Jacob Campbell

Jacob Campbell

School social worker practicing with students with EBD, university adjunct faculty, PhD student, Licensed Independent Clinical Social Worker, father, husband, and active community member

Spring 2024 SOWK 487 Class 16 Weekly Email

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Last regular week of class and no required reading quiz (offered as extra credit). Bittersweet?

Unit Introduction and What You Will Learn

Week 16 is the final week of class. We will be reviewing evaluations within group work. My dissertation, Campbell (2023) was based on participatory action research (PAR). I provide McDonald (2012) as a primer to doing PAR as a methodology social work group research. During week 15 we spend time looking at Community-Based Participatory Research Partnerships (CBPR) in the context of best practices for working with groups. The reading in Teufel-Shone et al. (2018) provides more of a understanding of what these groups look like, especially from the context of a group. The following are the topics for this session.

The agenda for this week is as follows:

  • Evaluation designs for groups
  • Difference between program evaluation and clinical evaluation
  • What is a qualitative design methodology
  • Intervention research

Unit Assignments

Read/Watch

  • Read Teufel-Shone et al. (2018) and MacDonald (2012)

A-01: Class Engagement and Attendance

Attend Class

A-02: Reading Engagement

I messed up. I had a quiz developed for this week, but I never added it to My Heritage. You can still find A-02: Reading Engagement for Week 16, and it due by Sunday via My Heritage Assignments… but I am making it worth just extra credit so it is a voluntary assignment that you can get a few extra credit points if you would like.

A-04c – Facilitation Reflective Paper

Meta: Points 100 pts (20% of final grade); Deadline Friday 05/03/24 by 11:55 PM Completion Completed via an upload in assignments on My Heritage. You can find Assignment Description and Rubric and the Assignment Page.

Purpose: Reflecting on an experience can be valuable to demonstrate learning and increase critical thinking skills.

Task: Students will write a reflective paper discussing their experience facilitating the group. The reflections do not need to discuss other members’ performance or activity. Reflective essays should still follow a research paper’s page formatting and tone but should use first-person voice.

Success: The paper will be graded based on the reflective paper rubric. The document should be 500-750 words in length. It should be submitted on time, have good grammar, and be professionally formatted.

A-06a: Group Participation and Reflective Paper

Meta: Points 25 extra credit points (5% of final grade); Deadline Friday 05/03/24 at 11:55 PM; Completion submission via assignments on MyHeritage. You can find Assignment Description and Rubric and the Assignment Page.

Purpose: Offer students an assignment to earn extra credit points where they can reflect on participation in a group and the experience through the lens of social work.

Task: The student would participate in a therapeutic or task group and write about their experience. The group would be attending an AA or something similar offered in the community. The group can also be a task group, especially a policy-related group (such as a school board meeting). After attending and observing the group, the student will write a short reflective paper.

Success: The reflective paper will be approximately 500 to 750 words. The report will be graded according to the reflective paper rubric included in the syllabus.

A-06b: Evidence-Based Practices for Culturally Competent Social Work Research Paper

Meta: Points 50 extra credit points (10% of final grade); Deadline Friday 05/03/24 at 11:55 PM; Completion submission via assignments on MyHeritage. You can find Assignment Description and Rubric and the Assignment Page.

Purpose: Offer students an assignment to earn more extra credit points where they delve further into evidence-based practices and literature related to cultural competence.

Task: This paper reviews evidence-based cultural competency practices for social workers. Students may choose from any given cultural practice to base their research on (some examples could range from how social workers use eye contact in working with clients to best practices for working with a Muslim client). However, the paper will generally describe the following:

  • Description of the evidence-based practice being reviewed
  • Review of the evidence presented in scholarly sources regarding the practice
  • Implications the practice has for social work or for practitioners
  • Strengths and limitations of the practice

Success: The paper should be written in APA format using strong academic writing and proper formatting. The report should be approximately 1,250 to 1,500 words in length. This paper will be graded according to the APA research paper rubric.

Unit Resources

Please complete the SOWK 487W Survey and give me feedback about this course.

All of the presentations for this class can be found at https://presentations.jacobrcampbell.com. This week’s slides are are at Spring 2024 SOWK 487w Week 16 - Group Work Research and Evaluation

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You can find the recording of all of our classes in the lecture videos tab for this course. This week’s video is at [Spring 2024 SOWK 487w - Week 16]().

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Reference

Campbell, J. (2023). A professional learning community for developing trauma-informed practices using participatory action methods: transforming school culture for students with emotional and behavioral disabilities (Publication No. 30424801) [California Institute of Integral Studies ProQuest Dissertations Publishing]. ProQuest Dissertations and Theses. Available at https://www.proquest.com/dissertations-theses/professional-learning-community-developing-trauma/docview/2813493629/se-2

MacDonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. The Canadian Journal of Action Research**, 13(2), 34-50.

Teufel-Shone, N. I., Schwartz, A. L., Hardy, L. J., de Heer, H. D., Williamson, H. J., Dunn, D. J., Polingyumptewa, K., & Chief, C. (2018). Supporting new community-based participatory research partnerships. International Journal of Environmental Research and Public Health, 16(1), 44. https://doi.org/10.3390/ijerph16010044

To-Do Lists

  • A-01: Class Engagement and Attendance Attend class
  • Read Teufel-Shone et al. (2018) and MacDonald (2012)
  • Complete your Facilitation Reflective Paper and course evaluations
  • Submit extra credit if desired

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