social work practice assignments

Writing Guide

Professional social workers create a variety of documents, including proposals, case reports, and treatment itineraries. Social work programs prepare students for these tasks through writing assignments such as research papers and essays. To prepare for these writing assignments, students should have a basic understanding of grammar, punctuation, citation styles, and essay formats before entering a social work program.

Professional social workers create a variety of documents, including proposals, case reports, and treatment itineraries.

Social workers handle vital information, which makes the ability to communicate clearly in writing a crucial skill. For example, a child welfare worker gathers information concerning the wellbeing of a child. If the phrasing in the related case report is too complicated, the professional may overlook safety details, which could endanger the child. Additionally, concise wording is important. Wordy documents can take excessive amounts of time to read, which could prevent social workers from considering other cases on a suitable schedule. To master the social work writing style, students should learn to provide necessary information succinctly.

Social work programs may begin assessing writing abilities during the application process through personal statements, so applicants should polish their writing skills before applying.

Featured Programs in Social Work

Types of writing social workers will do in school, personal statements.

Many applications require a personal statement that provides in-depth information highlighting the candidate’s qualifications and positive traits. Whereas a resume may briefly reference a volunteer opportunity at an organization, a personal statement could describe lessons learned while volunteering or elaborate on personal contributions that benefited the organization.

Schools examine these qualifications while reviewing statements, but they also consider the statements as social work writing samples and evaluate each applicant’s writing skills. For this reason, candidates should proofread these documents and include the standard introduction, body paragraphs, and conclusion. By following these practices, applicants demonstrate their understanding of college-level writing concepts.

Applicants should focus on strengths and experiences related to social work and avoid vague statements and cliches. Instead of noting their lifelong passion for the field, a student could address a single incident that sparked interest in social work. The school may provide a prompt on which applicants should base their statements. These prompts may involve career goals or ambitions in the social work field.

If the school lists personal statements as optional, applicants should consider submitting a statement to demonstrate their work ethic. However, if the school makes no mention of personal statements, students should refrain from submitting one, given the amount of application materials each school must review each year.

Social work courses may include essay examinations during which learners must answer questions in a limited time frame. Students rarely see the questions in advance. To prepare, students should become familiar with all major course components by attending classes, taking clear notes, and keeping up with readings and assignments. Study groups may also be beneficial.

To prepare, students should become familiar with all major course components by attending classes, taking clear notes, and keeping up with readings and assignments.

During the exam, students should begin by outlining the thesis and supporting evidence. This outline guides the student through the writing process and ensures the response remains on-track. These assessments often require three main supporting points, so students may include five paragraphs within these outlines: the introduction, three body paragraphs, and the conclusion.

Learners should also use time-management techniques during these assessments. Students may allot a certain amount of time for each paragraph, plus time to proofread. Using this strategy, students can write and polish each paragraph.

Candidates should carefully answer the assigned question, ensuring they read the question correctly. A single word can alter the prompt’s meaning. For example, an essay explaining how an event happened is different than one detailing why the event happened.

Research Papers

Whereas an essay may include personal opinions, a research paper focuses on facts. For example, an essay discussing a novel could include the student’s thoughts about the work. A research paper would use scholarly evidence to examine aspects of the novel, such as themes, characters, and historical significance.

Essays and research papers also differ in length. An essay may require only five paragraphs. A research paper, however, may be 10 pages or longer.

Students in social work courses can research topics such as drug or alcohol issues, government policies, child welfare, community involvement, and mental wellness. Social work research papers often include sections for methodology, literature, and research results, as well as an abstract and a reference list that fulfills APA requirements.

Students should use a variety of primary and secondary sources when writing research papers. Citing multiple sources reinforces the student’s claims. However, students should refrain from relying too heavily on quoted material; excessive quotations implies the writer does not understand the topic well enough to paraphrase the source information.

Learners may also submit papers to tutoring services before submitting to reduce the chances of spelling, grammar, and punctuation errors.

How Do You Write an Essay?

Social work programs may require various writing assignments to prepare students to complete professional writing for social work practice. Each form of academic writing serves a distinct purpose, and an understanding of various writing styles provides a foundation to help students during these assignments.

Narrative papers often depict personal experiences, such as memorable vacations or first attempts at hobbies. Narrative works also include opinion pieces, such as book reports. When writing a narrative essay, students should have a clear focus.

Expository writing explores a specific topic and requires the writer to carefully examine the topic. The facts presented in an expository piece can come from research or, if the assignment’s structure limits research time, through means such as logic or an example. Cause and effect pieces, compare and contrast works, and process descriptions may all qualify as expository writing if they are meant to present information. All expository pieces should include a thesis and logical transitions.

Persuasive writing requires students to take a stance on a topic and to support that stance with evidence. Research is crucial to persuasive writing, and students should incorporate multiple sources to support their thesis. Additionally, writers should present countering opinions and prove the instability of opposing viewpoints through facts, logic, and examples. Ultimately, persuasive writing should convince readers that the writer’s position is the accurate stance on the topic.

Comparative

These assignments require students to compare two or more similar concepts, such as political positions, marketing plans, or fictional themes. Professors may assign topics or allow students to select their own. Before writing, learners should brainstorm similarities and organize them into body paragraphs. For instance, a student comparing two artistic pieces may construct paragraphs about color, medium, and setting.

Cause and Effect

This type of paper explains a presumed cause for a specific occurrence. For example, a student may claim that limited health insurance options lead to untreated illnesses in the United States. With this topic, the student could divide supporting evidence into separate paragraphs, such as the cost of health insurance, the benefits of health insurance, and the process of finding insurance information. Using this strategy, the writer covers various health insurance problems to verify the paper’s main point.

Citations Guide for Social Work Students

Using source information without proper citation leads to plagiarism, the act of claiming a source’s ideas without giving the source due credit. Consequences for plagiarism can include failing assignments, failing courses, being expelled from school, and enduring a lawsuit. Since departments require different citation styles, degree candidates should ensure they use the proper citation format for each assignment.

American Psychological Association (APA) Style

APA format was established in 1929 to create a common format for writing. These guidelines allowed writers to more easily interpret one another’s findings. Professionals in fields including psychology, criminology, and business use APA style.

APA format requires specific headers, page numbers, a cover page, an abstract, divided sections, and a reference list. APA in-text citations specify the author’s last name, the year of publication, and the page number. Students may substitute these details for the work’s title, “n.d.” (“no date”), and a paragraph number or section title, respectively, if the primary information is not available.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons & Hatfield, 2016, p. 23).

Chicago Manual of Style (CMS)

In 1906, the Chicago University Press established this citation style, which professionals in fields including history and philosophy employ today. Students following Chicago style may use in-text citations but often use footnotes or endnotes instead. Chicago style also requires a specifically structured cover page, page numbers, and a bibliography.

Footnotes and endnotes resemble bibliography entries but have different punctuation. In a bibliography, students use periods to separate a book’s publisher, publication place, and publication year. In footnotes and endnotes, this information is in parentheses. Additionally, endnotes and footnotes should include page numbers.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons and Hatfield 2016, 23).

Modern Language Association (MLA) Format

Established in 1883, the Modern Language Association supplies guidelines that many English, literature, and communication departments adopt.

MLA format includes a works cited page at the end of the document and specific page headers and numbers in the upper right-hand corner of each page. Basic assignment information, such as the student’s name, the date, and the course title, appears in the upper left-hand corner of the first page. MLA does not require a cover page, which separates this format from other styles. MLA in-text citations include the author’s last name and the page number.

The company decided that the new marketing policy was “their best idea in 20 years” (Simmons and Hatfield 23).

Associated Press (AP) Style

This style, established in 1977, covers wording, organization, and source documentation. Journalists and news reporters often use this format.

AP style uses brief paragraphs and concise sentences to quicken the pace of the writing. The style requires writers to abbreviate certain words, use a person’s first name only on the initial mention, and eliminate titles. Writers should also replace vague words with more specific options.

Instead of using parenthetical citations, writers can reference the sources in dialogue format. This detail and the lack of reference list are AP style’s distinct elements.

The company decided that the new marketing policy was “their best idea in 20 years,” according to Simmons and Hatfield.

The Best Writing Style for Social Work Majors

Most types of writing in social work require learners and professionals to use APA format. This style is ideal for social work professionals, who often work with documents containing vital information. When dealing with these types of documents, clear details and concise wording are essential. The rigidness of APA style helps writers provide an organized overview of the document’s topic.

Common Writing Mistakes Students Make

Active vs. passive voice.

When writing in active voice, writers state the doer of the action before the sentence’s verb. An example of an active construction would be, “He wrote the book.” Passive voice places the object of the action prior to the verb: “The book was written by him.” Though the information remains the same, active voice states the message more concisely.

Passive voice is a style error, not a grammar issue, and can even be useful in certain situations. Writers may use passive voice when the noun or pronoun undergoing the action supplies the sentence’s emphasis, such as in the following sentence: “The U.S. was founded in 1776.” Because passive voice serves certain purposes and has no technical grammar flaws, using unnecessary passive constructions is a common error.

In most cases, students should choose active voice for concision and clarity. Consider the sentence, “The food was enjoyed.” The reader cannot tell who enjoyed the food, whereas an active sentence with an equal number of words answers this question: “Jane enjoyed the food.”

Punctuation

Punctuation marks include periods, commas, semicolons, dashes, and quotation marks, and confusing their purposes may lead to flawed sentence structures. For example, a semicolon joins two independent clauses, or phrases that can stand alone: “The dog barked; it was loud.” Using a comma in this situation constitutes a grammatical error called a comma splice: “The dog barked, it was loud.”

Punctuation missteps can also alter meaning. In the sentence, “Please stop, David,” the comma before the name directs David to stop. “Please stop David,” on the other hand, would instruct an unknown person to stop David from performing a task.

Writers may confuse colons and semicolons. Colons indicate a pause before an emphasized idea, such as in the sentence,”She knew where to drive: Montana.” The colon places importance on the destination, Montana. Semicolons, on the other hand, may separate nested lists, as in the following sentence.

“The attendants choose between hiking, swimming, and basketball; running, yoga, and tennis; or weightlifting, bicycling, and baseball.”

Writers should become familiar with punctuation rules to craft accurate and clear sentences.

Grammar refers to language rules for phrasing and wording, including concepts such as verb tense and noun-pronoun agreement. Students may struggle with grammatical details, since the language includes irregularities that alter guidelines. For example, constructing past tense verbs often involves adding “d” or “ed.” However, irregular verbs use different formats; the past tense of “eat” is “ate,” and the past tense of “go” is “went.”

Writers may also struggle with homophones, which sound similar but have distinct meanings. Commonly confused homophones are “there,” “their,” and “they’re,” which indicates a place, shows possession, and is a contraction for “they are,” respectively. To avoid grammatical mistakes, learners should thoroughly study the language’s structure.

Writing Resources for Social Work Students

• Paradigm Online Writing Assistant This website guides learners through various stages of the writing process, including topic selection, revisions, and idea organization. Additionally, students may find information on different types of writing, such as argumentative works and informal pieces.
• Write Content Solutions This website provides tips on grammar, punctuation, and sentence structure and assists students with researching and citing sources. Students can improve their writing skills using practice worksheets available through the website.
• Purdue Online Writing Lab The Purdue OWL offers information on the writing process and assists applicants to undergraduate and graduate programs. Students can explore MLA, APA, AP, and Chicago formats through the writing lab.
• Writer’s Digest This website provides articles on creating pieces in specific genres, for individuals with particular levels of writing expertise. Topics include homophones and time management. The website also provides information about writing conferences and publications.
• TutorMe This website assists students struggling with essay structure or citation format. Tutors may help learners polish their writing through grammar and punctuation checks and general proofreading.

Take the next step toward your future in social work.

Explore schools offering programs and courses tailored to your interests, and start your learning journey today.

University Libraries

• Research Guides
• Blackboard Learn
• Interlibrary Loan
• Study Rooms
• University of Arkansas

SCWK 4333: Social Work Practice I

Assignments.

• Getting Started
• Journal Databases
• Books and Journals
• Government Publications and Reports
• InterLibrary Loan
• Citing Your Sources
• Academic Integrity at UofA

Component #3 Client engagement and bio-psycho-social assessment

• This is the first of a two-part assignment.
• Discussion of client engagement for this individual, including strategies you may use, potential power differences that may exist, and any personal issues that may arise for you in working with such an individual.
• Discussion of this individual, considering the bio-psycho-social assessment framework. This will include areas of client need, client strengths, all dimensions of the bio-psycho-social framework, and additional information you would need about the client’s situation to complete a comprehensive assessment.
• Review of relevant evidence regarding individuals like your character. You will be required to find and discuss two sources that describe characteristics of a population which the client is a member of and two sources that discuss services or interventions for the population.
• Short stories to choose from
• Detailed instructions and requirements
• Grading rubric
• Note: we will also all read one additional short story and use it as an example during class discussions to highlight 1) issues of engagement, assessment and planning in general and 2) the requirements of the assignment.  

Component #4 Client planning and evaluation

• This is the second part of the assignment using the short stories.
• An intervention plan including client goals, measurable objectives and specific interventions/actions.
• A discussion of why you would propose such a plan to this individual.
• A discussion of how you would evaluate the intervention(s), identify how termination should occur, and discuss any recommended follow-up plan.

Component #5: Memo and referral

• A professional internal memo regarding a hypothetical client.
• A professional external referral regarding a hypothetical client.
• Note: for these you may continue to use the character from your short story or just make up a client and situation.
• << Previous: Academic Integrity at UofA
• Last Updated: Mar 28, 2024 4:55 PM
• URL: https://uark.libguides.com/c.php?g=563741
• See us on Instagram
• Follow us on Twitter
• Phone: 479-575-4104

Social Work Toolbox: 37 Questions, Assessments, & Resources

This may be because of its unlikely position, balanced between “the individual and society, the powerful and the excluded” (Davies, 2013, p. 3).

Social work is a unique profession because of its breadth and depth of engagement and the many governmental and private organizations with which it engages.

Not only does it help individuals and groups solve problems in psychosocial functioning, but it also attempts to support them in their life-enhancing goals and ultimately create a just society (Suppes & Wells, 2017).

This article provides a toolbox for social workers, with a selection of assessments and resources to support them in their role and career.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises will explore fundamental aspects of positive psychology including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

6 best resources for social workers, top 17 questions to ask your clients, 2 assessments for your sessions, social work & domestic violence: 5 helpful resources, our 3 favorite podcasts on the topic, resources from positivepsychology.com, a take-home message.

Demanding professions require dedicated and supportive resources that transform social work theory into practice. The following worksheets and tools target some of the most challenging and essential areas of social work (Rogers, Whitaker, Edmondson, & Peach, 2020; Davies, 2013):

Emotional intelligence

“Understanding emotion arises from the combined consciousness of how we perceive emotions and use our intellect to make sense of them” (Rogers et al., 2020, p. 47).

For social workers, emotional intelligence is invaluable. They must develop and maintain awareness of both their own and their client’s feelings and use the insights to select appropriate interventions and communication strategies without becoming overwhelmed.

The Reflecting on Emotions in Social Work worksheet encourages social workers to stop and consider their feelings following an initial client visit.

In the worksheet, the social worker is guided to find some quiet time and space to reflect on:

• How do I feel about my initial visit?
• What are my thoughts regarding the purpose of the visit?
• How do I think I can proceed with developing a relationship with the client?
• How do I think the client feels about my visit?

Being self-aware is a crucial aspect of social work and will inform the ongoing relationship with the client.

Fostering empathy

Mirror neurons fire when we watch others performing an action or experiencing an emotion. They play a significant role in learning new skills and developing empathy for others’ experiences (Thomson, 2010).

Social workers must become more aware of service users’ experiences, as they can influence and affect the interaction with them.

Use the Fostering Empathy Reflectively worksheet to improve the understanding of your own and others’ emotions and increase the degree of empathy.

Observing others can make social workers more aware of human behavior and the emotions and thoughts underneath to increase their capacity for empathy.

Reflective cycle

Reflecting on situations encountered on the job can help social workers fully consider their own and their clients’ thoughts and feelings before drawing conclusions. Indeed, “successful reflection emphasizes the centrality of self-awareness and the capacity for analysis” (Rogers et al., 2020, p. 64).

Use the Reflective Cycle for Social Work to reflect on events, incidents, and behaviors in a structured and systematic way (modified from Gibbs, 1988).

Challenging social interactions

Good communication skills and confidence in social interactions are essential for social work. There will be times when you need assertiveness to challenge others to ensure the client’s needs are met (Rogers et al., 2020).

However, like all skills, social skills can be learned and maintained through education and practice.

The Preparing for Difficult Social Interactions worksheet considers how a situation or event may unfold through focusing on the essential issues.

Practice and role-play can help social workers prepare for a more successful social interaction and gain confidence in their coping abilities.

Motivational Interviewing in Social Work

“Change can become difficult for service users when they are ambivalent about the extent to which the change will be beneficial” (Davies, 2013, p. 451).

One method used by social workers to explore their clients’ intrinsic values and ambivalence is through motivational interviewing (MI). MI has four basic principles (modified from Davies, 2013):

• Expressing empathy Displaying a clear and genuine interest in the client’s needs, feelings, and perspective.
• Developing discrepancy Watching and listening for discrepancies between a client’s present behavior and values and future goals.
• Rolling with resistance Avoiding getting into arguments or pushing for change.
• Supporting self-efficacy Believing in the client’s capacity to change.

The Motivational Interviewing in Social Work worksheet uses the five stages of change to consider the client’s readiness for change and as input for selecting an appropriate intervention (Prochaska & DiClemente, 1986; Davies, 2013).

The client should be encouraged to create and implement a plan, including goals and details of the specific tasks required.

Respectful practices

Rogers et al. (2020) identified several fundamental values that social workers should be aware of and practice with their service users, families, and other organizations with which they engage. These include:

• Individuality
• Honesty and integrity

The Respectful Practices in Social Work worksheet encourages reflection on whether a social worker remains in touch with their values and the principles expected in their work.

Social workers should frequently think of recent examples of interactions with clients, families, and other organizations, and ask themselves (modified from Rogers et al., 2020):

• Were you polite, courteous, warm, and approachable?
• How well did you accept people with different beliefs and values from your own?
• Did you attempt to understand the person and their history?
• Were you professional, open, honest, and trustworthy?
• Did you treat each person equally, providing fair access to your time and resources?

A regular check-in to ensure high standards are being maintained and values remain clear will ensure the continued professionalism expected from a social worker.

The following questions provide practical examples; practitioners should tailor them according to timing and context and remain sensitive to the needs of all involved (Rogers et al., 2020; Suppes & Wells, 2017; Davies, 2013).

Open questions

Open questions encourage the respondent to reflect and respond with their feelings, thoughts, and personal experiences. For example:

• What is your view of what happened?
• What has it been like living with this issue?
• How could we work together to find a good solution?
• What are your greatest fears?

Closed questions

Typically, closed questions are used to find out personal details such as name and address, but they can also provide focus and clarity to confirm information. Closed questions are especially important when dealing with someone with cognitive impairment or who finds it difficult to speak up, and can lead to follow-up, open questions.

For example:

• How old are you?
• Are you in trouble?
• Are you scared?
• Do you need help?

Hypothetical questions

Hypothetical questions can be helpful when we need the service user to consider a potentially different future, one in which their problems have been resolved. Such questions can build hope and set goals. For example:

• Can you imagine how things would be if you did not live with the fear of violence?
• Where would you like to be in a few years after you leave school?
• Can you imagine what you would do if a similar situation were to happen again?

Strengths-based questions

“Focusing on strengths helps to move away from a preoccupation with risk and risk management” and builds strengths for a better future (Rogers et al., 2020, p. 243). Strengths-based questions in social work can be powerful tools for identifying the positives and adopting a solution-focused approach.

Examples include:

• Survival – How did you cope in the past?
• Support – Who helps you and gives you support and guidance?
• Esteem – How do you feel when you receive compliments?
• Perspective – What are your thoughts about the situation, issue, or problem?
• Change – What would you like to change, and how can I help?
• Meaning – What gives your life meaning?

Download 3 Free Positive Psychology Exercises (PDF)

Enhance wellbeing with these free, science-based exercises that draw on the latest insights from positive psychology.

Download 3 Free Positive Psychology Tools Pack (PDF)

By filling out your name and email address below.

Interventions in social work are often described as having four stages: engagement, assessment, intervention, and evaluation (Suppes & Wells, 2017).

The assessment stage typically involves:

• Collecting, organizing, and interpreting data
• Assessing a client’s strengths and limitations
• Developing and agreeing on goals and objectives for interventions
• Selecting strategies appropriate to the intervention

Assessment is an ongoing process that typically focuses on risk. It begins with the referral and only ends when the intervention is complete or the case closed.

Assessment will need to be specific to the situation and the individuals involved, but it is likely to consider the following kinds of risks (Rogers et al., 2020; Bath and North East Somerset Council, 2017):

General risk assessment

Risk management does not remove risk, but rather reduces the likelihood or impact of problematic behavior. Risk assessments are performed to identify factors that may cause risky behavior or events (Davies, 2013).

Questions include:

• What has been happening?
• What is happening right now?
• What could happen?
• How likely is it that it will happen?
• How serious could it be?

The wording and detail of each will depend on the situation, client, and environment, guided by the social worker’s training and experience.

Assessment of risk to children

A child’s safety is of the utmost importance. As part of the assessment process, a complete understanding of actual or potential harm is vital, including (modified from Bath and North East Somerset Council, 2017):

• Has the child been harmed? Are they likely to be harmed?
• Is the child at immediate risk of harm and is their safety threatened?
• If harmed previously, to what extent or degree? Is there likely to be harm in the future?
• Has there been a detrimental impact on the child’s wellbeing? Is there likely to be in the future?
• Is there a parent or guardian able and motivated to protect the child from harm?

Social workers must use professional judgment to assess the level of risk and assure the child’s ongoing safety.

Assessment process – Oregon Department of Human Services

The figures related to domestic violence are shocking. There are 1.3 million women and 835,000 men in the United States alone who are physically assaulted by a close partner each year (NASW, n.d.).

The NASW offers valuable resources to help social workers recognize the signs of existing domestic violence, prevent future violence, and help victims, including:

• We can help end domestic violence – information on how the White Ribbon Day Campaign is raising awareness of domestic violence

SocialWorkersToolBox.com is another website with a vast range of free social work tools and resources. This UK-based website has a range of videos and educational toolkits, including:

• Exploring Healthy Relationships: Resource Pack for 14–16-Year-Olds
• Parents’ Guide: Youth Violence, Knife Crime, and Gangs
• Family Meetings: Parents’ Guide and Templates
• Preventing Bullying: A Guide for Parents

Many of the worksheets are helpful for sharing with parents, carers, and organizations.

Here are three insightful podcasts that discuss many of the issues facing social workers and social policymakers:

• NASW Social Work Talks Podcast The NASW podcast explores topics social workers care about and hosts experts in both theory and practice. The podcast covers broad subjects including racism, child welfare, burnout, and facing grief.
• The Social Work Podcast This fascinating podcast is another great place to hear from social workers and other experts in the field. The host and founder is Jonathan Singer, while Allan Barsky – a lecturer and researcher – is a frequent guest. Along with other guests, various issues affecting social workers and policymakers are discussed.
• Social Work Stories Podcast hosts and social workers Lis Murphy, Mim Fox, and Justin Stech guide listeners through  all aspects of social work and social welfare.

17 Top-Rated Positive Psychology Exercises for Practitioners

Expand your arsenal and impact with these 17 Positive Psychology Exercises [PDF] , scientifically designed to promote human flourishing, meaning, and wellbeing.

Created by Experts. 100% Science-based.

Social workers should be well versed in a variety of theories, tools, and skills. We have plenty of resources to support experienced social workers and those new to the profession.

One valuable point of focus for social workers involves building strengths and its role in solution-focused therapy . Why not download our free strengths exercise pack and try out the powerful exercises contained within? Here are some examples:

• Strength Regulation By learning how to regulate their strengths, clients can be taught to use them more effectively.
• You at Your Best Strengths finding is a powerful way for social workers to increase service users’ awareness of their strengths.

Other free helpful resources for social workers include:

• Conflict Resolution Checklist Remove issues and factors causing or increasing conflict with this practical checklist .
• Assertive Communication Practicing assertive communication can be equally valuable for social workers and service users.

More extensive versions of the following tools are available with a subscription to the Positive Psychology Toolkit© , but they are described briefly below:

• Self-Contract

Commitment and self-belief can increase the likelihood of successful future behavioral change.

The idea is to commit yourself to making a positive and effective change by signing a statement of what you will do and when. For example:

I will do [goal] by [date].

• Cognitive Restructuring

While negative thoughts may not accurately reflect reality, they can increase the risk of unwelcome and harmful behavior.

This cognitive psychology tool helps people identify distorted and unhelpful thinking and find other ways of thinking:

• Step one – Identify automatic unhelpful thoughts that are causing distress.
• Step two – Evaluate the accuracy of these thoughts.
• Step three – Substitute them with fair, rational, and balanced thoughts.

Individuals can then reflect on how this more balanced and realistic style of thinking makes them feel.

If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

Society and policymakers increasingly rely on social workers to help solve individual and group issues involving psychosocial functioning. But beyond helping people survive when society lets them down, social workers support them through positive change toward meaningful goals.

Social workers must be well equipped with social, goal-setting, and communication skills underpinned by positive psychology theory and developed through practice to be successful.

Reflection is crucial. Professionals must analyze their own and others’ emotions, thinking, and behavior while continuously monitoring risk, particularly when vulnerable populations are involved.

The nature of social work is to engage with populations often at the edge of society, where support is either not provided or under-represented.

This article includes tools, worksheets, and other resources that support social workers as they engage with and help their clients. Try them out and tailor them as needed to help deliver positive and lasting change and a more just society.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

• Bath and North East Somerset Council. (2017, June). Risk assessment guidance . Retrieved November 17, 2021, from https://bathnes.proceduresonline.com/chapters/p_risk_assess.html
• Davies, M. (2013). The Blackwell companion to social work . Wiley Blackwell.
• Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods . Oxford Further Education Unit.
• National Association of Social Workers. (n.d.). Domestic violence media toolkit . Retrieved November 17, 2021, from https://www.socialworkers.org/News/1000-Experts/Media-Toolkits/Domestic-Violence
• Prochaska, J. O., & DiClemente, C. C. (1986). Toward a comprehensive model of change. In W. R. Miller & N. Heather (Eds.) Treating addictive behaviors: Processes of chang e. Springer.
• Rogers, M., Whitaker, D., Edmondson, D., & Peach, D. (2020). Developing skills & knowledge for social work practice . SAGE.
• Suppes, M. A., & Wells, M. A. (2017). The social work experience: An introduction to social work and social welfare . Pearson.
• Thomson, H. (2010, April 14). Empathetic mirror neurons found in humans at last . New Scientist. Retrieved November 16, 2021, from https://www.newscientist.com/article/mg20627565-600-empathetic-mirror-neurons-found-in-humans-at-last/

Share this article:

Article feedback

What our readers think.

Thanks so much for including the Social Work Podcast in this article. One correction: Allan Barsky is a frequent guest, but Jonathan Singer is the founder and host.

Hi there Jonathan,

Thank you so much for bringing this to our attention! We are delighted that you are reading the blog as we are fans of your podcast as well.

We will adjust this right away so we can give credit where credit is due 🙂

Thanks for all that you do!

Kind regards, -Caroline | Community Manager

Petra, it does not hurt to see this information again. Some social workers are new at their jobs and can always benefit from hearing this info repeated. If you want to hear from social workers only, then encourage your peers and or colleagues to write this stuff from their perspective.

This article is demeaning and patronsing! As social workers – we have done our (at least) 4 years at uni and this stuff is social work 101. As psychologists – I find you often think you know best and can “tell” other professionals how to do their jobs. So – if you want to write something to social workers – get a social worker to write it! Petra van Vliet – proud and loud social worker

Let us know your thoughts Cancel reply

Your email address will not be published.

Save my name, email, and website in this browser for the next time I comment.

Related articles

Hierarchy of Needs: A 2024 Take on Maslow’s Findings

One of the most influential theories in human psychology that addresses our quest for wellbeing is Abraham Maslow’s Hierarchy of Needs. While Maslow’s theory of [...]

Emotional Development in Childhood: 3 Theories Explained

We have all witnessed a sweet smile from a baby. That cute little gummy grin that makes us smile in return. Are babies born with [...]

Using Classical Conditioning for Treating Phobias & Disorders

Does the name Pavlov ring a bell? Classical conditioning, a psychological phenomenon first discovered by Ivan Pavlov in the late 19th century, has proven to [...]

Read other articles by their category

• Body & Brain (49)
• Coaching & Application (58)
• Compassion (25)
• Counseling (51)
• Emotional Intelligence (23)
• Gratitude (18)
• Grief & Bereavement (21)
• Happiness & SWB (40)
• Meaning & Values (26)
• Meditation (20)
• Mindfulness (44)
• Motivation & Goals (45)
• Optimism & Mindset (34)
• Positive CBT (29)
• Positive Communication (20)
• Positive Education (47)
• Positive Emotions (32)
• Positive Leadership (18)
• Positive Parenting (15)
• Positive Psychology (33)
• Positive Workplace (37)
• Productivity (17)
• Relationships (43)
• Resilience & Coping (37)
• Self Awareness (21)
• Self Esteem (38)
• Strengths & Virtues (32)
• Stress & Burnout Prevention (34)
• Theory & Books (46)
• Therapy Exercises (37)
• Types of Therapy (63)

3 Positive Psychology Tools (PDF)

• Follow us on Twitter
• Follow us on Facebook

Key Components for Effective Social Work Assignments

Posted By Laurel Hitchcock on Jan 26, 2023 | 0 comments

As social work educators, we create assignments to give our students opportunities to learn about the profession and develop competencies needed for social practice. Assignments also offer a way to assess if students are growing in their understanding of how to be professional social workers. Assignments can range from reading a chapter in the course textbook to a 20-page research paper and more. I have shared many assignments on this blog that I have used in various classes. What I have learned over the years is that it takes effort and structure to create a quality assignment that will help students connect what they are learning in the classroom to their field experience and beyond. In this blog post, I share my thoughts on how to structure an assignment that is clear and contextualized for the social work profession, using three simple questions – Why?, What?, and How?

With this question, you are trying to explain why students need to do this assignment—explaining “the why” of an assignment gives students an understanding of how the assignment fits into learning about the social work profession and how it fits into the course. You are giving students a general sense of the project before the details while also helping them understand how this assignment will inform their future practice as social workers. To get started with drafting the why of an assignment, ask yourself the following questions:

• What are the course objectives or student learning outcomes?
• What are the social work competencies addressed by your course (think about the competencies outlined by Council on Social Work Education [CSWE] )?
• What are the social work values addressed in your course (think about the National Association of Social Worker’s Code of Ethics)?
• How does your course fit into the overall curriculum of the social work program?

Answering these questions about your course should help you define your reasons for including assignments as part of your course. Not only will this help you explain to students why these assignments are important, but you will also discover keywords from the competencies or course objectives that you can incorporate into your assignment’s purpose statement. Also, you will be able to add a brief reminder of what was previously learned in the course (or other courses) and how the assignment builds on this content. Lastly, you will want to write a brief statement about the learning objectives for the assignment.

Here is an example from an infographic assignment I developed with colleagues :

This infographic assignment aims to help students practice advocacy & brokering skills as it relates to a human service issue and/or topic. Students are expected to create an infographic that provides statistics and/or facts on a chosen social problem.

Learning Objectives:

By the end of this assignment, students will be able to:

• Create an engaging infographic that provides awareness and/or describes preventative measures related to a chosen topic
• Conduct research to identify statistics, resources, and other data relevant to a chosen topi c
• Increase ability to interpret and communicate a social work topic
• Demonstrate communication and advocacy skills by sharing and promoting one’s infographic via social media

As you write the learning objectives for the assignment, I recommend using Bloom’s Taxonomy to identify action words for your objectives. Briefly, Bloom’s Taxonomy is a classification system for learning outcomes and is commonly used in higher education.

Next, you will want to explain “the what” of the assignment, focusing on what the students will be doing for the assignment, and what they need to do to complete it. Here is where I think about the learning I want the students to demonstrate as part of the assignment. I have found CSWE’s definition of holistic competence helpful when considering what I want students to gain from an assignment. Specifically, CSWE recognizes that social workers demonstrate their professional competence with four dimensions – their knowledge, skills, values, and ability to think critically and reflect. When applied to an assignment, I will consider each of the four dimensions with questions like these:

• Knowledge – What content do the students need to learn, discuss, etc.? What do they need know they know about a topic? Models, theories, or structures?
• Skills – What skills do they need to demonstrate? Techniques or methods?
• Values – What core social work values connect to this assignment? Service, Integrity,
• Cognitive and affective processes – How will critical thinking appear in this assignment? Critical Reflection? How can this assignment help students develop professional judgment?

Again, Bloom’s Taxonomy and CSWE’s Social Work Competencies can be helpful here. Do not be afraid of incorporating language or phrasing from these sources. You can review the educators’ resources on the CSWE’s website. I like to “collect” social work assignments as models for myself. When appropriate, I acknowledge the resource, person, or organization who inspired the assignment with a brief note at the end or in the footnote.

Next, I state (or re-state) the genre of the assignment (i.e., paper, presentation, discussion post, exam, etc.) and give some guidelines for structure and formatting, such as a page or word limit, type of software program to use, or writing style. Of course, these guidelines will vary by the type of assignment. Here is an example from the same infographic assignment:

Please use the following guidelines when creating your infographic:

• Include APA-style references and in-text citations to support that information in your assignment.
• Use only images and other visual content that are in the public domain.
• Apply the rule of three when selecting colors for your infographic.
• Select fonts from the primary categories of font families and stick to a font palette.

For this question, I like to include a list of all the tasks a student needs to complete in chronological order, which can help them plan for the assignments. Please think of this as scaffolding, an educational technique that supports students as they learn new ideas or skills. Briefly, scaffolding includes modeling as the instructor, practicing (either as a group or individually), and then providing resources so the students can accomplish the assignment independently. For this example, here is the task list I provide for the infographic assignment:

To complete this assignment, each student will do the following tasks:

• Review an infographic as part of a class discussion
• Review the course resources about how to create an infographic
• Identify the topic for your infographic
• Collect data and information needed for the infographic
• Create a draft infographic
• Get feedback from a peer as part of a class discussion
• Revise and submit their final infographic
• Share the infographic with others outside the class as appropriate
• Complete the self-reflection journal about your learning

The goal here is to draft a task list that helps students think through the logical steps of an assignment without micro-managing it for them. Two strategies that help with this include:

Tying the tasks back to previously learned content – For example, when reviewing an exemplar infographic as part of a class discussion, I will often select an infographic about a topic that the students are already familiar with (i.e., a topic from a previous course or one already covered in class). This helps to re-enforce the topic with the students and allows me to focus on the skills of creating an infographic rather than answering many questions about a new topic.

Giving students as much choice as possible – For example, I prefer that students select their own topics for assignments when possible. Other ways to give choice include letting students select the software or web-based program they prefer to complete an assignment and design options. As you may already know, giving students choices related to assignments supports a trauma-informed approach to teaching and offers students opportunities to deepen their knowledge about a topic of interest to them.

Finally, I provide information on how the assignment will be assessed. This helps the students understand the assignment’s expectations and provides transparency about how I grade. Rubrics are one of my favorite tools for grading as I can use them with any assignment and share descriptions of the criteria I will be using to assess student work. You can see an example of the rubric used for this infographic assignment here. Additionally, you might want to consider using a meta rubric, which is a rubric for your assignment rubric. A meta rubric will help you quickly identify where the assignment needs updates for the next semester.

How do you come up with assignments for your social work courses? I am interested in hearing about your processes and assignments. Please share in the comment section below.

How to cite:

Hitchcock, L.I. (2023, January 26). Key Components for Effective Social Work Assignments.  Teaching and Learning in Social Work .  https://laureliversonhitchcock.org/2023/01/26/key-components-for-effective-social-work-assignments/

Author: Laurel Hitchcock

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Notify me of follow-up comments by email.

Notify me of new posts by email.

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Laurel Hitchcock

Photo Credit: Jared Bash

• #SWvirtualpal
• Accreditation
• Assignments for Social Work
• Guest Educator Post
• Guest Student Post
• Interprofessional Education
• Presentations/Conferences
• Professional Collaboration Network
• Professional Learning Network
• Service Learning
• Simulations
• Social Media
• SW Field Education
• SW Practice with Tech
• Teaching with Tech

Archived Posts

Signup today to be notified of new updates!

Your email:

Designed by Elegant Themes | Powered by WordPress

University of Michigan School of Social Work

Audience menu.

• Connect with SSW
• Discover Social Work
• Privilege, Oppression, Diversity and Social Justice
• MasterTrack Online Certificate
• Online MSW Program
• Schedule a Visit
• Course Catalog
• Financial Aid & Tuition
• MSW Program
• Joint PhD Program
• SSW Faculty
• Class-Related Forms
• Student Guide
• Academic Calendar
• Course Planning Worksheets
• Educational Agreement
• Office of Field Education
• Office of Student Services
• SSW Reservations
• Safety & Emergency Preparedness
• Student Advising
• Committee Meetings & Minutes
• Wolverine Access
• Faculty Handbook
• Instructional Faculty Resources
• SSW Directory
• Information Technology
• Faculty and Administrative Support Team
• U-M Webmail
• Community Forum
• Instructions

Search form

• Dean's Welcome
• Mission & Goals
• Contact & Building Hours
• Rankings, Facts & Figures
• Mission Statement
• Printable Strategic Plan
• Detailed Strategic Plan
• Action and Engagement
• Training/Resources
• Partnerships
• Newsletters
• Faculty Books
• Ongoing Magazine
• Presentations
• Research Publications
• SSW Publications
• Ann Arbor & Beyond
• Hotel Information
• Maps & Parking
• Welcome Letter
• Strategic Plan
• Social Work & Social Justice Dialogues
• DEI Impact Awards
• Student Diversity
• Anti-Racism Statement
• DEI & Anti-Racism Initiatives
• History of Social Work
• Land Acknowledgment Statement
• Oral Histories
• Social Justice Collection
• Printing Computing Sites
• U-M Computing Sites
• MSW Brochure and Flyers
• Connect With an MSW Admissions Counselor
• Connect With a Current MSW Student
• Request MSW Program Information
• Visit Our MSW Program
• Financial Aid
• Part-Time Programs
• Program Length
• Special Programs
• Tuition & Fees
• Admitted Students
• CSWE Competencies Assessment
• MasterTrack
• Program Statistics
• Joint PhD Research
• Joint PhD Students & Alumni
• Conversations Across Social Disciplines
• Declarations and Requirements
• Certificate Programs
• Faculty & Staff
• Outreach Board
• Preferred Admissions
• Stories & Videos
• Funding Opportunities
• Community Action and Social Change Minor
• UM Dearborn
• U-M Sociology and Social Work
• Affidavit of Financial Support
• English Proficiency
• Health Insurance
• Student Stories
• LGBTQIA2S+ Students
• Prospective Field Instructors
• Licensure Requirements
• Exam Preparation
• Mailing List
• Global Activities Scholars Program
• Global Course Extension
• Global Independent Study
• Peace Corps
• Global Social Work Practice Pathway
• Exchange Visitors
• Identities Abroad
• Global Career Guide
• Scholarship
• Course Planning
• Courses & Field Placements
• Community Action & Research Certificate
• Interprofessional Mini-Certificate in Trauma-Informed Practice
• Groups/Labs/Centers
• Past Discoveries
• Faculty Support
• Proposal Notification
• Responsible Conduct
• Schedule a Consult
• Evaluation Skills Video Resource Library
• Education/Training
• Signature Programs
• Past Projects
• White Papers
• Become a Faculty Affiliate
• AHEAD Magazine
• Athletics Tickets
• Spaces for Students
• Students with Children
• Students with Disabilities
• Job Search Resources
• Job Preparation
• Licensing & Exam Prep
• Alumni Jobs & Salaries
• Graduate Fellowships and Assistantships
• Post-MSW Fellowships
• Student Employment
• Writing Assistance
• After Hours Transit Services
• SSW Building Maps
• Affordable Care Act
• Domestic Health Insurance
• International Health Insurance
• Liability & Auto Insurance
• Counseling and Psychological Services Embedded Therapist
• Virtual Student Mental Health Resources
• Get Help at U-M
• Student Help & Support
• Upcoming Ceremonies
• Past Ceremonies
• Commencement Calendar
• International Students
• International Applicants
• Student Activities
• Request a Community Conversation
• Upcoming Community Conversations
• Spring / Summer 2024
• Outside Classes

Class Descriptions

• Credit Hour Policy
• Diversity, Equity & Inclusion
• Faculty and Administrative Support
• Contacts by Office
• Tenure-Track Faculty
• Clinical & Research Faculty
• Research Fellows
• Field Faculty
• LEO Lecturers
• Emeritus Faculty
• Joint PhD Students
• LEO & GSI
• Research Fellow
• Academics & Curriculum
• Continuing Education
• MSW Applications & Admission
• Registrar's Office
• Letter from the Director
• Halla Jomaa-Jouney
• Nancy Riske
• Charlotte Hoppen
• Madison Mariles
• Abigail Niehaus
• Benjamin Shovers
• Nikki Pallante
• Ways of Giving
• Fundraising Initiatives
• Donor Impact
• Class Notes
• Host Your Own Event
• Get Your Transcript
• Lifelong Learning
• Alumni Recognition
• Alumni Board
• Present a Webinar
• Advances in Child Maltreatment Prevention
• Building Healthy, Strong Communities
• Fedele F. and Iris M. Fauri Memorial Lecture
• Homecoming & Reunion Weekend
• Leon and Josephine Winkelman Memorial Lecture
• Social Justice Changemaker Lecture
• Social Work Month Celebration
• Contact Information
• Update My Record
• Meet the Team
• Directories

You are here

Introduction to social work practice, course description.

Introduction to Social Work Practice will prepare students to successfully approach both social work education and social work practice. The course will introduce social work students to key social work ideas, values, concepts, and skills, including the code of ethics, social work’s grand challenges and P.O.D.S. (privilege, oppression, diversity and social justice). Students will be oriented to social work education at the University of Michigan, including how professional graduate education may differ from past educational experiences, specialization options available, and the role of lifelong learning. Students will be introduced to a professional portfolio that they will use throughout their time in the program.

● Develop a sense of belonging to the UM MSW program by interacting with fellow students and faculty. ● Describe ethical decision-making processes as applied to social work practice settings in a manner that reflects the laws, regulations, and code of ethics of social work (Essential 36, 44; EPAS 1). ● Identify how social workers ethically engage with technology practice (Essential 26; EPAS 1) ● Recognize how social work practice connects to the “Grand Challenges” (Essential 31; EPAS 2). ● Identify ways social workers can engage in social justice and anti-racism work (Essential 30, 45; EPAS 1, 2, 3, 5). ● Develop a self-care plan that includes elements across different domains (Essential 40, 43; EPAS 1, 6).

This course will use multiple methods including but not limited to: lectures, demonstrations, case studies, readings, guest speakers, discussions, written assignments, individual and group exercises.

Intensive Focus on Privilege, Oppression, Diversity and Social Justice (PODS)

Course registration.

Registration Information »

Wolverine Access »

Pathway Courses

See the course list for all pathways »

Contact Us Press escape to close

• Phone 1 (734) 764-3309 Fax 1 (734) 936-1961
• Email MSW [email protected] CE [email protected] PhD [email protected]

University of Michigan School of Social Work 1080 South University Avenue Ann Arbor, MI 48109-1106

• Faculty, Staff & PhD Directory » Building Hours & Maps

Field Assignments and Duties in Social Work Field Practice

• First Online: 22 March 2024

Cite this chapter

• M. Rezaul Islam   ORCID: orcid.org/0000-0002-2217-7507 2  

21 Accesses

The chapter discusses the intricacies of fieldwork assignments, a pivotal aspect of social work education. It offers an exploration of the diverse array of assignments students may encounter during their fieldwork experiences, providing a comprehensive understanding of the scope and breadth of their responsibilities. The chapter emphasizes the importance of defining roles and responsibilities within these assignments, ensuring that students are well-prepared to navigate their roles effectively. Through this chapter, social work students gain insights into the dynamic nature of their fieldwork roles and the significance of clear expectations in fulfilling their duties.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as EPUB and PDF
• Read on any device
• Instant download
• Own it forever
• Durable hardcover edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Bogo, M. (2015). Field education for clinical social work practice: Best practices and contemporary challenges. Clinical Social Work Journal, 43 , 317–324.

Article   Google Scholar  

LaPorte, H. H., & Sweifach, J. (2011). MSW foundation students in the field: Reflections on the nature and quality of group work assignments and supervision. Journal of Teaching in Social Work, 31 (3), 239–249.

Google Scholar  

Nuttman-Shwartz, O., & Berger, R. (2012). Field education in international social work: Where we are and where we should go. International Social Work, 55 (2), 225–243.

Rothery, M., & Tutty, L. (2008). Client-centered theory. Theoretical Perspectives for Direct Social Work Practice: A Generalist-Eclectic Approach, 2 , 299–320.

Rowe, W. S. (2017). Client-centered theory and the person centered approach: Values-based, evidence-supported (pp. 34–53). Social Work Treatment: Interlocking Theoretical Approaches.

Royse, D., Dhooper, S. S., & Rompf, E. L. (2016). Field instruction: A guide for social work students . Waveland Press.

Download references

Author information

Authors and affiliations.

Institute of Social Welfare and Research, University of Dhaka, Dhaka, Bangladesh

M. Rezaul Islam

You can also search for this author in PubMed   Google Scholar

Review Questions

What are the key foundational principles of field assignments in social work practice?

How do roles and responsibilities in fieldwork contribute to client-centered approaches?

Why is effective fieldwork documentation crucial, and what ethical standards should be followed?

How can ethical challenges in field practice be navigated, considering ethical principles?

In what ways does supervision contribute to the professional development of social work practitioners?

Why is adaptability essential in responding to dynamic situations during field assignments?

Multiple Choice Questions

What is the primary purpose of effective fieldwork documentation?

To meet bureaucratic requirements

To ensure client-centered approaches

To avoid ethical considerations

To impress supervisors

How does adaptability contribute to successful field assignments?

By sticking to predetermined plans

By resisting changes in the field

By responding to dynamic situations

By avoiding client feedback

What role does supervision play in the fieldwork experience?

It hinders professional development

It provides constructive feedback

It is unnecessary for experienced practitioners

It adds bureaucratic layers

Why is understanding cultural sensitivity crucial in field practice?

To enforce a single cultural perspective

To undermine diversity

To tailor interventions to client needs

To avoid client communication

Which statement best describes the importance of ethical considerations in fieldwork?

Ethical considerations are optional

They are only relevant in crisis situations

They guide professional conduct and decision-making

Ethical principles hinder effective interventions

What is the main goal of client-centered approaches in field assignments?

To tailor interventions to meet client needs

To prioritize the social worker's preferences

To streamline bureaucratic processes

To enforce predetermined plans

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Islam, M.R. (2024). Field Assignments and Duties in Social Work Field Practice. In: Fieldwork in Social Work. Springer, Cham. https://doi.org/10.1007/978-3-031-56683-7_4

Download citation

DOI : https://doi.org/10.1007/978-3-031-56683-7_4

Published : 22 March 2024

Publisher Name : Springer, Cham

Print ISBN : 978-3-031-56682-0

Online ISBN : 978-3-031-56683-7

eBook Packages : Social Sciences

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Social Work

• Book Search
• Reference - Print & E-Books
• Videos - How to Find Articles
• More Videos - How to Find Articles
• Interlibrary Loan: Step-by-Step Instructions
• APA Citation Style - 7th Ed.
• Searching Tips
• Social Work Search Example
• Find Social Service Agencies
• Web Resources
• SWK 237 Field of Practice Assignment
• SWK 446 Library Assignment
• MSW Library Orientation
• Conducting Research Through an Anti-Racism Lens

Field of Practice Assignment - Resources Available on Social Work Research Guide

1) Books - Book Search --- Follow steps provided to search OneSearch's Advanced Search to find electronic books for Social Work fields of practice --- See Searching Tips on the right-side of the page for instructions for searching for books by Subject .  A list of Subject Terms for common subjects in Social Work are provided as a starting point. 2) Encyclopedia of Social Work - Published by the National Association of Social Workers Press (NASW) and Oxford University Press.  This resource provides information on fields of practice, policy issues, and important people in the field of Social Work. a) The Encyclopedia is available in print and electronically at Reference - Print & E-Books or Databases b) Select the link for the Encyclopedia c) Enter your CUNY Login Credentials to access the Encyclopedia d) Once CUNY Login credentials are validated, the Encyclopedia will open 3) Journal Articles - to find scholarly journal articles on Social Work fields of practice a) Click Databases ; go to the Top Social Work Databases box --- Here you will find links for Databases that contain journals in the field of social work, sociology, and other areas in the social sciences. ---Start your search for articles with the SocIndex Database --- Enter the Field of Practice in the search box and press Search Fields of Practice is the field you selected and your professor approved from your textbook, Urban Social Work .  These are also the Subject Terms listed on Book Search 4) Social Service Agencies - Find Social Service Agencies --- Page provides detailed instructions and a PDF with steps for searching HITE (Health Information Tool for Empowerment) , an online searchable directory of over 6,000 health and social service organizations in New York City, Long Island and Westchester. --- The HITE website, maintained by the Greater New York Hospital Association, allows you to search by Keyword / Field of Practice , ex. Senior services; Veterans' services, Youth & Family services, etc. or Browse by Category - Social Supports & Services   You can limit searches by Age , Population , Conditions or Language Spoken .  You also have the option to limit to Zip Code and Distance you are willing to travel .

• << Previous: Web Resources
• Next: SWK 446 Library Assignment >>
• Last Updated: Apr 4, 2024 1:13 PM
• URL: https://libguides.lehman.edu/social-work

SOWK 410 Social Work Macro Practice

• Course Description

This course provides a generalist social work perspective of social work with communities and organizations. Topics include engagement, assessment, intervention, and evaluation as well as advocacy in regards to social and economic justice.

For information regarding prerequisites for this course, please refer to the  Academic Course Catalog .

Course Guide

View this course’s outcomes, policies, schedule, and more.*

Requires a student login to access.

*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.

Social workers interact with communities and organizations on a daily basis. This course aids the student in developing competency in the areas of engagement, assessment, intervention, and evaluation when working with communities and organizations. It prepares the student with the foundational knowledge necessary for effective practice in macro settings.

Course Assignment

Textbook readings and lecture presentations.

No details available.

Course Requirements Checklist

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

This discussion gives students practice applying the conflict management material reviewed in the text.  Specifically, from the case example provided, students will identify the kind(s) of conflict that exist within this situation and apply conflict resolutions skills.  Additionally, students will have opportunity to respond to other students and provide feedback and discussion on this important topic. The student will post one thread of 350 – 450 words and 2 replies of 200 – 250 words.

The purpose of this assignment is to provide students with an opportunity to evaluate Policy Advocacy within Organizations proposals that peers have created.  The student also will receive feedback on their own Proposal. For this thread, the student will attach their Policy Advocacy within Organizations assignment and post a 1-3 sentence “Summary of Proposal”. The student will post 2 replies of 250-300 words.

Community Needs Assessment and Asset Mapping Assignment

The purpose of the Community Needs Assessment and Asset Mapping Assignment is for the student to apply assessment skills at the macro social work level to better understand their own local community’s needs and strengths.  For this assignment, they will employ the skills of community needs assessment and community asset mapping as described in the text.

Students will demonstrate macro advocacy skills by creating a memo to the leadership of an organization to advocate for a specific policy change. They also will review it with at least one person and incorporate feedback

The purpose of this assignment is to apply and practice the macro social work skill of program evaluation. 

Based on the Community Needs Assessment and Asset Mapping completed earlier in the semester, students will identify a primary community need in their local community. In this  assignment, you will imagine that you have created a program in your social services agency to address this community need as directly as possible, and develop a program evaluation process that demonstrates your understanding of the key evaluative concepts.

Quizzes (7)

Each quiz will cover the Learn material for the module: week in which it is assigned. Each quiz will be open-book/open-notes, contains multiple-choice and true/false questions, and has a 20- or 30-minute time limit.  The quizzes assess Competency 2-Diversity (knowledge), Competency 3-Justice (values, knowledge, cognitive/affective processes), Competency 4-Research (knowledge), & Competency 5-Policy (knowledge, values, cognitive/affective processes).

Quiz: Final

The Quiz: Final covers the textbook material from all modules: weeks. This quiz contains 50 multiple-choice and true/false questions and has a time limit of 1 hour and 30 minutes. The Quiz: Final assesses Competency 2-Diversity (knowledge), Competency 3-Justice (values, knowledge, cognitive/affective processes), Competency 4-Research (knowledge), & Competency 5-Policy (knowledge, values, cognitive/affective processes).

Have questions about this course or a program?

Speak to one of our admissions specialists.

Inner Navigation

• Assignments

Have questions?

Are you ready to change your future?

Apply FREE This Week*

Request Information

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, non-degree-seeking, DGIA, Continuing Education, WSB, and certificate students.

Request Information About a Program

Request info about liberty university online, what program are you interested in, choose a program level.

Choose a program level

Bachelor’s

Master’s

Certificate

Select a Field of Study

Select a field of study

Select a Program

Select a program

Next: Contact Info

Legal full name.

Enter legal full name

Legal Last Name

Enter legal last name

Enter an email address

Enter a phone number

Full Address

Enter an address

Apt., P.O. Box, or can’t find your address? Enter it manually instead .

Select a Country

Street Address

Enter Street Address

Enter State

ZIP/Postal Code

Enter Zip Code

Back to automated address search

Start my application now for FREE