Department of Social WorkIndiana State University

Spring 2011

Guatemala: Family and Child Welfare Instructor: Jennifer ToddSOWK 400, 3 credit hours Office: Erickson Hall, Room #537Office Hours: Tuesdays & Thursdays Office Telephone: (812) 237-89488:15am-9:15am, Mondays 10:00 am to Noon, Email: Jennifer.Todd@indstate.edu and by Appointment

COURSE DESCRIPTION The course will examine family and child welfare issues in Guatemala within a social work framework. The course provides instruction related to Guatemalan culture, history, demographics, the legal system, social welfare institutions, health care systems, and preventative services being introduced into the region. Human rights and ethical issues will also be addressed as they pertain to children and families. This course is designated for Indiana State University students interested in learning more about family and child welfare issues from an international perspective including how health care and social welfare services are delivered in a country outside of the United States. The relationship between physical, emotional and social health will also be addressed in the course.

This course also includes a cross-cultural experience in Guatemala from March 4th to 12th, 2010. Students and the instructor will travel to Guatemala City and El Triunfo during which they will visit an urban area (Guatemala City) and then live with families in a rural community (El Triunfo). During the visit to El Triunfo students will stay with host families. As a group they will visit the health center, the municipality, the local school, and various neighborhoods surrounding the area. This trip is in conjunction with “The Guatemalan Project” and will be coordinated with the organization. "The Guatemalan Project" is a private non-profit organization which works with the people of "El Triunfo" in their effort of building a sustainable community (see http://www.guatemalanproject.com/ for more information). Spanish language knowledge is helpful but not required for the trip.

Students who successfully complete this course will meet a 2010 Foundational Studies Upper-Division Integrative Elective Requirement.

PREREQUISITESThe student must have successfully completed SOWK 130, SOWK 240 and SOWK 270 (or concurrently enrolled in SOWK 270). This course is open to non-social work majors. Students who do not meet prerequisites requirements must receive permission from the instructor to enroll in the course.

RELEVANT PROFESSIONAL, UNIVERSITY, FOUNDATIONAL STUDIES, AND DEPARTMENT CURRICULUM STANDARDS

1. Educational Policy and Accreditation Standards per CSWEa. Program Mission and Goals (1.0, 1.1, 1.2) – See Student Handbook b. Explicit Curriculum

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1) Educational Policy 2.0 through, and including Educational Policy 2.2 – See grids in Student Handbook

2) Educational Policy 2.1 with special emphasis on 2.1.1, 2.1.4, 2.1.5, 2.1.7, & 2.1.9 (Core Competencies) – See course grid (Departmental Objectives are consistent with Educational Policy Core Competencies)

3) Educational Policy B2.2 (Generalist Practice)c. Implicit Curriculum

i. Educational Policy 3.0 (The Learning Environment)ii. Educational Policy 3.1 (Diversity)

iii. Educational Policy 3.2 (Student Development) – See Student Handbookregarding Departmental policies and procedures

2. University Standards (University Handbook)a. Courses are open only to ISU students who have enrolled in this course.

3. Foundational Studies (REFER TO COURSE OBJECTIVES CHART)a. Students who have completed “Guatemala: Family and Child Welfare” will meet

a 2010 Foundational Studies Upper-Division Integrative Elective requirement.b. The course will move students towards competence in the following Foundational

Studies learning objectives:i. Locate, critically read, and evaluate information to solve problems; ii. Critically evaluate the ideas of others; iii. Apply knowledge and skills within and across the fundamental ways of

knowing (natural sciences, social and behavioral sciences, arts and humanities, mathematics, and history);

iv. Demonstrate an understanding of diverse cultures within and across societies; v. Demonstrate the skills to place their current and local experience in a global,

cultural, and historical context; vi. Demonstrate an understanding of the ethical implications of decisions and

actions; vii. Apply principles of physical and emotional health to wellness;

Express themselves effectively, professionally, and persuasively both orally and in writing.

c. Foundational Studies Learning Objectives for UDIE Integration of “Multiple Ways of Knowing”:

i. Describe how individual choices and/or evolving social institutions affect human decision-making (Social and Behavioral Sciences)

ii. Utilize social work methodologies to predict an individual or social outcome (Social and Behavioral Sciences)

iii. Connect social work content and methodology to contemporary social issues (Social and Behavioral Sciences)

iv. Explain how Social Work informs and contributes to other disciplines (Social and Behavioral Sciences)

v. Analyze the origins and consequences of historical events and the roles of individuals and societal forces in bringing about change over time (Historical Studies)

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vi. Explain historical events and changes as a continuous movement through time rather than as discrete and disconnected moments in time (Historical Studies)

vii. Locate and evaluate sources of evidence within the context of time, place, and culture (Historical Studies)

viii. Use an historical perspective to understand the world today and address contemporary issues (Historical Studies)

ix. Demonstrate knowledge of cultures and worldviews (Global Perspectives and Cultural Diversity)

x. Identify social, economic, political, and environmental inter-relationships between cultures and worldviews (Global Perspectives and Cultural Diversity)

xi. Use multiple lenses such as race and ethnicity, gender, social class, regional culture, and religion to evaluate one’s culture in comparison to those studied (Global Perspectives and Cultural Diversity)

xii. Articulate how the social construction of culture and worldviews shapes contemporary social and political issues (Global Perspectives and Cultural Diversity)

xiii. Apply course material to real world scenarios (Ethics and Social Responsibility)xiv. Participate in experiential learning (Ethics and Social Responsibility)

d. Foundational Studies Skill Applied Learning Requirements - The course will

assist students in developing and improving their critical thinking, information literacy, written communication skills, ability to read and critically analyze sophisticated and complex text, and their integration of various “ways of knowing” using the following course assignments:

i. Required reading (critical thinking skills and information literacy, )ii. Class discussion (critical thinking skills)

iii. Written assignments and Culminating Project(critical thinking; information literacy; read and analyze sophisticated and complex text; and written communication skills and write intensively)

iv. Group discussions during cross cultural experience (critical thinking skills)

v. Post cross cultural experience reflection (critical thinking and written communication skills)

4. Department Curriculum Standardsa. Students who do not meet prerequisite requirements for this course must receive

permission from the instructor to enroll in the course.

INDIANA STATE UNIVERSITY DEPARTMENT OF SOCIAL WORK PROGRAM GOALSIndiana State University Bachelor of Social Work program goals are to: 1. Provide a challenging BSW curriculum that is grounded in a strong liberal arts foundation. 2. Prepare graduates who are competent generalist social work practitioners who operate from apractice framework which integrates knowledge, values, skills, ethics, diversity and a theoretical base. 3. Prepare students for graduate education.

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4. Prepare graduates who are committed to social and economic justice, and improving service delivery systems. 5. Prepare students who are actively engaged in the community. 6. Prepare students to contribute to the development of the social work profession, their communities and global society. 7. Contribute to the social work profession’s body of knowledge. 8. Engage in leadership roles and activities in the profession and in the community.

DEPARTMENT OF SOCIAL WORK CORE COMPETENCIESGraduates demonstrate the ability to: 1. Identify as a professional social worker & conduct oneself accordingly. 2. Apply social work ethical principles to guide professional practice. 3. Apply critical thinking to inform and communicate professional judgments. 4. Engage diversity and difference in practice. 5. Advance human rights and social and economic justice. 6. Engage in research-informed practice and practice-informed research. 7. Apply knowledge of human behavior and the social environment. 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 9. Respond to contexts that shape practice. 10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

a. Engagement b. Assessment c. Intervention d. Evaluation

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COURSE OBJECTIVES

ProgramSOWK 300 Course Objectives

Students will be able to:

Implementation

Goals Core Competency

Course Topic Content: Readings, Lectures Discussions

Method of Measurement/Assignments

3,4,5,7,9 1.Describe how individual choices and/or evolving social institutions affect human decision-making (Social and Behavioral Sciences)

Unit 1, Unit 2, Unit 3 Readings, Written Assignments, Group Discussion, Culminating Project, Community Service Project, Cross Cultural Experience & Post Meeting

1,3,4,7,9 2.Utilize social work methodologies to predict an individual or social outcome (Social and Behavioral Sciences)

Unit, Unit 2, Unit 3 Readings

1,2,3,5,7,8,9

3.Connect social work content and methodology to contemporary social issues (Social and Behavioral Sciences)

Unit 1, Unit 2, Unit 3 Readings, Written Assignments, Group Discussion, Culminating Project, Community Service Project, Cross Cultural Experience & Post Meeting

1,3,5,6 4.Explain how Social Work informs and contributes to other disciplines (Social and Behavioral Sciences)

Unit 1, Unit 2, Unit 3 Group Discussions, Community Service Project, Cross Cultural Experience

3,5,8,9 5.Analyze the origins and consequences of historical events and the roles of individuals and societal forces in bringing about change over time (Historical Studies)

Unit 1, Unit 2, Unit 3 Readings, Written Assignments, Culminating Project, Cross Cultural Experience

5,9 6.Explain historical events and changes as a continuous movement through time rather than as discrete and disconnected moments in time (Historical Studies)

Unit 1, Unit 2, Unit 3 Readings, Written Assignments, Culminating Project, Cross Cultural Experience

3,5,6,9 7.Locate and evaluate sources of evidence within the context of time, place, and culture (Historical Studies)

Unit1, Unit 2 Readings, Written Assignments, Culminating Project

3,5,8,9 8.Use an historical perspective to understand the world today and address contemporary issues (Historical Studies)

Unit 1, Unit 2, Unit 3 Readings, Written Assignments, Culminating Project, Cross Cultural Experience, Community Service Project

4,5 9.Demonstrate knowledge of cultures and worldviews (Global Perspectives and Cultural Diversity)

Unit 1, Unit 2, Unit 3 Written Assignments, Culminating Project, Cross Cultural Experience

3,4,5,9 10.Identify social, economic, political, and environmental inter-relationships between cultures and worldviews (Global

Unit 1, Unit 2, Unit 3 Readings, Group Discussions, Written Assignments, Cross Cultural

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Perspectives and Cultural Diversity) Experience1,3,4,5 11.Use multiple lenses such as race and ethnicity, gender,

social class, regional culture, and religion to evaluate one’s culture in comparison to those studied (Global Perspectives and Cultural Diversity)

Unit 1, Unit 2, Unit 3 Readings, Group Discussions, Written Assignments, Culminating Project, Cross Cultural Experience

1,3,4,5,8,9 12.Articulate how the social construction of culture and worldviews shapes contemporary social and political issues (Global Perspectives and Cultural Diversity)

Unit 1, Unit 2, Unit 3 Written Assignments, Culminating Project, Group Discussion

1,2,3,4,5,6,7,8,9,10

13.Apply course material to real world scenarios (Ethics and Social Responsibility)

Unit 1, Unit 2, Unit 3 Written Assignments, Cross Cultural Experience, Group Discussion, Post Meeting

1,3,4,5,7,10 14.Participate in experiential learning (Ethics and Social Responsibility)

Unit 2 Cross Cultural Experience

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REQUIRED READINGSShea, M.E. (2008). Culture and customs of Guatemala. Westport, CT: Greenwood Press.

Other readings and printed materials as assigned in the course outline.

REQUIRED FOR SOCIAL WORK MAJORSAmerican Psychological Association. (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.Indiana State University Department of Social Work. (2010). Social work student

handbook. To access go to the Departmental web site: http://www.indstate.edu/socwork/

(go to Student Resources link, then Student Handbook)

COURSE PROCEDURES1. Attendance

a. Students are required to attend the classes scheduled both prior to the cross cultural experience and post experience. Failure to attend the required classes may result in failure of the course. During the cross cultural experience attendance will also be taken at both the University sponsored activities and daily group meetings.

b. To be counted as attending classes, activities, and daily group meetings, students must be present, awake and focused on the current course content or activity.

2. Participation: a. The student is expected to participate in class discussions and activities and to be

prepared to discuss the readings (readings should be read before coming to class). The ability to participate fully in discussions and activities are skills needed in social work practice and when interacting across cultures.

3. Timelinessa. All assignments are due at the beginning of the class period on the date specified.b. Late assignments will receive a 5% reduction in grade for each day they are

delinquent. c. Students must turn in all assignments to pass this course.

4. Class FormatThis class will utilize a variety of methodologies due to different student learning styles (i.e.: class discussion, lectures, group work, videos, and guest speakers). The studentshould come to class prepared and anticipate being called upon by the instructor for this purpose. A portion of this class will also occur during the cross cultural experience in Guatemala.

5. Class Etiquettea. Class discussion: Students should discuss topics related to the course and listen to

other students and the professor.b. Cell phone: Students are not permitted to have their cell phones on during class time.

Students are not permitted to conduct telephone conversations during class time. c. Students are not to leave the room once class has begun without the permission of the

instructor.

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6. Communicationa. Students are encouraged to consult with the instructor, especially if there is an issue

or concern. Hours for consultation with the instructor are posted by the instructor’s office. Appointments can be made with the Instructor if the student is unable to meet during regular office hours. Students may also contact the instructor by telephone and e-mail.

b. E-mail (Sycamore Login – MyISU): Students are expected to check their campus e-mail regularly (recommendation is to do this daily).

7. Computers/Technologya. Laptop Not Required for Course: Usage Permitted

i. While there will be no examinations for which the laptop will be used, your use of a laptop is generally permitted and encouraged during class discussions as long as such usage remains within the bounds of the Code of Student Conduct and it conforms to the provisions of its use as laid out in this syllabus. There may be occasions where laptop usage is forbidden and if that occurs, failure to comply with this direction will be viewed as a violation of the Code of Student Conduct.

b. Blackboard – The course utilizes Blackboard technology. The syllabus and other course documents are posted on the course website. You may access Blackboard via MyISU (http://myisu.indstate.edu/cp/home/loginf), then go under My Courses and select this course; or go directly to the Blackboard website (http://blackboard.indstate.edu/) and then use your portal identification.

c. SafeAssign i. All students must post all written assignment to SafeAssign by the due date of

each assignment. SafeAssign is accessed through this course on Blackboard.ii. You will not receive a grade for your written work until you have turned the

work in to SafeAssign.iii. It is the student’s responsibility to ensure the correct work has been posted.

d. No form of technology (e.g., laptop, cell phone) may be used in the classroom during exams

8. APA Formata. All students are required to use the APA Manual on how to format and write papers.b. All papers are to be typed and double-spaced.c. All papers should have a cover page, which should include the title of the paper, the

student’s name, submission date, and course number located clearly in the center of the page.

d. Remember that when you quote other authors you must cite this information in your paper. Plagiarism will not be tolerated – please consult the ISU Code of Academic Integrity.

9. Academic Integrity.The following is from the Indiana State University Code of Student Conduct (2008-2009):

Because academic integrity is a cornerstone of the University’s commitment to the principles of free inquiry, students are responsible for learning and upholding professional standards in research, writing, assessment, and ethics. In the academic community the high value of honesty mandates a corresponding intolerance of dishonesty. Written or other work which students submit must be the project of their own efforts and must be consistent with appropriate standards of professional ethics. Academic dishonesty, which includes cheating, plagiarism, and other forms of dishonest

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or unethical behavior, is prohibited.

A summary of behaviors that constitute academic dishonesty appears below….They are not all-inclusive. Questions regarding this policy or requests for additional clarification should be directed to the Office of the Provost, the Vice President for Student Affairs, or Student Judicial Programs. The types of academic dishonesty described include:

Cheating on examinations Plagiarism Falsification, forgery, and obstruction Multiple submissions Facilitating academic dishonesty Misconduct in research and creative endeavors Misuse of academic resources Misuse of intellectual property Violation of ethical and professional standards

A Notification of Academic Integrity Violation Form is now in place for faculty to use with students who appear to be in violation of the policy. For detailed information please go to the Academic Integrity web site (http://www1.indstate.edu/academicintegrity/index.htm), read the University Student Code of Conduct booklet, go to the University Student Judicial Programs web site, (http://www1.indstate.edu/sjp/code.htm) and see the instructor if you have any questions.

The Department of Social Work expects students to abide by the University Code of Student Conduct, (http://www1.indstate.edu/sjp/), the Department of Social Work Code of Student Conduct, (http://www1.indstate.edu/socwork/), and the NASW Code of Ethics, (http://www.socialworkers.org/).

10. The Sycamore StandardStudents at Indiana State University are expected to accept certain personal responsibilities that constitute the "standard" for behavior in a community of scholars. As a student at Indiana State University: I will practice personal and academic integrity; I will commit my energies to the pursuit of truth, learning, and scholarship; I will foster an environment conducive to the personal and academic accomplishment of all students; I will avoid activities that promote bigotry or intolerance; I will choose associations and define my relationships with others based on respect for individual rights and human dignity; I will conduct my life as a student in a manner that brings honor to me and to the University Community; I will discourage actions or behaviors by others that are contrary to these standards. Adopted by the Indiana State University Student Government Association April 17, 2002

11. Accommodations and SupportIndiana State University seeks to provide effective services and accommodation for qualified individuals with documented disabilities. If you need an accommodation because of a documented disability, you are required to register with Disability Support  Services at the beginning of the semester. Contact the Director of Student Support Services. The telephone number is 237-2301 and the office is located in Gillum Hall, Room 202A. The Director will ensure that you receive all the additional help that Indiana

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State offers. If you will require assistance during an emergency evacuation, notify your instructor immediately. Look for evacuation procedures posted in your classrooms. Courses in the Department of Social Work maintain an environment of non-discrimination and support the Americans with Disabilities Act (ADA).

12. Emergency Warning SystemIndiana State University has a warning system in case of emergencies. There are two sirens that may be heard in case of emergencies:

a. Outdoor siren (All Hazard Warning) – If outside when hearing this siren, go in to the nearest building to ascertain what is occurring. If inside, stay in doors.

b. Indoor siren – If the siren goes off within the building, leave the building immediately.

Indiana State University Public Safety Department will provide information about campus emergencies in the following ways:

a. Global e-mail will be postedb. Individual e-mails will be posted on students MyISU Portal accountc. Novel accounts will have a pop-up message postedd. Telephone extension 7777 for informatione. Listen to a local radio and television station

13. Teaching Philosophy – consult the Department of Social Work website (www.indstate.edu/socwork/)

a. Department of Social Workb. Instructor

14. Course Adjustments/Disclaimera. This syllabus has been created as a guide to the class and is as accurate as possible.

However, all information is subject to change as class needs change. Any changes will be discussed during class sessions with electronic notification to follow.

b. The instructor reserves the right to change the grade allocation of assignments if students demonstrate they are not completing the reading assignments and pop quizzes become a necessity.

15. HIPAA Policy Indiana State University social work programs comply with all federal laws related to the confidentiality of student/patient/client medical information including the Privacy Regulations issued pursuant to the Health Insurance Portability and Accountability Act of 1996. Students are required to comply with such laws and the medical record confidentiality policies and procedures of any health care encounters they are assigned.

16. Academic Freedom"Teachers are entitled to freedom in the classroom in discussing their subject, but they should be careful not to introduce into their teaching controversial matter which has no relation to their subject."

a. The preceding comes from the American Association of University Professors statement on academic freedom. Though the entire statement speaks to many issues, it is this portion on the conduct of the course that is most relevant. For the purpose of Foundational Studies courses this means that faculty have the right to conduct their class in a fashion they deem appropriate as long as the material presented meets the learning objectives laid out by the entire faculty. (http://www.aaup.org/AAUP/pubsres/policydocs/contents/1940statement.htm)

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COURSE ASSIGNMENTS1. Assigned Readings.

Specific readings will be assigned for each class. They are detailed in the course outline.2. Prior to Cross Cultural Experience

a. Students will attend a required class held prior to the cross cultural experience. Students will be expected to actively participate in the group discussion during the class.

b. Students will use the ISU “Study Guide” for completing a cross cultural experience (provided by instructor) and complete “Part I” of the handbook prior to the scheduled class.

c. Students will participate in a community service activity during which they will identify an area of need for the community they plan to visit and then arrange to provide a service related to that need. The planning of this activity will take place prior to the cross cultural experience. The course instructor and contact person with “The Guatemalan Project” will assist in guiding the students in selecting an area of need. Students will write a one page paper reflecting on their participation in this experience to be turned in during the post experience meeting.

3. Cross Cultural Experiencea. Students will complete a daily one page journal entry (total of 8 entries)

detailing their experiences while traveling to and living in Guatemala. The journal entry will include the following:

1) A summary of the day’s experiences and activities2) A summary of student’s thoughts and feelings related to the day

b. Students must demonstrate active participation in daily excursions planned by the instructor/host community which may include: the health center, the municipality, the cemetery, and the various neighborhoods in the area of Gualan. The instructor will take attendance at each required event while in Guatemala.

c. Students must participate in daily “group meetings” and discussion questions provided by the instructor.

4. Post Cross Cultural Experiencea. Culminating Project - Students will complete a Culminating Project of their

travel experiences with required content assigned by the instructor. The project will consist of a 10 page paper and a presentation to an approved group. The paper will utilize a minimum of eight journal articles from the Department of Social Work approved journal list and two other sources. The paper will address the following:

1) A summary of the following:I. Guatemalan culture (Global Perspectives and Cultural Diversity) II. History and demographics (Historical Studies)III. Social welfare institutions (Social and Behavioral Sciences, Ethics

and Social Responsibility)IV. Preventative services being introduced into the region (Ethics and

Social Responsibility)2) Assigned questions in Part III of the ISU “Study Guide” for students

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completing a cross cultural experience (provided by instructor). (Global Perspectives and Cultural Diversity, Social and Behavioral Sciences, and Ethics and Social Responsibility)

b. Then, based on your paper, complete a 15 minute presentation to a group approved by the instructor that describes your cross cultural experience.

5. Post cross cultural experience group meeting – Students will participate in a required post experience meeting to turn in the Culminating Project paper, reflect on the experience, and complete an evaluation of the experience.

GRADINGCourse Requirements % of gradeWritten Assignments (prior to trip) 20%Participation in Excursions

while abroad 20%Participation in Group 20%

meetings while abroadJournal Entries 10%Community Service Paper 10%Culminating Project 20%

100%

Grading Scale

A+ = 100 - 97A = 96 - 93A- = 92 - 90B+ = 89 - 87B = 86 - 83B- = 82 - 80 C+ = 79 - 77C = 76 - 73C- = 72 - 70D+ = 69 - 67D = 66 - 63D- = 62 - 60F = 59 - 0

COURSE OUTLINEAll classes will include a discussion period where students are expected to ask questions and dialogue with the professor on the scheduled reading.

Unit 1: Prior to Cross Cultural Experience Class (ISU) Course content and course expectations APA review Guatemalan History, Culture and People (Foundational Studies: Social and Behavioral

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Sciences, Historical Studies, Global Perspectives and Cultural Diversity)Readings: Shea, M.E. (2008). Culture and customs of Guatemala. Westport, CT:

Greenwood Press.

Universidad de San Carlos de Guatemala website(http://www.microsofttranslator.com/bv.aspx?ref=SERP&br=ro&mkt=en-US&dl=en&lp=ES_EN&a=http%3a%2f%2fwww.usac.edu.gt%2f)

The Social Welfare, Health Care and Legal Systems in Guatemala (Foundational Studies: Social and Behavioral Sciences, Global Perspectives and Cultural Diversity, and Ethics and Social Responsibility)

Readings: Shea, M. E. (2008). Culture and customs of Guatemala. Westport, CT:Greenwood Press.

McCreery Bunkers, K. ,Groza, V. , & Lauer, D. P. (2009). Internationaladoption and the child protection in Guatemala: A case of the tail wagging the dog. International Social Work, 52, 649-660. doi:10.1177.0020872809337676

Karabanow, J. (2003). Creating a culture of hope: Lessons from streetchildren agencies in Canada and Guatemala. International Social Work, 46, 369-386. doi:10.1177/00208728030463008

Coope, C. M., & Theobald, S. (2006). Children at risk of neglect: Challenges faced by child protection practitioners in Guatemala City. Child Abuse & Neglect, 30, 523-536. doi:10.1016/j.chiabu.2005.11.007

Singhal, A., & Chitnis, K. (2005). Community organizing for health: A people-centered vision of health. MICA Communications Review, 2(1), 47-54.

International Social Work - Human Rights and Ethical Issues (Foundational Studies: Social and Behavioral Sciences, Global Perspectives and Cultural Diversity, and Ethics and Social Responsibility)

Readings: The Guatemalan Project website – “Visiting El Triunfo” (answer questions provided by instructor)

Abell, M. L. (2004). One social worker’s retirement. Affilia, 19, 211-215. doi:10.1177/0886109903262771

National Association of Social Worker. (2009). Social work speaks: National association of social workers policy statements 2009-2012.Washinton, DC: NASW Press. (Read the following chapters: Cultural and Linguistic Competence in the Social Work Profession; Immigrants and Refugees; Peace and Social Justice; and Role of Government, Social Policy and Social Work)

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UN Convention on the Rights of the Child - http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/GeneralComment7Rev1.pdf

UN Millennium Development Goals - http://www.un.org/en/mdg/summit2010/

Preparing for Cross Cultural Experience (Foundational Studies: Social and Behavioral Sciences, Global Perspectives and Cultural Diversity, and Ethics and Social Responsibility)

Readings: International Social Work in Guatemala Participant Manual

ISU Academic Programs Abroad -Info for Parents (website provided byinstructor)

“Culture Shock: Guide For Students” provided by Janis Halpern, ISU Study Abroad Coordinator

Culture Shock and Adaptation article by M. Winkelman (provided by instructor)

Community Service Activity (Foundational Studies: Global Perspectives and Cultural Diversity and Ethics and Social Responsibility)

Unit 2: During Cross Cultural Experience (Foundational Studies Social and Behavioral Sciences, Historical Studies, Global Perspectives and Cultural Diversity, and Ethics and Social Responsibility)

Guatemala City & El Triunfo: Participate in activities planned in El Triunfo such as visits to the health

center, the municipality, the local school, and various neighborhoods surrounding the community.

Participate in activities planned in Guatemala City including a visit to a local community center and exchange with local Social Work students.

Complete community service project Complete daily journal entries Participate in daily group meetings/reflections

Unit 3: Post Cross Cultural Experience (Foundational Studies Social and Behavioral Sciences, Historical Studies, Global Perspectives and Cultural Diversity, and Ethics and Social Responsibility)

Submit journal entries and Culminating Project paper/presentation information Participate in required group reflection meeting at ISU and complete evaluation of course

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SOWK 400 Guatemala: Family and Child WelfareSchedule

Date Assignment OtherFeb. 19 Pre Experience ClassMar 4-12 Cross Cultural ExperienceTBD Post Experience Required Meeting

Bibliography

Abell, M. L. (2004). One social worker’s retirement. Affilia, 19, 211-215. doi:10.1177/0886109903262771

Campoverde, C. (2003). International social work in Guatemala participant manual . Retrievedfrom http://www.guatemalanproject.com/clientuploads/INTERNATIONALSOCIALWORK/TravelingManual2008.pdf

Coope, C. M., & Theobald, S. (2006). Children at risk of neglect: Challenges faced by childprotection practitioners in Guatemala City. Child Abuse & Neglect, 30, 523-536. doi:10.1016/j.chiabu.2005.11.007

Halpern, J. (2005) Culture shock: Guide for students. Terre Haute, IN: Indiana State University.Indiana State University (2010). Academic programs abroad: Info for parents. Retrieved from http://www.indstate.edu/studyabroad/parentinfo.htm

Karabanow, J. (2003). Creating a culture of hope: Lessons from street children agencies inCanada and Guatemala. International Social Work, 46, 369-386. doi:10.1177/00208728030463008

McCreery Bunkers, K. , Groza, V., & Lauer, D. P. (2009). International adoption and the childprotection in Guatemala: A case of the tail wagging the dog. International Social Work, 52,649-660. doi:10.1177.0020872809337676

National Association of Social Workers (2009). Social work speaks: National association of social workers policy statements 2009-2012.Washinton, DC: NASW Press.

Shea, M. E. (2008). Culture and customs of Guatemala. Westport, CT: Greenwood Press.Singhal, A., & Chitnis, K. (2005). Community organizing for health: A people-centered vision

of health. MICA Communications Review, 2(1), 47-54. The Guatemalan Project (2010) Visiting El Triunfo. Retrieved from

http://www.guatemalanproject.com/index.php?src=gendocs&ref=VISITINGELTRIUNFO&category=Main

Universidad de San Carlos de Guatemala (2010). Universidad de San Carlos de Guatemala.http://www.microsofttranslator.com/bv.aspx?ref=SERP&br=ro&mkt=en-US&dl=en&lp=ES_EN&a=http%3a%2f%2fwww.usac.edu.gt%2f

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