SOWK 335.001. Social Analysis for Social Work Practice. - School of ...

The University of British Columbia
School of Social Work
Course Outline – SOWK335(001)
Jan. 2013
School Vision: Building upon a foundation of social justice and an ethic of care, we are
a community of learners actively engaged in the development of critical, transformative
knowledge for social work practice.
Year/Term 2012-2013
Course Title Social Analysis for Social Work Practice (6 credits)
Course Schedule Thursdays, 2:00-5:00 p.m. (Term 1 & 2)
Course Location SOWK124 Jack Bell building for the School of Social Work
Instructors Office Location Office Phone e-mail address
Prof. Brian O’Neill Room 236
604 822-2460 Brian.oneill@ubc.ca
(Co-ordinator)
Prof. Frank Tester
Room 241
604 822-2100
Frank.tester@ubc.ca
Prof. Tim Stainton
Room 100A
604 822-0782
Timothy.stainton@ubc.ca
Prof. Helen Allen
604 353-6953
helenallen440@gmail.com
Prof. Louise Stern
louiseastern@yahoo.ca>
Office Hours
Teaching Assistant
By appointment
Tamara Miskovic
The course requires students to develop a general practice framework based on a
critical analysis of the structural context of personal and social problems. The
framework includes the development of knowledge and analytical skills in working with
individuals, families, and groups within a structural context that includes an
understanding of gender, race, class, age, disability and sexual orientation.
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SOWK335(001) – 2012-2013
COURSE OBJECTIVES:
1. To examine theoretical and practice contributions to structural approaches within
an historical context.
2. To develop a critical understanding of the relationship between the organization
of social work practice and gender, race, class, age disability and sexual
orientation.
3. To examine the function of ideology in shaping ways that individual and social
problems are constructed, perceived, defined and addressed through practice
responses.
4. To examine ways of redefining/renaming " social problems " from a structural
perspective and making them central to our work as well as to critically examine
one's own personal value orientations and practices that are linked to the
maintenance and perpetuation of oppression.
5. To develop a structural theoretical framework for social analysis and social work
intervention with individuals, families and groups.
6. To develop a critical awareness of worker social location, professional ethics,
and power within the helping relationship and to identify attitudes, behaviours
and practices that contribute to anti-oppressive practice and empowerment
strategies in social work practice
COURSE PROCESS AND EXPECTATIONS FOR ALL CLASS MEMBERS
Class members are expected to attend regularly and to come prepared to participate. In
particular, students should complete required readings prior to class. There is an
expectation that differing opinions, analysis and experiences will be discussed in a
respectful manner and that such an exchange contributes to the learning of all.
REQUIRED READINGS:
Thompson, N. (2012). Anti-discriminatory practice: Equality, diversity and social justice
(5 th ed.). New York, NY: Palgrave Macmillan.
Seabrook, J. (2002). The no-nonsense guide to class, caste and hierarchy. Toronto:
Between the Lines Press.
Other readings in ejournals or Vista.
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SOWK335(001) – 2012-2013
COURSE ASSIGNMENTS, DUE DATES AND GRADING
Reflective Papers - submit paper copies to Teaching Assistant
Value: 10% each x 5 for a total of 50% - see evaluation guidelines at end of outline
Length: approximately 4 pages double-spaced
Due:
Class module: Nov 1, 2012
Disability module: Nov 29
Feminisms module: Jan 31, 2013
Gender identity and sexual orientation module: March 7, 2013
Ageism module: April 11, 2013
Assignments should conform to style of the Publication Manual of the American
Psychological Association (6 th ed.).
Exam in December exam period (20%) and Spring exam period 30% for a total of
50%. Each exam deals with the class material in that term and is not cumulative.
COURSE POLICIES [attendance, participation, academic dishonesty]:
Excerpt from the UBC calendar:
Regular attendance is expected of students in all their classes (including lectures, laboratories, tutorials, seminars,
etc.). Students who neglect their academic work and assignments may be excluded from the final examinations.
Students who are unavoidably absent because of illness or disability should report to their instructors on return to
classes.
The University accommodates students with disabilities who have registered with the Disability Resource Centre.
The University accommodates students whose religious obligations conflict with attendance, submitting
assignments, or completing scheduled tests and examinations. Please let your instructor know in advance,
preferably in the first week of class, if you will require any accommodation on these grounds. Students who plan to
be absent for varsity athletics, family obligations, or other similar commitments, cannot assume they will be
accommodated, and should discuss their commitments with the instructor before the drop date.
It is recommended that students retain a copy of all submitted assignments (in case of loss) and should also retain
all their marked assignments in case they wish to apply for a Review of Assigned Standing. Students have the right
to view their marked examinations with their instructor, providing they apply to do so within a month of receiving their
final grades. This review is for pedagogic purposes. The examination remains the property of the university.
Academic Dishonesty:
Please review the UBC Calendar “Academic regulations” for the university policy on cheating, plagiarism, and other
forms of academic dishonesty. Also visit www.arts.ubc.ca and go to the students’ section for useful information on
avoiding plagiarism and on correct documentation.
• Students who miss more than 3 classes may be refused the right to hand in a final
assignment. Attendance sheets must be signed during each class.
• Participation is expected of all students beyond simple attendance. Students are
expected to read all of the assigned readings before every class and to come to
class prepared to discuss the material.
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SOWK335(001) – 2012-2013
• Students who use electronic devices to aid in their learning process (e.g. laptop
computers) must have the permission of the instructor to use the device and, if
permission is granted, must have the wireless capacity of the device turned off.
• All cell phones must be turned off.
COURSE SCHEDULE, Term 1
Week 1: Sept 6, Introduction Professor Brian O’Neill
Thompson (2012): Introduction
Ch. 1: Equality,diversity and social justice
Week 2: Sept 13, Theoretical frameworks
Thompson (2012): Ch. 2: The theory base
Ch. 4: Ethnicity and racism
Week 3: Sept 20, Debates
Campbell, C. (2003). Anti-oppressive theory and practice as the organizing theme for
social work education: The case in favour. Canadian Social Work Review, 20(1), 121-
125.
Tester, F. J. (2003). Anti-oppressive theory and practice as the organizing theme for
social work education: The case against. Canadian Social Work Review, 20(1), 127-
132.
Campbell, C. (2003). Rebuttal: Working within contradiction and ambiguity. Canadian
Social Work Review, 20(1), 133-135.
Tester, F. J. (2003). Rebuttal: Difference, dissent, and common ground. Canadian
Social Work Review, 20(1), 137-138.
Prior, J. (2004). Anti-oppressive practice: Why bother?In H. G. Eriksson & T. Tjelflaat
(Eds.), Residential care: Horizons for the new century (pp. 3-22). Aldershot, Hants,
England: Ashgate Publishing.
Week 4: Sept 27, Reflexive Practice
D’Cruz, H., Gillingham, P. and Melendez, S. (2007) ‘Reflexivity, its meanings and
relevance for social work: A critical review of the literature’, British Journal of
Social Work, 37(1), pp. 73–90.
Butler, A., Ford, D. and Tregaskis, C. 2007. Who Do We Think We Are? Self and
Reflexivity in Social Work Practice. Qualitative Social Work; 6; 281
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SOWK335(001) – 2012-2013
Weeks 5-8: Social Class – Professor Frank Tester
Week 5: Oct 4
Wherein we discover the historical importance of the now seldom-appreciated concept of
‘social class’ and come to grips with how classes were created. We discover to our
amazement, the ongoing relevance of the concept to a ‘globalized’ world. We journey to
London England, not merely to partake of trendy musicals and to consume some ‘high’
fashion, but to visit High Park Cemetery, there to pay our respects to Karl Marx, without
whose phenomenal insights, the machinations of contemporary capitalist relations of
production might remain a pale mystery.
Readings: ‘Class, Caste & Hierarchies’, Chapters 1 & 2.
Week 6: Oct 11
Where we find ourselves thoroughly ‘jarred’ by the introduction to western cultures of ‘
identity politics’ - a focus on race, gender, sexual orientation and ethnicity - submerged in
discourse around the achievement of ‘equality’ (defined primarily in non-material ways). We
wrestle with the possibility of this as a convenient diversion, side-tracking us from the
development of any real threat to the most oppressive relations of our time – those that
give rise to other inequalities. We discover cultural theory (barely). Charlie Chaplin (once
banned from the United States for his Communist sympathies) –with wit and humour -
introduces us to the bread and roses of ‘Modern Times’.
Readings: ‘Class, Caste & Hierarchies’, Chapters 3 & 4.
Week 7: Oct 18
Whereupon we crawl tentatively onto the international stage. Look out Naomi Klein.
Here we come! We confront the real possibility that there is more slave labour in the
world in 2012 than there was at the time slavery was officially abolished in the 1800s.
Farewell to the working class – are you kidding! But what, we ask, does this have to do
with social work? Am I in the right programme? I just want a comfortable job with good
pay! Go away! Stop bothering me! Things are fine the way they are. All that is needed is
a bit of tinkering here and there. Body sculptures showing class relations (no, I don’t
mean how well you are getting along with each other)? Now that’s different!
Readings: ‘Class, Caste & Hierarchies’, Chapters 5, 6, 7 & 8.
Week 8: Oct. 25
We savor a potpourri of possibilities. There are actually people here in Vancouver trying to
do something about this stuff. We may receive visitors; some of whom have never taken a
social work course in their lives and are nevertheless at the forefront of working for social
change. Good grief! We ‘check our heads’. We discover (hopefully) that they are still intact,
but perhaps disturbed.
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SOWK335(001) – 2012-2013
On the other hand, we may be subjected to a film. Anyone heard of a guy named Michel
Moore?
Readings: none! (How about that!) – But wait a minute. Each student brings to class the
title of a book, film or paper that extends or deals in some way with the subjects of this
module and that s/he has been inspired to look at as a result of this section of 335. We
create a giant reading list. Some students quit the programme and complete their
education by reading everything on the list. The professor is fired and spends the rest of
his career (like many academics) reading about social change.
[Frank will be away in Washington this week and the class will be managed by one of
his doctoral students.]
Weeks 9-12: Disability – Professor Tim Stainton
Week 9: Nov 1: DISABILITY AND THE POLITICS OF
DEFINITION/DEMOGRAPHICS
FROM READER:
Finkelstein, Vic "Revolution", New Internationalist, No. 233, July, 1992
July 1992.
Rothman, Juliet (2003). Social Work Practice Across Disability. Boston: Allyn and Bacon.
Chp 1. Theoretical Frameworks.
FROM: WEB:
Government of Canada (2009) Advancing the Inclusion of People with Disabilities
http://www.hrsdc.gc.ca/eng/disability_issues/reports/fdr/2009/page00.shtml
Week 10: Nov 8: ACCESS AND LIVING WITH A DISABILITY
Gill, Carol (2001) “The Social Experience of Disability’ in Albrecht, Gary, Seelman,
Katherine & Bury, M. eds. (2001) Handbook of Disability Studies. Thousand Oaks CA:
Sage. Chp. 13, p.p. 351-372.
McDonnell, John J. et al (2003). An introduction to persons with severe disabilities:
educational and social issues. 2nd edition. Boston : Allyn and Bacon. Chp. 6 Assistive
Devices.
From the web re: Universal design
http://www.design.ncsu.edu/cud/about_ud/udprincipleshtmlformat.html#top
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SOWK335(001) – 2012-2013
Week 11: Nov 15: Social Work Practice and Disability
Dunn, Peter (2003) Canadians with Disabilities. In Anne Westhues, ed. Canadian
Social policy: Issues and Perspectives. Waterloo: Wilfrid Laurier University
Press.
Stainton, Tim (2005 ) Empowerment and the architecture of rights based social policy.
British Journal of Learning Disabilities.
Thompson (2012). Ch. 6: Disability and social handicap
Week 12: Nov 22: OPPRESSION AND ETHICS
Asch, A. and Parens E. (2000) ‘The Disability Rights Critique of Prenatal Genetic
testing: Reflections and Recommendations’ in Asch, A. and Parens E. (eds.)
Prenatal Testing and Disability Rights. Washington: Georgetown Univ. Press.
p.p. 3-43.
Stainton, Tim (1998)“Intellectual Disability, Difference, and Oppression” in Bogdan
Lesnik ed. Countering Discrimination in Social Work. Aldershot: Ashgate/Arena.
Week 13: Nov 29: Review - Brian O’Neill
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SOWK335(001) – 2012-2013
Course Schedule, term 2
Weeks 1-4: Feminisms – Professor Helen Allen
Week 1: Jan 3, Who’s Counting? Sex, Lies and Global Economics.
Marilyn Waring video.
Judith Lorber pps 1-21. Gender Inequality: Feminist Theories and Politics.
http://www.socqrl.niu.edu/myers/feminisms.html
Week 2: Jan 10, Gender Reform Feminisms:
http://roxbury.net/images/pdfs/gi3ch1.pdf
Brown, Leslie, Callahan, Marilyn, Strega, Susan, Walmsley, Christopher and Dominelli,
Lena. 2009. Manufacturing ghost fathers: the paradox of father presence and absence
in child welfare. Child and Family Social Work, 14, pp 25–34.
Christine L. Williams. 1992. The Glass Escalator: Hidden Advantages for Men in the
“Female” Professions. Social Problems. 39. 253-267.
Week 3: Jan 17, Gender Resistance Feminisms
Thompson, Chapter 3: Gender and sexism
Shantih E. Clemans 2004 Life Changing: The Experience of Rape-Crisis Work Affilia
19; 146.
Grant, Judith. 2006. Andrea Dworkin and the Social Construction of Gender: A
Retrospective. Signs: Journal of Women in Culture and Society. Volume 31, Issue 4,
Page 967–993, Jun 2006.
Week 4: Jan 24, Gender Rebellion Feminisms
Lotz, D. 2003. Communicating Third Wave Feminism and New Social Movements:
Challenges for the Next Century of Feminist Endeavor. Women and Language. 26, 1,
2-9.
Neysmith Sheila M., Reitsma-Street, Marge. 2005. Provisioning: Conceptualizing the
work of women for 21st century social policy. Women’s Studies International Forum
28,381– 391.
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Weeks 5-9: Gender Identity and Sexual Diversity – Professor Brian O’Neill
Week 5: Jan 31, 2013, Diversity in sexual orientation and gender: Definitions &
theories
Required readings:
Todd, S. (2010). Chapter 14: Social work and sexual and gender diversity: Celebrating
human diversity. In S. F. Hick (Ed.), Social work in Canada: An introduction (3rd ed.).
Toronto, ON: Thompson Educational Publishing.
Cameron, M. (2005). Two-spirited Aboriginal people: Continuing cultural appropriation
by non-aboriginal society. Canadian Woman Studies, 24(2/3), 123-127.
Nagoshi, J. L., & Brzuzy, S. (2010). Transgender theory: Embodying research and
practice. Affilia, 25(4), 431-443. doi: 10.1177/0886109910384068
Oswalt, S. B. (2009). Don’t forget the “B”: Considering bisexual students and their
specific health needs. Journal of American College Health, 57(5), 557-561.
doi:10.3200/JACH.57.5.557-560
Supplementary Readings
Bailey, J. M. (2009). What is sexual orientation and do women have one? In D. A. Hope
(Ed.), Contemporary perspectives on lesbian, gay and bisexual identities (pp. 43-
63). New York, NY: Springer. doi:10.1007/978-0-387-09556-1_3
Diamond, L. M. (2003). What does sexual orientation orient? A biobehavioral model
distinguishing romantic love and sexual desire. Psychological Review, 110(1),
173-192. doi:10.1037/0033-295X.110.1.173
Fredriksen-Goldsen, K. I., Kim, H. J., & Barkan, S. E. (2012). Disability among lesbian,
gay, and bisexual adults: Disparities in prevalence and risk. American Journal of
Public Health, 102( 1), e16-e21. doi: 10.2105/AJPH.2011.300379
Hatzenbuehler, M. L., O'Cleirigh, C., Grasso, C., Mayer, K., Safren, S., & Bradford, J.
(2011). Effect of same-sex marriage laws on health care use and expenditures in
sexual minority men: A quasi-natural experiment. American Journal of Public
Health. e-View Ahead of Print. doi: 10.2105/AJPH.2011.300382
Kinsey, A.C., Pomeroy, W.B., & Martin, C.E. (1948). Sexual behavior in the human
male. Philadelphia, PA: W.B. Sanders.
Kinsey, A.C., Pomeroy, W.B., Martin, C.E., & Gebhard, P. (1955). Sexual behavior in
the human female. Philadelphia, PA: W.B. Sanders
Kurtzman, H. S., & Omoto, A. M. (2006). Introduction: Current and future research on
lesbian, gay and bisexual people. In A. M. Omoto & H. S. Kurtzman (Eds.),
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SOWK335(001) – 2012-2013
Sexual orientation and mental health: Examining identity and development in
lesbian, gay, and bisexual people. Washington, DC: American Psychological
Association. [on-line]
Rosario, M., Schrimshaw, E. E., & Hunter, J. (2011). Different patterns of sexual identity
development over time: Implications for the psychological adjustment of lesbian,
gay, and bisexual youths. Journal of Sex Research, 48(1), 3-15.
doi:10.1080/00224490903331067
Savin-Williams, R. C. (2009). How many gays are there? It depends. In D. A. Hope
(Ed.), Contemporary perspectives on lesbian, gay and bisexual identities (pp. 5-
41). New York, NY: Springer.
Taylor, C., & Ristock, J. (2011). LGBTQ families in Canada: Private lives and public
discourse. In N. Mandell & A. Duffy (Eds.), Canadian families: Diversity, conflict,
and change (4th ed.) (pp. 125-163). Toronto, ON: Nelson Education.
Week 6: February 7, 2013, Social justice issues in relation to SO & GI
Required readings:
Thompson, Chapter 7: Sexuality and heterosexism
Walls, N. E. (2008). Toward a multidimensional understanding of heterosexism: The
changing nature of prejudice. Journal of Homosexuality, 55(1), 20-70.
Fish, J. (2010). Conceptualising social exclusion and lesbian, gay, bisexual, and
transgender people: The implications for promoting equity in nursing policy and
practice. Journal of Research in Nursing, 15(4), 303-312. doi:
10.1177/1744987110364691
Supplementary readings:
Bruce-Jones, E., & Itaborahy, L. P. (2011). State-sponsored homophobia: A world
survey of laws criminalizing same-sex sexual acts between consenting adults.
International Lesbian, Gay, Bisexual, Trans and Intersex Association (ILGA).
Retrieved from www.ilga.org
Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on
what makes a feminist theory successful. Feminist Theory, 9(1), 67-85.
doi:10.1177/1464700108086364
Fish, J. (2008). Far from mundane: Theorising heterosexism for social work education.
Social Work Education, 27(2), 182-193. doi:10.1080/02615470701709667
Herek, G.M. (2009). Sexual stigma and sexual prejudice in the United States: A
conceptual framework. In D. A. Hope (Ed.), Contemporary perspectives on
lesbian, gay, and bisexual identities (pp. 65-111). New York, NY: Springer. [online]
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SOWK335(001) – 2012-2013
Neisen, J. H. (1990). Heterosexism: Redefining homophobia for the 1990s. Journal of
Gay and Lesbian Psychotherapy, 1(3), 21-35. Doi: 10.1300/J236v01n03_02
Pharr, S. (1988). Homophobia: A weapon of sexism. Little Rock, AR: Chardon Press.
Week 7: February 14, Practice at the personal level: Intake & engagement; data
gathering & assessment; planning & contracting; intervention & monitoring;
evaluation & termination
Required readings:
Crisp, C., & McCave, E. L. (2007). Gay affirmative practice: A model for social work
practice with gay, lesbian, and bisexual youth. Child and Adolescent Social Work
Journal, 24(4), 403-421. doi: 10.1007/s10560-007-0091-z
Hess, P. M., & Feldman, N. (2008). Values and ethics in social work practice with
lesbian, gay, bisexual and transgender persons. In G. P. Mallon (Ed.), Social work
practice with lesbian, gay. bisexual and transgender people (2 nd ed., pp. 25-38). New
York, NY: Routledge. [on-line]
Hunter, S. (2011). Micro-level issues and practice with lesbian and gay couples. In
Lesbian and gay couples: Lives, issues, and practice.(pp. 77-96) Chicago, IL: Lyceum
Books. [on-line at lyceumbooks.com]
Lev, A. I. (2009). The ten tasks of the mental health provider: Recommendations for
revision of the World Professional Association for Transgender Health’s Standards of
Care. International Journal of Transgenderism, 11, 74–99. DOI:
10.1080/15532730903008032
Supplementary reading:
Sheafor, B., Horeijsi, C. (2006). Techniques and guidelines in social work practice (7th
ed.). New York: Pearson.
Coates, J., & Sullivan, R. (2005). Achieving competent family practice with same-sex
parents: Some promising directions. Journal of GLBT Family Studies, 1(2), 89-114.
Freundlich, M., & Avery, R. J. (2004). Gay and lesbian youth in foster care: Meeting
their placement and service needs. Journal of Gay and Lesbian Social Services, 17(4),
39-57.
Morrow, D. F., & Messinger, L. (Eds.) (2006). Sexual orientation and gender
expression in social work practice: working with gay, lesbian, bisexual, and transgender
people. New York, NY: Columbia University Press.
Week 8: Feb 21 – Reading Week – no class
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Week 9: Feb 28, Practice at the structural and cultural levels
Required Readings:
Daley, A. (2006). Lesbian and gay health issues: OUTside of Canada’s health policy.
Critical Social Policy, 26, 794-816. doi:10.1177/0261018306068474
Ji, P., Du Bois, S. N., & Finnessy. P. (2009). An academic course that teaches
heterosexual students to be allies to LGBT communities: A qualitative analysis.
Journal of Gay & Lesbian Social Services, 21(4), 402-429.
Lepischak, B. (2004). Building community for Toronto’s lesbian, gay, bisexual,
transsexual and transgender youth. Journal of Gay and Lesbian Social Services,
16(3/4), 81-98. (on-line)
Mule, N. J. (2006). Equity vs. Invisibility: Sexual orientation issues in social work
ethics and curricula standards. Social Work Education, 25(6), 608-622.
Mule, N. (2010). Same-sex marriage and Canadian relationship recognition – One step
forward, two steps back: A critical liberationist perspective. Journal of Gay and
Lesbian Social Services, 22, 74-90. doi:10.1080/10538720903332354
Supplementary readings:
Dobbie, D. & Richards-Schuster, K. (2008). Building solidarity through difference: A
practice model for critical multicultural organizing. Journal of Community Practice,
16(3), 317-337.
Messinger, L. (2004). Out in the field: Gay and lesbian social work students’
experiences in field placement. Journal of Social Work Education, 40(2), 187-204.
(on-line)
Meyer-Cook, F., & Labelle, D. (2004). Namaji: Two-Spirit organizing in Montreal,
Canada. Journal of Gay & Lesbian Social Services, 16(1), 29-51.
Weeks 10-13: Aging – Professor Louise Stern
The purpose of this module is to provide students with an introduction and overview of
social issues related to aging. An objective will be to develop a critical lens for
examining social work practice in the field of aging. The focus will be on critically and
reflexively exploring societal attitudes about aging and older adults, the theories used to
understand the aging experience , and how those may impact some of the issues that
older adults face. Finally, how do social work practitioners respond to these issues and
what are some of the structural and systemic challenges that they face in working with
this population?
The format of the class will consist of lectures, discussions, group exercises, and video
presentations. Completing the readings as scheduled is expected as it will help to
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contribute to class discussions and with the student’s understandings of the topics at
hand.
Week 10: Mar 7, The Social Context of Aging
Minichiello, V., Browne, J. And Kendig, H. (2000). Perceptions and consequences of
ageism: Views of older people. Ageing and Society, 20, 253-278.
Gellis, Z.D., Sherman, S. and Lawrance, F. (2003) First year graduate social work
students knowledge of and attitudes towards older adults. Educational Gerontology,
29(1), 1-16.
Week 11: Mar 14, Gerontological Theories of Aging and Their Impacts
Biggs, S. Phillipson, C., Money, A-M., and Leach, R. (2006). The age-shift:
Observations on the social policy, ageism and the dynamics of the adult life course.
Journal of Social Work Practice, 20(3), 239-250.
Liang, J., and Luo, B. (2012). Towards a successful shift in social gerontology: From
successful aging to harmonious aging. Journal of Aging Studies, 26, 327-344.
Week 12: Mar 21, Social Work Practice Issues with Older People
Ray, M., Bernard, M., and Philips, J. (2009). Critical Issues in Social Work with
Older People, Ch. 2, Developing Critical Gerontological Social Work, pp 35-52.
O'Connor, D. (2003). Anti-oppressive practice with older adults: A feminist poststructuralist
perspective. In W. Shearer (ed), Emerging Perspectives on Anti-
Oppressive Practice. Toronto: Canadian Scholars Press.
Week 13: Mar 28, Social Work Assessments and Interventions with Older People
Greene, R.R., and Cohen, H.L. (2005). Social work and older adults and their
families: Changing the practice paradigms. Families in Society, 86(3), 367-373.
Week 14: Ap 4 Reflections – Professor Brian O’Neill
ASSIGNMENTS
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Submitting Assignments-
Students can use the drop box located in the main office on the reception counter to
submit their assignments or any correspondence to faculty, sessionals or staff. Items
will be date-stamped and distributed to the appropriate mailbox throughout the day.
Return of marked student assignments -
Instructors coordinate the return of marked assignments. The options are as follows:
a) the instructor returns the paper to students in class; b) if the paper has been
submitted electronically, the instructor will mark it on-line (with track changes) and
return to the student on-line; c) the instructor returns the paper to the student by snail
mail (the student provides a self-stamped, addressed envelope to the instructor).
Marked papers not returned by any of the options above will be held by the instructor.
Marked papers will no longer be put in a box outside the instructor’s office or at the
main office counter.
Late assignments-
Extensions are granted only in cases of personal illness or family issues and not
because of academic workload or conflicts. Extensions must be requested in advance
of the due date of the assignment. Grades may be reduced by one point for each day
(including weekends) late unless an emergency outside the control of the student
prevents meeting deadline. Assignments must be handed at the beginning of class on
the due date.
Student:
Social Work 335/505
Marks for Reflective Paper
Organization of the paper: /25%
Analysis: descriptions of what important/striking/significant to you in module &
discussion of meaning to you – intellectual, emotional, practical …
/25%
Implications for your social work practice: /25%
Quality of the writing: /25%
Total:
Note: The emphasis should be on your own thoughts, feelings, experiences …
However, if you do cite works in your reflections, use APA 5 th ed style in the
reference list
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GRADING CRITERIA:
Letter
Grad
e
A+
A
A-
B+
B
B-
C+
C
C-
Percent
Range
90-100
85-89
80-84
76-79
72-75
68-71
64-67
60-63
55-59
Mid-
Poin
t
95
87
82
77.5
83.5
69.5
65.5
62.5
57
Represents work of exceptional quality. Content,
organization and style are all at a high level. Student
demonstrates excellent research and reference to literature
where appropriate. Also, student uses sound critical
thinking, has innovative ideas on the subject and shows
personal engagement with the topic.
Represents work of good quality with no major
weaknesses. Writing is clear and explicit and topic
coverage and comprehension is more than adequate.
Shows some degree of critical thinking and personal
involvement in the work. Good use of existing knowledge
on the subject.
Adequate and average work. Shows fair comprehension of
the subject, but has some weaknesses in content, style
and/or organization of the paper. Minimal critical
awareness or personal involvement in the work. Adequate
use of literature.
D 50-54 52 Minimally adequate work, barely at a passing level.
Serious flaws in content, organization and/or style. Poor
comprehension of the subject, and minimal involvement in
the paper. Poor use of research and existing literature.
F 0-49 Failing work. Inadequate for successful completion of the
course or submitted beyond final date of acceptance for
paper.
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