SLWK 791: TOPICAL SEMINAR
Fall 2013
SOCIAL WORK PRACTICE WITH LGBTQ
PERSONS
COURSE SYLLABUS
Instructor: Megan E. Gandy, LCSW
COURSE DESCRIPTION
Students will learn about
and interact with issues and theories in social work practice with lesbian,
gay, bisexual, transgender, and queer (LGBTQ) persons. Students will gain
knowledge about empirically grounded explanatory theories about sexual
orientation and gender identity. Students will be able to identify situations
that are challenging to LGBTQ persons across their life course, on both a micro
and macro level, and demonstrate an ability to advocate on behalf of clients
against oppression and discrimination. Students will critically reflect on
their own identities and consider the intersectionality of identity. Students
will learn about clinical and macro interventions that are useful when working
with LGBTQ persons. Students will examine their own biases about sexual
orientation and gender identity. The course is appropriate for a clinical or
SWAPPP track social work student. Prerequisites for the course include
successful completion of the foundation year curriculum.
COURSE COMPETENCIES AND PRACTICE BEHAVIORS:
Educational
Policy 2.1.2—Apply social work ethical principles to guide professional
practice.
• recognize and
manage personal values in a way that allows professional values to guide
practice;
• 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;
Educational
Policy 2.1.3—Apply critical thinking to inform and communicate professional
judgments.
• distinguish,
appraise, and integrate multiple sources of knowledge, including research-based
knowledge, and practice wisdom;
• analyze models of
assessment, prevention, intervention, and evaluation; and
• demonstrate
effective oral and written communication in working with individuals, families,
groups, organizations, communities, and colleagues.
Educational
Policy 2.1.4—Engage diversity and difference in practice.
• recognize the
extent to which a culture’s structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power;
• gain sufficient
self-awareness to eliminate the influence of personal biases and values in
working with diverse groups;
• recognize and
communicate their understanding of the importance of difference in shaping life
experiences; and
• view themselves as
learners and engage those with whom they work as informants.
Educational
Policy 2.1.5—Advance human rights and social and economic justice.
• understand the
forms and mechanisms of oppression and discrimination;
• engage in practices
that advance social and economic justice.
Educational
Policy 2.1.7—Apply knowledge of human behavior and the social environment.
• utilize conceptual
frameworks to guide the processes of assessment, intervention, and evaluation;
and
• critique and apply
knowledge to understand person and environment.
Educational
Policy 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals,
families, groups, organizations, and communities.
Educational
Policy 2.1.10(a)—Engagement
• substantively and
affectively prepare for action with individuals, families, groups, organizations,
and communities.
EXPLICIT MATERIAL WARNING: This course will discuss topics that are generally
considered to be “explicit” around the topics of the human body, human sex,
human gender constructs and human sexuality and their implications within
society. If you are not comfortable with this material, viewing explicit
medical material, reading explicit research and related literature or viewing
movies that address these topics from a research perspective, please come and
see the instructor immediately or consider taking a different class.
REQUIRED TEXT(S):
Required: There are two textbooks
required for the course:
Messinger,
L. & Morrow, D. (2006). Case studies on sexual orientation and gender
expression in social work practice. New York :
Columbia University
Morrow,
D. & Messinger, L. (2006). Sexual orientation and gender expression in
social work practice: Working with gay, lesbian, bisexual, and transgender
people. New York : Columbia University
Supplemental Required Readings: will be made
available through the course Blackboard website. Readings
Course Blog & Twitter Hashtag: In the spirit
of using new technologies to enhance our learning, I will create and maintain a
course blog. It will start with just basic information about the course, but as
the semester progresses, we may choose to use it for additional purposes. The
url is http://LGBTQsocialwork.blogspot.com
The
twitter hashtag for the course is #LGBTQsocialwork. I created it for the
purpose of our learning outside of the classroom. You may post anything to it
that you think is relevant to our class, whether that be a resource, a current
event, or something else. This is a great tool to use that we can continue to go
back to after the course is finished. Posting to this hashtag is optional, but
encouraged.
Suggested Texts:
·
NASW
Code of Ethics (You get a copy when you become an NASW member. You get a
reduced student rate if you join while you are still a student!)
· APA Style Book, 6th Ed., Spiral-Bound
· More as the course progresses
· APA Style Book, 6th Ed., Spiral-Bound
· More as the course progresses
COURSE LEARNING UNITS:
1.
Social Work
Practice with LGBTQ persons
a.
Definitions and
concepts
b.
Affirmative
social work practice
c.
Historical
perspectives in social work
2.
Issues faced by
LGBTQ persons
a.
Homophobia,
transphobia, and misogyny
b.
Oppression,
prejudice, and discrimination
c.
Violence, hate
crimes, and hate language
d.
Microaggressions
3.
Bio/Psycho/Social/Spiritual
aspects of identity development
a.
Theories on
identity development
b.
Coming-out
issues
c.
Psychosocial
support
d.
Diversity
within LGBTQ persons (race, ethnicity, socioeconomic status, immigration
status, disability status, religion, etc.)
4.
Social work
practice with individuals, couples, and families
a.
Practice with
gay males
b.
Practice with
lesbians
c.
Practice with
bisexual persons
d.
Practice with
transgendered and queer persons
5.
Social work
practice with organizations, communities, and society
a.
Policy issues
b.
Workplace
issues
c.
Agency issues
6.
Special issues
and risk and protective factors
a.
Mental health
b.
Substance abuse
c.
Domestic violence
d.
Disabilities
e.
Youth
f.
Aging
g.
Health
h.
Religion and
spirituality
COURSE GROUND RULES:
In order to assure the safest, most honest
explorations of the sensitive issues in a course focusing on lesbian, gay,
bisexual, transgender, and queer/questioning persons, the following ground
rules will be in force:
·
We have
permission to be imperfect with regards to homophobia, transphobia, and
heterosexism. It is okay if we do not know all of the answers or if at times
our ignorance and misunderstandings become obvious.
·
We have
permission to struggle with the issues in this course, ask questions, and be
upfront and honest about our feelings.
·
We acknowledge
that we all are a product of today’s heterosexist culture. We have all been
systematically exposed to misinformation about groups to which we and others
belong.
·
We have
permission to not feel guilty about what we currently know or believe, but we
must take responsibility for what we can do now to change it.
·
We will
actively pursue information about our own groups and those of others, share it
with classmates, and translate this knowledge into professional behavior.
·
We will not
intentionally demean, devalue, or in any way “put down” people for their
experiences, perceptions, questions, or comments.
·
We will respect
the confidentiality of classroom discussions about specific individuals,
groups, communities, and organizations that could be identified in any way.
This includes information that classroom colleagues share about themselves.
INSTRUCTOR EXPECTATIONS:
·
Self-care: I expect you to actively pursue self-care
activities. Not only is self-care important for students, it is incredibly
vital for social workers, or anyone in a helping field.
o
Does this give
you permission to blow off assignments or readings? No.
o
Does it give
you permission to go out with your friends or visit with your family/loved ones
instead of studying that extra couple of hours? Yes.
o
Examples of
self-care activities: download an app to learn and practice deep breathing,
free exercise classes at the Cary Street Gym, walking your dog, sitting on
the curb and soaking in some sunshine,
meditation, yoga, religious/spiritual activities, picnics with loved ones, long
bubble bath, eating more vegetables, whatever else you can imagine!
o
A helpful book
to prepare you on a personal and professional level: Corey, M., & Corey, G.
(2011). Becoming a Helper. 6th
Ed. Belmont, CA: Brooks/Cole. ISBN 9780495812265.
A helpful resource on professional journaling as a form of self-care, by a Canadian Social Worker: http://creativewellnessworks.com/
A helpful resource on professional journaling as a form of self-care, by a Canadian Social Worker: http://creativewellnessworks.com/
·
Preparation For
Class & Class Participation: I
expect you to come to class with the readings completed, ready to engage in an
active discussion about the readings. Your class participation grade will
reflect the amount of input and participation you offered. Your opinions
matter, so that’s why you are asked to participate!
·
Attendance: You are expected to come to all class sessions. You
are allowed two absences before penalties start to apply. These absences can be
for any reason, but you should save them for emergency situations beyond your
control.
o
After the 3rd
absence, your final grade will be lowered by 1 letter grade.
o
After the 4th
absence, you will fail the class.
o
Remember, this
applies to all absences, no matter the reason for the absence.
·
Classroom
Policies: To be determined together
in class on the first day.
Grading Scale:
A 100 – 90
B 89 – 79
C 78 – 68
D 67 – 57
F 57 & below
Assignments and Evaluation:
The trick to doing well on these assignments is to:
1) start early; 2) think and stew your thoughts with research material; 3)
write with deep thoughts complemented by citing research, examples or
experiences. This does not mean being “wordy” but rather, thoughtful and
precise; and, 4) write well. All papers will be confidential.
Late Assignments: Assignments are expected to be turned in by the time class starts
(4:00 PM), even for Blackboard
submissions. For each day that your assignment is late, your final grade
for that assignment will be reduced by 10% after it is graded according to its
associated grading rubric.
The following is a breakdown of how your final grade
will be computed for the course:
Assignment
|
Percentage of
Grade
|
Class Discussion
|
15
|
Interview Assignment
|
25
|
Self-Reflection Assignments
|
15
|
Theory Paper
|
35
|
Class Participation
|
10
|
Total possible points
|
100
|
Overall Grading Rubric
The following general guidelines are used to
determine a grade for a paper. Should
you have specific questions about your grade, please contact the instructor.
·
A (Proficient):
All or most aspects of the paper are outstanding. The student responds completely to all parts
of the assignment and demonstrates exceptional critical thinking ability.
·
B (Adequate): All
content requirements are met and the overall quality of the paper is very good.
·
C (Novice): Most
content requirements are met, but some parts of the assignment are not
adequately developed.
·
D-F
(Inadequate): Major parts of the assignment are not addressed, and/or many of
them are not adequately developed.
Papers with plagiarized material automatically will receive an F.
UNIVERSITY
INFORMATION
(Last
Updated August 2013)
The topics are:
1. VCU
Email Policy
2. VCU
Honor System: Upholding Academic Integrity
3. Student
Conduct in the Classroom
4. Students
with Disabilities
5. Statement
on Military Short-Term Training or Deployment
6. Excused
Absences for Students Representing the University
7. Campus
Emergency Information
8. Important
Dates
9. VCU
Mobile
10. Class
Registration Required for Attendance
11. Withdrawal
from Classes
12. Student
Financial Responsibility
E-mail Policy
Electronic mail or "e-mail" is
considered an official method for communication at VCU because it delivers
information in a convenient, timely, cost effective and environmentally aware
manner. Students are expected to check their
official VCU e-mail on a frequent and consistent basis in order to remain
informed of university-related communications. The university recommends
checking e-mail daily. Students are responsible for the consequences of not
reading, in a timely fashion, university-related communications sent to their
official VCU student e-mail account. This policy ensures that all
students have access to this important form of communication. It ensures
students can be reached through a standardized channel by faculty and other
staff of the university as needed. Mail sent to the VCU e-mail address may
include notification of university-related actions, including disciplinary
action. Please read the policy in its entirety: http://www.ts.vcu.edu/kb/3407.html
VCU Honor System: Upholding Academic
Integrity
The VCU Honor System policy describes the
responsibilities of students, faculty and administration in upholding academic
integrity, while at the same time respecting the rights of individuals to the
due process offered by administrative hearings and appeals. According to this
policy, "Members of the academic community are required to conduct
themselves in accordance with the highest standards of academic honesty and
integrity." In addition, "All members of the VCU community are
presumed to have an understanding of the VCU Honor System and are required to:
- Agree to be bound by the Honor System policy and its
procedures;
- Report suspicion or knowledge of possible violations of the
Honor System;
- Support an environment that reflects a commitment to academic
integrity;
- Answer truthfully when called upon to do so regarding Honor
System cases, and,
- Maintain confidentiality regarding specific information in
Honor System cases.”
The Honor System in its entirety can be
reviewed on the Web at http://www.assurance.vcu.edu/Policy%20Library/VCU%20Honor%20System.pdf. More information can also be found on the Division of Student
Affairs website at http://www.students.vcu.edu/studentconduct/students/student_honor_system.html.
Student Conduct in the Classroom
According to the Faculty Guide to Student Conduct in Instructional Settings (http://www.assurance.vcu.edu/Policy%20Library/Faculty%20Guide%20to%20Student%20Conduct%20in%20Instructional%20Settings.pdf),
"The university is a community of learners. Students, as well as faculty,
have a responsibility for creating and maintaining an environment that supports
effective instruction. In order for faculty members (including graduate
teaching assistants) to provide and students to receive effective instruction
in classrooms, laboratories, studios, online courses, and other learning areas,
the university expects students to conduct themselves in an orderly and
cooperative manner." Among other things, cell phones and beepers should be
turned off while in the classroom. Also, the university Rules and Procedures
prohibit anyone from having "in his possession any firearm, other weapon,
or explosive, regardless of whether a license to possess the same has been
issued, without the written authorization of the President of the
university..." For more information, visit the VCU Insider online at https://docs.google.com/a/vcu.edu/file/d/0B7z3ZniSHWXVU1ZmcFpIQ1J2UXM/edit?pli=1.
Students with Disabilities
SECTION 504 of the Rehabilitation Act of 1973 and
the Americans with Disabilities Act of 1990 as amended require that VCU
provides "academic adjustments " or "reasonable
accommodations" to any student who has a physical or mental impairment
that substantially limits a major life activity. To receive accommodations, students must
request them by contacting the Disability Support Services Office on the Monroe
Park Campus (828-2253) or the Division for Academic Success on the MCV campus
(828-9782). More information is available at the Disability Support Services
webpage: http://www.students.vcu.edu/dss/ or the Division for Academic Success
webpage at www.specialservices.vcu.edu/disabilityss.
Any student who has a disability that
requires an academic accommodation should schedule a meeting with the
instructor at the student’s earliest convenience. Additionally, if coursework
requires the student to work in a lab environment, the student should advise
the instructor or a department chairperson of any concerns that the student may
have regarding safety issues related to a disability. Students should follow
this procedure for all courses in the academic semester.
Statement
on Military Short-Term Training or Deployment
If military
students receive orders for short-term training or deployment, they should
inform and present their orders to Military Student Services and to their
professor(s). For further information on policies and procedures contact
Military Services at 828-5993 or access the corresponding policies at http://www.pubapps.vcu.edu/bulletins/about/?Default.aspx?uid=10096&iid=30704.
Excused Absences for Students
Representing the University
Students who represent the university
(athletes and others) do not choose their schedules. Student athletes are
required to attend games and/or meets. All student athletes should provide
their schedule to the instructor at the beginning of the semester. The
Intercollegiate Athletic Council strongly encourages faculty to treat missed
classes or exams (because of a scheduling conflict) as excused absences and
urges faculty to work with the students to make up the work or exam.
Campus Emergency information
What to Know and Do to Be Prepared for
Emergencies at VCU:
- Sign
up to receive VCU text messaging alerts (http://www.vcu.edu/alert/notify).
Keep your information up-to-date. Within the classroom, the professor will
keep his or her phone on to receive any emergency transmissions.
- Know
the safe evacuation route from each of your classrooms. Emergency
evacuation routes are posted in on-campus classrooms.
- Listen
for and follow instructions from VCU or other designated authorities.
Within the classroom, follow your professor's instructions.
- Know
where to go for additional emergency information (http://www.vcu.edu/alert).
- Know
the emergency phone number for the VCU Police (828-1234). Report
suspicious activities and objects.
- Keep
your permanent address and emergency contact information current in
eServices.
Important Dates
Important dates for the Fall 2013 semester
are available at: http://academiccalendars.vcu.edu/ac_fullViewAll.asp?term=Fall+2013
VCU Mobile
The VCU Mobile application is a valuable tool
to get the latest VCU information on the go. The application contains helpful
information including the VCU directory, events, course schedules, campus maps,
athletics and general VCU news, emergency information, library resources,
Blackboard and more. To download the application on your smart phone or for
more information, please visit http://m.vcu.edu.
Class Registration Required for
Attendance
Students may attend only those classes for
which they have registered. Faculty may not add students to class rosters.
Therefore, if students are attending a class for which they have not
registered, they must stop attending.
Withdrawal from Classes
Before withdrawing from classes, students
should consult their instructor as well as other appropriate university
offices. Withdrawing from classes may
negatively impact a student’s financial aid award and his or her semester
charges. To discuss financial aid and the student bill, visit the Student
Services Center at 1015 Harris Hall or contact a financial aid counselor at http://www.enrollment.vcu.edu/finaid/contact.html
Student Financial Responsibility
Students assume
the responsibility of full payment of tuition and fees generated from their
registration and all charges for housing and dining services, and other
applicable miscellaneous charges.
ASSIGNMENTS
Class Discussion
Lead the class in a discussion on a
case study from the course book by Messinger & Morrow (2006). You will have
an option on which day to present your case study, based on the content in the
course outline. For example, if you choose a case study that is centered on a
transgender client, you may present the case study during the class period that
addresses social work practice with transgender individuals.
In the presentation, you should pose the following questions to the class and facilitate a
discussion around those issues. You should come prepared with your answers to
these questions, and give a copy of your answers to the instructor at the
beginning of the presentation. The presentation should last between 10 - 15 minutes.
The schedule for the class period in which you choose to present will be: the
instructor will begin by presenting and discussing the content for that day
(required readings) including relevant theories and contextual information, and
you will then follow with your case presentation.
·
Influencing factors:
o Identify
the personal, cultural, institutional, and political factors that are
influencing the client’s life.
o Discuss
in which level of identity development you believe the client is in, the level
of “out-ness” of the client, and their level of comfort with their identity.
o Discuss
ways that homophobia and/or transphobia are affecting the client’s situation.
·
Presenting problems
o What
are the primary and secondary issues that the client is facing?
o How
are these problems influenced by cultural norms about heteronormativity and
gender normativity?
·
Client Strengths
o Identify
strengths and resources of the client.
o How
are those strengths and resources influenced by the client’s sexual orientation
or gender identity?
·
Clinician Reflection
o How
will your personal biases and beliefs impact your relationship with this
client?
o What
are some ways in which you can buffer the impact of your biases and beliefs in
order to maintain a safe environment for the client?
o Evaluate
how the NASW Code of Ethics can help guide your decision-making process during
your interactions with this client.
·
Intervention
o Briefly
discuss strategies or interventions that you believe are useful for this
client. Include empirical evidence to support your intervention where
appropriate/available.
o Briefly
discuss the policy implications of this case at the organizational,
governmental, and societal level.
o Connect
your proposed practice intervention to the values of social justice and
advocacy for oppressed and vulnerable populations.
Grading:
This assignment is worth 15% of your final grade. Your assignment will be
graded on the following criteria, in addition to the course grading policy:
·
Creativity and thoughtfulness of presentation
content and style (10%)
·
Identification of client issues, tying back to
relevant course content (25%)
·
Inclusion of NASW Code of Ethics (10%)
·
Thorough completion of all components of the
assignment. (35%)
·
Communication skills demonstrated during
presentation (15%)
·
Evaluations from peers after presentation (5%)
Competencies: This assignment connects to the
following competencies: 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.7, 2.1.10(a)
Interview
Assignment (Choose Option A or B)
Option A: Identity Formation Interview
Please select an individual who
identifies as LGBTQ and interview the volunteer using the guide below. Strive
to select an individual whose demographic qualities are different than yours
(e.g., sexual orientation, gender identity, socioeconomic status, religion,
education, etc.). After conducting the interview, write a 6-8 page paper (in
APA format) containing the required content listed below.
Interview
Guide:
These are suggested questions for your interview. These do not
have to be used verbatim, but each item should be addressed in your interview
guide:
·
Demographic information (including but not limited to): age, race, identity (LGBTQ), family
status (married, partnered, widowed, divorced, AND number of children),
religious or spiritual affiliation. - Alter identifiable information to insure confidentiality of your interviewee.
· How do you identify (sexual orientation and gender identity)? How did you first know that you were LGBTQ?
·
At what age did you notice a difference, if any?
·
Describe the process you went through to arrive
at your identity as it is today.
·
What family, community, educational, religious,
or other factors influenced that process?
·
Do you consider your LGBTQ status to be a choice?
Why or why not?
·
What is your level of “out-ness” in various
roles in your life (family, friends, co-workers, neighbors, etc.)? Please
explain why.
·
What significant events (whether internal or
external) do you consider to have played a vital role in your coming-out
process?
·
What do you think is important for me as a
social worker in training to know about LGBTQ people?
Paper
Requirement:
Please include the following
components in your paper. You will be graded on how well you successfully
integrated these components into your paper:
·
Describe the individual whom you interviewed,
masking any identifying information so as to protect the anonymity of the
individual.
·
Describe a theory about identity development and
identify what stage you believe the individual to be in.
·
What evidence you have to support where you
placed the individual in identity development?
·
Based on your assessment of the individual’s
stage of identity development, what social, emotional, and/or physical needs
would you anticipate this individual to have? What suggested interventions,
from assigned readings (textbooks or journal articles), would be an appropriate
fit for those needs you identified?
·
Discuss the strengths and weaknesses of the identity
formation model that you chose as it fits with the individual’s own life
experience.
·
Discuss how outside factors contributed to the
individual’s coming out process.
·
Reflect on what assumptions or beliefs about
sexual orientation and gender identity that you held before the interview, and
what changes occurred in your beliefs after the interview occurred.
·
Discuss how you anticipate using theories on
identity development in your social work practice.
·
Include the interview guide you used (questions
asked). This can be handed in in whatever format you choose (written or typed).
Grading: This assignment is worth
25% of your grade. Your assignment will be graded on the following criteria, in
addition to the course grading policy:
·
Formatting, writing style, punctuation, grammar,
correct usage of APA style (10%)
·
Demonstration of critical thinking, as evidenced
by assessment, analysis, and evaluation of the individual’s identity formation
process and your formulation of their process in theoretical literature (25%)
·
Usage of theoretical literature and other
reading content from required course readings, or other literature not included
in course readings (15%)
·
Demonstration of self-reflection as evidenced in
your reflection on your own beliefs and how they changed as a result of the
assignment. (20%)
·
Thorough completion of all aspects of the
assignment. (30%)
Competencies: This assignment
connects to the following competencies: 2.1.2, 2.1.3, 2.1.4, 2.1.7, 2.1.10.a
Option B: Activist/Advocate for
Policy Change Interview
Please interview an individual who is
or has been employed or volunteered as an activist or advocate for change in
policy related to LGBTQ persons. The individual may be involved in a
local/state/federal level organization, a department housed within a larger
organization, or as a grass-roots/community activist. Please include the items
in the interview guide below in your interview. After conducting the interview,
write a 6-8 page paper (in APA format) containing the required content listed
below.
Interview
Guide:
Please include at least the following questions in your interview. These do not
have to be used verbatim, but each topic should be addressed in your interview
guide:
·
Please describe one policy change involving
LGBTQ persons for which you advocated in the past. Explain what the policy
entailed and why change was necessary.
·
How did the advocacy process begin in regards to
this policy change? How did you first become aware of the issue?
·
What was the reaction of local/state/federal
entities when you began advocating for the policy change? How much support did
the policy change have? Who influenced the support that the policy change had?
·
How did you advocate for the policy change?
·
Who wrote the policy change? What were their
strategies for employing the policy change? What were their goals and
objectives?
·
Who supported the policy change? Who opposed it?
Why? How did each group (pro and con) influence the final outcome of the policy
change effort?
·
Was the policy change successful? Were there any
amendments to the policy change before it was adopted?
·
Were the advocacy efforts successful in changing
the policy?
·
Has the policy change resulted in the outcomes
that were sought-after? What unanticipated outcomes came as a result of the
policy change, or policy change efforts?
Paper Requirements:
Please include the following
components in your paper. You will be graded on how well you successfully
integrated these components into your paper:
·
Describe the individual whom you interviewed,
masking any identifying information so as to protect the anonymity of the
individual.
·
Discuss the policy change that was being sought,
and relate it to course required readings on oppression and discrimination.
·
Describe the process of policy change that the
individual worked through.
·
Discuss how the outside factors influenced the
policy change process, including any significant supportive or inhibitive
events or persons.
·
Describe the result of the advocacy effort for
policy change. Discuss the positive and negative outcomes that resulted in the
policy change effort, including unintended consequences with individuals,
organizations, communities, or other entities.
·
Describe what actions you would take for a
similar situation, and cite relevant course required readings or other
literature as appropriate.
·
Reflect on and describe how your beliefs about
policies and activism for LGBTQ persons changed as a result of this interview.
·
Include the interview guide you used (questions
asked). This can be handed in in whatever format you choose (written or typed).
Grading: This assignment is worth 25% of your final
grade. Your assignment will be graded on the following criteria, in addition to
the course grading policy:
·
Formatting, writing style, punctuation, grammar,
correct usage of APA style (10%)
·
Demonstration of critical thinking, as evidenced
by assessment, analysis, and evaluation of the individual’s identity formation
process and your formulation of their process in theoretical literature (25%)
·
Usage of theoretical literature and other
reading content from required course readings, or other literature not included
in course readings (15%)
·
Demonstration of self-reflection as evidenced in
your reflection on your own beliefs and how they changed as a result of the
assignment. (20%)
·
Thorough completion of all aspects of the
assignment. (30%)
Competencies: This assignment
connects to the following competencies: 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.10.a
Self-Reflection Assignments
Throughout the semester
students will encounter information that may be contrary to or in addition to
beliefs they currently hold regarding LGBTQ persons. In order to develop an
understanding of the intersectionality of identities and to incorporate
reflexive and critical skills into social work practice, students will maintain
a journal throughout the entire semester and participate in self-reflection
assignments as listed below:
1) Each student is expected to create 6 (or more)
journal entries. You will show evidence of completion of your journal by
turning in 4 of the journal entries you create. Journals will not be graded on
content, but on the ability of the student to demonstrate critical reflective
and empathic skills, as discussed in class and in readings. Students are
encouraged to include discussion of how the NASW Code of Ethics can help guide
your response to client issues that are discussed in class. Students are also
encouraged to consider the ways in which one’s “culture structures and values
may oppress, marginalize, alienate, or create/enhance privilege and
power”(CSWE, 2008, p.5). (60%, 15% per entry)
2) Pair and share. In class, students will pair
together and share a journal entry, or relevant class-related experience, in
order to critically reflect on their own identity. The purpose of this exercise
is to give students a sense of what it is like for LGBTQ persons to tell their
own stories, which is often an intimidating and emotionally vulnerable
experience. This exercise is meant to be one of respect, sensitivity, and non-
judgmental dialogue; therefore, ground rules will be established together as a
whole class prior to the start of this exercise. You will not be graded on the
content of what you share, but rather the extent of your participation in the
exercise itself. This will necessitate your attendance of class sessions and
creation of journal entries. (10%)
3) After the Pair and Share exercise, the instructor
will post a critical question on the class Blackboard site and will create a
forum for you to post your response. You will write one reflection (at least 150
words) about the critical question that the instructor creates. (15%)
4) After all responses to the critical question are
posted in the Blackboard forum, you will read responses from other students,
and choose at least one entry that is interesting to you. You will then respond
to that entry (at least 75 words). Consider the following possible questions in
your response: (15%)
a. Do you agree or disagree with the comment? Why?
b. Is the comment relevant to other concepts discussed
in the course? How?
c. How is this comment relevant to your social work
practice in your agency?
Grading:
This assignment is worth 15% of your final grade. Your assignment will be
graded on the following criteria, in addition to the course grading policy:
·
Each component of the assignment is weighed
differently in calculating the grade for the assignment as a whole; please see
individual components for grade percentages of each.
·
Students will be assessed by the thorough
completion of each component of the assignment: completed journal entries, participation
in the in-class exercise, and participation in the Blackboard forum discussion.
Students will also be assessed by demonstration of reflexive and critical
thinking skills.
·
Grading percentages are included in each
component of the assignment.
·
Journal entries that are turned in do not have
to be in APA style, but they do need to be more than a first-draft. They should
be typed, double-spaced, and give enough clarity for the reader to understand
what is being said.
Competencies: This assignment
connects to the following competencies: 2.1.2, 2.1.3, 2.1.4, 2.1.10.a.
Application and Integration of Theory Assignment
Identify one issue that affects LGBTQ people’s
lives; you may choose one that was covered in the semester, or one that has not
been covered (must be approved by instructor first). Choose ONE explanatory
perspective or theory to help you understand and analyze the issue or problem.
You will analyze your chosen issue using either a micro or macro level within
the issue you choose. Write a 8-10 page paper, responding to each of the
following points:
1. Identify and define your perspective or theory.
Please use both classic literature and current, up-to-date (within the past 5
years) literature when describing your theory. In addition, please include:
a. The key concepts or themes of your chosen
perspective/theory.
b. The historical origins of the theoretical
perspective/theory (e.g., what time period it arose from; what political
situations may have influenced it; what the key players were in developing it).
c. A brief note about why you chose this perspective/theory
for your analysis.
2. Identify and describe the issue or problem on which you
are focusing. Provide information about the following aspects (tip: use the
information from the class session on oppression, prejudice, and discrimination
to help you describe the issue):
a. Prevalence and incidence of the issue/problem.
b. Who is affected by the issue/problem?
c. Consequences of the issue/problem.
3. Provide an analysis of the issue:
a. What micro or macro level dimensions does this
perspective/theory help you to understand about the issue?
b. Apply the concepts and themes of your theoretical
perspective or theory to the issue you choose. In particular, explain how the
theory helps you understand the issue (e.g., what dimensions of the issue are
emphasized by the perspective/theory; what conclusions can you draw about the
issue and what questions remain unanswered based on your perspective/theory; to
what extent does the theory help you to see certain characteristics or situations
of the issue that might not be helpful in other LGBTQ-related issues).
c. Seek out and report on empirical studies using the
perspective/theory with the issue that you chose.
4. Consider and discuss how the perspective/theory will
help you in social work practice with the issue/problem. Include:
a. How does the perspective/theory help you in
assessing the issue in a practice setting?
b. How does the perspective/theory help you decide how
to intervene? How is it not helpful?
5. Consider and discuss the diverse aspects of your
issue (e.g., different age populations, racial or ethnic groups, sexual
orientations and/or gender identities, disabilities, etc.) and how the
perspective/theory addresses those cultural issues. In particular, discuss:
a. Does the perspective/theory focus attention on
certain cultural aspects?
b. Does it ignore certain cultural differences?
c. Does it assume a dominant culture?
d. How transparent is the perspective/theory when it
comes to applicability among different cultural groups?
e. Who does the perspective/theory potentially oppress?
Who does the perspective/theory potentially give power to?
6. Consider and discuss how the perspective/theory
aligns with the NASW Code of Ethics.
a. Describe ways that it aligns with the NASW Code of
Ethics, highlighting particular practice standards and behaviors.
b. Describe ways in which the perspective/theory strays
from the NASW Code of Ethics. Discuss your ethical obligation as a social
worker as to how you anticipate to practice using the perspective/theory if it
does stray from the Code of Ethics.
Grading: This assignment is worth 35% of your final grade.
Your assignment will be graded on the
following criteria, in addition to the course grading policy:
·
Formatting, writing style, punctuation, grammar,
correct usage of APA style. (15%)
·
Thoroughness of covering all aspects of the
assignment. (30%)
·
Demonstration of critical thinking, as evidenced
by thorough examination of the issue being addressed, and analysis of the
perspective/theory used to understand it. (20%)
·
Accurate use of course concepts. (15%)
·
Appropriate usage of theoretical literature and
other reading content from required course readings, or other literature not
included in course readings. (20%)
Competencies:
This assignment connects to the following competencies: 2.1.2, 2.1.3, 2.1.4,
2.1.7, 2.1.10.a.
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