Internet Explorer 6 is no longer supported. Please use a newer browser.

Internet Explorer 7 is no longer supported. Please use a newer browser.

Concourse works best with JavaScript enabled.

North Idaho College • Coeur d'Alene • Social & Behavioral Sciences • Social Worker Program

Social Work Generalist Practicum SOWK-241

  • Spring 2013
  • Section 02
  • 3.0 Credits
  • 01/14/2013 to 05/15/2013
  • Modified 01/15/2013

Contact Information

Instructor: Robin Jacobson, LMSW, MPA  Phone: 208-215-0392 Wk# 446-1912  Email: [email protected]  or [email protected] 

Location: MHS , Room 113 Monday and Wednesday: 4:30 to 5:45 p.m. Term: Spring 2013

Meeting Times

Office Hours: Monday Evening (after class) 5:45 to 6:45in classroom. Other times by appointment.



Social Work 241 is a continuation of Social Work 240 which introduced students to the social work profession in relation to social services in a social welfare system context. Elementary social work processes focus on an overview of the theoretical knowledge and methodological skills necessary for entry level practice in social work. Topics covered include generalist practice; social work values; principles of interviewing; assessment; confidentiality; contemporary theories of counseling; social work with individuals, groups, families and community practice; evaluation; general systems theory; cross cultural social work; working within a bureaucratic system; burnout; and the frustrations and satisfactions of being a social worker. Case examples are discussed and role-played to apply the theory that is presented. Lecture: 3 hours per week Recommended: SOWK-240


Required text:  Kirst-Ashman, Walsh & Hepworth (2009)  Social Work: Generalist practice. Mason,OH,

            Cengage Learning.

 Recommended text:

American Psychological Association. (2001). Publication manual of the American  Psychological Association (5th ed.). Washington,DC: APA.



SOWK 241




The Council on Social Work Education sets educational standards for all accredited social work programs.  The 2008 Educational and Policy Accreditation Standards (EPAS) established 10 Core Competencies and 41 Practice Behaviors that social students are expected to meet upon graduation from an accredited BSW Program.  Professional Social Work Education is competency-based education.


Education Policy 2.1 – Core Competencies


Competency-based education is an outcome performance approach to curriculum design. Competencies are measurable practice behaviors that are comprised of knowledge, values, and skills. The goal of the outcome approach is to demonstrate the integration and application of the competencies in practice with individuals, families, groups, organizations, and communities.


Below are five of the ten Core Competencies and eight Practice Behaviors that are addressed in this course. Please note that the Practice Behaviors are linked to the Course Objectives and Assignments.


2.1.1 Identify as a professional social worker and conduct oneself accordingly.

      A. Advocate for client access to the services of social work

      C. Attend to professional roles and boundaries

2.1.2 Apply social work ethical principles to guide professional practice.

       B. Make ethical decisions by applying standards of the National Association of Social  

       Workers Code of Ethics, and, as applicable, of the International Federation of Social

       Workers/International Association of Schools of Social Work Ethics in Social Work,

       Statement of Principles

2.1.4 Engage diversity and differences in practice.

        C. Recognize and communicate their understanding of the importance of differences

         in shaping life experiences

2.1.7 Apply knowledge of human behavior and social environment

        A. Utilize conceptual frameworks to guide the process of assessment, intervention, and


2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

        A. Substantively and affectively prepare for action with individuals, families, groups,

         organizations, and communities

        D. Collect, organize, and interpret client data

        E.  Assess client strengths and limitations


Course Objectives


      Upon completion of this course, students should be able to:


1.         Understand the knowledge and skills of generalist social work practice with systems of all sizes; EPAS 2.1.10A


            2.         Understand Social Work practice with an ecological-systems perspective;

EPAS 2.1.7A


            3.         Understand the generalist planned change model associated with the

                        ecological-systems perspective; EPAS 2.1.10A


            4.         Understand the “Strengths Perspective”; EPAS 2.1.10 E


5.         Understand Social Work as a linking profession; EPAS 2.1.1A


6.         Understand the value base and ethical standards and principles associated with Social Work practice; EPAS 2.1.2B


7.         Understand the impact of diversity on practice, including but not limited to, client’s age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex and sexual orientation; EPAS 2.1.4C


8.         Understand the concept of planned change and its role in practice effectiveness;

            EPAS 2.1.10D


9.         Understand the role of the Social History as a part of the assessment process;

                        EPAS 2.1.10D & E


10.       Develop an awareness of the role of the Social Work professional as it relates

                        to Social Work practice with individuals, families, groups, communities, and

                        organizations. EPAS 2.1.1C




The primary teaching approach in this class will be collaborative learning. Materials in the course will be presented through discussion, lectures, group work, and media presentations. Students will be responsible for all materials presented in class and all outside assignments. Assigned readings and topics for the day are outlined in the Schedule and students are expected to come to class prepared to discuss the assignments. An absence is not an excuse for not coming to class prepared to be actively involved. 

There will be times during this course when societal “isms” or prejudicial attitudes and discriminatory practices are examined.  Because of our commitment to social and economic justice, we are open to hearing all views and all perspectives will be carefully examined.  Students are expected to be respectful of the opinions of others while at the same time striving to attain the ideals of social justice.

In compliance with the Americans with Disabilities Act of 1990 and Section 504/508 of the Rehabilitation Act of 1973, North Idaho College provides accommodations to eligible students who experience barriers in the educational setting due to learning, emotional / mental, physical, visual, or hearing disabilities. Instructors will provide accommodations to students only after having received a Letter of Accommodation from the Center for Educational Access. If a student would like to request accommodations, he or she must contact the Center for Educational Access so that a Letter of Accommodation may be sent to the instructor. Students requesting accommodations must contact the Center for Educational Access at the beginning of each semester, 665-4520.

If course adaptations or accommodations are needed because of a disability, if you need to make the instructor aware of emergency medical information, or if you will need special arrangements in case of building evacuation, please contact the instructor by the 10th day of the semester 

Shared Client And Agency Information:  In the classroom, students and professors will occasionally discuss clients and agencies.  In these discussions, it is expected that information about clients and agencies should be disguised or eliminated if clients could be identified and that

this information is to be held in confidence within the bounds of the Code of Ethics. You must disguise the identity of clients in written assignments including changing the name of the client.



Course Policies




Grades are based on: 



Course Objectives

Help Paper


4, 6, 7

Social History


1, 2, 4, 7, 9, 10

Collaborative Model Intervention Presentation (Group)



Attendance and Participation



Exams (2)






Annotated Bibliography


7, 10

               Total Points



 Grading Scale 

A                    95-100%

A-                    90-94.9%

B+                   87-89.9%

B                     83 -86.9%

B-                    80-82.9%

C+                    77-79.9%

C                     73-76.9%

C-                     70-72.9%

D                     63-69.9%

F                      62.9% and below

 Deadline for Submission of Class Assignments

Assignments can be submitted via email or you may hand assingmets in at the begining of class.  

1. Tests and assignments are due on the dates listed on the syllabus or as scheduled by the instructor of this course.  Late papers and tests will not be accepted.  On the rare occasion of a medical, personal, or family emergency, the student may write a letter of explanation requesting permission to hand in a late paper.  Discretion of late paper acceptance is entirely up to the instructor.  Grade will automatically be reduced by 50%.  

2. In the event a quiz or test is missed, to make up the work, the student must contact the instructor immediately and request permission to make up the work assigned by the instructor.  The makeup work may not be in the same format as the original assignment.  However, it will cover the same material.  Makeup work is due within 7 days of the test, or the student will receive a failing grade for the test.  A student may not miss the final exam, as there will be no make up work. 

3.  Only work submitted before the close of the last scheduled class session of the course will be accepted for inclusion in the grade for that semester.  

Additional Items









Jan. 14

Introduction to the course, syllabus, text, expectations, social work dispositions


Lecture/Class Discussion


1, 10

Jan. 16


Strengths-Based social work practice, Social Work Values and Ethics

Ch. 1


Lecture/Class Discussions


4, 6

 Jan. 21

 No Class Martin Luther King Day. 





Jan. 23

Theoretical and Conceptual Frameworks for Generalist Practice

 Ch. 2



Jan. 28

Theoretical and Conceptual Frameworks and Generalist Practice

Ch. 2


Lecture/Class Discussion

6 Principles of Partnership Activity


2, 4, 7

Jan. 30

Collaborative Model

 Ch. 3

“Help” Paper Due



Feb. 4

No Class

 APA activity

Lecture/Class Discussion


1, 2, 3, 4, 5, 8, 9, 10

Feb 6

No Class


 APA Ativity due via Email



Feb. 11

Practice Evaluation, social worker self-care

Chapter 4

Self-care plan


Feb 13

Practice Evaluation, social worker self-care


 "Meet Annie"


Feb. 18

 No Class. Presidents Day




Feb. 20

Collaborative Model Tasks, Inputs, and Practice Skills

Ch. 5

Lecture/Class discussion

1, 2, 3, 4, 5, 8, 9, 10

Feb. 25

Collaborative Model Tasks, Inputs, and Practice Skills


Exam Chapters 1-5


Feb. 27

Generalist Practice with Individuals

Chapter 6

Lecture/Class Discussion/Demonstration

Practice (social history)

1, 2, 3, 4, 5, 8, 9, 10

March 4

Generalist Practice with Individuals


Practice (social history)


March 6

Generalist Practice with Families

Ch. 7

Lecture/Class Discussions/Small Group


1, 2, 3, 4, 5, 8, 9, 10

March 11

Generalist Practice with Families




March 13

Generalist Social Work Practice with Groups

Chapter 8

Lecture/Class Discussion


1, 2, 3, 4, 5, 8, 9, 10

March 18

Generalist Social Work Practice with Groups


Social History Due



March 20


Generalist Practice with Organizations

Chapter 9

Lecture/Class Discussions


1, 2, 3, 4, 5, 8, 9, 10

March 25

Generalist Practice with Organizations


Field Trip


March 27

Generalist Practice with Communities

Chapter 10

Lecture/Class Discussion


1, 2, 3, 4, 5, 8, 9, 10

 April 1

 No Class





 April 3

 No Class





April 8




Generalist Practice with Communities


Exam Chapters 5 - 10


Arpil 10


Generalist Practice with Economically Disadvantaged People and Communities



Chapter 11


Lecture/Class Discussion

Field Trip

1, 2, 3, 4, 5, 7, 8, 9, 10

April 15

Generalist Practice with Economically Disadvantaged People and Communities



Annotated Bibliography Due


April 17


Preparation for Student Presentations




April 22

Generalist Practice with People Affected by Addictions Generalist Practice with the Elderly

Chapter 12

Chapter 13


Student Presentations


1, 2, 3, 4, 5, 8, 9, 10

April 24

Generalist Practice with People Affected by Addictions Generalist Practice with the Elderly




April 29

Generalist Practice with LGBT People, Abused and neglected Children, People who have Experienced Trauma


Chapter 14

Chapter 15

Chapter 16

Student Presentations


1, 2, 3, 4, 5, 7, 8, 9, 10

May 1


Generalist Practice with LGBT People, Abused and neglected Children, People who have Experienced Trauma





May 6

Application of social work skills and knowledge

Video for Pre-Engagement and Intervention


1, 2, 3, 4, 5, 7, 8, 9, 10

May 8


Application of social work skills and knowledge




May. 13



Final Exam – Turn in Final Assignment













 Assignment 1 - “Help” Paper

Due Date:  Sept. 12

50 Points

Course Objectives: 4, 6, 7

 Write a 2-4 page paper (typed and double spaced) on the experience of being asked for help and your own experience asking for help.  The paper should be an integrated essay that addresses all of the following points.

1. Describe a situation in which someone asked for your help. 

a. Discuss the circumstances surrounding the incident.

b. What was the person asking of you or what did he/she need?

c. How you believe the individual felt about requesting your help?

d. Describe your response and indicate what you did that seemed helpful.

e. What did you do that might have interfered with the helping process?

f. How did you feel about providing assistance to another person?

2. Describe an incident where you had to ask someone for help.


a. Discuss the circumstances surrounding the incident.

b. What were you asking of the other person?

c. How did you feel asking for someone to help you?

d. Describe the person’s response and indicate what they did that was helpful.

e. Did anything interfere with the helping process?

f. How did you feel about receiving help from another individual?


 Assignment 2 - Social History

Due Date: October 24

Points: 100

Course Objectives: 1, 4, 7, 9

 Using the communication skills discussed in class, conduct an interview and complete a social history.  The individual you interview must be over the age of 18.  DO NOT complete this assignment with someone you already know.  The paper should be 5-7 pages in length, using the social history format that was distributed in class. 

 (Please respect the interviewee’s right to confidentiality. Do not include the individual’s name or any other information that would make the person easily identifiable.)


The social history assignment should include:

All relevant information from the social history outline.

  1. All relevant information from the social history outline.
  2. At least one additional page of reflections on your own experience of conducting the interview (how you felt during the interview,  what you learned, your strengths as an interviewer and areas that you need to improve on etc. )






Assignment 3

Collaborative Intervention Model Group Presentation

Due Date: Nov. 28 and Dec. 05

150 Points

Course Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10



The intervention presentation will be done in small groups and will draw from in-class exercises and the structure outlined in handouts provided by the instructor. This presentation will be based on vignettes developed by the students in the group.  Groups of 3-4 students will do a 25-30 minute presentation of their chosen population and intervention with the individual, family or community in the vignette.  The intervention can be at any level (micro, mezzo, or macro) and at any point in the intervention process (pre-engagement, intervention or disengagement).  This assignment is designed to integrate all the knowledge and skills learned in this class.  Please use all information presented in class and in the text to enhance your presentation.  It is important that you demonstrate your ability to apply the concepts learned in class to a specific client system.  The intent is for groups to identify and demonstrate specific skills used in generalist social work intervention.

Include in your presentation:

  1. Description of the population you are presenting.  How many people are affected?  How?  Legal issues?  Policy issues?  Budget issues?  Justice issues?  Stereotypes?
  2. What does research say about intervention strategies?
  3. Demonstration of the collaborative intervention model.
  4. Information packet including; articles, Power Point presentation, handouts, brief description of the group process.
  5. Test of audience knowledge.  Example:  Two multiple choice questions on material…


Ideas for consideration;


1. Develop an informational brochure.

2. Include information on diversity and how that might affect your relationship with this individual, family or community.

3. Clearly identify information from a micro, mezzo and macro perspective.

4.  Identify other sources of information you will need to explore.

5.  Clearly identify what specific skills you are using. 



Attendance and Participation

100 Points

Course Objectives:  4,6,7


At the beginning of each class, all students who are present will document their presence by signing in on a sheet provided by the instructor to.  Only students who are on-time and stay for the duration of class will receive credit for being present.  Students are encouraged to actively participate in class.  Participation can include sharing personal experiences or unique knowledge related to class content.  Please be sure to limit comments to relevant information and to keep them concise so your fellow students will have a chance to participate as well. 




Annotated Bibliography

100 Points

Course Objectives: 7, 10


Students will complete an annotated bibliography on the topic of their choice.  The annotated bibliography will include a minimum of 5 academic sources.  An annotated bibliography includes an APA formatted reference for each source, and a summary and evaluation for each source.  There are several sources on the internet that will help students create their annotated bibliography.


There are basically two kinds of sources you might use for a paper, which for simplicity I term

academic sources and journalistic sources. There are some key differences between them that

make academic sources superior for our purposes.

Academic sources: These are works that have been "peer-reviewed" which means that before

they are published other researchers in the particular subject field have read them, commented on

them, suggested improvements, checked the data, and determined whether the research is

rigorous enough to be published. This is important. It means that when you read academic

sources you can have a level of trust in the data on which they are based. It doesn't mean that

academic sources are always "right" since there can be multiple interpretations of the same data.

It does mean, however, that the works meet a certain standard of expectations, and you can cite

them with confidence that they represent generally well-done research and analysis. Examples of

academic sources include academic journals such as the Journal of Politics, the American

Political Science Review, the American Journal of Political Science, Political Behavior, and so


Journalistic sources: These are works which have NOT been reviewed by other academic

researchers and which may or may not represent good research. The problem is you just don't

know. There are times, especially when writing about current events, when journalistic sources

are useful. You might also find them useful if you are trying to fill in a history of something. But

they do not carry as much weight in academic writing as do academic sources. Examples include

newspaper articles, newsmagazines, "popular press" books, and most definitely internet-based

materials. While such sources may be acceptable for your papers, you must use them in

moderation and rely more fully on academic sources to support your points. In particular, unless

you are certain that an Internet site is linked to good academic research you need to be careful.

Some sites such as government sites (like contain useful and valid data. You

will also find a number of university based sites (like which contain

usable materials. These are perfectly acceptable Internet sites and count as academic sources for

our purposes. In the end, if you are unsure of the validity of a source, please see me.





Division Policies

For a complete explanation of the North Idaho College Statement on Academic Honesty & Academic Integrity please ferfer to Policy 5.06 & Procedure 5.06.01: 

Academic Dishonesty
Violations of academic integrity involve using or attempting to use any method that enables an individual to misrepresent the quality or integrity of his or her work at North Idaho College. These violations include the following:

Cheating: using or attempting to use unauthorized materials, information, or study in any academic exercise.
Fabrication: falsifying or inventing any information or citation in an academic exercise.
Plagiarism: knowingly representing the words or ideas of another as one’s own in an academic exercise.
Violation of Intellectual Property: stealing, altering, or destroying the academic work of other members of the community or the educational resources,materials, or official documents of the college. Facilitating Academic Dishonesty: knowingly helping another to attempt to violate any provisions of this policy.

Student Responsibility
As outlined in the Student Code of Conduct, all North Idaho College students have both rights and responsibilities: Please access www.nic.ferpa.StudentCode/index.htm for complete information that pertains to this subject.

North Idaho College, in compliance with the Americans with Disabilities Act of 1990 and Section 504/508 of the Rehabilitation Act of 1973, provides both services and accommodations to students who meet the guidelines provided in these acts.  For a complete description, please see:

Please contact the North Idaho College Center for Educational Access in Seiter Hall, Room 100 for assistance.  Phone:  208-769-5947

To withdraw from all courses a student must obtain a college withdrawal form from the Registrar's Office, secure the signatures of those persons indicated on the form, and return the form to the Registrar's office. No student may withdraw from the college after the final date of withdrawal from courses except for compelling and extraordinary reasons. In such circumstances a student must petition the Admissions and Academic Standards Committee for late withdrawal from college using the college withdrawal form available in the Registrar's Office.


For complete information regarding student withdrawals, please see the North Idaho College Policy 5.04.01: 

Institutional Policies

Student Code of Conduct

The Student Code of Conduct applies to any student enrolled at North Idaho College.  This includes, but is not limited to, face-to-face classes and Internet classes.

Student Responsibilities

As students undertake to fulfill the obligations and duties outlined in this document, the college community of which they are a part undertakes to respect the basic freedoms of students. In recognition of students’ rights and dignity as members of the college, North Idaho College is committed to the principles found in the NIC Student Handbook.

Center for Educational Access/Disability Support Services

In compliance with the Americans with Disabilities Act of 1990 and Section 504/508 of the Rehabilitation Act of 1973, North Idaho College provides accommodations to eligible students who experience barriers in the educational setting due to learning, emotional / mental, physical, visual, or hearing disabilities.  Instructors will provide accommodations to students only after having received a Letter of Accommodation from the Center for Educational Access. 

If a student would like to request accommodations, he or she must contact the Center for Educational Access so that a Letter of Accommodation may be sent to the instructor.  Students requesting accommodations must contact the Center for Educational Access at the beginning of each semester.


By registering at North Idaho College, you agree to provide payment by the due dates. You also understand that collection costs and legal fees will be added if the services of a collection agency are utilized.

If you are registered for a class and do not attend, you will still be liable for the tuition unless you drop the class.


Last day for students to withdraw from semester-length classes:

Instructor-Initiated Withdrawal: Instructors have the right to withdraw students for academic reasons up until the same date; in doing so, instructors must notify students through NIC e-mail within 48 hours of submitting documentation to the Registrar's office, and students have the right to appeal the instructor's decision. For more information, see the NIC Procedure:

Financial Aid Satisfactory Progress Policy: All withdrawals, whether for individual classes, total withdrawal from school, or instructor-initiated are not considered to be satisfactory progress for financial aid.  See the Financial Aid Satisfactory Progress Policy:

Additional withdrawal information:


An incomplete is assigned only if the student has been in attendance and has done satisfactory work to within three weeks of the end of the semester (or proportional length of time for a course of less than a semester in length).  Incompletes are issued only in cases of extenuating circumstances, such as severe illness or injury.  Incompletes are not issued in cases in which the student is simply unable to complete his/her work within the specified semester or session.  If a final grade of "I" is recorded, the instructor will indicate in writing to the Registrar what the student must do to make up the deficiency.  The instructor will indicate in the written statement what permanent grade should be entered if the Incomplete is not removed by the deadline.

All incomplete grades must be removed within six weeks after the first class day of the following term, excluding the summer session.  If the Incomplete is not removed by that date, the grade reverts to the grade indicated by the instructor's written statement authorizing the incomplete.

Discrimination and Harassment

North Idaho College has a zero tolerance policy for any acts of discrimination or harassment of any kind.  For more information, please see the NIC Student Handbook, Code of Conduct Article III and Article VIII. Compliance efforts with respect to these laws and regulations are the responsibility of each member of the campus community and are under the direction of the Dean of Students Office for Student Issues (2nd floor, Edminster Student Union Building, (208) 676-7156) and the Human Resources Office (Sherman Administration Building, (208) 769-3304) for employee issues.

Institutional Statement

DROP FOR NON-PAYMENT:  By registering at North Idaho College, you agree to provide payment by the due dates. You will be dropped from classes if payment is not received by  5 p.m. Pacific Time on the third day of the semester. Students on the waitlist will be given the option to register for classes after students are dropped for non-payment.

REMOVAL FROM CLASS FOR NON-ATTENDANCE:  Attendance is based on your participation in this class. Failure to attend may result in your being removed from this class and may result in your financial aid award being reduced. You are responsible for confirming the accuracy of your attendance record.