Carleton University
School of Social Work
Foundations of Structural Analysis
Social Welfare and Social Work
SOWK 3000
Friday 11:30 a.m. - 2:30 p.m.
Fall/Winter 2012/13
Professor: Dr. Colleen Lundy
Office: 622 Dunton Tower
Office Hours: Thursday 10:30 am -12:00 pm or by an appointment
Phone: 520-4399 email: [email protected]
Course Description
This course will explore the development of social work as a profession, the structural context of
social welfare in Canada, the contemporary nature of social issues and social work practice, and
key social work theories and approaches. A critical analysis will guide an examination of the
interactions between personal concerns and social problems and social work responses.
Precludes additional credit for Social Work 52.1000 and 52.2000.
Course Objectives
Upon successful completion of this course, the student will:
1. Know the historical roots of social work and social welfare;
2. Gain an awareness of the social, economic and political contexts of social welfare;
3. Understand how the intersecting axes of social inequalities such as social class, sexual
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orientation race/ethnicity, citizen status, dis/ability and gender shape personal and social
well being and influence both the provision of and access to social welfare services;
4. Recognize the relationship between ideology and theory and how this relationship shapes
social work practice;
5. Know the key theories, models and approaches that inform social work practice and
their strengths and limitations;
6. Understand the influence of the social and political context on social work theories and
practice;
7. Gain an understanding of a structural approach to practice.
Required Texts
Ben Carniol, Case Critical, 6th.ed. Toronto: Between the Lines, 2010.
Mitch Alborn, Tuesdays with Morrie, New York, First Anchor Books, 2006. The book is
available at most regular bookstores. There are also several copies at Haven Books.
Colleen Lundy, Social Work, Social Justice and Human Rights: A Structural Approach to
Practice, 2nd edition, Toronto: University of Toronto Press, 2011.
Carniol and Lundy are available at Octopus Books 116 Third Ave., Telephone 233-2589
http://octopusbooks.ca/home
Alborn is available at most regular bookstores. There are also several copies at Haven Books 43
Seneca at Sunnyside. Telephone 730-9888 www.havenbooks.ca
Course Study Guide
A Study Guide has been prepared for the course. Please refer to the library web site.
Accommodation
You may need special arrangements to meet your academic obligations during the term.
For an accommodation request the processes are as follows:
Pregnancy obligation: write to me with any requests for academic accommodation during the
first two weeks of class, or as soon as possible after the need for accommodation is known to
exist. For more details visit the Equity Services website: http://www2.carleton.ca/equity/
Religious obligation: write to me with any requests for academic accommodation during the first
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two weeks of class, or as soon as possible after the need for accommodation is known to exist.
For more details visit the Equity Services website: http://www2.carleton.ca/equity/
Academic Accommodations for Students with Disabilities: The Paul Menton Centre for Students
with Disabilities (PMC) provides services to students with Learning Disabilities (LD),
psychiatric/mental health disabilities, Attention Deficit Hyperactivity Disorder (ADHD), Autism
Spectrum Disorders (ASD), chronic medical conditions, and impairments in mobility, hearing,
and vision. If you have a disability requiring academic accommodations in this course, please
contact PMC at 613-520-6608 or [email protected] for a formal evaluation. If you are already
registered with the PMC, contact your PMC coordinator to send me your Letter of
Accommodation at the beginning of the term, and no later than two weeks before the first inclass scheduled test or exam requiring accommodation (if applicable). After requesting
accommodation from PMC, meet with me to ensure accommodation arrangements are made.
Please consult the PMC website for the deadline to request accommodations for the formallyscheduled exam (if applicable) at http://www2.carleton.ca/pmc/new-and-current-students/datesand-deadlines/
You can visit the Equity Services website to view the policies and to obtain more detailed
information on academic accommodation at http://www2.carleton.ca/equity/
Participation
The course relies heavily on the participation of class members. The rich work and life
experience you bring can significantly contribute to everyone’s learning in the classroom. You
are expected to attend every class, do all the readings and be prepared to engage in thoughtful
discussions about the readings. There is no grade assigned for participation. However, if you
miss more than three classes, you will lose 5% of your final grade for every additional class
missed, except in exceptional circumstances, which must be accompanied by
documentation.
Please be aware that a sign-in sheet will be circulated at each class. It is your responsibility to
sign the sheet. If you have not signed the sheet I will assume that you did not attend the class.
Assignments and Evaluation
A.
Reflection Papers
20% of Grade
Due Fall term
Complete a two-page (double-spaced, 12 font) reflection/analysis paper based on the assigned
readings for week 3, 4, 5, and 6 (4 submissions worth 5 points each). Your paper is due the day
of the class. There should be a one paragraph summary of the key ideas or themes of found in the
readings. The rest of the paper should be a reflection on what you have read. Do not simply
describe what the author says but speak to your reaction and how you link the article to your
personal experience and social work practice. Include biases and assumptions, point of view of
the writer and assessments or critiques of what the writer was saying.
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You will be expected to discuss your thoughts on the readings in the class each week. At times
you will be put in pairs and small groups to share what your responses have been, so doing the
readings and thinking critically about the issues is central to the course.
B.
Social Justice Project
30% of Grade
Due Fall Term
Social workers believe in the obligation of people, individually and collectively, to provide
resources, services and opportunities for the overall benefit of humanity and to afford them
protection from harm. Social workers promote social fairness and the equitable distribution
of resources, and act to reduce barriers and expand choices for all persons, with special
regard for those who are marginalized, disadvantaged, vulnerable, and/or have exceptional
needs. Social workers oppose prejudice and discrimination against any person or group of
persons, on any grounds, and specifically challenge views and actions that stereotype
particular persons or groups. Value 2. Pursuit of Social Justice, CASW Code of Ethics,
2005.
This assignment offers the opportunity to closely examine an area of specific interest and to
broaden your knowledge base in the social service field. Identify a social issue/ social injustice to
explore and choose a class-mate who shares your interest and who will be your partner. You will
research and write one paper and organize and facilitate a class presentation. You will have
approximately one hour to present.
Both of you should contribute equally to the assignment and you will receive the same grade. I
will be available to assist in the project. You are encouraged to get started early.
As a group, please factor in adequate time to meet and discuss how you would like to organize
this presentation. Avoid leaving this to the last minute. I would like to meet with you as you
shape your ideas and I am happy to make suggestions and offer feedback.
The paper ought to be a brief synopsis of your presentation – 6 to 8 pages double-spaced and
include an annotated bibliography for distribution to the class members. 20 marks will be
assigned to the content of the paper and presentation and 10 marks to the overall success of the
presentation. The evaluation of this assignment will be based on the extent to which you have
included the following:
1.
The nature and extent of the social issue/injustice and why it is a concern for
social workers.
2.
A discussion of the human rights implications.
3.
An analysis that addresses the differing impact of the concern based on one’s
race/ethnicity, social class, gender, sexual orientation, and ability.
4.
The response of the government. Outline the social services available to provide
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assistance to those who are affected.
5.
The role of social work and a discussion of how social work has/is responding (or
not) to the issue and population involved.
6.
An ANNOTATED bibliography of five major sources you have consulted which
you will distribute to the class. Annotated means a brief summary description
(three to four sentences) of the source included in the bibliography and why you
are recommending it to your classmates (no more than one page). Preference is
for references that are current and, for the most part, Canadian
Please use this as an opportunity to develop and practice interactive presentation and facilitation
skills that are often required of social workers. Therefore, try to limit the amount of time spent
“reading” to inform the class about what you know. Try out different techniques that engage the
class to think, question, debate and contribute to the discussions. Include a clear introduction to
the topic and speak clearly, loudly and directly to the class. Please also remain focused in your
presentation and try not to cover everything you have researched about the topic. Use your
broad research to focus, shape and prioritize the points you want to raise or share and to address
questions.
Have fun doing it and make it fun for the class!
Please consult and tap the vast community resources and contacts that are available to you in
relation to your topic and share the knowledge you gain from them with the class. Your paper is
due the day of your presentation.
Winter Term
C.
Reflection Papers
15% of Grade
Due Winter Term
Complete a two-page (double-spaced, 12 font) reflection/analysis paper based on the assigned
readings from week 3, 4 and 7 (3 submissions worth 5 points each). Your paper is due the day of
the class. There should be a one paragraph summary of the key ideas or themes of found in the
readings for that week. The rest of the paper should be a reflection on what you have read. Do
not simply describe what the author says but speak to your reaction and how you link the article
to your personal experience and social work practice. Include biases and assumptions, point of
view of the writer and assessments or critiques of what the writer was saying.
You will be expected to discuss your thoughts on the readings in the class each week. At times
you will be put in pairs and small groups to share what your responses have been, so doing the
readings and thinking critically about the issues is central to the course.
D. Exploring Loss and Grief
30% of the Grade
Due March 15th
Read Tuesdays with Morrie and prepare a response paper of 6-8 pages, double-spaced. In your
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response, address the following questions:
Briefly describe Morrie’s medical condition.
What is your opinion of Mitch’s character prior to the Tuesday meetings with Morrie? In what
ways do you connect with this character? In what ways are his character’s values reflective of
North American culture?
It is quite clear that Mitch’s values and self-perception shifted during his conversations with
Morrie - what did Morrie get out his conversations with Mitch? In what ways might this be a
need of people who are dying?
In the book, Mitch’s character goes through a metamorphosis. Morrie’s character is influential
in shifting how Mitch sees himself in the world. As a social worker, it is often helpful to become
influential in the lives of clients that we work with. How would you describe Morrie’s approach
with Mitch? What did you see him do that was helpful? What was the outcome for Mitch?
What is the balance between becoming influential and respecting others right to selfdetermination?
Morrie believed, "You have to be strong enough to say if the culture doesn't work, don't buy it.
Create your own" (pp. 35-36). Do you agree? How can people do this? How can you support
others in their attempts to do so? How does your culture mourn the death of a person?
How did Morrie find joy in life, even in the face of pending mortality?
What did you learn about the roles of family, love and social support when facing a chronic,
debilitating illness?
How did the book influence your thinking on death, terminal illnesses and grieving? Are there
things that you recognized from your past experiences? What beliefs & values presented in the
book would you draw upon as a social worker?
Self care is important in responding to losses. You will also be assisting individuals and their
families regarding end of life care and impending death. How did the reading of the book is to
assist you in responding to losses personally and professionally?
What passages or quotes of Morrie touched you the most? Why?
E.
Identifying a Theoretical Framework
5% of grade
Due March 29th
This is an exercise in integration. Consider the course content and outline the your
theoretical framework for social work practice. Indicate the important components that shape
your practice in three to four pages. Be prepared to discuss on the last day of
class.
Handing in Your Assignments
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Handing in assignments late is unfair to other students who hand them in on time. In exceptional
circumstances such as illness or family emergency, it may be difficult to meet the deadline. In
such cases you must contact me before the paper is due. All papers must be handed in on the due
date, unless an extension has been previously negotiated with me. Failure to do so will result in
the deduction of one letter grade for each day of delay. For example, a paper which has been
graded B+ will receive a B for the first day overdue, a B- for the second overdue day and so on.
Please keep an extra copy of your final paper in the event that it is lost or misplaced. Papers
should be handed in on or before the due date at the main office and be date-stamped or placed in
the Drop Box. Please do not slip the papers under my door.
If you would like your final paper returned to you, please provide a self-addressed stamped
envelope and it will be mailed to you after grades have been posted. Otherwise, arrange a time to
pick it up in my office.
Grading
"A" range Papers - Excellent to Outstanding
Are innovative and creative, with an excellent critical analysis. Present an outstanding
understanding of course concepts with evidence of extra research. Concepts are well
developed with a clearly articulated conceptual/theoretical framework. A well-organized
analysis of the topic is presented with a strong introduction, rationale, and conclusion.
Quotes from sources are used selectively to support arguments presented in the paper.
Strong concluding remarks are included which clearly address issues raised in the paper.
Such paper are focused, well organized and have an interesting and readable style.
Excellent citations of sources are provided. Please note that papers deemed to be of an
A+ calibre are those that are of an exceptional quality, based on original research, and
publishable.
"B" range Papers - Good to Very Good
Present a job of meeting all of the criteria of the assignment and a good understanding of
concepts being explored in the paper. Show a good attempt at a critical analysis with
evidence of some independent thinking but remain more "descriptive" of issues and
others' ideas. Are focused and show good organization. The writing style is good and
interesting to read. A good bibliography is included as well as a good citation of sources.
"C" range Papers - Average
Present an average or acceptable piece of work that does a good job of meeting some, but
not all of the criteria. Show a fairly good comprehension of concepts with some ability to
link own and others' experiences with topic. The critical analysis is weaker with an even
greater reliance on description and summation of other people's ideas. Organization and
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writing style are weaker. Themes being explored are not well developed or are expressed
in a confusing manner. Evidence of research is weak and sources are not appropriately or
consistently cited.
"D" range Papers - Weak
Presents a weak comprehension of class concepts and the topic is not particularly relevant
to course. No linkages are made with experiences and nor is there evidence of any
critical analysis. The papers are poorly organized and stylistically weak. Evidence of
research is lacking and contain no or improper citation of sources.
Plagiarism
Plagiarism is a serious offence. Plagiarism occurs when you:
1.
2.
3.
Directly copy the work of another without acknowledgement; or
Closely paraphrase the equivalent of a short paragraph or more without
acknowledgement; or
borrow, without acknowledgement, any ideas in a clear and recognizable form in
such a way as to present them as your own thought, where if they were your ideas,
would contribute to the merit of your work.
Students are seriously cautioned by the University and Department not to plagiarize. When you
use direct quotes from another source, you must use quotation marks and cite the author, title,
publisher, publication date, volume number (if appropriate) and page number. Please see the
university calendar for more information about what constitutes plagiarism.
Course Schedule
The class schedule presented below is designed to provide a tentative schedule for the
course. As the course develops the schedule may be adjusted to meet the needs of the class
members. Also additional readings may be added.
Fall Term
Week 1 - September 7, 2012
Getting Started
Welcome to SOWK 3000 and to the social work profession.
An introduction to the course and each other: Who we are, the resources that we bring and
how we will work together.
Week 2 - September 14, 2012
Social Work: A Brief History of the Profession
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We will trace the historical roots of social work within the context of the evolution of social
problems, social welfare programs and policies in Canada. This will include the ideological
shifts and conflicts over the decades; i.e. cause /function; charity/social justice; social
control/social change.
Required Reading
Carniol, Chapter 3: 38-55
Lundy Chapter 3: 49-78
Guest: Martha Attridge Bufton, Librarian
Week 3 - September 21, 2012
Social Work: A Social Justice/ Human Rights Profession
The social work profession has long-held commitment to social and economic justice, peace and
human rights. Social workers are in a position to witness social injustice and human rights
violations on a daily basis. They see first-hand the harmful impact of economic and political
policy decisions and how they can result in more poverty, homelessness, exploitation, social
exclusion and discrimination for people.
The enlarging global capitalist economy has had a negative impact on social welfare programs of
the population. We will discuss the challenges of social workers as they face funding cuts to their
agencies and increased case-loads. Also, the role of the professional associations and unions in
advancing a social justice/human rights approach to social work practice.
Required Reading
The Universal Declaration of Human Rights http://www.un.org/Overview/rights.html
Canadian Charter of Rights and Freedom http://laws.justice.gc.ca/en/charter/
Lundy, Chapter 2: 29-47.
Recommended
Michael Reisch “Defining Social Justice in a Socially Unjust World”, Families in Society: the
Journal of Contemporary Human Services, 83, (4):.343-354. Journal is on line – connect via
Catalogue in MacOdrum Library.
Mike O’Brien, “Social justice: Alive and well (partly) in social work practice? International
Social Work, 54(2) 2010: 174-190. Journal is on line – connect via Catalogue in MacOdrum
Library.
Colleen Lundy and Katherine van Wormer, “Social and Economic Justice, Human Rights and
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Peace: The Challenge for Social Work in Canada and the USA”, International Social Work, 50,
(6) 2007: 727-739. Journal is on line – connect via Catalogue in MacOdrum Library.
Week 4 – September 28, 2012
Inequality and Social Location
An awareness of inequalities and our own social location helps us to understand the concerns of
diverse populations and to challenge exploitation and discrimination.
Required Reading
Carniol, Chapter 2: 13-37.
Lundy Chapter 5: 101-125
October 5, 2012 – University Day, all undergraduate classes are suspended.
Week 5 – October 12, 2012
Understanding Social Welfare/Social Determinants of Health
Social welfare programs were developed to redistribute resources to those in greatest need.
However, increasing inequality and poverty are realities for many and they often are blamed for
their situation.
The World Health Organization’s Commission on Social Determinants of Health concluded that
“social injustice is killing people on a grand scale”. In Canada we have indisputable evidence
that the primary factors that shape the health of Canadians are not medical treatments or lifestyle
choices but rather their living conditions.
Required Reading
Juha Mikkonen and Dennis Raphael, Social Determinants of Health: The Canadian Facts, 2010:
1-62. The publication is available at http://www.thecanadianfacts.org/
In particular focus on pp 7-16
Stephen M. Rose and Stephanie Hatzenbuehler, “Embodying Social Class: the link between
poverty, income inequality and health”, International Social Work 52(4), 2009: 459-471.
Film: Poor No More
Week 6 - October 19, 2012
Immigration and Refugee Settlement
Guest: Dr. Adnan Türegün, Executive Director
Centre for International Migration and Settlement Studies (CIMSS)
Room 2106, Dunton Tower, Carleton University
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Required Reading
Lundy Chapter 9: 183-200
Explore the web sites below:
http://integration-net.ca
Look at the right side and click on Atlas. Explore the number of newcomers in your home city as
well as the services available to them. Any surprises?
www.carleton.ca/cimss
www.carleton.ca/cimss/INSCAN.html
Canadian Social Work Journal, Fall 2010 special issue on Settlement of Newcomers to Canada.
Choose one article.
Week 7 – October 26, 2012
Social Justice Concerns (presentations)
Week 8 – November 2, 2012
.
Social Justice Concerns (presentations)
Week 9 - November 9, 2012
Social Justice Concerns (presentations)
Week 10 - November 16, 2012
Social Justice Concerns (presentations)
Week 11 - November 23, 2012
Social Justice Concerns (presentations)
Week 12 – November 30, 2012
Wrap-up of the term.
Planning for Winter Term. The sessions for winter term will be finalized.
Winter Term
Week 1 - January 11, 2013
Radical and Structural Social Work Approaches: Theory, Ideology and Practice Principles
Structural approaches to social work practice are based on an analysis of the socio-economic
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forces that generate social injustice and create hardship for individuals and families and on
providing empowering helping responses.
Required Reading
Lundy, Chapter 4
Ben Carniol, “Structural Social Work: Maurice Moreau’s Challenge to Social Work Practice”,
Journal of Progressive Human Services, Vol 3 (1), 1992: 1-20. Journal is on line – connect via
Catalogue in MacOdrum Library.
Carniol Chapter 4: 56-75.
Week 2 - January 18, 2013
The Stress-Disease Connection
Stress has a devastating impact on peoples’ lives. Dr. Gabor Maté, a physician and bestselling
author, argues that emotions are deeply implicated in both the development of illness and in the
restoration of health. He also focuses on the centrality of early childhood experiences to the
development of the brain, and how those experiences can impact everything from behavioural
patterns to mental illness.
Film: Interview with Gabor Maté
Week 3 - January 25, 2013
Key Concepts: Alienation, Empathy, Resilience, Empowerment and Critical Consciousness
Required Reading
Lundy, Chapter 8
Ian Ferguson and Michael Lavalette, “Beyond Power Discourse: Alienation and Social Work”,
British Journal of Social Work, 34 (3) 2004, 297-312. Journal is on line – connect via Catalogue
in MacOdrum Library.
Week 4 – February 1, 2013
Theories and Approaches in Mental Health
All social workers, regardless of their setting, assist persons with mental health concerns.
Required Reading
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Lundy, Chapter 10
Final Report of The Standing Senate Committee on Social Affairs, Science and Technology (The
Kirby Report), Out of the Shadows at last: Transforming Mental Health, mental Illness and
Addiction Services in Canada, Ottawa, May 2006. Chapter 1 “Voices of People Living with
Mental Illness”: 1-18 and Chapter 2 “Voices of family Caregivers”: 21-34
http://www.parl.gc.ca/Content/SEN/Committee/391/soci/rep/pdf/rep02may06part1-e.pdf
Video: Allen J. Francis “Diagnostic Inflation: Does Everyone Have Mental Illness””
http://bigideas.tvo.org/
Recommended
Anna Scheyett, “The Mark of Madness Stigma, Serious Mental Health Illnesses and Social
Work”, Social Work and Mental Health, Vol.3, No.4 (July) 2005: 79-97. Journal is on line –
connect via Catalogue in MacOdrum Library
Week 5 - February 8, 2013
Cognitive and Behavioural Theory
Guest: Virginia Lafond
Malcolm Payne, “Cognitive-behavioural Theories”(Chapter 6) in Modern Social Work Theory
(3rd edition) pp.119-141 (on reserve)
Week 6 - February 15, 2013
Legal and Ethical Social Work Practice
Required Reading
Lundy, Chapter 6 (127-148).
CASW Code of Ethics (2005)
February 18-22: Winter Break, Classes suspended
Week 7 – March 1, 2013
Building Cultural Capacity
It is important for social workers to gain an awareness of the beliefs, practices and values of
diverse groups so that they can competently provide assessment and intervention. This is
particularly important in responding to the complex needs of newcomers to Canada. This session
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will focus on working cross-culturally with clients and their families.
Guest: Yohannes Drar, MSW
Required Reading
Lundy, Chapter 9
Week 8 - March 8, 2013
Happy International Women’s Day!
Feminist Theory and Practice
Required Reading
Linda A. Bryan, “Neither Mask nor Mirror: One Therapist’s Journey to Ethically Integrate
Feminist Family Therapy and Multiculturalism”, Journal of Feminist Family Therapy, 12(2/3)
2001: 105-121. Journal is on line – connect via Catalogue in MacOdrum Library
Charles Negy & Cliff McKinney, “Application of Feminist Therapy: Promoting Resiliency
among Lesbian and Gay Families”, Journal of Feminist Family Therapy, 18(1/2), 2006: 67-83.
Journal is on line – connect via Catalogue in MacOdrum Library
Week 9 - March 15, 2013
Reflections on Grief and Loss
As a social worker you will be assisting individuals and their families in dealing with loss and
end of life care. This session will also focus on our own experiences and attitudes to loss and
grief and enhancing our readiness to address grief work. We will also discuss your responses to
Tuesdays with Morrie.
Required Reading
Cheryl Regehr and Tamara Sussman, “Intersections Between Grief and Trauma: Toward an
Empirically Based Model for Treating Traumatic Grief, Brief Treatment and Crisis Intervention,
4 (3 )(Autumn) 2004: 197-309. Journal is on line – connect via Catalogue in MacOdrum Library.
Week 10 - March 22, 2013 The Workplace, Professional Associations and Union
Membership
Required Reading
Lundy Chapter 14
March 29, 2013 Statutory Holiday – University closed
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Week 11 – April 5, 2013
Putting the Pieces Together: Developing a Framework for Practice
Required Reading
Carniol Chapter 8: 139-163
Esther Urdang, “Awareness of Self – A Critical Tool”. Social Work Education. 29(5) August
2010: 523-538. Journal is on line – connect via Catalogue in MacOdrum Library