Attendance, Participation and Class Preparation (150 points)

Participation of each class member is a central component of this course, and includes level of engagement in class, as well as level of preparation for class.

1. Attendance is a necessary part of participation since you must be present to participate in class sessions. Thus, a 20 point deduction will occur for each class session missed. It is expected that students will arrive and leave class on time. Each student will be provided one "get out of class free" pass (i.e., no points deducted) provided that he/she let the instructor know in advance of the class, or portion of the class, that will be missed.
2. In addition to attendance, the instructor will consider not only the level and quality of student's participation in the class but also the quality of student's preparedness for each class based on their knowledge and familiarity of required readings. The instructor may use quizzes, written assignments or other assessment strategies to determine the quality of student's preparation for class. Please note that average participation (i.e., "C") includes the usual behaviors expected of an attentive and engaged undergraduate student (e.g., evidence that you have made an attempt to study the required readings, respecting others in the class, listening when others are speaking, maintaining professional composure, etc.).

Practice Paper (300 points)

This paper should be 6-to-8 pages of double-spaced text using 12-point font and 1-inch margins. Professional presentation of your work will be considered in grading. Therefore, be sure to carefully proofread your paper before you hand it in (e.g., correct grammar, typos, spelling and formatting errors). In writing your paper, you must read and incorporate a minimum of three sources from the social work literature (books or journal articles - do not cite internet websites for this assignment). Cite your references using APA format.

This paper will simulate the process of a micro-level intervention that applies the Generalist Intervention Model to an aspect of your life that you would like to change (e.g., exercise more, eat healthier, stop smoking) in a positive way. Think...New Year's resolution for the type problem that would be suitable for this assignment; and pick one that you feel comfortable sharing with others in the class. During the first several weeks of the class, you will apply the planned change model of self-help intervention to your problem. You will go through the beginning, middle, and ending phases of the helping process, and have the opportunity to brainstorm interventions in an effort to create the desired change. Using single-subject methodology, you will monitor the level of your problem over time. The instructor will provide in-class activities to guide you through the practice exercise. Upon completion of the exercises, you will produce a paper that addresses each phase of the planned change process (Generalist Intervention Model): (1) description of the engagement process; (2) a bio-psycho-social assessment of your problem, including relevant issues of culture and diversity; (3) a concise contract outlining the agreement you made to commit to the process of addressing your problem; (4) a description of the beginning, middle, and end phases of your intervention; (5) an evaluation of the change process, including a line-graph chart (created in EXCEL) displaying change in your progress over the complete intervention period; (6) an analysis of your progress (or lack of progress whichever the case may be) in the context of termination; (7) recommendations for future interventions or follow-up work related to your problem; (8) As an addendum or post-script to your paper, write your self-reflections on the planned changed process. Be sure to include a discussion that contrasts your personal views/values of the process in contrast to professional ethics.

STUDENTS Helping STUDENTS - paperwork

• Intake Form
• Assessment Questions
• Contract and Single Subject Design Chart

Presentation (200 points)

Working in groups of 3 or 4, you will prepare a presentation for the class that examines human service programs serving local citizens who encounter either problems of (1) domestic violence or (2) substance abuse (pick one problem area). Depending upon the number of the students in the class, the groups may be further divided (for example, services for children versus adults). Presentations should be 30 minutes in length and include three equal parts: (1) description of available services; (2) assessment of strengths and weaknesses of available services; (3) recommendations to improve the service delivery system. As part of their presentation, students will hand out a resource guide (described below) to each member of the class, as well as "talking points" (to instructor only) for each section of the presentation.

The basis for each presentation will be the development of a resource guide of local (e.g., Kalamazoo County) services for the group's particular target area/population. The resource guide is to include the following information for each program/service listed: agency/program name, contact information, brief description of services related to problem area; client referral procedures; the level of intervention (micro, mezzo or macro) offered (include a brief explanation or example); the major role of social work or human service practitioners (advocate, broker, case management, etc) (include a brief explanation or example).

After having constructed the resource guide, each group is to analyze the collective of services locally available to address their particular problem/population. In other words, you will critique your resource guide by examining the whole collection of services and programs listed and asking questions such as, What focus of practice (micro, mezzo or macro) is most prevalent in services offered? What is the primary role of social workers in addressing the problem (advocate, broker, case management, etc)? What are the strengths and weaknesses of service delivery in the community? Are there service gaps? Based on their analysis, each group will provide a written recommendation (250 to 350 words) to improve local services for their problem/population. The recommendation must be clearly articulated and accompanied by a rationale (i.e., the group's reasoning that led to the recommendation).

Final Assignment - Student's Choice (350 points)

For the final assignment in this course, students may choose one of two options: (1) a final exam or (2) a final paper. Students will make their choice known in writing to the instructor by the 12th class session.

Choice #1: Final Exam

The final exam will be comprised of a variety of questions types (e.g., multiple choice, true and false, matching). The style of the exam is intended to resemble the professional social work licensing exam. The exam will cover required readings from the Kirst-Ashman & Hull (2006) and Greenstone & Leviton (2002). Short practice exams will be made available to students throughout the semester. The final exam will be scheduled during final exam week.

Choice #2: Theory (Conceptual) Paper

In this paper you will examine the three levels of intervention (micro, mezzo, macro) commonly used to organize how people think about levels of social service delivery. This paper should be 8-to-10 pages of double-spaced text using 12-point font and 1-inch margins. Professional presentation of your work will be considered in grading. Therefore, be sure to carefully proofread your paper before you hand it in (e.g., correct grammar, typos, spelling and formatting errors). In writing your paper, you must read and incorporate a minimum of five (5) sources from the social work literature (books or journal articles - do not cite internet websites for this assignment). Cite your references using APA format. The final paper will be due at the time of the scheduled final exam (during final exam week).

• First, choose to focus the content of your paper on the problem of either domestic violence OR substance abuse. Begin your paper by introducing your problem area (e.g., nature, scope, consequences, specify target population, discuss whether the problem disproportionately affects different populations).
• Second, consider your problem area in the context of what you have learned about crisis theory and intervention. In other words, explain how your knowledge of crisis intervention adds to your understanding of the selected problem (substance abuse or domestic violence).
• Third, demonstrate your understanding of micro, mezzo, and macro intervention by (1) describing each and (2) providing at least two intervention examples for each approach (ground your examples in practice settings).
• Fourth, discuss the concept of a continuum of "program" care for your problem area by giving a brief description of one micro service program, one mezzo service program, and one macro service program. Remember, all three levels of program are addressing your same problem area.
• Finally, reviewing the first four parts of your paper, write your opinion as to which level of intervention should be given priority for your problem area. In other words, which level of service (program/intervention) should social workers focus on to enhance the quality of life for clients systems from individuals through to communities? Be sure to state your position (opinion) and clearly explain why (articulate your reasoning).