Table of Contents

Course Information

Instructor

Course Description

Course Objectives

Educational Outcomes

Co-Requisite

Relationship To Practicum Learning Objectives

Organization of the Course

Texts and Required Readings

Course Requirements

Agency Analysis Paper

Community Intervention Paper

Take-home exam

Grading Criteria

Class Policies

Course Schedule

Links to Class Overheads

Links to Class Exercises

Link to Take Home Exam

Links to Related Material

Course Information

Course title: Foundations of Social Work Practice II:  Groups, Organizations, & Communities

Course number: S15-5037
Class Web Page: http://www.utexas.edu/courses/streeter/sp2001s15-5037/s15-5037.html
Days: Friday & Saturday
Time: 8:30a.m. to noon and 1:00p.m. to 5:00 p.m.
Date:  January 26 & 27 and March 2 & 3
Place: Goldfarb 135
 

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Instructor

Name: Cal Streeter

Office: TBA
Office hours: Available before and after class, also by phone and e-mail
Phone: (512) 471-0543
Address: 21008 Martin Lane, Pflugerville, TX  78660
E-mail: cstreeter@mail.utexas.edu

Web page:  http://www.utexas.edu/courses/streeter/

 

 
 
 
 
 

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Course Description

This course will familiarize students with the basic knowledge and skills needed for social work practice with groups, organizations, and communities.  An historical view of social work practice (i.e., origins of social justice with groups, organizations, and communities) is presented along with an overview of the ethics and values, including social and economic justice that characterize our profession.  Systems thinking approaches along with other theoretical approaches to group, organization, and community practice are discussed with an emphasis on their application to a variety of oppressed and disadvantaged populations and multiple levels of intervention.  These models encompass professional use of self, professional roles, client system assessment, formulation of objectives or desired outcomes, development and implementation of evidence-based treatment intervention plans, and evaluation of outcomes.

Special emphasis will be given to the development of assessment and intervention skills for beginning practitioners that are relevant to empowerment, capacity building and social change with groups, organizations, and communities.  The development of critical reasoning skills will be discussed including those factors that influence decision-making processes and the need for ongoing self-evaluation.  Throughout the course, the transactions between social aggregates (groups, organizations and communities and their environments (e.g., economic, technological, cultural, physical, and political) are presented.  The role of age, race, gender, social class, culture, ethnicity, religion, sexual orientation, national origin, and physical and physical and mental ability in social and economic justice-focused work practice will be an integral part of this course.
 

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Course Objectives

Develop an understanding of:

1. Major historical trends in social work practice with groups, organizations, and communities (i.e., origins of social justice as it applies to group work, organizational, and community practices) .
2. Values and ethics underlying social work practice to include work with diverse oppressed, and disadvantaged populations and constituencies.
3. The importance of commitment to the values, goals and objectives of social work in professional practice at group, organizational and community levels.
4. Communication skills and competencies for working with clients, colleagues, communities, political and legislative bodies and organizations.
5. Basic assessment and evidence-based intervention skills for ethical and effective social work practice with an emphasis on group facilitation, organizational and community empowerment and capacity building.
6. Development and assessment of system-based approaches to practice with groups, organizations, and communities.
7. Various empirically-supported theoretical approaches, that are used for assessing and intervening with groups, organizations and communities.
8. Various evidence-based intervention approaches for groups, organizations, and community change.
9. Advocacy, collaboration, coalition-building, lobbying skills and strategies for influencing political processes and policies relevant to group, organizational and community practice.
10. The professional use of self and continuing professional development in group, organizational and community settings, including the adoption of ethical, appropriate social work roles in organizations.
11. The fundamental issues in documenting professional practice, and in monitoring and evaluating the process and outcomes of capacity-building interventions and reform efforts aimed at promoting the well-being and self-determination of client systems at group, organizational and community levels.
12. The relevance of age, race, gender, social class, culture, ethnicity, religion, sexual orientation, national origin, and physical and mental ability in social work practice grounded in social and economic justice.
13. Basic knowledge and skills about evidence-based social work practice with diverse groups of people at the group, community, and/or organization levels, in the context of their economic and political environments.

 

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Educational Outcomes

 

Students will be able to:

1. Identify the major historical trends in social work practice to include the origins of social justice as it applies to group work, organizations, and communities.
2. Discuss the values and ethics of social work practice with groups, organizations, and communities and how they apply to working with diverse oppressed and disadvantaged populations and constituencies.
3. Articulate practices and strategies consistent with a commitment to the values, goals and objectives of social work in professional practice at group, organizational and community levels.
4. Demonstrate and articulate communication skills and competencies for working with clients, colleagues, communities, political and legislative bodies and organizations.
5. Identify, critically evaluate and select appropriate assessment and evidence-based intervention skills for ethical and effective social work practice with an emphasis on group, organizational and community empowerment and capacity building.
6. Demonstrate knowledge of how to develop and assess system-based approaches to evidence-based practice with groups, organizations, and communities.
7. Identify and critically evaluate the utility, feasibility and empirical support for various theoretical approaches for assessing and intervening with groups, organizations and communities.
8. Identify and critically evaluate the utility, feasibility, and empirical support for various evidence-based intervention approaches for group, organizational and community change.
9. Demonstrate knowledge of advocacy, collaboration, coalition-building, lobbying skills and strategies for influencing political processes and policies relevant to group, organizational and community practice.
10. Articulate and show evidence of professional use of self and continuing professional development through applied knowledge of professional practice in group, organizational and community settings, including ethical, appropriate social work roles in organizations.
11. Identify and discuss fundamental issues in documenting professional practice, and in monitoring and evaluating the process and outcomes of capacity-building interventions and reform efforts aimed at promoting the well-being and self-determination of client systems at group, organizational and community levels.
12. Identify and discuss the relevance of age, race, gender, social class, culture, ethnicity, religion, sexual orientation, national origin, and physical and mental ability in social work practice grounded in social and economic justice.
13. Apply basic knowledge and skills of evidence-based social work practices with diverse groups of people at the group, community, and/or organization level, in the context of their economic and political environments.

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Co-Requisite

It is required that you are in foundation practicum concurrently while enrolled in this course.  It is not possible to successfully complete this course without meeting this co-requisite.  Your job or volunteer activities will not meet this co-requisite.

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Relationship To Practicum Learning Objectives

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Organization of the Course

This class meets from 8:30 a.m. to noon and from 1:00 p.m. to 5:00 p.m. on January 21 & 22 and March 3 & 4, 2000.

Course content is covered through reading, listening, thinking, and discussing social work practice in task groups, organizations, and communities. Class sessions will be devoted to focused discussions that flow from assigned readings and supplemental materials presented in class. In addition, small group exercises will be used to gain understanding for the practical application of theories discussed in class. Students are expected to ask questions, share experiences, and actively participate in class discussions and group exercises.
 

Texts and Required Readings

Morgan, G. (1997).  Images of Organization. 2nd ed.  Beverly Hills, CA: Sage Publications.
 

Schorr, Lisbeth B.  (1997).  Common Purpose: Strengthening Families and Neighborhoods to Rebuild America.  New York: Anchor Books.

 

Kretzmann, J. P. and McKnight, J. L.  (1993).  Building Communities From the Inside Out: A Path Toward Finding and Mobilizing A Community's Assets.  Chicago, IL: ACTA Publications.

Additional readings are on reserve in the library are listed by week and will be available in a folder in the library.
 

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Course requirements consist of two written assignments and a final take-home exam.  Students should come to class prepared to actively participate in class discussions. All papers will be typed, double-spaced, use APA style, and include title and reference pages, section headings, and page numbers.  Papers should be grounded in the class readings, group and class discussions and other literature as appropriate.  Grammar, clarity and conciseness will affect the final grade.

 

Course requirements, due dates, and their contribution to the final grade are summarized below. Each assignment is also described in detail below.

 

Assignment	Due date	% of Grade
Agency Analysis Paper	3 March 2001	30%
Community Intervention Paper	16 March 2001	30%
Take Home Final Exam	30 March 2001	40%

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Agency Analysis Paper.  Students will submit a paper (8-10 pages) analyzing their practicum setting or another agency in the community. Below I have identified the major elements of the analysis along with a few questions to help you begin thinking about the agency analysis.  Don't feel limited only to these questions.  They are not intended to be a recipe for the paper.  Rather they are suggestive of the kinds of questions you should be thinking about in each section of the paper.  There are probably many other relevant questions that will be specific to your agency.

Mission, goals and objectives

• How long has the organization been in existence?
• What is the agency's mission?
• What are its goals and how do they relate to the mission?
• Does it have multiple goals or a single focus?
• Are its goals the same today as when it was first established?
• What different types of service programs does the agency administer?
• What types and how many physical facilities does the agency use?
• What service technologies does the agency use in its service programs?

Service users

• What are the characteristics of the persons using the major program service of  the agency (SES, ethnicity, gender, age, etc.)?
• How many people are served by the agency?
• Does the agency have a specified service area?  If so, what is it?

Funding

• How large is the agencies budget?
• What are its major sources of funding?
• How complex are its funding patterns (multiple small grants, single large grant, etc.)?
• How do funding patterns impact the structure and operation of the agency?

Personnel

• How large is the staff?
• What types of professional specialists are on the staff?
• What type of work is performed by the social work staff?
• If the staff is multi-disciplinary, does this create any difficulties for the agency?
• Does the agency use volunteers?  How many?  In what ways?
• What is the agency's structure (levels, staff to supervisor ratio, etc)?
• What kind of personnel policies does it have regarding promotion, benefits, compensation, etc.?

Governance

• What is the agency's auspice (public, private, profit, non-profit, etc.)?
• Who is responsible for making decisions about organizational policies?
•  Is there a board of directors?  What is the board composition? How are its members selected?

Task Environment

• What local, state, and federal organizations does this agency have relationships with?
• What is the reason for the relationship between this agency and others?
• What special interest or advocacy groups are interested in this agency? What is that interest?  Do the special interest groups influence the agency's operation
• What federal and/or state legislation are important for the work of this agency?
• Is the agency actively involved in the state or federal legislative process? Around what issues?  Are those issues directly related to the agency's programs and goals?

The purpose of this paper is to assess the student's ability to apply course readings and discussions to a functioning organization.  This assignment is due at the end of class on 3 March 2001.

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Community Intervention Paper.  Students will submit a paper (8-10 pages) addressing an issue in the community and interventions being initiated by their practicum agency or another agency in the community.  The paper should include the following:
 

• A description of the community issue being addressed, with appropriate literature references on the nature and extent of the problem.
• Social context of the issue, such as cultural, socio-economic or political issues, and social structures that impact the extent of the problem.
• Needs assessment of the community, as determined by the agency.
• Community and individual strengths and assets relevant to this issue.
• Organizational and institutional response to the issue, i.e., what is the agency's planned intervention, including strategies, tactics and anticipated outcomes.  Include a description of your role as a practicum student in the intervention, if applicable.
• Your perceptions of the agency's response to the problem, e.g. to what extent does the proposed intervention appear to address the needs of the community, build on existing strengths, and recognize existing barriers to change.

This assignment is designed to give the student an opportunity to use the practice models and change strategies learned in class to analyze a real community problem and macro level change initiative.  The successful student will demonstrate an ability to critically analyze the problem, link the needs assessment with the proposed intervention and relate expected outcomes to the nature and extent of the problem.  The assignment is due date on 16 March 2001.  This is two weeks after the last class session.  Students should send the paper to my home address or as an attachment to my e-mail address. Both addresses are listed in the Instructor section at the top of the course outline. Students should allow 2-3 days for mail delivery to my home address.

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Take-home exam. The take-home exam will consist of several essay questions that will be written to allow students to integrate and synthesize course content and to apply what they have learned to specific practice situations. The exam will be distributed during the first class session and is due on Friday, 30 March 2001. This gives students four weeks to complete the exam and return it to my home address or to my e-mail address. Both addresses are listed at the top of the course outline. Students should allow 2-3 days for mail delivery to my home address.   To access the take-home exam click here.

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Grading Criteria

Student performance will be evaluated based on the following grade scale:
 

100-94 = A
  93-90 = A-
  89-88 = B+
  87-84 = B
  83-80 = B-
  79-78 = C+
  77-74 = C
  73-70 = C-

Assignments received after the due date will lose 3 points for each day or partial day they are late (including weekends).  Late assignments will not be accepted after 14 April 2000.  Exceptions will be made only for emergencies when the instructor is notified prior to the due date.

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Class Policies

Washington University and The George Warren Brown School of Social Work are proud of their students' commitment to academic integrity and their pledge to abide by it's policy on scholastic dishonesty. The tradition of academic integrity is maintained by the cooperation of students and faculty members. Official policies on academic integrity for Graduate Students can be found at: http://artsci.wustl.edu/GSAS/Academics/integrityBL.html.

 

If a student has any questions concerning the application of the policy on academic integrity in regard to a particular assignment, it is the responsibility of that student to seek clarification from the instructor. Violations of the policy on academic integrity will result in a grade of F for the course and the student will be reported to the Dean of the School of Social Work.

 

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. Assigned readings should be completed prior to class and students should come to class prepared to discuss and apply knowledge obtained from the readings to the classroom discussions and exercises.

 

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Course Schedule

Class 1: Friday,  26 January,  8:30 a.m. to Noon

This class session will introduce the course and provide an overview of the domain and content of the course.  Social and economic justice have always been central to social work's mission. Helping to create access to opportunity and fair treatment for all members of society has long been at the heart of professional social work practice. To begin our discussion of macro practice in social work, it is important for us to examine professional practice in the context of social justice. We will also consider the importance of task groups, organizations, communities, and public policy in social work practice.

Required reading

McKnight, J.  ( 1995).  The Careless Society: Community and Its Counterfeits.  New York: Basic Books. Professionalized Service and Disabling Help, pages 36-52 and Human Service Systems, pages 91-132. (Reserve)

Schorr, Lisbeth B.  (1997).  Common Purpose: Strengthening Families and Neighborhoods to Rebuild America.  New York: Anchor Books. Introduction and Part I: Spreading and Sustaining Success. (Text)

Video:  Ernie Cortez--Concern for Community
 

Class 2: Friday,  26 January,  1:00 to 5:00 p.m.

Formal organizations are pervasive in modern society. Organizations are society's tools for "getting things done." As such, they often reflect the institutional values of the broader society, including racism and sexism. We will define organizations in broad terms, and discuss some of the unique features of human service organizations. An overview of key organizational concepts is presented, including structure, goals, technology, role of participants, and environment. Central debates in organizational theory are discussed. A conceptual framework for understanding organizational theory is outlined and different theoretical frameworks are introduced with reference to distinctive metaphors. This session ends with a review of classic organizational theories.

Required reading

Austin, D. M. Program Analysis and Design. (Reserve)

Hasenfeld, Y. (1992). The nature of human service organizations. (Reserve)

Hasenfeld, Y. (1992). Theoretical approaches to human service organizations. (Reserve)

Morgan, G. (1997). Ch. 1, Introduction. Ch. 2, Mechanization takes command: Organizations as machines. Ch. 10, Developing the art of organizational analysis. Ch. 11, Imaginization: A direction for the future. (Text)
 

Class 3: Saturday,  27 January, 8:30 to noon

A significant limitation of classic organizational theory is the lack of attention to environmental concerns. With the emergence of open systems theory, knowledge about the environments of organizations were recognized as essential to understanding the internal functioning of organizations, as well as relationships between organizations. The general environment is distinguished from the task environment. Interorganizational networks are presented as important features of organizational environments. The environmental perspective allows us to view organizations as political systems comprised of multiple constituents and competing interests. Politics are a part of all organizations but are especially relevant to public agencies that depend directly on the political process for their survival. Power is an important element of politics. Strategies for obtaining power are also discussed, with specific attention given to methods of gaining power at lower levels in the organization. Culture in an important dimension of organizations. From this perspective, organizations can be viewed in two ways: (1) as a cultural phenomenon that varies from one society to another, and (2) as socially constructed realities which are created and sustained by patterns of beliefs, expectations, and interactions between and within organizations. Culture impacts all processes within the organization. Specific attention will be given to the impact of culture on communication and decision making.

Required reading

Morgan, G. (1997). Ch. 3, Nature intervenes: Organizations as organisms.  Ch. 5, Creating social reality: Organizations as cultures. Ch. 6, Interests, conflict, and power: Organizations as political systems. (Text)

Class 4: Saturday,  27 January, 1:00 a.m. to 5:00

Several management innovations have emerged in the private corporate sector in the past two decade. For example, Total Quality Management (TQM), Continuous Quality Improvement (CQI), Organizational Development (OD), Process Re-structuring, and Re-engineering. We will explore the relevance of these innovations for human service organizations. The meaning of quality will be discussed and quality assurance is compared to quality management. The underlying tenets of TQM/CQI are examined and their compatibility with human service organizations is discussed. Process re-engineering is presented as an approach to radically restructure organizational processes and to improve both organizational efficiency and quality of service to the "customer." The basic principles of re-engineering are discussed and their potential application to human service organizations are explored.

Required reading

Brannen, S. J. & Streeter, C. L. Doing it With Data: Total Quality Management and the Evaluation of Social Services. (Reserve)

Martin, L. L. (1993). Total Quality Management in Human Service Organizations. Ch. 1, Quality Management: The New Managerial Wave.  Ch. 2, What is Total Quality Management (TQM)? (Reserve)

Selber, K. & Streeter, C. L. (2000). A Customer-Oriented Model for Measuring and Managing Quality in Human Service
Organizations. (Reserve)

Video:  Demming: Prophet of Quality
 

Class 5: Friday,  2 March, 8:30 a.m. to noon

Social workers need both a conceptual understanding of communities in contemporary America society and a way to apply this knowledge to professional practice. We all have general knowledge of communities from our own life experience living in one or more communities. This provides a good foundation for developing a community orientation for professional social work practice.  Communities are complex social entities that take many different shapes and forms. Therefore, we need multiple way to look at communities.   In this class we will discuss several different ways to conceptualize community.  We will also begin to look at different models of community practice.

Kretzmann, J. P. and McKnight, J. L.  (1993).  Building Communities From the Inside Out: A Path Toward Finding and Mobilizing A Community's Assets.  Chicago, IL: ACTA Publications.  Introduction. (Text)
 

Class 6: Friday,  2 March, 1:00 to 5:00 p.m.

Just as there are many ways to define and understand communities, there are many models of community practice. Some models place greater emphasis on mobilizing people at the grassroots while other emphasize the technical nature of problem solving in the macro arena. Some models emphasize the inequality and injustice that exists in most communities and seek to radically alter the broad social structural factors that contribute to these problems. Others believe that people in the community must identify and define problems for themselves and that professionals may be able to support their efforts but they can't do it for them. Some models place considerable emphasis on the process of electoral politics. Others seek to ignore the role of political systems in favor of encouraging local self-reliance, thereby freeing the community from the broader political environment. Some models are most appropriate for mobilizing support for mass movements such as the Civil Rights Movement, the Nuclear Disarmament Movement, and more recently, the environmental movement. Other models are more suited for addressing locality based problems that are of special concern to local neighborhoods. In this class session we will consider alternative models of community practice.

Checkoway, B. (1995). Six strategies of community change. Community Development Journal, 30 (1), 2-20. (Reserve)

Kretzmann, J. P. and McKnight, J. L.  (1993).  Building Communities From the Inside Out: A Path Toward Finding and Mobilizing A Community's Assets.  Chicago, IL: ACTA Publications.  Chapters 1-3. (Text)

Rothman, J.  (1996).  The Interweaving of Community Intervention Approaches.  Journal of Community Practice, 3 (3/4), 69-99.  (Reserve)

Video:  From the Bottom-up.   Narrated by Barbara Jordon.  Will be shown in class.
 

Class 7: Saturday,  3 March, 8:30 to noon

Social workers typically work with people around critical areas of human need.  Macro practice initiatives are often directed at specific areas of human need in the community.  In this class we will focus on several critical areas of community need.  Economic self-sufficiency is the stated goal of many social programs in this country and for more than a decade has sparked considerable debate around the issue of welfare reform.  In many cases economic self-sufficiency is also a prerequisite for personal self-esteem and well-being.  Housing is another critical area of human need in many communities.  The lack of affordable housing  in the U.S. has been cited by many as a significant contributing factor in the growing problem of homelessness. Education and health care have been at the center of much political debate in recent years.  Business and political leaders decry the inadequacy of the American public education system and have called for major reforms. For many populations traditionally served by social workers, access to quality education is one of the few avenues available for achieving economic self-sufficiency and some measure of the American dream.  Likewise, concern over escalating health care costs has produced unprecedented political debate and initiated far-reaching changes in the financing and delivery of health care in America. The development of fair and equitable systems for the delivery of quality education and health care for all members of the community is important for any community to remain strong and viable.

Kretzmann, J. P. and McKnight, J. L.  (1993).  Building Communities From the Inside Out: A Path Toward Finding and Mobilizing A Community's Assets.  Chicago, IL: ACTA Publications.  Chapters 4-6 (Text).

Schorr, Lisbeth B.  (1997).  Common Purpose: Strengthening Families and Neighborhoods to Rebuild America.  New York: Anchor Books. Introduction and Part II: Reforming Systems. (Text)
 

Class 8: Saturday,  3 March, 1:00 to 5:00 p.m.

Bringing it all together

Schorr, Lisbeth B.  (1997).  Common Purpose: Strengthening Families and Neighborhoods to Rebuild America.  New York: Anchor Books. Introduction and Part II: Rebuilding Communities. (Text)

Video:  Bertha Gilkey: The Cochran Gardens Tenant Management Corporation

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Links to Related Material

One of the major social phenomenon of the past few years is the rapid growth of the World Wide Web on the Internet. The growth of the World Wide Web has meant that we, as citizens and as professional, have unprecedented ease of access to an astounding array of information. The internet has literally made it possible for us to access information and maintain contact with people and organizations all over the world. Increasingly, our ability to successfully manage human service organizations, to safeguard the scarce resources available to social service programs, and to promote social change will become a function of our ability to locate, manipulate, and synthesize information relevant to program planning and management, public policy, and community resources.

On the World Wide Web, you will find literally thousands of links to information that is relevant to this course. Below I have provided a few links to some of this information. These links are provided as a sample of the kind of information you can find on the internet. I am not advocating on behalf of any of the organizations represented on this list, nor do I necessarily support their positions.

I encourage you to explore these links as a way to begin to develop your skill at accessing information from the internet. If you are not familiar with the internet, you might find it helpful to work through one of the on-line tutorials available on the internet. One that I have found to be particularly helpful is called Internet 101: Introduction to the Internet.

Professional Organizations
National Association of Social Workers (NASW)
NASW/Missouri
NASW/Texas
Council on Social Work Education (CSWE)
International Federation of Social Workers (IFSW)
Association for Community Organization and Social Administration (ACOSA)

Grant Writing and Fundraising
America's Charities
The Grantsmanship Center
GrantSource Library
Fundraising and Grantwriting Resources
Nonprofit Fundraising and Grantwriting
Grantmaker Info
Grant Seeker's Guide To The Internet
Grantwriting Resources

Administration and Management
Strategic Planning - Education and Training
Strategic Planning
Customer Driven Strategic Planning
Strategic Planning for Nonprofits
Academcy of Management
Imaginization, Inc.
The Social Work Manager
The National Network of Social Work Managers

Non-Profit Organizations
Internet Resources for Non-Profit Public Service Organizations
Idealist
The Peter F. Drucker Foundation for Nonprofit Management
Resources for Nonprofits
Internet Nonprofit Center
Nonprofit GENIE
GuideStar

Total Quality Management
Guide to Quality Methods, Tools, Techniques, and Referneces
The W. Edward Demming Institute
American Society for Quality Control
Malcolm Baldrige Criteria Reference Book
Leaders in the Making

Asset-Based Community Development
Asset Based Community Development Institute (ABCD)
ABCD Neighborhood Leaders Guide
Bridge Focus
Welfare Information Network
Companion Resources
Connecticut Assets network (CAN)
The Madii Institute
Community Development-Neighborhood Revitalization
The Search Institute
The Georgetown Project

Community-Based Organizations
Civic Practice Network
Community Development Society
Alliance for National Renewal
Consensus Organizing Institute
NeighborWorks Network
CYFERNet
Labor/Community Strategy Center
National Housing Institute
Community Building & Community Organizing
New Social Movements Network
Habitat for Humanity
People Escaping Poverty Project
Institute for Local Self-Reliance
MIT Center for Coordination Science
Center for Neighborhood Technology

Resources for Community Practice
Strengths and Needs Assessment in Impoverished Communities
Sticky Figures: Using a Needs Assessment
Needs Assessment Tools
Multimedia Development Tools
The Citizen's Handbook
Organizing
Training Institute for Careers in Organizing
A Resource Guide for Community-Based Economic Development
Community Networking Resource Site
The Planners Network

Advocacy Organizations
Missouri Association for Social Welfare
Reform Organization of Welfare (ROWEL)
Center for Budget and Policy Priorities
Industrial Areas Foundation
Association of Community Organizations for Reform Now (ACORN)
Midwest Academy

Public Policy
Missouri State Government Web
Center for Public Policy Priorities
Center on Budget and Policy Priorities
Electronic Policy Network
OMB Watch
The Welfare Information Network
Center for Policy Alternatives
The Center for Law and Social Policy
The Public Involvement Network
Alliance for Justice

Internet Resources for Social Workers
Social Work Access Network (SWAN)
University of Indianapolis List of Lists
Gary Holden's WWW Resources for Social Workers
Social Work History Station
The Social Work Resource Directory
The New Social Worker Online
Social Work Search.com
Praxis
HandsNet

On the Lighter Side
The Dilbert Zone
The Plan
Administratium
Job Performance Rating Scale
Morale
Social Work Jokes

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Go to UT School of Social Work Homepage

Last updated on 6 January 2001

Send comments to cstreeter@mail.utexas.edu