ZIMBABWE EZEKIEL GUTI UNIVERSITY

FACULTY OF HUMANITIES, EDUCATION AND SOCIAL SCIENCES

DEPARTMENT OF SOCIAL WORK

DEPARTMENT OF SOCIAL WORK

INTEGRATED SOCIAL WORK METHODS (ASW425)

COURSE OUTLINE

LECTURER: E MARUME

CALLS: +263717096953

WHATSAPP: +263717096953

EMAIL:[email protected]

CONSULTATION: Strictly by Appointment

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1. Purpose of the Course:

 This course is intended to provide a comprehensive review and synthesis of all

social work methods and content areas within the generalist framework including
ethics, critical thinking, diversity, social inclusion as well as policy and practice.
The relevance and efficacy of the remedial and developmental paradigms of
social work practice will be critiqued within the radicalisation-indigenisation
discourse of social work practice. The relevance of an integrated social work
methodology will be interrogated from an ecological systems perspective in
relation to selected social work clients such as children in need of care, the
elderly and persons with disabilities.

2. Course Aim:

 To equip students with an understanding of the need for an integrated social

work methodology to respond to contemporary social problems.

3. Course objectives/Intended Learning Outcomes

 To integrate students’ theoretical appreciation of social work methods

 To capacitate students to apply an integrated social work methodology to
selected practice areas.
 To enable students to critically assess the relevance and efficacy of remedial and
developmental social work practice to the developing world context.

4. Course Structure

1. Introduction

1.1 This section reviews and builds on core social work material, with a focus on:
 Social Work principles, values and ethics
 Social Work Co-mandate and Purpose of Social Work
 Social work methods and practice areas

2. Approaches to integration

2.1 This section will examine the unitary perspective within social work and will
consider the usefulness of an integrated approach. There will be a focus on:

 The meaning of integration vs Eclectism

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  Integrated Approach to Social Work, its Strengths and Weaknesses
 The Systems theory and its applicability to social work practice
 Social work practice model in developing countries
 Remedial Social Work
 Developmental social work
 Social Work Curriculum

3. Selected social work target groups

In this section the needs of selected target groups will be identified, and existing and
potential social work interventions will be examined, taking cognisance of relevant
legislation.

i. Children living and working on the streets

ii. Women survivors of IPV/GBV
iii. The elderly
iv. Refugees
v. Persons living with HIV
vi. Persons with disability

4. Delivery Modes

 A participatory teaching approach, which emphasizes a variety of experiential

techniques such as lectures, seminars, assignments and field visits will be
incorporated into this course.

 The utilization of reflection techniques and critical thinking skills will be

highlighted in the teaching/learning approach.

 As a profession, social work thrives on case observation and analysis. To this

end, videos on specific issues will be shown to students. These videos will then
be analysed and discussed with a view to sharpening the observation and
analytical skills of students.
 In all the students’ course assignments they are expected to think critically about
the ideas/concepts/theories being presented.

5. Student support

 For a more in-depth understanding and appreciation of the course content

students are encouraged to consult the respective lecturer during designated
consultation times as individuals or as small groups.

GENERAL INFORMATION
i. Student Assessment

Students will be required to write one group essay (15%) and one in class test (15%)
during the semester. For the first in-class tests students will be tested on work covered.
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For the group assignment students will be assigned a topic to research on and work in
small groups and submit the write-up by a set date. For the group presentations,
students will be required to join any of the groups that will be assigned a topic to
research on and make presentations to the class. Marks will be allocated for content,
relevance, references and the logic of the presentation. The aim is to practise students
in the delivery of presentations.The tests and group assignment will constitute 30% of
the final course assessment. The end of semester examination will constitute the
remaining 70% of the final course assessment. The final examinations will test the
students on their ability to synthesise the content learnt throughout the semester and
think creatively about how to apply it. The group/individual assignment should be strictly
between 1000 and 1200 words in length. The group assignment should be typed in font
12 Arial font 1.5 spacing and printed in black ink.

ii. Use of cell phones or other unauthorized gadgets

Use of mobile phones and other unauthorized gadgets during lectures, tutorials and
seminars is not allowed. All such gadgets must be switched off during sessions.

iii. Plagiarism and Cheating

Plagiarism is a serious offence which cannot be resolved directly with the course
lecturer. The Course Coordinators and Chairperson of the Department will conduct a
rigorous investigation, including an interview with the student, when a lecturer suspects
a piece of work has been plagiarized. Every student is expected to do his/her own work.
Ethical standards, university policy, and departmental policy demand that students
refrain from plagiarism and any form of cheating. Plagiarism is the “Act of appropriating
the literacy composition of another, or parts of passages from of his (or her) writings, or
the ideas or language of the same, and passing them off as the products of one’s own
mind.” (Black's Law Dictionary, 1983). When using others’ words, phrases, or ideas in
writing, the original author should be given proper credit.
Cheating includes, but is limited to, copying others’ answers on essays and during
exams, using notes or other forms of help during an examinations, giving or receiving
help on exams or assignments, or submitting work which has been submitted before.

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Use of citations from the Internet without paraphrasing content and proper referencing is
regarded as plagiarism. Lecturers have the right to use electronic review programs
(such as Turn It In”) to identify plagiarism.
The department does not tolerate plagiarism or cheating. A student found to be
engaging in such illegal and unethical conduct may receive a failing grade in the course
and may be subjected to further disciplinary proceedings. Any assignment or exam that
lacks honesty will be given due treatment.
Class Attendance and Participation
It is expected that students will complete all assigned readings, and actively participate
in class discussions. Students will also write and submit all assignments on or before
the due dates

Key assessment points:

 Extent of research of content, relevance, originality, analysis of content,

coherence of presentation, (communication skills) grammar, spellings, legibility
and correct referencing in text and on the list of sources.

Group Assignment 1
The social work profession is heavily influenced by Western theory and no meaningful
attempts have been made to ensure that the profession fits into the practical
environment in which it operates. Paying particular attention to Zimbabwe, discuss this
assertion.

Due Date: TBA

Group Assignment 2
Discuss the applicability and efficacy of an integrated social work approach in dealing
with survivors of gender based violence.

Due Date: TBA

References

Anderson, S.C. et al (1994) "Empowerment and Social Work Education and Practice in
Africa", in JSDA
Vol 9, No. 2, pp 71 - 86
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Ankrah, M. (1987) "Radicalising Roles for Africa's Development" in JSDA Vol. 2 No. 2.

Compton, B. & Galaway, B. (1984) Social Work Process. The Dorsey Press.

Garrette, A. (1972) Interviewing - Principles and Methods. Family Service Association of

America.

Gray Mel (1996) "Towards an Understanding of Developmental Social Work", in Social

Work Practice.
Vol, 1 pp 9-13.

Gray, M., Mazibuko, F. & O'Brien, F. (1996) "Social Work Education for Social
Development", in JSDA Vol. 11. No. 1, p 33-42

Kaseke, E. (1991) "Social Work Practice in Zimbabwe", in JSDA Vol. 6, No. 1.

Midgley, J. (1981) Professional Imperialism. London: Heinemann.

Midgley, J. (1996) Social Development, The Developmental Perspective to Social

Welfare. London:
Sage Publications.

Midgley, J. (1996) "Social Development, the Developmental Perspective to Social

Welfare, Transcending
Residual and Institutional Notions", in Social Work Practice. Vol 1, pp 2-8.

Morales, A. & Sheaffor, B.W. (1989) Social Work - A Profession of Many Faces. 5th
Edition. Allyn & Bacon Inc.

Mupedziswa, R. (1992) "Major Challenges for Social Work in Africa", in JSDA Vol, 7.
No. 2.

Mupedziswa, R. (1996) "The Challenge of Economic Development in an

African Developing Country:
Social Work in Zimbabwe", in International Social Work. Vol 39, pp 41-54.

Muzaale, P.J. (1988) "Social Services to Rural Areas", in JSDA Vol, 3. No. 2.

Osei-Hwedie, Kwaku (1993) "The Challenge of Social Work in Africa. Starting the
Indigenisation
Process", in JSDA Vol. 5, No. 1.

Rwomire, A. & Taditlhokwa, L. (1996) "Social Work in Africa: Issues and Challenges",
in JSDA Vol
11, No. 2. Pp 6-19.

Sanders, D.S. et al (1982) Fundamentals of Social Work Practice. University of Hawaii

School of Social
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Work, Wadsworth Publishing Co.

Walton, R. & El Nast, M. (1988) "Indigenisation and Authentisation in Terms of Social

Work in Egypt".
In International Social Work. Vol. 31, No. 2, April.

Approaches to Integration

Bailey, R. & Brake, M. (1975) Radical Social Work. Edward Arnold, UK.

Goldstein, H. (1973) Social Work Practice: A Unitary Approach. University of South

Carolina Press,
South Carolina.

Kabadaki, Kyana, K. (1995) "Exploration of Social Work Practice Models for Rural
Development Process in Africa: Implications", in JSDA Vol. 8, No. 1.

Olsen, M.R. (ed) (1978) The Unitary Model. BASW, Birmingham, Ch. 2 & 3.

Pincus, A. & Minahan, A. (1976) Social Work Practice, Model and Method. Peacock.

Specht, H & Vickery, A. (1977) Integrated Social Work Methods. National Institute of
Social Workers,
London. Ch. 3.

Turner, F.J. (ed) (1986) Social Work Treatment - Interlocking Theoretical

Approaches. 3rd Edition.

This is by no means a comprehensive list. Students are encouraged to utilise other

material in the library including journals, staff papers and dissertations.

SEMINAR/TUTORIAL QUESTIONS

 Consider the relevance/applicability of social work ethics in developing countries.

 The challenges brought about by the surge in the incidence of Non-

Communicable Diseases (NCDs) are multifaceted and intertwined that they
demand an integrated social work intervention. Discuss.

 Examine how a social worker can use an integrated social work approach to
assist a child in conflict with the law.

 Discuss the applicability and efficacy of an integrated social work approach in

dealing with survivors of Intimate Partner Violence (IPV).

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 “In advocating for the indigenization of the social work theory and methods,
social work scholars in Africa do not necessarily call for the reinvention of the
wheel.’’(Mwansa, 1992).Elaborate.

 Discuss the view that the problems confronting the developing world require a
developmental social work model rather than the traditional remedial approach.

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