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70 Cards in this Set
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Ch. 1: 3 models of“community organization” (older term for “macro social work practice”) traditionally divided into 3camps/approaches |
1. Localitydevelopment “is community change ... pursued through broadparticipation of a wide spectrum of people at the local communitylevel”
• Involved as many people in a community to define their goals and to empower them to help themselves in a democratic manner • Social worker’s role = social change facilitator/coordinator, mediator between community and power brokers • Community’s goals can run the gamut, e.g., improve crime prevention, recreational areas and facilities, program opportunities for youth and/or senior citizens, etc. • Today, the locality development model can be implemented by a variety of organizations including local gov’t, private social welfare organizations, churches, synagogues, temples, and how about public schools? |
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2. Social planning is “a technical process of problem-solving regarding ... basic social problems, such as delinquency, housing, and mental health” (Rothman, 2001, p. 31)
• Reliance on outside [of the community] experts/consultants using scientificmethods (evidence-based technologies, interventions, statistics,etc.) to work with designated community leaders to solvespecific problems. • Communitypeople play a much smaller – if any – role in this model,are mostly considered “consumers” or merely the “recipientsof the change.” |
3. Social action “is a coordinated effort to advocate for change in established laws, customs, or patterns of behavior to a. benefit a specific population (e.g., “unhoused” people), b. solve a social problem (e.g., illicit drug use), c. correct unfairness (e.g., racism), or d. enhance people’s well-being (e.g., improve access to healthcare/mental health care)
• It assumes thatinequities or injustices exist for specific groups in the population who are considered “victims” [of societalinstitutions]. • Social action’s purpose is to make basic ”changes in thecommunity, including the redistribution of power and resources and gaining accessto decision-making for marginal[ized] groups” • “Social action practitioners aim to empower and benefitthe poor, disenfranchised, and oppressed” (slightly paraphrased)(Rothman, 2001, p. 33) |
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Ch 2: stress and the General Adaptation Syndrome by HansSelye |
• Both negative AND positive events can be experienced as stressful • Sourcesof stress can come from a plurality of different external environment sources– added clients to your caseload, receiving a parking ticket, people behavingrudely toward you, etc • Personaland historical accounts/experiences with trauma can result in PTSD • Vicarious/secondarytrauma can be experienced from hearing about somebody else’sexperience/history of trauma • Internalsources of stress can result from “self-critical perfectionism” • Compassionfatigue is a risk when working with others in distress |
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Hans Selye’s (1956) General Adaptation Syndrome describes the stressprocess in three phases |
1. Alarm phase – bodyrecognizes the stressor/threat and responds by either a “fight or flight” reaction a. Increased breathing and heart rate b. Increase blood pressure c. Increased coagulation of blood to minimize blood loss incase of physical injury d. Blood redirected from skin to the brain, heart, andcontracting muscles. e. Rise in serum cholesterol and blood fat f. Gastrointestinal tract problems g. Dilation of your pupils h. à massive burst of energy, better vision and hearing, increasedmuscle strength to increase our ability to “fight or flight” |
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2. Resistance or Repair phase – Bodily processes return to homeostasis(pre-fight or fight state) • Bodyrepairs any damage caused by the stressor(s) • Thehuman body endures these 2 first phases of the GAS hundredsof thousands of times over a lifetime |
3. Exhaustion – Occurs only when the body remains in a state of highstress for an extended period of time • Ifprolonged stress continues to affect the body, the body will be unableto repair the damage sustained during the stress process andthe person will be at risk for developing a stress-related illnessor even die • Insomnia,eating disorders, depression, anxiety and panic attack, colds and viruses,circulatory problems, systemic or local infections, diabetes, heart problems,cancer, asthma, Alzheimer’s disease, IBS, tension headaches, obesity,neck and shoulder pain |
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Stress can be exacerbated or mitigated by the person’s perception of the event, thought, etc |
• Remember what you learned last semester about stress and how it can beexacerbatedor mitigated by the person’s perception of the event, thought, etc EX:School = stressful or a blessing, work = stressful or grateful to have a job, internship= stressful or excitement about learning practice skills, etc • Peoplecan also learn to reframe stressors to help make them more manageable tocope with. EX: Gosh, I have another whole year before I finish my BA degree vs.Gosh, I only have another year before I finish my BA degree • Peoplecan also mitigate or eliminate a stressor via an assertive action (in some butnot all situations) such as requesting that something in the agency change or bemodified |
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stephen covey the seven habits of highly effective people |
Quadrant I –important deadlines with high urgencyThe first quadrant contains tasks and responsibilities thatneed immediate attention Quadrant II – long-term development and strategizingThe second quadrant is for items that are important withoutrequiring immediate action. Covey points out that this quadrant should be usedfor long-term strategizing Quadrant III – distractions with high urgencyThe third quadrant is reserved for tasks that are urgent,without being important. Covey recommends minimizing or even eliminating these tasksas they do not contribute to your output. Delegation is also an optionhere Quadrant IV – activities with little to no valueThe fourth and last quadrant focuses on tasks andresponsibilities that do not yield any value—items that are unimportant and not urgent. Thesetime wasters should be eliminated at any costs |
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Reasons for Procrastination |
1. Perfectionism –“If I can’t do it perfectly, I don’t want to do it at all” 2. Belief you will fail whether you do the task or not – Ifyou feel/believe that you may fail at something, you avoid doing it 3. Feeling overwhelmed – If the task is perceived as beingtoo taxing/difficult, you may simply blow it off altogether. You also have toomany different things to do and it is difficult to compartmentalize them to attendto them in an organized way, instead you may find yourself “putting outfires” throughout your work day 4. Nonassertive acceptance of responsibilities – Not beingable to say “no” or assert yourself when asked to do something 5. Occupying your time doing useless busy work / nonsense –Wasting your time doing something unrelated to what you want or need toaccomplish. Ex: “Lynn” talked about her dissertation much more than actuallywriting it 6. Use (misuse) of the internet, cellphones, computer games,etc. – Checking e-mails, text messages, posts or PMs/DMs at Facebook,Instagram, SnapChat, Twitter, TikTok, etc. |
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Battling Procrastination: |
Write 1 section of your paper at a time • Write1 chapter of your master’s research project at a time 2. Dothe worst job first • Getthrough the pain first, then enjoy the remainder of the task 3. Completewhatever it is you start • Striveto finish your task in one sitting otherwise when you come back to ityou have to orient yourself to where you last left off 4. Doit right now • “I’lldo it later” ... yeah, right... • Betterto get to the task and complete it NOW instead of waiting till later becauseyou may find more interesting or pleasant things to distract you fromwhat you need to get done |
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Ch. 3: •Assertiveness is an important tool/technique to use whenhaving to confront others in a macro setting abouta conflict •Recallthe assertiveness continuum: •Passive← Assertive → Aggressive/Hostile |
Communication •GIM communication techniques are as applicable to macro practices as they are to micro and mezzo •Communication in macro settings differs from these other domains in that you may be having to work with groups of clients, agency administrators, your colleagues, politicians, community residents, and professionals from other community agencies |
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Basic Micro Skills |
Verbal & Non-verbalCommunication • 4 types ofnon-verbal communication (of many) 1. Eye contact 2. Attentive listeninga. Barriers = i. intent of the sender, ii. impact on the receiver, iii. environmental factors 3. Facial expressions 4. Body positioning Warmth, Empathy,Genuineness •These are the 3relationship-enhancing behaviors that help in building and maintaining relationships •Warmth – can be communicated verbally & non-verbally–Involves showing an interest in other people, their ideas,a concern for their feelings, helping them to feel liked and accepted–Demonstrated via eye contact, attentive listening, facial expressions •Warmth can also be shown via verbal (pleasant, affirming, validating, complimentary, etc.) behavior
Genuineness •Genuineness = “Sharing of self by relating in a natural, sincere, spontaneous, open and genuine manner” – you continue to be yourself while you are working to accomplish your professional goals •All people have their own unique personality, and being genuine expresses yourself honestly to others, e.g., you’re behaving LIKE yourself Empathy •Empathy = The quality of being in tune with other people’s feelings and the ability to communicate that understanding both verbally & non-verbally |
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Empathic Responses in Macro Contexts |
I’d like you to give me some examples of situations in which you woulduse the followingtechniques and practice how you might express these : 1. Simpleencouragement 2. ***Being sensitive to cultural differences 3. ***Paraphrasing and rephrasing (of facts/story) 4. Reflectingresponding (beyond facts/story, gets to feelings) 5. Clarification(clarifies what person says so perhaps both of you have a better understanding)6. Interpretation(goes beyond words/story, gets to meaning) 7. Providinginformation (= simply giving out info) 8. Emphasizingpeople’s strengths (be able to give a few examples of this) 9. Summarization(summarizing the main points/themes) 10.*** Use of “Why?” (Why were you cautioned about using the word “Why?” 11.Eliciting information (simply asking questions) |
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Appropriate Assertiveness in Macro |
Passive← → Assertive← → Aggressive/Hostile •Simple definition of Assertiveness: “A positive action towards getting what you want while preserving relationships in the process” •Book’s definition of Assertiveness: “Verbal and non-verbal bx through which you can get your points across clearly and straightforwardly, taking into consideration both your own value and the value of whomever is receiving your message” |
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Appropriate Assertiveness in Macro |
•Passive communication: You devalue yourself, placingthe other person and his or her priorities aheadof yourself and your agenda •Aggressiveness:Bold and dominating verbal and non-verbalbx through which you claim precedence foryour point of view over all others |
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Assertiveness in Macro Contexts |
•Assertive communication is always the preferred strategy, but why??? •Assertiveness Training – Good suggestions in your textbook on how to help you develop an assertive stance in your daily interactions with others your decision about when, how, why, with whom, etc. to use assertiveness skills may be contextual or situational |
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“rights” as a student, social work intern, new employee, etc.? |
You have the right: •To express your ideas and opinions openly and honestly •To be wrong •To direct and govern your own life – you have the right to be responsible for yourself •Not to be liked by everyone •To make requests and refuse them without feeling guilty •To ask for information if you need it •To decide not to exercise your assertive rights |
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Ch. 5: Organizational Theories |
1. Systems theory: emphasizes how all interrelated parts of a system function together to produce an “output” (a product of what is input) • Also emphasize how the environment and other systems influence the primarily system• Hence, not all operations are rationally based, but rather can/may be influenced by a host of human factors, like ...? |
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2. Classic Scientific Management Theories: • Emphasis on specifically designed formal structure • Consistent & rigid organizational network of employees • Employees have clearly defined job, roles, no ambiguity, little/no independence • Supervisors must scrutinize/monitor employees’ work • Efficiency is of utmost importance • How people feel about their jobs is insignificant • Job performance is evaluated by quantifiable measures • Large bureaucracies (e.g., Social Security Administration, DPSS, etc.) are typically based on this mgmt theory – all roles are very specific, specialized, employees have little/no say in how the organization is run |
Theory X & Theory Y: • Theory X: Views employees as incapable of much growth, as not liking to work, avoiding work, do not like to assume responsibility or being capable of accepting responsibility– Job roles are highly structured, employee accountability is valued, evaluated by structured measure that mirrors job description/duties • Theory Y: Views employees as desiring personal & professional growth, wanting responsibility and to provide input, are supposedly more creative and efficient workers |
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Theory Z: Based on Japanese industries & 5 assumptions: 1. Views employees as lifetime employees 2. Presumes employees will not be evaluated and promoted until they undergo longer eval period 3. Works progress career paths that are NOT specialized – they are cross-trained 4. Collective decision making is characteristic 5. Collective responsibility |
4. Cultural Perspective: •“Organizational culture is ‘the set of key values, beliefs, understandings, and norms that members of ... an organization share’” •Assumes that each org develops a unique mix of values, standards, presumptions, and practices about how things should be done that eventually becomes work habits: “If it worked before, it’ll work again” “If it ain’t broke, don’t fix it” •Pro = performance becomes predictable •Con = do things the same way all the time, not open to innovation, new info |
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5. Economics Perspective: Emphasizes that organizations proceed in whatever way necessary to maximize profits or output • Efficiency is all-important, cost-benefit analysis • Assumes employees will act in their own, selfish interests and not in the org’s best interests, e.g., having to install time clock to ensure employees don’t cheat on time worked • Philosophy is at odds with social work organizations |
6. Contingency (“It depends on...”) Perspective: Assumes there is no one, best way to accomplish tasks/goals • Each org’s units or sub-systems are unique, the best way to accomplish anything is by case-by-case; different means are req’d to solve different problems • Flexibility is a pro, however sometimes may lack direction because you’re continually re-inventing the wheel: Who will be in charge of introducing a new improvement, who will devise the plan for implementation, eval , etc.? |
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Important Concepts/Info to Know |
•System (set of orderly & interrelated parts forming a whole) •Boundaries (repeated interactional patterns forming rels. In a system) •Subsystem (2ndary/subordinate, smaller system in a lgr system) •Homeostasis (a relatively stable state, constant state of balance) •Role (culturally det’d pattern of bx expected of an indiv in soc rel) •Relationship (mutual emotional exchg: dynamic interact’n; & affective, cognitive, and bx’l connection vs. 2 or more persons/systems) •Input (energy, info, comm flow rec’d from others) •Output (is what happens to input after sys process)–Outcome = variable measurement used for eval •Feedback (special type of input about system’s performance; what’s right vs. what’s not right •Interface (contact point vs. 2 indivs or orgs) •Differentiation (system’s tendency to move from simple to more complex existence) •Entropy (natural tendency for a system to become more disorganized or chaotic, etc. over time)•Negative Entropy (progression of system’s movement towards growth, development, etc.) •Equifinality (there are diff means to the same end/outcome/goal) |
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Orgs where SW’s work |
Agency settings (generally 2 types) 1. Predominantly SW settings – where SW and social workers are primary professionals 2. Host settings – are hospitals, medical clinics, etc. where SW is a component of multiple types of services, professionals, etc |
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Add’l Important Organizational Terms |
• Goal Displacement (org. functions but no longer achieves the goals it’s supposed to achieve) • Organizational Culture (set of key values, beliefs, understandings, and norms that members of an org. share) • Organizational Structure (manner in which an org divides its labor into specific roles, tasks and achieves coordination among these tasks; informal vs. formal) • Decentralized vs. Centralized Organization/Power • Legitimation (the appropriate status or authorization to perform agency functions and pursue agency goals granted by external entitles (e.g., local gov’t) |
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Total Quality Management (TQM; CQI; CPI) |
• A management approach that emphasizes: 1. Organizational processes 2. Attainment of excellent quality service 3. Empowerment of employees • Views clients as customers – you must earn their business • Customer satisfaction / quality is primary goal, and is evaluated, data analyzed, implemented, re-evaluated on a continuous basis– sometimes c.s. and quality are not always correlated, but rather other factors come into play |
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•Components of “Quality: –Accuracy–Consistency–Responsiveness–Availability–Perceived value–Service experience (summary of customer’s experience) •Employee empowerment, responsibility, input, active agent of improvement/change |
•TQM as applied to Leadership –Leaders must establish a culture of quality–Leaders must organize a TQM structure, gain staff support, educate staff about expected responsibilities and performance; must be very clear about objectives of TQM’s objectives and means for achieving new goals, to nurture staff’s faith in the TQM, and it is personally worthwhile to follow TQM (WIIFM) |
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7 Sins of Service |
1. Apathy 2. Brush-off 3. Coldness 4. Condescension 5. Robotism 6. Rule book 7. Runaround |
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Obstacles to empowerment |
– Expectations of funding sources – Social environment – Intrapersonal issues – Interpersonal issues |
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The types of organizational change that you will most likely address as social workers are 1. Improvement in client services / service delivery 2. Enhancing your work environment |
Means of Change •The means by which you will likely approach organizational change are 1. Project (usu. < 1 year, temp., specific short-term goals/results in response to a unique condition, problem, need, or issue) 2. Program (perhaps due to a gap in service; relatively permanent structure designed to meet ongoing client need; carry out policies intended to meet community or organizational goals 3. Agency policy (guidelines governing how an org. operates, what should/should not be done in the agency setting) |
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PREPARE |
strategy to assessing your organization’s capacity for change •P = identify PROBLEMS to address •R = Review your macro and personal REALITY •E = ESTABLISH primary goals •P = Identify relevant PEOPLE of influence •A = ASSESS potential financial costs and benefits to clients and agency •R = Review professional & personal RISK •E = EVALUTE the potential success of a macro change process |
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P = identify PROBLEMS to address 1. Decide to seriously evaluate the potential for macro-level intervention How badly is prob affecting clients? Is prob serious enough to warrant macro change? Are you willing to think through and appraise your actual potential to make a change? Are you certain your clients would support your macro change, is it in THEIR best interest? 2. Define & prioritize the problems 3. Translate problems into needs: physical, psychological, economic, cultural, and social requirements for survival, well-being, and fulfillment 4. Determine which need or needs you will address |
R = Review your macro and personal REALITY • Macro reality = your work environment • Personal reality = your strengths/weaknesses 1. Eval organizational and other macro variables working for/against you in the macro change process 2. Review your personal reality, your strengths and weaknesses that might act for or against successful change efforts |
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•E = ESTABLISH primary goals •What are the most pressing, urgent problems? Translate these into “needs” that can be addressed by your intervention(s) |
•P = Identify relevant PEOPLE of influence •What people within your organization *and* outside of it have influence that can help further your cause for change? You’re looking for allies, people in your corner, etc •Community people, community groups, professionals, professional groups, politicians, leaders of your profession, famous people, etc |
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A = ASSESS potential financial costs and benefits to clients and agency • How much will your proposed change cost in terms of investment of money, time, effort, changes in the status quo, familiarity for clients, staff, etc • Common questions re: assessing costs/benefits: 1. Will the results be worth the effort? 2. Might alternative solutions produce more result/benefit at less cost?3. Who gets the benefits and who pays the costs? |
R = Review professional & personal RISK • Risk of losing your job? • Black-balled by influential people not in favor of your change? • Effect on your upward mobility? • Will your efforts cause rifts between you and co-workers, staff? Will you be viewed as a trouble-maker, goodie-two-shoes, kiss-up, etc.? • Recall whistle-blower considerations & your rights |
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E = EVALUTE the potential success of a macro change process • This final step requires you to re-evaluate all of your previous steps to assess your potential for macro change success • If you are still committed to change after the above-mentioned re-evaluation of factors, you must now identify possible approaches, try to estimate each of their strengths/weaknesses, effectiveness, best cost/benefit analysis, etc • Approach? Project, Prog Dev, Policy Chg??? |
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IMAGINE |
A process for how to proceed with a macro intervention AFTER you have decided to initiate macro change (after you’ve completed “PREPARE” are decided at step 7 that you should proceed w/ macro change) |
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•I = Start with an innovative IDEA •M = MUSTER support & formulate an action system •A = Identify ASSETS •G = Specify GOALS, objectives, and action steps to attain them •I = IMPLEMENT the plan •N = NEUTRALIZE opposition •E = EVALUATE progress |
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Macro Change via Policy, Project, or Program |
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Important terms to know: |
•Change agent system (this is you who is advocating for the need to make macro) •Target system (this is the “system” that you are targeting for the macro change) •Action system (this is the group/collection of people who sympathize and also want to make the macro change happen |
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PERTs (Program Evaluation & Review Technique) |
contain the action steps that we’ve reviewed for writing good goals and objectives Recall that well-written action steps contain details such as who, what, when, and where The action steps in PERT’s are in table/timeline format to stay on track re: what needs to be done in order for subsequent steps and the project as a whole to be successful Recall that a Project = usu. < 1 year, temp., specific short-term goals/results, measurable objectives and action steps, in response to a unique condition, problem, need, or issue |
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Examples of Projects •Meeting clients’ needs: –One-time clothing drive; one-time canned food drive; Thanksgiving meal for homeless at L.A. Rescue Mission; Christmas gift drive (e.g., Toys for Tots), etc •Fund-raising projects:–Raising money to build a library of children’s books for a school; bake sales; car washes; walk-a-thons, 5k / 10k races; t-shirt sales, etc. •Evaluate effects of agency or community changes (via research): –Community needs assessment to measure the effects of modified services on clients, families, client outcomes, etc –Community redevelopment / urban renewal will affect where your clients live, perhaps what services they can physically and legally access (now that they may live in a new service delivery “catchment” area), how much more they may have to pay in rent, etc |
Examples of Projects •Evaluate new intervention approaches: –You may believe that a new theoretical approach should be the preferred tx modality with a particular client group in your agency You may want to try design your plan for how to initiate, implement, and evaluate this new approach on any no. of outcomes, including sx reduction, bx modification, reduced family conflicts, less time spent incarcerated, increase in self-esteem, patient satisfaction, etc •Implementing internal agency changes: –E.g., changing job descriptions that require updating; developing a clinical supervision group for MSW’s needing to study for/pass the LCSW to retain their jobs, etc •Providing internal services to your agency staff:–Writing a small grant to obtain money to purchase professional development literature / materials for your staff, etc •“Pilot projects” can be used to “test the waters” re: anticipating/projecting how successful the development/implementation of a PROGRAM can be for your agency. Effective eval of pilot projects is absolutely necessary if you plan to develop a program; the pilot must justify the program in this case •Feasibility studies sometimes are necessity for funding, but are more a necessity for PROGRAMS than projects |
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Initiating a PROJECT |
When entertaining the idea of macro change, what do you have to do first? PREPARE Once you’ve completed the PREPARE process and decided that you should proceed to creating macro change, then you move to the IMAGINE process. This applies agency policy, projects, and programs |
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•I = Start with an innovative IDEA – (Self explanatory – a new way to do something, a better way to do something already being done, etc.?) •M = MUSTER support & formulate an action–Brainstorm about all possible allies (and obstructionists), stakeholders, advocates, etc.–Must also consider from whom you may need permission to embark on this project; be careful NOT to assume another person’s tacit approval and willingness •Are you expecting to begin discussions about your proposed project DURING your work hours, after hours, via e-mail, etc.? |
A = Identify ASSETS –Time: How long should this project run/be implemented, how much staff time will it require for completion, etc.? –Skills: What skills are needed to implement this project, who has them, are they available, are they willing, etc.? –Staffing: What kind of staffing does this project require, and which staff, etc.? –Financial Resources: What $ resources are available to support it? Paper, documents, postage, office(s), etc.? |
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G = Specify GOALS, Objectives, and Action Steps to attain them •Goal provides direction for how to proceed, is broader than objectives and action steps •Objectives say how you’re going to go about achieving your goal •Objectives consist of a series of action steps that comprise your PERT chart/time-chart/-table |
•I = IMPLEMENT the plan –After you’ve carefully AND thoroughly marked out all the action steps required to achieve each and everyone in your PERT, then you begin the next step of IMPLEMENTATION of your plan/PERT which, in most cases, should follow your PERT exactly; unless, modifications had to be made, but these mods should be reflected in an updated PERT. –An important detail in this step is also FORCE-FIELD ANALYSIS; that is, anticipating problems before they occur in order to prevent or solve them before implementation |
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N = NEUTRALIZE opposition •Murphy’s Law includes: –Nothing is as easy as it looks –Everything takes longer than you think –If it is possible for several things to go wrong, the one that will cause the worst damage will be the one to go wrong –If you perceive 4 possible things that can go wrong a 5th one will emerge –Left to themselves, things tend to go from bad to worse. – Every solution breeds new problems; etc |
E = EVALUATE progress –Again, your objectives and actions steps, as much as possible, should be observable, measurable, and quantifiable as your ability to accurately evaluate its progress/success depends on it |
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Developing a program |
follows the same process and steps as developing a project, however please be sure to read this in your text and consider how any of the steps in IMAGINE may differ and/or need some modification based on the differences between a Project (temp., usu. < 1 year) and a Program (a more permanent entity, usu. > 1 year) |
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Ch. 8 Neighborhoods & Communities |
Why study neighborhoods and communities? –Clients’ quality of life, life experiences, resources (schools, hospitals, medical care, pharmacies, banks, grocery stores able to stock fresh, health foods, safe playgrounds for children, after-care programs, childcare programs/facilities, rehab programs/facilities, homeless shelters, affordable, safe housing, etc.) and lack thereof, exposure to violence, drugs, etc. take place in the context of a social environment, typically within neighborhoods and communities |
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Understanding clients’ problems includes understanding the problems’ CONTEXTS (social, physical, economic, political environments) in which they occur |
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Typical Community SW Activities |
•Community needs assessments via interagency committees •Identifying service gaps, recommending new programs •Advocating for policy changes in response to needs assessment(s) by grass root organizations, e.g., working w/ Community Homeless Coalition to chg a school policy that denies srvcs to homeless kids •Participating in professional association action groups, e.g., NASW-CA Region F •Collaborations with others to help get candidates elected whose values are in line with social work values •Identifying organizations that support conditions, laws, and regulations designed to eliminate people’s rights |
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Communities |
Definition: 1. Shared physical space 2. Social interaction among community members 3. Shared sense of identity– When considering these factors, and differences found in them by status (race, ethnicity, class or education, gender, sexual orientation, etc.) can tell you something about that community, its potential problems, ways to intervene, etc |
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Functions of Communities |
1. Socialization – transmission of values, culture, beliefs, norms to newer members via informal (neighbors, condo associations, etc.) & formal (laws, regs, etc.) means 2. Production, distribution, and consumption of goods and services – tax base to provide for members’ needs 3. Social control – to prevent crime, sense of safety, predictability, people do what is expected of them, etc 4. Mutual support – members take care of one another5. Providing for the participation of its members – opps for members to interact via recreation, conversing, worshiping, etc |
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Types of Communities |
Metropolitan communities = large cities, serve as surrounding area’s business and economic center •Small Cities: 15,000-20,000 •Small Towns: 8,000-20,000 •Rural Communities: < 8,000 •Reservation Communities: i.e., N.A. nations •Bedroom Communities: Predominately residential, people work in nearby communities •Institutional Communities: one major employer in the community, e.g., Ford Motor Co , U.S. Steel, etc •NOTE: These differ about a no. of characteristics including, size, services, gov’t structure, residents, SES, race/ethnicity, other sociodemographics, etc |
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Theoretical Perspectives on Communities |
How “community” is conceptualized –Systems theory: change agent, target system, client system, action system –Ecosystems/Ecological theory: emphasizes the importance of the transactions between systems w/in an environment; how members’ experiences w/ their community/environment shape their perceptions of it (e.g., Af Am and racial profiling); and, how this will influence how you approach macro change –Social Structural theory: emphasizes how sub-systems interact with and affect each other and w/ other systems inside and outside of that community, and how this all impacts individuals and groups in that community |
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–Human Behavior theories: emphasize the role of human adaptation to various stressors/challenges •So, the child in a family living in a poor neighborhood w/ a low-quality school and community w/ violence may adapt to this challenge in different ways: 1) status quo, 2) learned helplessness, hopelessness, etc., 3) fight back, proactive stance, political advocacy, etc –Behavioral theory: Emphasizes how behaviors are the result of what we learn, e.g., neighborhood members all lock doors & windows at nighttime, do not go outside after dark, etc. as the result of drive-by shootings, gangs, etc How does this affect quality of life, economics & community businesses, opps for recreation, etc |
–Rational theories: emphasize how actions and feelings are the consequence of our thinking processes, e.g., so decisions are based on rational thinking, logic, reason, etc |
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Key Concepts re Communities |
•Competition •Centralization •Concentration* •Invasion* •Gentrification •Succession* * “white flight” |
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• Social Stratification: division of a society into categories (income, social class); cannot generalize about a city being rich if major pockets of it are inhabited by very poor • Community Economic Systems – concerned with a community producing, distributing, and consuming goods and services– 2 different types of systems: 1. Legitimate (for lack of a better term) 2. Underground |
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Power in Communities |
– Potential power – Actual power – Financial – Reputation – Issues – Positional |
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Neighborhoods |
“A region or locality whose inhabitants share certain characteristics, values, mutual interests, or styles of living” •Defined oftentimes by geographical area/space; emphasis on significant social relationships as defining a “neighborhood” •Social functions: friendships, status, socialization, mutual assistance, informal help, etc •SW’ers use neighborhoods to assess potential and sometimes untapped resources for clients |
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Neighborhoods |
institutional functions: employment, assimilating new members into culture of older, established members, providing access to services, and in general helping each other out in times of need •Political functions: Means of giving members opp to voice concerns, needs, problems, etc., and to develop and implement changes •Economic functions: housing, businesses/shops, markets, etc •When changes/crises occur that affect any of these functions, there may be a need for SW macro interventions |
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Ch. 10 Evaluating Macro Practice |
Control group – the group that receives no treatment •Experimental group – the group that receives the treatment •Dependent variable – the variable expected to change via the treatment Independent variable – the [treatment] variable expected to change the dependent variable •Sampling – If you cannot interview or administer a questionnaire to everybody who you are interested in knowing something about, you have to use a sample from that group of people that will hopefully be representative of the entire group |
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•Baseline – original amount or frequency at which something occurs •Mean = mathematical average •Median = midway point between lowest and highest scores, persons, etc •Mode = most frequently occurring score •Reliability – the likelihood that a measurement will produce the same results over time (future administrations of a survey, for example) •Validity – the ability of an instrument/scale to measure what it is designed to measure •Descriptive statistics – includes frequencies, mean, median, mode – they describe your sample (characteristics) |
•Inferential statistics – any set of statistics used to make an inference (to draw a conclusion) about a population based on a sample of that population •Outcome measures – the tools/instruments which we use to measure whether the results that your intervention may have had an impact on a population, e.g., their mental health, health, knowledge, etc |
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Problems & Barriers in Program Evaluation |
–Failure to plan for evaluation•Evaluation component not well designed PRIOR to implementation •No means to collect data (forms, PC software, systems, etc.) •Necessary data not collected -- none, inadequate, or inappropriate data collected •No data on which to perform an evaluation–Lack of program stability •Change in personnel involved with intervention/evaluation (at agency, part of outside eval team, etc.) •Change in subjects (drop out, disinterested, unmotivated, etc |
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Problems & Barriers in Program Evaluation |
–Unclear evaluation results •Did your intervention CAUSE a particular result, or did other factors cause or at least contribute to it? •Example: Eating fish → decreased incidence of Alzheimer’s –When evaluation results are not accepted •Some agencies and/or personnel have a vested interest in not having eval results revealed •Will a new proposed program replace an old, favorite program? Will your results point to ineffective administrators, unethical practitioners, rule bending, etc.? |
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Problems & Barriers in Program Evaluation |
– When eval is not worth the effort – Program eval should be considered: 1. Only when you are certain that the info gained will actually be used 2. Only when the cost is low compared to the potential value of knowing whether the program is successful 3. Only when the result is likely to improve social work practice |
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Types of evaluations |
1. Formative (or monitoring) evaluations • These types focus more on the PROCESS than on the outcome of an intervention • Occur during the implementation stage 2. Summative Evaluations • Sometimes called “impact evaluations” measure the impact of the intervention(s)• Occur typically after implementation |
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3. Effectiveness & Efficiency Evaluations • Effectiveness eval: Did the intervention prove to be effective in producing the desire outcome? • Efficiency eval: Concerned with whether a program achieves outcomes in the least expensive manner |
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Evaluation Approaches |
– Quantitative methods – Qualitative methods – Pre-test / Post-test designs – Quality assurance reviews (recall TQI, CPI, CQI, etc.?) – Latent variables vs. manifest variables |
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The Nuts and Bolts of Evaluation (Dr. Shon) |
• Evaluation follows a needs assessment – see textbook for content • How will you collect needs assessment data?• How will you analyze and interpret your needs assessment data? • Will your evaluation consist of a) quantitative measures, b) qualitative measures, or c) a combination of both? • Will your measures be ones already developed and tested, or will you develop your own measures; or, will you use a hybrid of existing measures and ones that you develop? • What is your unit of analysis? Is it about one client (single case design), a group of clients, multiple different groups of clients, a project, program, a policy, or what? • What will your research methods be? Participation observation, survey research (hard copy questionnaires, online questionnaires, face-to-face individual interviews, focus groups, etc.?), secondary research methods vs. primary research methods, etc |
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Geri’s Force Field Analysis |
a review of the barriers to accomplishing your goal andthe factors likely to help you achieve it Opposing Forces 1. Lack of money2. Geri’s inexperience3. Board’s inexperience with major projects4. Shortage of staff Supporting Forces 1. Past community support and interest2. Board support3. Demonstrated need for shelter4. State grant money for domestic violence5. Geri’s enthusiasm and attitude6. Relatively inexpensive goal7. Increased public interest in domestic violence |
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REVIEW PERT charts p. 259+ |
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ethical dilemma that you have various models you can access to assist you in resolving it |
COREY et al.
Step 1: Recognize the Problem Step 2: Investigate the Variables Involved Step 3: Get Feedback from Others Step 4: Appraise the Values that Applyto the Dilemma Step 5: Evaluate the Dilemma Step 6: Identify and Think AboutPossible Alternatives Step 7: Weigh the Pros and Consof Each Alternative Step 8: Make Your Decision REAMER DOLGOFF |
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ch. 13 |
LO 13-2 “Using supervision, improving supervisory relationships, and enhancingthe community process” Using supervision effectively involves employing yourcommunication skills with your supervisor, keeping records up to date, planningsupervisory agendas ahead of time, empathizing with your supervisor, displayingan openness to learning, demonstrating a liking for your work, workingcooperatively with colleagues, providing feedback to your supervisor, warningyour supervisor about potential problems, and learning your supervisor’sevaluation system LO 13-3 “Manage potential problems in supervision” Problematicsituations in supervision may involve a supervisor taking credit for yourachievements and supervisory incompetence, laziness, problems with delegation,and inability to deal with conflict, among others |
