UNIVERSITY OF ILLINOIS AT CHICAGO
JANE ADDAMS COLLEGE OF SOCIAL WORK
Spring, 2010
Mark Mattaini, DSW
[email protected]; office 4541
http://home.earthlink.net/~mattaini
Office hours: M 4-6, T 7-8, or by appt.
Social Work 590: ANALYSIS OF SOCIAL WORK PRACTICE APPROACHES
PREREQUISITES: Admission to Ph.D. program or consent of instructor.
DESCRIPTION
This course provides a critical and comparative analysis of models/approaches for social work practice in
current use. Attention is focused on each model's logical consistency, theoretical foundation, evidence
base, utility in the range of practice situations, and implications for service delivery. The course is
intended to advance the development of scholarship that contributes to social, racial, and economic justice
and the ability of students to educate professional social workers, to develop knowledge and provide
leadership in the development and implementation of practice, policies and services on behalf of the poor,
the oppressed, racial and ethnic minorities, and other at-risk urban populations.
TEXTS
Required
Briggs, H., & Rzepnicki, T. (2004). Using Evidence in Social Work Practice. Chicago: Lyceum Books.
Payne, M. (2005). Modern social work theory. Chicago: Lyceum.
Saleebey, D. (2009). The strengths perspective in social work practice (5th ed.). Boston: Pearson.
Weil, M. (2005). The Handbook of community practice. Thousand Oaks, CA: Sage.
Malekoff (2007). Group work with adolescents (2nd ed.). New York: Guilford. (you also may find this
edition in hardcover for a reasonable price; publication date on that is 2004).
Lee, J. A. B. (2001). The empowerment approach to social work practice. New York: Columbia.
COURSE OBJECTIVES
1. To extend the student's knowledge of current models of intervention: their evolution and development,
major proponents and theorists, major concepts, theory base, cultural world view, research base, and
applicability in practice situations.
2. To make students aware of the historical and social context in which current practice models have
developed.
3. To consider the service delivery implications of each model, including its responsiveness to the needs
of oppressed populations.
4. To develop skills in the critical evaluation of practice models.
5. To increase the student's skill in relating theory and research to practice.
6. To appreciate the need for a range of practice theories and diverse theoretical orientations.
7. To understand the demand for and impact of evidence-based services on social work.
BASIS FOR EVALUATION:
1. Participation—15%. Students must attend every class session. If you must miss a class, please talk to
me about how you might make up your absence. This seminar requires you to be actively engaged in the
discussion about the current issues related to social work practice. Participation is defined by showing up
on time, asking critical questions during class, and making comments that contribute to the dialogue
regarding the readings and your understanding of them.
2. Analytic Reflections—30%. Written reflections of 500-600 words that clarify applications of key
concepts from the readings for the week must be submitted at the time of each class meeting. Reflections
should be in excellent shape grammatically and conceptually, following strict APA (6th ed.) style. Since
reflections are designed to prepare for class interaction, late submissions are not accepted. May be
submitted either in hard copy at the beginning of class or as a pdf file by email submitted before the
beginning of the class session.
3. Oral presentation and written analysis of a practice model or approach not covered in depth in
class—30%. Individually or with one other member of the class, identify a specific practice approach not
included in the class sessions listed below.
• Present the approach to the class Presentations will begin the 4th week of class. Also,
• Prepare an in-depth review and extension or critique of the selected practice approach, consisting
of a 15-20 page, APA style, publishable quality paper, as well as an in-class discussion about the
paper. Paper due at the 12 class session.
4. Final exam—25%. Take home final in the style of the comprehensive examination, distributed in the
final class session and due one week later.
STUDENTS REQUIRING ACCOMMODATION FOR DISABILITIES
Students requiring accommodations for disability must follow established University procedures, as
follows:
I. Go to the UIC Office of Disability Services to obtain confidential verification of the disability and a
statement of accommodations recommended by that office.
2. Show the UIC Office of Disability Services accommodation letter to the instructor of the class for
which the student requests accommodation. In the case of field instruction classes, the letter should be
shown to the College field liaison or the Director of Field.
3. Accommodation letters are to be shown to the instructor at the beginning of the course or before the
start of the course.
STUDENTS REQUIRING ACCOMMODATION FOR RELIGIOUS REASONS
Students needing accommodations for religious reasons should contact the instructor at the beginning of
the semester to identify appropriate class work to make up any missed sessions or other work.
ACADEMIC INTEGRITY: Complete academic integrity is expected (please see Student Handbook for
details). Plagiarism, self-plagiarism, leaving others to do what should be joint work, or other forms of
dishonesty regarding work done are serious ethical concerns, and must be handled as such.
WRITING CENTER: Excellent writing skills are required for professional practice. Students requiring
assistance in this area may self-refer to the UIC Writing Center, or may be referred by the instructor.
ELECTRONIC DEVICES: Cellular phones and pagers may not be used in class (please consult with
your instructor regarding genuinely emergency situations). Computer use is permitted, so long as it does
not disturb others and is not used in ways that distract the student from the class process.
TOPICAL OUTLINE
Sessions 1&2. The historical development of theory, perspectives and models in social work
practice, Meyer’s framework for analysis. Connections between theory and practice.
Mattaini, M. A. (2008). Ecosystems theory. In B. A. Thyer, Comprehensive Handbook on Social Work
and Social Welfare (Vol. 2). Hoboken, NJ: Wiley. ERes
Payne Chapters 2 (Using Social Work Theory in Practice), & 7 (Systems and Ecological Perspectives).
Session 3. Practice Guidelines and Evidence-Informed Practice.
Briggs
Gambrill, E. (2004). Contributions of critical thinking and evidence-based practice to the fulfillment
of the ethical obligations of professionals. Chapter 1, Briggs and Rzepnicki.
Gambrill, E. (2007). Transparency as the route to evidence-informed professional education.
Research on Social Work Practice, 17, 553-560.
Thyer, B. A. (2004). Science and evidence-based social work practice. Chapter 5, Briggs and
Rzepnicki.
Session 4. Psychodynamic practice
Payne, Chapter 4 (Psychodynamic Perspectives)
Goldstein, E. (2008). Ego psychology theory. In B. A. Thyer, Comprehensive Handbook on Social
Work and Social Welfare (Vol. 2). Hoboken, NJ: Wiley. ERes
Session 5. The strengths perspective/approach
Saleebey, D. (2009). The strengths perspective in social work practice (5th ed.).
Staudt, M., Howard, M. O., & Drake, B. (2001). The operationalization, implementation, and
effectiveness of the strengths perspective: A review of empirical studies. Journal of Social
Service Research 27(3), 1-21.
Session 6. Short-term Models: Task-centered and solution-focused practice.
Payne, Chapters 5, (Crisis intervention and task-centered models), & 8, (Social psychology and Social
Construction)
Gambrill, E. (1994). What’s in a name? Task-centered, empirical and behavioral practice. Social
Service Review, 68(4), 578-599.
Gingerich, W. J., & Eisengart, S. (2000). Solution-focused brief therapy: A review of the outcome
research. Family Process, 39(4), 477-499.
Session 7. Cognitive-Behavioral practice.
Payne, Chapter 6 (Cognitive-behavioural theories)
Briggs & Rzepnicki (2004): Chap. 7: “Evidence-based practice with antisocial and delinquent youth,”
pp. 104-127. Chap. 10: “Adherence to HIV therapies: Can applied behavior analysis help?” 160170.
Herzog, T. (2005). When popularity outstrips the evidence: Comment on West.
Addiction, 100(8), 1040-1041.
Hodgins, D. C. (2005). Weighing the pros and cons of changing Change Models: A
comment on West. Addiction, 100(8), 1042-1043.
West, R. (2005). Time for a change: Putting the Transtheoretical (Stages of Change)
Model to rest. Addiction, 100(8), 1036-1039.
Session 8. Ecobehavioral practice
Reid, W. J. (2004). The contribution of operant theory to social work practice and research. Chapter
3, Briggs and Rzepnicki.
Mattaini, M. A. (2004). Ecobehavioral Social Work. Chapter 4, Briggs and Rzepnicki.
Mattaini (1999): Chap. 1: “An ecobehavioral perspective on the family,” pp. 3-23. ERes.
Session 9. Anti-Oppressive, Afrocentric, Indigenous and Transformative Practice
Payne, Chapter 13 (Anti-discrimination and Cultural and Ethnic Sensitivity)
Checkoway, B. N., & Gutiérrez, L. (2006). Youth participation and community change: An
introduction. Journal of Community Practice, 14(1), pp. 1-8.
Lowery, C. T. (1998). American Indian perspectives on addiction and recovery. Health & Social
Work, 23(2), 127-35.
Gilbert, D. J., Harvey, A. R., & Belgrave, F. Z. (2009). Advancing the Africentric paradigm shift
discourse: building toward evidence-based Africentric interventions in social work practice with
African Americans. Social Work, 54, 243-252.
Session 10. Power & empowerment.
Lee, J. A. B. (2001). The empowerment approach to social work practice. New York: Columbia.
Lowery, C. T., & Mattaini, M. A. (1999). The science of sharing power: Native American
thought and behavior analysis. Behavior & Social Issues, 9, 3-23.
Payne, Chapter 14, Empowerment and Advocacy
Session 11. Group Work Practice
Andrews, J. (2001). "Group Work's Place in Social Work: A Historical Analysis." Journal of
Sociology and Social Welfare. XXVIII(4): 45-65.
Malas et al. (2008). Small group theory. In B. A. Thyer, Comprehensive Handbook on Social Work
and Social Welfare (Vol. 2). Hoboken, NJ: Wiley. ERes
Malekoff, Part 1
Session 12. Group Work Practice
Cohen, M. B., & Mullender, A. (1999). The Personal in the Political: Exploring the Group Work
Continuum from Individual to Social Change Goals. Social Work with Groups, 22(1), 13-31.
(ERes)
Malekoff, Part 2 (skim Part 3)
Session 13. Community Practice & Community Development.
Weil, M. (2005). The Handbook of Community Practice. Thousand Oaks, CA: Sage.
Chap. 1, “Introduction,” (pp. 3-33), Chap. 4, “Theorizing in Community Practice,” (pp. 84-102),
Chap. 7, “Development theory and community practice,” (pp. 153-168), Chap. 9, “The practice of
community organizing,” (pp. 189-203), Chap. 15, “Radical community organizing,” (pp. 287304), Chap. 18, “Multicultural community practice strategies and intergroup empowerment,” (pp.
341-359).
Session 14. Community Practice and Community Development (Global)
Weil, M. (2005). Chap. 29, “Community practice challenges in the global economy,” 529-547.
Roff, S. (2004). Nongovernmental Organizations: The Strengths Perspective at Work International
Social Work 47(2), 202-212.
Karabanow, J. (2003). Creating a Culture of Hope: Lessons from Street Children Agencies in Canada
and Guatemala International Social Work 46(3), 369-386.
Session 15. Current Issues in Practice.
Payne, Chapter 3, Issues in Social Work Practice Theory