SOWK 555 Generalist Social Work Practice with Groups

Generalist Social Work Practice with Groups provides students with the opportunity to develop an understanding of theories, methods, and skills in relation to generalist practice with social work groups. This course also provides the forum for students to gain an understanding of the cultural values of individuals and the influence of those values on the group process.

Social workers engage with groups of individuals. This course aids the student in developing competency in the areas of engagement, assessment, intervention, and evaluation when working with groups. It prepares the student with foundational knowledge necessary for effective generalist social work practice.

Textbook readings and lecture presentations

(CLO: A, B, C, D, E, F; Competencies: 1-9; Dimensions: Knowledge, Values, Cognitive & Affective Processes)

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

The student will submit a completed form indicating his/her plan and time preferences for his/her educational presentation. (CLO: A, D; Competencies: 1, 4: Dimensions: Knowledge, Cognitive & Affective Processes)

The student will complete an educational presentation utilizing skills and exercises to engage peers. The student will create a 25–35-minute educational presentation using a visually appealing PowerPoint Presentation, providing content from his/her assigned textbook chapter(s), an icebreaker, an application exercise that coordinates with the content, and take-away points. (CLO: A, B, D, F; Competencies: 1, 2, 4, 6; Dimensions: Knowledge, Skills, Cognitive & Affective Processes)

The student will demonstrate interpersonal skills while facilitating a support group of his/her peers. (CLO: A, B, D, F; Competencies: 1, 2, 4, 6, 8; Dimensions: Knowledge, Skills, Cognitive & Affective Processes)

The student will submit a paper 1) evaluating his/her own practice while facilitating his/her peer support group, 2) assessing the group as a whole, 3) noting differences and the impact they have on life experiences, and 4) identifying personal biases and correction plans. Each student will write an 10—12-page reflection paper (the title page and reference page are additional) on his/her experience facilitating a support group. (CLO: A, B, C E, F; Competencies: 1, 2, 5, 7, 8, 9; Dimensions: Knowledge, Values, Skills, Cognitive & Affective Processes)

The student will complete a self-assessment of his/her professionalism demonstrated in this course. (CLO: A, E, F; Competencies: 1, 7, 8, 9; Dimensions: Knowledge, Values, Skills, Cognitive & Affective Processes)

The student will write a paper describing the influence of diversity on the group process in 4—6 pages using the provided template. The student will discuss his/her own diversity, biases, plan for elimination of biases, and the implications for practice. 

Class Participation and Professionalism

Engage in course discussion and role plays regarding relevant course material in a professional manner. 

In accordance with the Social Work Student Handbook, these are the Professional Performance Skills and Expectations:

• Adherence to the Department Attendance Policy
• Punctuality
• Demonstration of class preparation (readings and assignments completed)
• Completion of all assignments on time and according to Liberty University level standards
• Active participation in class discussions and activities
• Work collaboratively and cooperatively with others
• Demonstration of respect for others’ opinions
• Demonstration of a willingness to understand and respect diversity regarding race, gender, age, religion, ethnicity, disability, and sexual orientation
• Demonstration knowledge of and commitment to the essential values and ethical
• Adherence to the standards of social work specified in the NASW Code of Ethics and the NACSW Statement of Faith and Practice
• Appropriate self-disclosure
• Demonstration of critical thinking skills
• Demonstration of self-assessment in regards to strengths, limitations, and suitability for professional practice
• Exhibition of knowledge of how one’s values, attitudes, beliefs, emotions, and past experiences affect thinking, behavior, and relationships
• Clear articulation of ideas, thoughts, and concepts
• Healthy management of constructive feedback

 (CLO: 1, 2, 3,  4, 5, 6, 7, 8, 9) (Dimensions: Knowledge, Values, Skills, & Cognitive and Affective Processes)

Quiz

The student will take a quiz on three chapters of the textbook. The quiz will be open-book/open-notes, contain 30 multiple-choice, true/false, fill-in-the-blank, and essay questions, and have no time limit. The student will have two opportunities to take the quiz with the highest score counting toward the grade. (CLO: A; Competencies: 1; Dimensions: Knowledge, Values, Cognitive & Affective Processes)

Quiz: Gracism

The student will complete a 25-question, multiple-choice quiz with no time limit. The student will have two opportunities to take the quiz with the highest score counting toward the grade. (CLO: A: Competencies: 1; Dimensions: Knowledge, Values, Cognitive & Affective Processes)

Quiz

The student will complete a 60-minute, 50-question, multiple-choice and true/false test. (CLO: A; Competencies: 1; Dimensions: Knowledge, Values, Cognitive & Affective Processes)