MORGAN STATE UNIVERSITY

DEPARTMENT OF SOCIAL WORK

SOWK 602
SOCIAL WORK PRACTICE WITH URBAN BLACK FAMILIES

SPRING 2018

INSTRUCTOR: DENISE MCLANE-DAVISON

OFFICE HOURS: by appointment
OFFICE PHONE: (443) 885-1962
E-MAIL: Denise.Davison@MORGAN.EDU

PRE-REQUISITES:

All students must have completed all first year foundation courses or be admitted as an
advanced standing student.

REQUIRED TEXTS:

Boyd-Franklin, N. (2006). Black Families in Therapy: Understanding the African American

Experience. 2nd Edition. New York, London: Guilford Press

Garcia-Williams, R. (2011) One Crazy Summer. Harper Collins.

Wells-Wilborn, R., McPhatter, A., & H.O.Vakalahi (Eds.). (2016) Social Work Practice with African
Americans in Urban Environments. Springer Publishing. New York

RECOMMENDED TEXT:

Ani, M. (2004). Let the Circle Be Unbroken: The Implications of African Spirituality in the
Diaspora. New York, New York: Nkonimfo Publications.

Carlton-LaNey, I.B. (2001). African American Leadership: An Empowerment Tradition in

Social Welfare History. Washington, DC: NASW Press.

Kambon, K. K. (1998). African/Black Psychology in the American Context: An African-

Centered Approach. Tallahassee, FL: Nubian Nation Publications.

Martin, E. P. & Martin, J. M. (2002). Spirituality and the Black Helping Tradition in Social
Work. Washington, DC: NASW Press.

Reid-Merritt, P. (2010). Righteous self-determination: The black social work movement

in America. Imprint Editions. Baltimore.

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Some M. P. (1999). The Healing Wisdom of Africa: Finding Life Purpose Through Nature,
Rituals, and Community. New York, NY: Jeremy P. Tarcher/Putnam.

COURSE DESCRIPTION

This advanced practice course will expand the development and application of empowerment
and strengths-based interventions for the purpose of creating alternative African-centered
healing models for clinical practice with African/Black American families. The course will
combine a historical overview of African/Black American families with an emphasis on the
obstacles they encountered that posed threats to healthy development and family functioning.
Special attention is devoted to unraveling the effects of African cultural legacies, slavery, and
institutional racism on urban Black family life. The Black helping tradition and presence of
African cultural values in current urban Black life will be explored. Emphasis will be placed on
approaches to practice for the liberation of African/Black families and their communities.

COURSE LEARNING OBJECTIVES AND MEASURES:

Specific core competencies and associated practice behaviors, per the 2008 Council on Social
Work Education’s Educational Policy Accreditation Standards (EPAS) are listed below. Student
learning objectives and the measures of their learning outcomes for this course are listed below
along with the core competencies. At the conclusion of this course, students will be able to:

1. Demonstrate knowledge of traditional West African family formation and functioning prior
to the onset of the international slave trade, including an understanding of basic
concepts, definitions and trends and the identification of cultural values and historical
forces that have shaped the life experiences of African/Black families, including extended
and aged kin from slavery up to the current era (E.P.’s 2.1.4, 2.1.7, 2.1.9)

2. Critically analyze major theoretical perspectives which have developed over the past
100 years on Black families’ structure and functioning, applying best practices for
assessment, intervention and evaluation. [E.P.’s 2.1.3, 2.1.4, 2.1.7, 2.1.9, 2.1.10(b,d)]

3. Demonstrate an understanding of the basic social problems African/Black families have

experienced over time, and common results/reactions to such adversity in urban centers
(E.P.’s 2.1.4, 2.1.5, 2.1.7, 2.1.8, 2.1.9, 2.1.12

4. Critically analyze societal biases such as racism, sexism, homophobia and classism
and apply critical thinking and oral and written communication skills to in class
discussions and activities structured around introspection and self-assessment as a
foundation for challenging others to resolve their own harmful biases, including an
assessment of the experiences of other oppressed people of color. [E.P.’s 2.1.1, 2.1.2,
2.1.4, 2.1.5, 2.1.9,
2.1.10(b,d)

5. Develop and apply advanced skills in assessing African/Black families’ strengths,

resources and potentialities and demonstrate clinical skills for the assessment,
diagnosis and treatment of Black families in urban environments [E.P.’s 2.1.3, 2.1.4,
2.1.7, 2.1.9, 2.1.10(a,b,c,d), 2.1.12]
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 6. Ability to analyze social policy and its’ impact on the lives of African/Black families from
a historical and contemporary perspective particular those who reside in urban
environments [E.P.’s 2.1.4, 2.1.5, 2.1.8, 2.1.9, 2.1.10 (b,d), 2.1.12]

7. Demonstrate writing and critical thinking skills along with the ability to analyze research,
scholarly literature and policies which influences African/Black American family life with
an emphasis on those who live in urban environments (E.P.’s 2.1.4, 2.1.5, 2.1.6,
2.1.8,2.1.12)

8. Identify, critique and analyze the contributions of African American Social Welfare
Pioneers to the field of social work, social work practice, social justice, public policy and
their impact on the current social work practice context that influences the life
experiences of African/Black families (E.P.’s 2.1.3. 2.1.4, 2.1.8, 2.1.9, 2.1.11)

INSTRUCTIONAL METHODS

A variety of instructional strategies will be employed in this course for the purpose of enhancing
students' cognitive and affective understanding, incorporating professional values and ethics,
and enabling students to apply principles and concepts covered in the course. There will be
presentations by the instructor using visuals covering major concepts and principles explored in
the course. There will be content on social and economic justice, diversity and values
clarification to challenge students to examine their views and beliefs and compare them with
those of the profession. Students will also actively engage in their own learning through the use
of classroom exercises carried out in groups, student presentations requiring students to
illustrate examples and/or apply knowledge, concepts and skills.

METHOD OF EVALUATION

1. READINGS AND CLASS DISCUSSIONS/ASSIGNMENTS

Students are required to read assigned readings and follow the course outline. The
course is conducted through facilitated instruction and discussion, rarely will there be a
power point presentation or full lecture. Thus, students are expected to have read the
materials and be prepared to engage in discussions or/and activities related to the
readings.

2. FAMILY GENOGRAM ASSESSMENT

The major purposes of this assignment are to increase self-awareness (understanding of

how your family system impacts your life and other systems in relations to your
development) and integrate the theoretical concepts and therapeutic models. Self-
awareness is a never-ending process and to become effective social workers, students
must be aware of their perceptions, beliefs, attitudes, emotions, actions, and values.

Each student will develop a comprehensive project using a three-generational visual

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 GENOGRAM. The fundamental goal of drawing a genogram is to organize the
intergenerational system of family projections, identifications, relationships, experiences,
and events, which have been influential in constructing the self.
Your written analysis, must include one of the following assessment models;
Multisystems Model (Boyd-Franklin,2003); Integrated Genogram Model (Chavis, 2004)
or the Afrocentric Intergenerational Model (Waites, 2009).
The paper will be evaluated on thoroughness of the introspective assessment of the above.
Please utilize appropriate headings and subheadings to organize the content. APA
formatting should be evident throughout the document including personal interviews.

4. INTELLECTUAL BIOGRAPHY OF AN AFRICAN AMERICAN SOC IAL WELFARE PIONEER

The historical intellectual biographies of African American social work pioneers (Carlton-
LaNey, 1990) builds students’ skills in using primary and secondary historical data to
recover the contributions indigenous behavioral health, community organizing, mutual
aid, and race-conscious work that contributes to contemporary practice of the
profession. Each student will select an African American Social Welfare Pioneer from
the attached list and prepare a scholarly paper based on the guidelines from Carlton-
LaNey, I. (1990). The intellectual biography: A mechanism for integrating historical
content.

You will need to develop:

1. A digital or scholarly poster board presentation of your research. ( more instructions
will be posted to blackboard)
2. Scholarly paper (MAXIMUM 10 pages) including at least one primary
source/artifact. The paper must include one of the core theories of urban social work
and a discussion of the implication for current social work practice. This assignment
is not a simple cut and paste bio. You will need to provide some content related to
why this person is considered a pioneer.

5. REFLECTIVE PRACTICE
Reflective practice is a way of examining your personal experiences (looking back) to
improve and inform your next experience.

GRADING
Attendance and Participation (includes Discussion Board Posts)15%
Comparative Analysis 15%
Critical Race Assignment 15%
Social Welfare Pioneer Paper 25%
Genogram and Family Assessment 25%
Reflection Paper 5%

METHODS OF EVALUATION

All papers are to be double-spaced, 12pt font with one inch margins around. Papers must
be typed using Microsoft Word only. They are to be uploaded to Blackboard by 12pm EST
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 on the due date. Late papers will be reduced by 1/3 of a grade.

There may also be a 1/3 of a grade reduction if APA format is not correctly used. This is a
regular, academic, research term paper. Students are expected to cite relevant literature to
support or critique their opinions/positions and to use APA citation and references
appropriately. Points will be subtracted for excessive APA citation errors.
NO MAKE-UP ASSIGNMENTS

GRADING SCALE

LETTER NUMBER POINT DESCRIPTION

A 90-100 4.00 Outstanding Achievement: Significantly Exceeds
Standards
B 89-80 3.00 Commendable Achievement: Exceeds Standards

C 79-70 2.00 Marginal Achievement: Meets Minimal Requirements

F 69-0 0.00 Unsatisfactory Achievement: Below Standards/Failing

ATTENDANCE POLICY
The Social Work Program values attendance and punctuality. Therefore, unexcused absences
and chronic tardiness are strongly discouraged and will be used in the final evaluation of your
performance in this course. Further explanation of the university's policy on class attendance
can be located in the University Catalog.

DISABILITY ASSISTANCE
Any student needing accommodation because of a disability or other special circumstances
should notify the instructor immediately. Please see the Graduate University Bulletin for
additional information on the University’s statement regarding disability assistance in the
teaching-learning process.

INCOMPLETES
A grade of incomplete will only be given to a student who has (1) made every effort to keep
current with class assignments, (2) maintained regular contact with the instructor, (3) has a
passing grade in the class at the time the incomplete is requested, and (4) has submitted a
written plan for completing the incomplete course work. Any incomplete not resolved by the
end of the following semester will be changed to a failing grade. An Incomplete grade is only
given on the event of a documented mitigating circumstance, such as a death in the family,
illness or other catastrophic event.

ACADEMIC HONESTY
All students are expected to conduct themselves according to the highest standards of academic
and professional courtesy and honesty. The MSU Policy on Academic Dishonesty and the
NASW Code of Ethics will be fully enforced in this course. The MSU Code of Student Ethics as
well as the NASW Code of Ethics prohibit misconduct including cheating (fraudulent use of the
work of others), fabrication (falsification of data or information presented in papers or reports),
plagiarism (adopting the words or ideas of others without appropriate attribution), and
interference with another student’s work.

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 COURSE OUTLINE

MODULE 1: SOCIAL WORK PRACTICE WITH AFRICAN AMERICANS IN

URBAN ENVIRONMENTS

Orientation to the Course

1. Course overview, student responsibilities

2. Required text and readings, assignments and expectations, assessment of
students’ current knowledge, values, and skills.

Required Readings:

McPhatter, A. (2016). Urban Social Work with African Americans: Critical Perspectives, Concepts,
and Theories. In Wells-Wilborn, R., McPhatter, A., & H.O.Vakalahi (Eds.). (2016)
Social Work Practice with African Americans in Urban Environments. Springer
Publishing. New York, pp 21-35.

Boyd-Franklin, N. (2006). Black Families in Therapy: Understanding the African American

Experience 2nd Edition. – Overview

Garcia-Williams, R. (2011). One Crazy Summer. Pp 1-42

Ice Breaker/Opening Introduction

Naming Assignment

See Bb Module 1

Discussion Questions:
1. What does the phrase, “society is not color-blind” mean to social work practice?
2. Describe the differences between Eurocentric and Afrocentric paradigms?
3. Why is it important for all levels including the highest level of an agency to pursue cultural
competence?
4. Provide an example of empowerment and advocacy in working with UAAs?
5. What has shaped the foundation for African American resiliency?

MODULE 2: RESULTS BASED ACCOUNTABILITY

RBA Population Accountability involves identifying the Result to be achieved for a population within
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a specific place such as a neighborhood, city, county or state. This contrasts with Program
Accountability which focuses on a client population served through a program, agency or system.
In RBA, it is the clarity of the end condition sought that serves to unite individuals, organizations,
and collaborative bodies to make their contributions, align their actions and resources to bring
about the desired end condition. The clarity of the result statement provides the basis for selecting
the indicators that will measure the progress to the result. This tool helps groups create population
level Results statements.

Required Reading:
1. Review MSU RBA presentation ppt.
2. RBA Fundamentals at a glance
3. 7 RBA Questions for Community populations worksheet
4. National Urban League State of Black America (2016)

MODULE 3: CRITICAL PERSPECTIVES, CONCEPTS, AND

THEORIES OF URBAN SOCIAL WORK WITH AFRICAN AMERICANS

Required Reading:

African Centered Perspective

Mazama, A. (2001). The afrocentric paradigm: Contours and definitions. Journal of Black Studies.
31(4). 387-405.

Black Feminist/Womanist Perspective

Littlefield, M. ( 2010). A womanist perspective for social work with African American women.
Social Thought. 22(4) 3-17.

Few, A.L. (2007). Integrating Black Consciousness and Critical Race Feminism Into Family
Studies Research. Journal of Family Issues. 28(4), 452-473.

Cultural Competence

Butler, J.P. (1992). Of kindred minds: The ties that bind. In Orlandi (Ed.). Cultural competence for
evaluators: A guide for alcohol and drug abuse prevention working in ethic/racial
communities. Rockville, MD. US Department of Health and Human Services.

Race, Identity, Racism

Boyd-Franklin, (2006). Black Families in Therapy: Understanding the African

American Experience. Chapter 2: Racism, Racial Identity, and Skin Color Issues
Pgs 28-51

Lebron, D., Morrison, L., Ferris, D., Alcantara, A., Cummings, D., Parker, G. & M. McKay. (2015).
Facts matter! Black lives matter! The trauma of racism. McSilver Institute For
Poverty Policy and Research. New York University Silver School of Social Work.

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Garcia-Williams, R. (2011) pp43-74

MODULE 4: TOWARDS AFRICAN EMPOWERMENT AND ADVOCACY

Collective Resistance, Social Welfare Pioneers, & The Black Social Work Movement

Carlton-LaNey, I. (2016). African American pioneers of urban social work. In Wells-Wilborn, R.,
McPhatter, A., & H.O.Vakalahi (Eds.). (2016) Social Work Practice with African Americans
in Urban Environments. Springer Publishing. New York, 21-35

Reid-Merritt, P. (2010). Righteous self-determination: The black social work movement in America.
Imprint Editions. Baltimore. Chpts. 6 & 9

Garcia-Williams (2011) pp 75-116

Recommended Readings:

Carlton-LaNey, I. (1990). The intellectual biography: A mechanism for integrating historical

content. Arete, 16 (1), 46-51.

Carlton-LaNey, I.B. (2001). African American Leadership: An Empowerment Tradition in Social

Welfare History. Washington, DC: NASW Press.

MODULE 5: INTERGENERATIONAL PRACTICE WITH AFRICAN AMERICAN FAMILIES

Required Reading:

Chavis, A.M. (2004). Genograms and African American families: Employing family strengths of
spirituality, religion, and extended family network. Michigan Family Review. 9(1) 30-36.

Waites, C. (2009). Building on strengths: Intergenerational practice with African American families.
Social Work. 54(3) 278-287.

Boyd-Franklin, N. (2006). Major Family Therapists Approaches and their Relevance to Treating
African Americans. Black Families in Therapy: Understanding the African
American Experience. Pgs. 204- 225

Garcia-Williams, R. (2011) pp 116-149

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Recommended Reading:

Simpson, G.M., Smith, B.D., & D. B. Wilson (2016). On urban ground: An integrated framework for
working with African American grandparent caregivers. Pp 235-259.

MODULE 6: STRENGTH AND RESILIENCE

Faith and Spirituality

Required Readings:

Archibald, P., Daniels, K. & S. Austin. (2016). Exploring urban faith-based-social work community
collaboration for mental health promotion in urban African American communities. Pp. 149-
169

Akinyela, M.M.(2005). Testimony of hope: African centered praxis for therapeutic ends.

Journal of Systemic Therapies. 24(1) 5-18.

Boyd – Franklin, N. (2006). Black Families in Therapy: Understanding the African

American Experience. Chapter 7 Religion and Spirituality in African American Families.
Pgs. 125- 143

Garcia-Williams, R. (2011) pp149-178

Recommended Reading:

Ani, M. (2004). Let the Circle Be Unbroken: The Implications of African spirituality in
the Diaspora. New York, New York: Nkonimfo Publications.

Hardy, K. (2016). Black churches capacity to respond to the mental health of African
Americans.

Some M. P. (1999). The Healing Wisdom of Africa: Finding Life Purpose Through
Nature, Rituals, and Community. New York, NY: Jeremy P. Tarcher/Putnam.,
Chapter 1 & 7

MODULE 7: SERVING URBAN AFRICAN AMERICAN FAMILIES

Wilbon, R.W., Jones, K., Rich, T. ( 2016). Mental and emotional wellness among African
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 Americans in urban environments: What do we know? How can we improve
outcomes? In Wells-Wilborn, R., McPhatter, A., & H.O.Vakalahi (Eds.). (2016)
Social Work Practice with African Americans in Urban Environments. Springer
Publishing. New York, pp207-223

Garcia-Williams, R. (2011) pp179-216

Pioneers for Intellectual Biographies (selected list)

Pioneers and Scholars in African American Social Welfare History
Prepared for the NABSW ACADEMY OF AFRICAN-CENTERED SOCIAL WORK
July 16, 1999 - Iris Carlton-La’Ney, Ph.D.

1. Adams, Frankie Victoria (1902-1979)

2. Barrett, Janie Porter (1865-1948)
3. Bethune, Mary McLeod (1875-1955)
4. DuBois, William Edward Burghardt (1868-1963)
5. Egypt, Ophelia Settle (1903-1984)
6. Fernandis, Sarah A. Collins (1868-1951)
7. Frazier, Edward Franklin (1894-1962)
8. Garvey, Amy Euphemia Jacques (1896-1973)
9. Garvey, Marcus Moziah (1887-1940)
10. Granger, Lester Blackwell (1896-1976)
11. Haynes, Birdye Henrietta (1886-1922)
12. Haynes, Elizabeth Ross (1883-1953)
13. Haynes, George Edmund (1880-1960)
14. Hope, Lugenia Burns (1871-1947)
16. Hope, John (1868-1936)
16. Johnson, Campbell Carrington (1895-1968)
17. Jones, Eugene Kinkle (1885-1954)
18. Lindsay, Inabel Burns (1900-1983)
19. Matthews, Victoria Earle (1861-1907)
20. Randolph, A. Philip (1889-1979)
21. Terrell, Mary Eliza Church (1863-1954)
22. Thomas, Jesse O. (1883-1972)
23. Truth, Sojourner (1797-1883)
24. Tubman, Harriet (1820-1913)
25. Walker, Madame C.J. (Sarah Breedlove) (1867-1919)
26. Walker, Maggie Lena (1867-1934)
27. Washington, Booker Taliaferro (1856-1916)
28. Washington, Forrester Blanchard (1887-1963)
29. Washington, Margaret Murray (1875-1925)
30. Wells-Barnett, Ida Bell (1862-1931)
31. White, Eartha Mary Magdalene (1876-1974)
32. Williams, Anita Rose (1891-1983)
33. Williams, Fannie Barrier (1855-1944)
34. Williams, Cenie Jomo (1938-1983)

Names added January 2016- Denise McLane-Davison, PhD

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 Beal, Frances M. (1940-)
Hampton, Fred (1948-1969)
Martin, Elmer P. (1946-2001)
Rustin, Baynard (1912-1987)
Still, William (1821-1902)

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