As a student in the Bachelor of Arts in Social Work (BASW) program, you’ll need to take the following eight courses in the sequence outlined in the BASW Plans of Study and complete a fieldwork placement accompanied by a biweekly integrative seminar.
SOWK 6050—Human Rights and Social Justice (3 credits)
This course is an introduction to the human rights and social justice perspectives and how they intersect with social work history, values, ethics, and practice in local and global contexts. Students will learn a practice framework that integrates a human rights perspective promoting the dignity, respect, and well-being of all persons with a social justice perspective which seeks to understand, challenge, and combat oppression, unequal access to resources, and social inequities. Students engage in critical self-awareness and apply an integrated practice framework for use with individuals, families, groups, organizations, and communities that advance human rights and social and economic justice.
SOWK 6208—Human Behavior and the Social Environment I (3 credits)
The course will focus on human development from infancy through early childhood within the context of families and communities, employing a risk and resilience lens. Concepts of primary prevention and early intervention will be explored. We will introduce the concept of trauma, looking at the impact of domestic violence, child abuse and neglect on young children and their families. We examine family and community supports as promotional factors of well being in light of the central role of early attachment and research in neurobiology
SOWK 6209—Human Behavior and the Social Environment II (3 credits)
This course, the second in a two-semester sequence, looks at the promotion of well-being, human rights and social justice including the role of social supports, life stressors, coping strategies and resilience factors within the life course development of school-aged children, adolescents, adults and older adults. At each of these stages we examine the role of risk and protective factors in the bio-psycho-social and ecosystemic environment. We approach the topic of death and dying from a life course perspective and we examine spirituality as a resource for coping and resilience. We also examine how immigration and the refugee experience affect developmental pathways. By the end of this course, students will be able to identify on a micro, mezzo and macro level the risk and protective factors in an individual’s life across the life course.
Prerequisite: SOWK 6208—Human Behavior and the Social Environment I
SOWK 6801—Social Work Practice in Research I (3 credits)
This is the first of a two-semester course sequence. This course introduces students to social work research. It focuses the scientific method from the development of a researchable hypothesis to the point of data collection. This course focuses on social work problem formulation and provides a basic introduction to methodology. It also includes selected research experiences. The material covers the following areas: developing a researchable question; the values, ethical and political issues involved in developing the question; narrowing and specifying the question; sampling; design; data collection; and measurement techniques. Each topic is addressed through readings, lecture material, and practical application. This practical application is usually related to the research project.
SOWK 6802—Social Work Practice in Research II (3 credits)
This course, the second in the two-semester research sequence, continues to teach social work research through a combination of didactic and experiential methods focusing on human rights and social justice. Students also work on the class research project, with an emphasis on the analysis and interpretation of the data collected. Through this work, students learn how research informs practice, and practice informs research.
Prerequisite: SOWK 6801—Social Work Practice in Research I
SOWK 6321—Generalist Social Work Practice with Individuals, Families, Groups, Organizations and Communities I (3 credits)
This is the first of a two-course sequence that uses a unifying generalist intervention framework to help students make sense of the breadth and depth of the social work profession. The unifying framework provides clear guidelines for how students proceed through each phase of practice when working with individuals, families, groups, organizations or communities by following a multi-step planned changed model. The model includes the practice phases of: preparation, engagement, assessment, planning/contracting, implementation, evaluation, termination/referral and follow-up. This approach allows a wide range of flexibility for the application of theories and specific skills. Students will gain a foundation upon which they can continue to add and build skills.
Generalist Practice I begins by introducing students to the parameters of professional social work practice including the values and ethical principles that guide practice, the laws/regulations that regulate professional practice, and the knowledge and skills that inform social work practice on all levels. Following this introduction, students will learn how to prepare, engage, assess, plan, implement, evaluate, terminate and follow-up when working with individuals and with organizations, two of the five client target levels that make up generalist social work practice.
SOWK 6322—Generalist Social Work Practice with Individuals, Families, Groups, Organizations and Communities II (3 credits)
This is the second of a two-course sequence that uses a generalist intervention framework to help students make sense of the breadth and depth of the social work profession. The unifying framework provides clear guidelines for how students proceed through each phase of practice when working with individuals, families, groups, organizations or communities, by following a multi-step planned change model. The model includes the practice phases of: preparation, engagement, assessment, planning, implementation, evaluation, termination and follow-up. This approach allows a wide range of flexibility for the application of theories and specific skills. Students will gain a foundation upon which they can continue to add and build skills.
Generalist Practice II will focus on three of the five client target levels, families, groups, and communities. Following the same multi-step planned changed model used in GPI, students will learn how to prepare, engage, assess, plan, implement, evaluate, terminate and follow-up when working with families, groups, and communities.
Prerequisite: SOWK 6321—Generalist Social Work Practice with Individuals, Families, Groups, and Communities I
SOWK 6006—Social Policy I: Policy and the Profession (3 credits)
This course introduces students to the underlying values, assumptions, and philosophical perspectives as well as the social, economic, and political factors that have influenced the development of this country’s social welfare system. This course is intended to help students: 1) learn the history, mission, and philosophy of the social work profession and the evolution of social welfare policy; 2) develop a beginning understanding of major social policies that have been created specifically to address the needs of individuals, families, groups, and communities—particularly those who live in poverty; 3) be able to apply to practice the policies and services rendered by local, state, regional, national, and international agencies using comprehensive frameworks with special attention to human rights, equity, and social justice; 4) understand that improving well-being is the goal of effective policy change; and 5) recognize policy implications for social work practice.
SOWK 6901—Field Practicum and Integrative Seminar (9 credits)
Students participate in this required integrative seminar, which meets 15 times over the course of the academic year while completing their fieldwork assignment. The purpose of the seminar is to assist students in combining what they learn in the classroom with what they learn in the field. The field practicum and integrative seminars are structured as a capstone course integrating competencies from both their social work coursework and the broader Fordham University GSS undergraduate core curriculum. Through this course, students are prepared to enter into agency-based social work practice as well as advanced social work education.