings from the Stone Center. New York: Guilford Press. Recommended Readings on reserve in the LRC (complete listing available from the instructor). V. Course Requirements Ten assignments will be required in relation to readings for the week. Each assignment will be 2 pages sent by e-mail to the instructor, due the Monday before class. The deadline is 5pm. Because a practice class is preparing you for employment, it is critical that assignments are done in advance and e-mailed on time or before. To stress the importance of timely assignments, students will loose 5 points per day if their assignment is late. Assignments will be graded on content, reference to required readings, library research on women, girls and/or theory and recommended materials. Each assignment will describe alternative approaches (interventive models) to the treatment of women explored in the readings, lectures and discussion from the previous week. Each interventive approach must be based on a theoretical perspective. Assignments will be worth 10 points each for a total of 100 points. Three individuals will be selected to bring to class 3 questions from the week's required readings to be discussed in the class group. These questions may be done individually or together. Of the 3 questions, 1 question should be from an outside source. Mid Term Exam will cover the content of the class, material from text, readings, guest lectures, and class lectures. Students will be expected to apply theoretical perspectives to a case example. The midterm will be worth 100 points. Graduate students will be expected to write a paper APA style on a theoretical perspective and application to women or girls of one age group covered. References and content will include current practice effectiveness research on - 2 -the topic chosen. Topics are due February 17th and your outline will be due March 3rd. The graduate paper will be worth a maximum of 100 points. Five (5) points will be deducted from the final grade for topics or outlines handed in late. Final grades: A total of 200 points (for undergraduates) or 300 points (for graduate students) may be earned for the above activities. Grades will be assigned as follows: Undergraduates: 180 - 200 points 160 - 179 points 140 - 159 points 120 - 139 points below 120 points VI. Class Policies Graduate students: = A 270-300 points = A = B 240-269 points = B = C 210-239 points = C = D 180-209 points = D = F below 180 pts. = F 1. It is important for students to be punctual in both attendance and in meeting deadlines. Therefore, class attendance is expected, as is handing in assignments on time. Any assignments handed in late will subtract 5 points per day from assignment grade. Students missing more than 3 classes will be dropped from the course. Exceptions include a Physicians note or a death in the primary family. 2. Students are assertive and function as team members. Therefore, feedback about the course is welcome and the course will be viewed as a joint effort between students and the instructor. 3. Students respect others. Therefore, differences in values, opinions, and feelings of class members and guest speakers will be respected. 4. Information shared in class is considered to be covered by the NASW Code of Ethics regarding the sharing of information. Complete confidentiality is expected. VII. Course Schedule Date Description Text / Readings 1/20/99 Discussion of the syllabus - 3 -1/27/99 Theory and Interventions The oldest old Ethnic and poverty issues Wisdom 2/3/99 Elderly women Health & Prevention Development of sense of self 2/10/99 Mature women Social stereotypes Empathy 2/17/99 Midlife Career issues "Self-in-relation" Topics due 2/24/99 Adulthood Women and AIDS Disability 3/3/99 Adult women Work Empowerment Outline Due for Graduate Papers 3/10/99 MID-TERM EXAM 3/17/99 SPRING BREAK Lewis, Hayes, & Bradley (1992), Chapter 1. Lewis, Hayes, & Bradley (1992), Chapter 10. Jordan et al. (1991), Chapter 1. Lewis, Hayes, & Bradley (1992), Chapter 9. Jordan et al. (1991), Chapter 2. Lewis, Hayes, & Bradley (1992), Chapter 8. Jordan