The University of Texas of the Permian Basin social justice: sowk 3350. 001 & psyc 4389. 003 Spring 2018 course syllabus instructor



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The University of Texas of the Permian Basin

SOCIAL JUSTICE: SOWK 3350.001 & PSYC 4389.003

SPRING 2018 COURSE SYLLABUS
Instructor: Gayle Ellis, LCSW Email: ellis_l@utpb.edu

Office: MB 3250

Phone: 432-552-3349


Mon. / Wed. 2:00pm—4:00pm

Thursday 3:00pm—4:00pm

: Or by appointment

Class Time Mon/Wed: 4:15pm – 5:30pm Class Room: MB 3247

Required Text Stephenson, Bryan (2014). Just mercy: A story of justice and redemption. 978-0-8129-8496-7
Course Description

This course is based the following assumptions: 1) membership in a population-at-risk group (e.g., people of color, women, gay and lesbian persons) increases risk factors for exposure to discrimination, economic deprivation, and oppression; 2) professional social work and counseling ethics and values demand culturally competent practice; 3) it is necessary for students to learn to apply social justice approaches to influence assessment, planning, access to resources, intervention, and research; and 4) have strategies to critically analyze distributive justice, human and civil rights, and global interconnections of oppression. There is an emphasis in this course on the impact of discrimination and oppression by individuals and society on people of culturally diverse backgrounds and orientations.




  1. Course Objectives

  1. Demonstrate familiarity of the United States of American Governmental structure and general function: i.e. Civics

  2. Critique and apply social justice approaches to influence assessment, planning, access of resources, intervention and research;

  3. Assess the impact of discrimination (e.g., racism, sexism, homophobia), and oppression on public policy, institutional structure, service delivery, and one's own role in promoting social and economic justice.

  4. Demonstrate familiarity with biological, psychological and, sociological aspects of oppression and discrimination and the history/heritage of pop-at-risk groups;

  5. Examine the personal and professional use of self in ethical, culturally competent, and socially just social work practices including case management and clinical focuses.




  1. Teaching Methods

Due to the tendency that course content will be emotionally charged we will follow guidelines, established collaboratively by students and the instructor, to create a respectful, safe and challenging learning environment. The instructor has the ultimate responsibility to manage differences and conflict that arise in the course. A variety of teaching methods will be used including: readings; lectures; discussions; student research, audiovisual materials, and experiential learning exercises.

  1. Course Requirements

Students will be evaluated on the following required assignments, as well as in-class participation and contribution.


  1. Reading: Just Mercy by Bryan Stephenson will be the stimulus for class Courageous Conversation Groups. There will also be Handouts and Videos providing information in class discussion




  1. Courageous Conversations is a Group discussion process in which Group members learn to discuss difficult topics in productive ways. These trainings are deemed highly important in teaching the skills necessary for our conversations to be productive They are being lead by an outside facilitator and must be taught sequentially. Therefore, missing missed training cannot be made up and will lead to lessen skill levels on the students’ part in actual group discussions which could lead to lower grades in the class.



3. Just Mercy Journals will be written after the class has discussed each section of Just Mercy assigned for that week. Each Journal will be divided into sections based on the various ways in which the trauma of Oppression impacts individuals lives. The instruction for the Journals will be discussed in class.
4. Exams

There will be Two (2) exams in this class. Check the schedule for dates. Both Exams will be essay and will be submitted through the Online Social Justice Course Shell. See the Schedule for dates.




  1. Attendance. Preparation. Contribution

Class attendance is expected. Missing more than 2 weeks of class (4 classes) will result in the loss a letter grade for participation. Your grade relies on your being present. Be aware of this when setting priorities about class attendance.
However, life does happen, therefore the class policy allows for all students to miss up to four (4) class sessions without penalty, which is roughly 10% of the course. This will allow for sport team activities, serious illness/hospitalization and deaths of loved ones.
Missing 5 classes will cost ½ letter grade (i.e. would take an A to a B+), missing 6 classes will cost another ½ letter grade. That’s the loss of a full letter grade in participation. Missing more than 7 classes will result in the loss of a second letter grade in participation.
Also, Class participation is based on your observable attentive behavior and positive verbal involvement that promotes class and group discussion.
Cell Phones make professional life unmanageable

    • All cell phones must be turned off during class.

    • Do not come and go from the class to answer phone calls.

    • Infractions of cell phone rules will result in absence designations for that day.

    • When cell phones become a class problem, all students are required to place cell phones on desk, insight, and turned off.




  1. Grading:

Grades will be assigned according to the cumulative and weighted number of points the student has earned on the required assignments:

Grading Policy:

Points



  • Journals 1-4 25%

  • Exams 30%

  • Courageous Conversation Training 25%

  • Class Participation/Attendance 20%

Total 100%


  • You will receive a numerical grade on each of the above items completed. You will receive a -0- for non-completion of these items. A letter grade will be given at the end of the course based on the following grading system: A=90-100; B=80-89; C=70-79; D=60-69; F=59 and below.




  • Extra credit may be offered on a class wide basis only at the instructor’s discretion. Extra credit will not be offered on an individual basis because of low performance or poor attendance during the course of this class.




  • Changes in the Course Schedule

Assigned readings and journals should be completed prior to class, and students should be ready for discussion. Please be aware that this schedule is TENTATIVE, and thus dates for quizzes and assignments may change. All changes will also be posted in the Online Course Shell for this class. If you are not in class when changes are announced, you are still responsible for knowing of the changes and meeting the due dates.
niversity Policies

Academic Dishonesty/Plagiarism/Cheating: The academic community regards academic dishonesty as an extremely serious matter, with serious consequences. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. Any suspicion of academic dishonesty will be reported and investigated. A student who engages in scholastic dishonesty that includes, but is not limited to cheating, plagiarism, and collusion will receive an “F” for the course.

All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. For complete information on UTPB student conduct and discipline procedures consult the university’s handbook at: http://ss.utpb.edu/dean-of-students/scholastic-dishonesty/



Academic dishonesty includes, but is not limited to cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student such as, but not limited to, submission of essentially the same written assignment for two courses without the prior permission of the instructor, or the attempt to commit such acts.
Plagiarism includes, but is not limited to the appropriation of, buying, receiving as a gift, or obtaining by any means material that is attributable in whole or in part to another source, including words, ideas, illustrations, structure, computer code, other expression and media, and presenting that material as one's own academic work being offered for credit.
Disability: Any student who feels that he or she may require assistance for any type of physical or learning disability should consult with me as soon as possible. To request academic accommodations for a disability contact Leticia Madrid Director of the PASS Office in the Mesa Building Room 1160, 432-552-2631 or email madrid_l@utpb.edu. Students are required to provide documentation of disability to PASS Office prior to receiving accommodations.
Reasonable Accommodations: The University offers a number of services for disabled students that can help overcome the effects of disabilities on academic performance. Please see me if you have a documented disability (e.g., visual, hearing, or motor impairment, dyslexia, learning disability, etc.) that may affect your ability to perform at your potential on class requirements, and we will identify reasonable accommodations for that difficulty. The purpose of the class is to increase your knowledge of the course content, not to test your physical skills.

Changes in the Course Schedule

Assigned readings and journals should be completed prior to class, and students should be ready for discussion. Please be aware that this schedule is TENTATIVE, and thus dates for quizzes and assignments may change. All changes will also be posted in the Online Course Shell for this class. If you are not in class when changes are announced, you are still responsible for knowing of the changes and meeting the due dates.



Spring 2018

SOCIAL JUSTICE

SOWK 3350 001: PSYC 4389.003

Tentative CLASS SCHEDULE


Date

Class Activity


Assign/Due Dates

Readings

Jan 8

Orientation / Syllabus




Week 1: Syllabus

Jan 10

Civics Pt 1

Video


Watch Videos online

Handout

Jan 15

Martin Luther King Day


No Classes


Week 2:

Jan 17

Social Justice Value in Social Work





Handout

Jan 22

Activism in Clinical & Case Work




Week 3:


Jan 24

Liberal Democracies Pt 1





Handout



Jan 29

Discussion





Week 4:

Jan 31

Market Economy and Social Justice





Handout

Feb 5

Video and Discussion

Richard Wilkinson




Week 5: Handout

Feb 7

Video and Discussion

Michael Sandel




Handout

Feb 12

Bio-Psychosocial Understanding of

Oppression Pt. 1






Week 6: Handout


Feb 14

Bio-Psychosocial Understanding of

Oppression Pt. 2



EXAM ONE assigned




Feb 19

Courageous Conversations


EXAM ONE DUE


Week 7:

Feb 21

Courageous Conversations






Feb 26

Courageous Conversations





Week 8:


Feb 28

Courageous Conversations








Mar 5

Courageous Conversations




Week 9:


Mar 7

Overview Just Mercy and Journals

Assignments






Handout


Date

Class Activity


Assign/Due Dates

Readings

Mar 12

Spring Break





Week 10:


Mar 14

Spring Break








Mar 19

Lecture and Discussion




Week 11: Just Mercy:

Chap. 4 (pg. 91)



Mar 21

Group

Journal One Due



Mar 26

Lecture and Discussion




Week 12: Just Mercy:

Chap. 9 (pg. 162)



Mar 28

Group

Journal Two Due




Apr 2

Lecture and Discussion




Week 13: Just Mercy:

Chap. 12 (pg. 241)



Apr 4

Group


Journal Three Due




Apr 9

Lecture and Discussion




Week 14: Just Mercy:

through Author’s Note



(pg. 319)

Apr 11

Group


Journal Four Due




Apr 16

Local Action Group




Week 15 Speaker


Apr 18

Running for Local Office





Speaker

Apr 23


Running for State Office


Week 16: Speaker


Apr 25


Final Discussion

EXAM TWO Assigned



Apr 30-

May 4

Final Exams

EXAM TWO DUE

Week 17:


References
Adams, A. et. al. Readings for Diversity and Social Justice, 2nd Ed., Routledge Publishers, 2010.

Anderson, S.K. Explorations in Privilege, Oppression, and Diversity, Thompson, Books & Cole Publishers, 2005.

Berger, R. M. (1992). Research on older gay men: What we know, what we need to know. InN. J. Woodman (Ed.), Lesbian and gay lifestyles: A guide for counseling and education (pp. 217-234). New York: Irvington Publishers.

Bernard, D. (1992). Developing a positive self image in a homophobic environment. InN. J.

Woodman (Ed.), Lesbian and gay lifestyles: A guide for counseling and education (pp. 23-32). New York: Irvington Publishers.

Blount, M., Thyer, B. A., & Frye, T. (1992). Social work practice with Native Americans. InD. F. Harrison, J. S. Wodarski, & B. A. Thyer (Eds.), Cultural diversity and social work (pp. 107-134). Springfield, IL: Charles C. Thomas.

Bolte,B. (1993). Where's our Malcolm X? The Disability Rag, 14(1), 21-24. Louisville, KY: Avocado Press.

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Castex, G. M. (1994). Providing services to Hispanic/Latino populations: Profiles in diversity. Social Work, 39(3), 288-296. Washington, D.C.: NASW Press.

Chau,K. L. (1990). Social work practice: Towards a cross-cultural practice model. Journal of Applied Social Sciences, 14(2), 249-275.

Cheatham, H. E. (1990). Empowering Black families. In H. E. Cheatham & J. B. Stewart (Eds.), Black families: Interdisciplinary perspective (pp. 373-393). New Brunswick, NJ: Transaction.

Condeluci, A. (1991>. Independence: The route to community. Winter Park, FL: PMD Publishers Group. [Chap. 1, Disempowered].

Diamond, J. 2005, Guns, Germs, And Steel: The Fates of Human Societies, Norton & Company Publishers, pp. 7-455.

Faludi, S. (1992). Backlash: The undeclared war against American women (pp. ix-xxiii). New York-Crown.

Figueira-McDonough, J. The Welfare State and Social Work: Pursuing Social Justice, Sage Publications, Inc, 2007.

Fong, R., & Mokuau, (1994). Not simply "Asian Americans": Periodical literature review on Asians and Pacific Islanders. Social Work, 39(3), 298-307. Washington, D. C.: NASW Press.

Fontana, V. L. M. (1993). The Indian Child Welfare Act of 1978. Social Work Perspectives, 4(1), 27-29.

Ford, D. Y., Harris, J. J., in, & Winborne, D. G. (1991). The coloring of IQ testing: A new name for an old phenomenon. In D. J. Jones (Ed.), Prescriptions and policies: The social well-being of African Americans (pp. 99-111). New Brunswick, NJ: Transaction.

Gill,C.J. (1992, May/June). What the doctors didn't want to know. The Disability Rag, 11-13. Louisville, Ky: Avocado Press.

Granger, J. M. (1991). African American family policy or national family policy: Are they different? In D. J. Jones (Ed.), Prescriptions and policies: The social well-being of African Americans (pp. 42-51). New Brunswick, NJ: Transaction.

Grant, D. & Haynes, D. (1995). A developmental framework for cultural competency training with children. Social Work in Education, 17(3), 171-182.

Haynes, A. W., & Singh, R. N. (1992). Ethnic-sensitive social work practice: An integrated, ecological, and psychodynamic approach. Journal of Multicultural Social Work, 2(2), 43-52.

Hill, R. R. (1990). Economic forces, structural discrimination, and Black family instability. InH. E. Cheatham & J. B. Stewart (Eds.), Black families: Interdisciplinary perspective (pp. 87-105). New Brunswick, NJ: Transaction.

Kirn, Y. & Grant, D. (1997). Immigration patterns, social support, and adaptation among Korean immigrant women and Korean American women. Cultural Diversity and Mental Health, Vol. 3, No. 4,235-245.

Kutz Mellem, S. (1992, March/April). In search of the politically correct disability. J^Disability Rag, 16-17. Louisville, Ky: Avocado Press.

LaFromboise, T. D., Berman, J. S., & Sohi, B. K. (1994). American Indian women. In L. Comas-Diaz (Ed.), Women of color: Integrating ethnic and gender identities in psychotherapy (pp. 30-71). New York: Guilford.

Laxson, J. E. (1991). How "we" see "them." Tourism and Native Americans: Annals of Tourism Research, 18, 365-391.

Locke, D. (1992). Increasing multicultural understanding: A comprehensive model. NewburyPark, CA: Sage. [Chp. 1, A model of multicultural understanding, pp. 1-14; Chp. 4, Native Americans].

Matsuoka, J. K. (1990). Differential acculturation among Vietnamese refugees. Social Work, 35(4), 341-345. Washington, D.C.: NASW.

Mclntosh, P. (1992). White privilege, Creation Spirituality, 33-35,53.

McRoy, R. G. (1990). A historical overview of Black families. In S. M. L. Logan, E. M. Freeman, & R. G. McRoy (Eds.), Social work practice with Black families (pp. 3-17). White Plains, NY: Longman.

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Morrow, D.F. (1993). Social work with gay and lesbian adolescents. Social Work, 38(6), 655-660. Washington, D.C.: NASW.

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Proctor, E. K., & Davis, L. E. (1994). The challenge of racial differences: Skills for clinical practice. Social Work, 39(3), 314-323. Washington, D.C.: NASW.

Randolph, S. M. & Banks, H. D. (1993). Making a way out of no way: The promise of Africentric approaches to HIV prevention. Journal of Black Psychology, 19(2), 204-214.

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Van Voorhis, R. (1998). Culturally relevant practice: A framework for teaching the psychosocial dynamics of oppression. Journal of Social Work Education, 34(1), pp. 121-134.

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