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Course #: |
SW334 |
Instructor: |
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Unique #: |
55860/55865 |
Office #: |
SWB 3.130F |
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Semester: |
Spring 1997 |
Office Phone: |
471-0543 |
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Time (55860): |
T/Th 9:30-11:00 am |
Place: |
SWB 2.118 |
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Time (55865): |
T/Th 2:00-3:30 pm |
Place: |
SWB 2.116 |
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Office Hours: |
T/Th 11:00 am-2:00 pm |
e-mail: |
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Course Description
Course Objectives
Teaching Method
Required and Recommended Texts
Coures Requirements
Class Attendance
Exams
Group Needs Assessment Project
Class Policies
Course Schedule
Bibliography
Course Description. This course in the practice sequence integrates social work theory, practice methods, and professional skills as they relate to assessment and intervention at the organizational and community levels. The course considers models for understanding human service organizations and administrative practice in organizations, and for understanding communities, issues of social stratification, conflict and integration in communities, assessment of community needs, and identification of community resources. Strategies for initiating change in organizations and communities are identified, including different points of intervention, sources of resistance to change, and methods for overcoming such resistance. Throughout the course, special attention is given to factors affecting diverse population groups, including, but not limited to, groups distinguished by race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, and national origin.
Prerequisites include admission to the social work major and PSY304, SW310, SW312, SW313, SW325, SW327, and previous or current enrollment in SW332 (formerly SW330K) and SW333.
Course Objectives. By the end of the course, the student will be able to:
1. Explain the role of the generalist social worker as an interactive influence in organizational dynamics and the service delivery process;
2. Explain and apply the systems/ecological frameworks to organizations and communities;
3. Explain and illustrate how organizational dynamics can influence service delivery;
4. Identify and assess barriers, strategies, tactics and skills involved in achieving organizational change to improve service delivery;
5. Demonstrate the basic knowledge and skills needed for the assessment of social problems at the community level and the mobilization of community interest, opinion, and support to address those problems;
6. Describe how community work can be used as an intervention strategy for meeting client needs, creating new service delivery systems, and promoting social and economic justice;
7. Identify factors affecting people with diverse backgrounds, including, but not limited to, groups distinguished by race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, and national origin; both as service users and as organizational staff members;
8. Demonstrate an understanding of how research is used to acquire knowledge and to evaluate self in practice with organizations and communities;
9. Demonstrate an understanding of social work values, particularly the pursuit of social and economic justice, and their implications for social work practice with organizations and communities.
Teaching Method. Course content is covered through reading, listening, thinking, and discussing social work practice in communities and organizations. One day each week will be devoted to a discussion of assigned readings. Students are expected to ask questions, share experiences, and actively participate in class discussions. The other day of the week, students will work in small groups on a needs assessment project. Each group session will be structured with an agenda and a set of specific tasks to be accomplished.
Required and Recommended Texts.
Brueggemann, William G. (1996). The Practice of Macro Social Worker. Chicago: Nelson-Hall Publishers.
Additional readings may be placed on reserve in the Learning Resources Center--SWB 1.214, as the semester progresses.
Course Requirements. Course requirements consist of a group needs assessment project, and two exams. The group project is worth a total of 50% of the final grade. The two exams are worth 20% each. Class participation is expected and 10% of your final grade will be determined by class attendance and participation. I try to return all quizzes and written assignments within one week. My normal practice is to place graded assignments in student's folder in the student lounge. I do not take class time to go over exams and written assignments in detail. If students have questions about their grade, they should see me individually. A detailed description of each assignment is provided below.
Course requirements, due dates, and their contribution to the final grade are summarized below.
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Assignment |
Due date |
% of grade |
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Exam one |
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Exam two |
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Needs assessment project |
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Class attendance and participation |
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In an effort to be consistent with the grading system used by the University of Texas, grades for this course will be assigned using the following 10 point scale.
90 -100 = A = Excellent
80 - 89 = B = Above average
70 - 79 = C = Average
60 - 69 = D = Below average
59 and below = F = Fail
Class Attendance. I believe attendance and participation are important for effective learning. This means that students should not only attend class but should be prepared to actively participate in class discussions. At the same time, I realize that there will be occasions when students will not be able to attend class because of illness or other personal problems. In such cases, it would be appropriate for the student to call me to let me know they will not be in class. They should also contact at least one member of their project group so that the members of the group will know they will not be in class. This part of the grade will be determined by both class attendance and the extent to which individual students appear to have completed the readings before class and actively participate in class discussions.
Exams. There will be two exams given during the semester. The exams will focus on the reading assignments and class discussions. Exams will take about 30-40 minutes to complete and may include multiple choice, true-false, and short answer questions. They will be given at the beginning of the class and the remainder of the class time will be used by the groups to work on their project. The exams are intended to help me determine whether students are doing the reading and identify any areas where we need to focus greater attention.
Group Needs Assessment Project. The ability to work effectively in small groups is an important professional skill for social workers. This project is the major assignment for the class and provides students with an opportunity to develop group skills at the same time that they learn how to conduct a community needs assessment. Work will begin on this project during the first week of the semester and will culminate with a written report and class presentation at the end of the semester. The project is described in detail below.
Students will be randomly assigned to work groups of about 4-6 members. Each group will identify and select a target population in the Austin area and conduct a community needs assessment focused on that target population. Target populations can include any clearly defined population in the Austin metropolitan area. Examples of target populations might include such groups as homeless families, teenage substance abusers, the frail elderly, neglected and abused children, or low-income female headed households. Initial definitions of the population may be very broad but you will eventually need to narrow the definition to make the assessment project manageable. While the focus of the project is on understanding the target population and its needs, the groups should keep in mind that the underlying goal of a community needs assessment is to initiate changes that will benefit the target population.
After each group has selected its target population, a community resource person will be identified to be an advisor to the group and will meet with the group twice during the semester. Groups are expected to be prepared when they meet with their resource person. These people are busy professional from the community who have agreed to give us their time and expertise to help make your project better. Groups should not contact their resource person outside of the two scheduled meetings unless it is absolutely necessary. If a group feels it needs to contact its resource person, it must first obtain permission from the instructor.
Each group will produce a written needs assessment report, the main body of which should not exceed 25-30 type written double spaced pages. The report should include a title page, table of contents, acknowledgments, an executive summary, a brief statement about your methodology, your workplan, and a bibliography of library sources, government documents, interviews, etc. The table of contents, executive summary, statement of methodology, workplan, bibliography and any charts, graphs, tables, maps, footnotes, or appendices can be in addition to the 25-30 page limit. The final report should be bound and it should be well organized, concisely written and neatly presented. In other words, I want the final report to look like a professional document.
Each group will present their needs assessment in class during the last few class sessions of the semester. The presentations can include graphs, charts, overhead projection, taped interviews, pictures, slides, video, posters, etc. Be creative and make the presentation as though you are before a funding group, legislative committee, agency board of directors, or a group of concerned citizens. Each group should define for the class who the audience is for their presentation. I believe the presentation is an important part of the project and a valuable learning experience. Therefore, everyone should plan to attend class on the days we do the presentations. Students will be penalized 5 points on their final grade for each presentation they miss.
The written community needs assessment will have four parts and a draft of each part will be turned in at different points during the semester (see the course schedule for due dates). This is to avoid the problem of the group trying to write the entire report at the end of the semester. I will read each draft and provide comments for your group. However, you will be graded only on the final product. The four sections are outlined below. The questions listed under each section are intended to help students in the assessment but students should not feel limited only to this set of questions.
The needs assessment project is worth 50% of your final grade. Forty percent of the final grade will be a group grade based on the collective effort and 10% will be an individual grade. The group grade will be divided into two parts, 10% (of final grade) for the class presentation and 30% (of final grade) for the written report. The individual portion of the grade (10%) will be based on two documents. Each member of the group will prepare a brief written statement outlining their contributions to the project (it may be helpful for each member of the group to maintain a log to document their effort throughout the semester). In addition, at the end of the semester each member of the group will complete an (MS Word 6) evaluation of themself and each of the other members of the group. The final report is due on May 2 at 5:00 p.m.
Identification of Target Population: In this section you will identify and define the target population. The target population is defined as those individuals, families, and/or groups who are experiencing a problem or need in the community. Once the target population has been identified and defined, you will begin to assess the community from the perspective of the needs and concerns of that population. This is a very important section of the assessment because it sets the parameters for the entire project. Examples of the types of questions one might considered in this section include: Draft is due on February 11.
Problem Identification and Needs Assessment: In this section you are concerned with identifying major social problems and unmet needs confronting the target population. These needs should be examined in terms of both individual needs of members of the target population and as collective needs of the target population in the community. Draft is due on March 6.
Resource Identification: In this section you will identify resources available in the community to deal with the problems you identified in the preceding section. Resources should be defined in the broadest possible terms rather them focusing only on money or formal agencies in the community. Use your imagination. The possibilities may be limitless. Draft is due on April 1.
Intervention Strategies: Identifying problems and resources is an important part of understanding the community. However, as social workers we are interested in developing strategies to address these problems. In this section I want you to develop a change strategy for dealing with one problem confronting the target population. Be as specific as possible. You are not required to turn in a draft of this section. However, I will be happy to read and comment on this section if any group chooses to turn it in.
Class Policies. The University of Texas at Austin is proud of its students' commitment to academic integrity and their pledge to abide by it's policy on scholastic dishonesty. The tradition of scholastic honesty is maintained by the cooperation of students and faculty members. School policy on this subject can be found in General Information 1996-97, pages 165-66. Violations of the University's policy on scholastic dishonesty will result in a grade of F for the course and may result in reporting to the Dean of the School of Social Work and the Dean of the Graduate School.
The Publication Manual of the American Psychological Association is the style manual adopted by the School of Social Work. All papers prepared for this class should conform to the APA style. A copy of the complete APA manual is available in the Learning Resource Center, SWB 1.214.
Course Schedule. Below is a listing of the topics to be covered and reading assignments for each week.
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Date |
Description |
Text/Readings |
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Jan. 14 |
Introduction and overview |
Video: Ernie Cortez--Concern for Community |
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Group Session I: Skills assessment and workplan |
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Introduction to macro social work. Social justice as a mission of social work and a context for macro practice |
Brueggemann, p. xix-xxiv, 1-13 | |
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Group Session II: Identify target population |
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Jan. 28 |
Defining social problems and conducting a community needs assessment |
Brueggemann, p. 15-46, 137-149, 261-263 |
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Group Session III: Meet with community resource
person |
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Feb. 4 |
Being a community leader to solve social problems |
Brueggemann, p. 47-101 |
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Group Session IV: Identifying problems and needs |
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Feb. 11 |
Developing a community perspective |
Brueggemann, p. 102-128 |
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Group Session V: Develop conceptual framework for needs |
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Feb. 18 |
Macro Research |
Brueggemann, p. 129-151 |
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Group Session VI: Review and critique draft of Section II |
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Community Development |
Brueggemann, p. 153-176 | |
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Group Session VII: Resource identification--formal resources |
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Mar. 4 |
Social Action |
Brueggemann, p. 177-204 |
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Group Session VIII: Resource identification: alternative
resources/strength of target |
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Mar. 11 |
NO CLASS--SPRING BREAK |
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Mar. 13 |
NO CLASS--SPRING BREAK |
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Complex organizations as a context for social work practice |
Brueggemann, p. 205-231 | |
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Mar. 20 |
Group Session IX: Meeting with community resource person |
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Mar. 25 |
Social planning and program development |
Brueggemann, p. 233-281 |
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Group Session X: Strategies & tactics: long and short term interventions |
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Apr. 1 |
Program administration and organization development |
Brueggemann, p. 283-339 |
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Group Session XI: Strategies & tactics: points of intervention identifying allies & opponents |
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Apr. 8 |
Societal Social Work Public policy and politics |
Brueggemann, p. 341-394 |
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Group SessionXII: Planning an effective presentation |
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Putting it all together |
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Apr. 17 |
Group Session XIII: Tying up loose ends |
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Apr. 22 |
Class presentations |
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Apr. 24 |
Class presentations |
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Apr. 29 |
Class presentations |
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Last Class Day |
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May 2 |
Needs Assessment Report |
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Bibliography. The additional readings listed below are not required but are listed for students who are interested in further reading in a particular topical area. At times throughout the semester, I will make reference to some of these readings.
Adams, P. & Nelson, K. (1995). Reinventing Human Services: Community and Family-Centered Practice. New York: Aldine De Gruyter.
Alinsky, S. D. (1972). Rules for Radicals: A Pragmatic Primer for Realistic Radicals. New York: Vintage Books.
Austin, D. M. (1989). Understanding the Service Delivery System. In Keys, P. R. & Ginsberg, L. H. (Eds.). New Management in Human Services. Silver Springs, MD: NASW, p. 27-43.
Austin, D. M. Program Analysis and Design. Unpublished manuscript.
Austin, D. M. Ethnic and gender diversity in management. Encyclopedia of Social Work, 19th Edition. Silver Springs, MD: NASW.
Bobo, K., Kendell, J. & Max, S. (1991). Organizing for Social Change: A Manual for Activists in the 1990. Washington: Seven Locks Press.
Bradshaw, C., Soifer, S. & Gutierrez, L. (1994). Toward a Hybrid Model for Effective Organizing in Communities of Color. Journal of Community Practice, 1 (1), 25-41.
Bryson, J. M. & Crosby, B. C. (1992). Leadership for the common good: Tackling public problems in a shared-power world. San Francisco, CA: Jossey-Bass, Inc.
Clifton, R. L. & Dahms, A. M. (1993). Grassroots organizations: A resource book for directors, staff, and volunteers of small, community-based nonprofit agencie, 2nd Edition. Prospect Heights: IL: Waveland Prss, Inc.
Checkoway, B. (1995). Six strategies of community change. Community development journal, 30 (1), 2-20.
Coates, J. & McKay, M. (1995). Toward a New Pedagogy for Social Transformation. Journal of Progressive Human Services, 6 (1), 27-43.
Daly, A. (1994). "African American and white managers: A comparison of one agency." Journal of Community Practice 1 (1), 57-79.
Daly, J. M. & Wong, P. (1994). Community Development with Emerging Ethnic Communities. Journal of Community Practice, 1 (1), 9-24.
Delgado, G. (1994). Beyond the politics of place: New directions in community organization in the 1990s. Oakland, CA: Applied Research Center.
Dubois, B. & Krogsrud, M. K. (1992). Social work: An empowering profession. Boston, MA: Allyn & Bacon.
Ecklein, J. (1984). Community Organizers, Second Edition. New York: John Wiley & Sons.
Fellin, P. (1994). The Community and the Social Worker, 2nd Edition. Itasca, IL: F. E. Peacock Publishers, Inc.
Fisher, R. & Karger, H. J. (1997). Social Work and Community in a Private World: Getting Out in Public. White Plains, NY: Longman.
Fisher, R. & Kling, J. (1994). Community Organization and New Social Movement Theory. Journal of Progressive Human Services, 5 (2), 5-24.
Funiciello, T. (1993). Tyranny of kindness: Dismantling the welfare system to end poverty in America. New York: Atlantic Monthly Press.
Gutierrez, L. M. & Lewis, E. A. (1994), Community Organizing with Women of Color: A Feminist Approach. Journal of Community Practice, 1 (2), 23-44.
Hanna, M. & Robinson, B. (1994). Strategies for community empowerment. Lewiston, NY: Edwin Mellen Press.
Hasenfeld, Y. (1983). Human service organizations. Englewod Cliffs, NJ: Prentice Hall, Inc.
Hasenfeld, Y. (1992). The nature of human service organizations. In Y. Hasenfeld (Ed.). Human services as complex organizations. Newbury Park, CA: Sage, p. 3-23.
Haynes, K. S. (1989). Women Managers in Human Services. New York: Springer Publishing Company.
Haynes, K. S. & Mickelson, J. S. (1991). Affecting change: Social workers in the political arena, 2nd Edition. NY: Longman.
Harrison, M. I. (1987). Diagnosing Organizations: Methods. models, and processes. Newbury Park, CA: Sage Publications.
Hobbs, D. (1987). Straegies for needs assessment. In Johnson, D. E. (ed.) Needs assessment: Theory and methods. Ames, IA: University of Iowa Press, p. 20-34.
Holmes, G. E. & Saleebey, D. (1993). Empowerment, the Medical Model, and the Politics of Clienthood, Journal of Progressive Human Services, 4 (1), 61-78.
Homan, M. (1993). Promoting Community Change: Making It Happen in the Real World. Pacific Grove, CA: Brooks/Cole Publishing Co.
Kahn, S. (1991). Organizing: A guide for grassroots leaders. Silver Spring, MD: National Association of Social Workers.
Kahn, S. (1970). How people get power: Organizing oppressed communities for action. New York: McGraww-Hill.
Kettner, P., Daley, J. M. & Nichols, A. W. (1985). Initiating change in organizations and communities: A marco practice model. Monterey, CA: Books/Cole Publishing.
Kidder, R. M. (1994). Shared values for a troubled world: Conversations with men and women of conscience. San Francisco, CA: Jossey-Bass, Inc.
Lappe, F. M. & DuBois, P. M. (1994). The Quickening of America: Rebuilding our nation, remaking our lives. San Francisco, CA: Jossey-Bass, Inc.
Marti-Costa, S. & Serrano-Garcua, I. (1995) Needs assessment and community development: An ideological perspective. In Rothman, J., Erlich, J. L. & Tropman, J. E. (Eds.). Strategies of community intervention, 5th Edition. Itasca, IL: F. E. Peacock Publishers, Inc., p. 257-267.
Mary, N. L. (1994). Social Work, Economic Conversion, and Community Practice: Where Are The Social Workers? Journal of Community Practice, 1 (4), 7-25.
Mizrahi, T. & Morrison, J. D. (1993). Community organization and social administration: Advances, trends, and emerging principles. NY: The Haworth Press.
Murphy, M. J. (1977). Utilizing Community Resources. In Cox, F. M., Erlich, J. L., Rothman, J. & Tropman, J. E. (Eds.). Tactics and techniques of community practice. Itasca, IL: F. E. Peacock Publishers, Inc.
Netting, F. E., Kettner, P. M. & McMurtry, S. L. (1993). Social work macro practice. New York: Longman.
Rivera, F. G. & Erlich, J. L. (1992). Community organizing in a diverse society. Needham Heights, MA: Allyn & Bacon.
Robinson, B. & Hanna, M. G. (1994). Lessons for Academics from Grassroots Community Organizing: A Case Study--The Industrial Areas Foundation. Journal of Community Practice, 1 (4), 63-94.
Rothman, J. & Tropman, J. E. (1987). Models of Community Organization and Macro Practice Perspectives. In Cox, F. M., Erlich, J. L., Rothman, J. & Tropman, J. E. (Eds.). Strategies of community organization, 4th Edition. Itasca, IL: F. E. Peacock Publishers, Inc., p. 26-63.
Rothman, J. (1994). Practice with highly vulnerable clients: Case management and community based services. Englewod Cliffs, NJ: Prentice Hall, Inc.
Rubin, H. J. & Rubin, I. S. (1992). Community organizing and development, 2nd Edition. NY: McMillan Publishing Co.
Schaefer, M. (1987). Implementing change in service programs. Newbury Park, CA: Sage Publications.
Scott, W. R. & Black, B. L. (1986). The Organization of Mental Health Services: Societal and Community Systems. Beverly Hills, CA: Sage Publishing.
Seck, E. T., Finch, W. A., Mor-Barak, M. E., & Poverny, L. M. (1993). Managing a Diverse Workforce. Administration in Social Work, 17, (2), 67-79.
Siegel, L. M., Attkisson, C. C. & Carson, L. G. (1995). Needs Identification and Program Planning in the Community Context. In Tropman, J. E., Erlich, J. L. & Rothman, J. (Eds.). Tactics and techniques of community organization, 3rd Edition. Itasca, IL: F. E. Peacock Publishers, Inc., p. 10-34.
Stoddard, P. H. (1993). Community Theory: New Perspectives for the 1990s. The Journal of Applied Social Sciences, 17 (1), 13-30.
Sullivan, W. P. (1992). Reclaiming the Community: The Strengths Perspective and Deinstitutionalization. Social Work, 33 (3), 204-209.
Warheit, G. J., Bell, R. A. & Schwab, J. J. (1984). Selecting a Needs Assessment Approach. In Cox, F. M., Erlich, J. L., Rothman, J. & Tropman, J. E. (Eds.). Tactics and techniques of community practice, 2nd Edition. Itasca, IL: F. E. Peacock Publishers, Inc., p. 41-59.
Warren, R. B. & Warren, D. I. (1977). The neighborhood organizer's handbook. Notre Dame: University of Notre Dame Press.
Warren, R. L. (1978). The Community in America, 3rd Edition. NY: University Press of America.