GREAT ZIMBABWE UNIVERSITY

JULIUS NYERERE SCHOOL OF SOCIAL SCIENCES

DEPARTMENT OF SOCIOLOGY

Semester: February- June 2023

Lecturer: Mr Nyamaka LC. Contacts: 0778 787 569 lcnyamaka@gmail.com.

Consulting time: Working Week days 0830hrs-1600hrs or by appointment.

COURSE SSHW 124: INTRODUCTION TO FIELDWORK

FACILITATOR Mr LC NYAMAKA

CONSULTATION Working Week days 0830hrs-1600hrs or by appointment.

COURSE DESCRIPTION
This course will introduce students to the fundamental knowledge base and the
practical application of skills in social work practice. It exposes students to the
ideology, principles and theory that underpin generalist social work practice. The
content of the module, that is generic to practice will discuss both ecological and
other generalist based practice frameworks and the role of professional social
workers. Emphasis will be on values and knowledge in the context of rational
approach to problem solving This course provides students with introductory
knowledge of social work methodology within the context of agency-based practice
with individuals, families, and communities. Students in generalist practice are
expected to coalesce the knowledge they will be gaining through their fieldwork,
readings, and classroom discussions in order to forge meaningful interactions with
their clients. The focus will be on the core principles and concepts that underpin
effective communication, active listening, empathy, and the conscious use of self.
Core principles and concepts such as “starting where the client is”, social work as a
planned change process in which knowledge, value, skill and purpose determine
professional action, are studied in depth and provide the foundation for the
development of specific practice skills. As this course is taken in conjunction with the
field practicum, this course provides the theoretical basis for beginning social work
practice. A foundation approach to the helping process is stressed which utilizes
micro, mezzo and macro content. A theoretical framework will be presented to help
students gain an understanding of how to work through a multi-dimensional lens,
develop cultural competence, and interact within multi-disciplinary settings. Within
the context of practice, the course infuses content on values and ethics throughout
the semester as it applies to the various learning modules. Students will be

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encouraged to share their fieldwork experience in the classroom in order that they
and their peers gain a broader understanding of the diversity of the field experience,
including work with vulnerable populations
This course will be simultaneously taken with Human Behavior and the Social
Environment, Research, and Social Welfare Organization, laying a strong foundation
for social work practice.
NB: Generalist Practice addresses the common stages of work and skills across
levels or methods of practice, as well as across populations and settings.

LEARNING OUTCOMES
At the end of the module, students shall be able to:
1. Assess and intervene in social work practice using principles of generalist
social work practice;
2. Apply diverse theoretical frameworks to generalist social work practice.
3. Apply the social work process/ problem solving process
4. Apply or utilize core competences in social work practice
5. Use micro skills to generalist practice in macro environment

INSTRUCTIONAL METHODS
Learning will occur through a variety of experiences and methods such as lecture,
class discussion, role plays, oral presentations, and discussions from field
experience.

COURSE EXPECTATIONS AND GRADING

Students are expected to attend all classes and to be on time. Class participation is
important and there is an expectation that students will do the required reading
specified under each course unit. Grades are largely based on assignments

Assessment

Coursework 40%
Examination 60%
NB: Continuous assessments through inclass exercises and tasks may also be
used for coursework
The following grading scale shall be adopted for all the courses:

75-100% 1 (First Class)

65-74% 2:1 (Upper Second Class)

60-64% 2:2 (Lower Second Class)

50-59% 3 (Third Class)

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40%-49% Fail (Supplementary Range)

39% and below Fail

Grade Criterion General Description

First Class (75%-100%)

Authoritative and integrative use of prescribed readings and other recommended

sources. Demonstrates originality, authenticity, and critical insight.

Outstanding coverage of relevant material and background literature in

argumentation, organisation, originality, and style. Demonstrates complete mastery
and full understanding of material.

Second Class Division 1 (70%-74%)

Contact with prescribed readings and other recommended sources. Moderate to

good integration and critical argument.

Competent coverage of relevant material. Sound critical argument. Fair integration

and use prescribed readings and other recommended sources. Satisfactory
organisation. Evidence of insight and originality, but lacking total understanding,
evidenced by minor weaknesses.

Second Class Division 2 (60%-69%)

Contact with prescribed readings and other recommended sources. Moderate

integration.

Satisfactory coverage of relevant material. Moderate to satisfactory organisation.

Though lacking mastery, presents some evidence of critical depth. Minor errors,
omissions, and/or some confusion evident. Also lacks originality and authenticity.

Third Class (50%-59%)

Adequate relevant material from prescribed readings. Some integration, but weak
organisation.

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Adequate coverage of relevant material, but arguments lacking clarity and insight.
Some evidence of contact with reference material evident, but with omissions, errors,
and some confusion. Chiefly regurgitates from lectures and other sources.

Fail (Under 50%)

Little to some relevant material. Little or poor organisation.

Little or some relevant material presented, but not adequate to warrant a pass. Weak
or poor argument and organisation. Conceptual misunderstanding and evidence of
omissions, errors, and confusion.

Session LECTURE CONTENT

(Hrs)

1 Introduction
1 (2) Foundations and introduction to fieldwork/social work practice,
2 (2) the generalist social work practice/ integrated social work
2 1 (2) practice, definition of social work
2 (2) social work values and ethics, principles,
social workers’ roles, social work purpose, Social Work’s
Goals, Social Institutions
3 Intervention levels and
2 (2) Systems, social work methods
1 (2)

4 Theories Used in Social Work

1 (2) 1. Systems Theory: general systems theory, ecological
2 (2) systems theory, family systems theory, contingency
2. Behaviorism and Social Learning Theory: social
learning theory, behaviorism, cognitive theory
3. Psychodynamic Theory: Drive Theory, Ego
Psychology, Object Relations Theory, Self-Psychology
4. Developmental Perspective: Psychosocial
Development Theory, Transpersonal Theory
5. Rational Choice Perspective
5 Practice Models/approaches Used in Social Work
1 (2) 1. Problem Solving Model
2 (2) 2. Task Centered Practice
3. Solution Focused Therapy
4. Narrative Therapy
5. Cognitive-Behavioral Therapy
6. Crisis Intervention Model
7. The Systems Model (Pincus and Minahan)

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 8. Strength based approach/ model
6 The Intervention process (generalist intervention
1 (2) process).
7 2 (2) Engagement, assessment, goal setting and planning
1 (2) (contracting), implementation of intervention, evaluation and
2 (2) adjustment of plans, termination, follow-up.
Intervention principles and skills in the work phase of gim
8 Social action and community social work
REVISION
EXAMINATIONS

Assignments: Group presentations: Due dates: To be advised.

REFERENCES
Karen K. Kirst-Ashman, Jr. Grafton H. Hull: Generalist
Practice with Organizations and Communities
Fourth (4th) Edition [KirstAshman]
Langer, C. L., & Lietz, C. (2014). Applying theory to generalist social work
practice. John Wiley & Sons.
Hepworth, et al: Chapter 1, The challenges of social work, 3-21; Chapter 2: Direct
Practice, 25-34; Chapter 3: Overview of the helping process, 35-56.
Healey (2012). Remembering, apologies, and truth: Challenges for social work
today. Australian Social Work, 65(3), 288-294.
Murdoch, A. (2011). Mary Richmond and the image of social work. Social Work,
56(1), 92-94, in ERES.
Rapp, R.C. (2007). The strengths perspective: Proving “my strengths” and “it works.”
Social Work, 52(2), 185-187, in ERES.
NASW Code of Ethics
Compton & Galaway: Chapter 8, Engaging potential clients, 197-232.
Hepworth et al: Chapter 8, Assessment: Exploring and Understanding Problems and
Strengths, 179-205 and Chapter 9 , Assessment: Intrapersonal and Environmental
Factors 206-239.
Compton & Galaway: Chapter 10, Data collection and assessment, 346-394.
Hepworth: Chapter 12, Negotiating goals and formulating a contract, 313 - 354.
Shulman: Chapter 4, Beginnings and contracting skills, 74-110.
Hepworth, Chapter 13, Planning and Implementing Change Oriented Strategies,
379-438 Hepworth et al: Chapter 14, Developing Resources, 439-470.
Shulman: Chapter 5, Skills in the Work Phase, 146-220.
Shulman: Chapter 11, The work phase in the group, 387-435.
Compton & Galaway: Interventive methods: Implementation of roles, 337-365.

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Belcher, J.R., DeForge, B.R. & Zanis, D.A. (2005). Why has the social work
profession lost sight of how to end homelessness? Journal of Progressive Human
Services, 16(2), 5-23.
Everett, J.E., Homstead, K, Drisko, J. (2007). Frontline worker perceptions of the
empowerment process in community-based agencies. Social Work, 52(2), 161-171.
Mondros, J.B. Principles and Practice Guidelines for Social Action. 534-539. In
Social Workers’ Desk Reference.
Shulman: Chapter 16, Social Work in the Community, 540-576.
NB Students also encouraged to make use of electronic resources in the library.

Course Outline Review Panel

Name……………………………………. Signature …………………………………...

Approval by the Dean

Name……………………………………. Signature …………………………………..

NB Students also encouraged to make use of electronic resources in the library.