History Whitney M. Young, Jr., School of Social Work 0
Strengths Perspective 2.11
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Strengths Perspective 2.11Although the strengths perspective has not yet developed into a theory, it does influence how professionals think and what they do in practice (Saleebey, 2003). Practice methods stemming from the principles of the strengths-based perspective are described in the literature with mention of such models as family narratives, solution-focused therapy, assets-based community development, and resiliency (Nichols & Schwartz, 2001; Saleebey, 2002). From its inception, the WMYJSSW consistently utilized a strengths perspective as the overarching framework that forms the foundation for understanding an individual’s extraordinary capacity for resilience in the face of overwhelming oppression. Several of the African American social work pioneers who taught at Atlanta University insisted on the inclusion of content about African Americans and their strengths that would equip students to understand and handle the complex problems of social work in the African American community. These teachings represented the thrust of the social work curriculum of the School in the 1920s and 1930s. During the 1940s and 1050s, African American schools of social work were pressured to conform to European accreditation standards and were forced to eliminate much of their knowledge of the African American experience from their curricula. In the 1960s, when the Civil Rights Movement was at its peak, Atlanta University and other African American and some majority schools re-visited content on racism and its impact on the minority and underserved populations. Once majority schools embraced the notion that issues of race, and social and economic justice should be included in the curriculum, African American schools, including Atlanta University, embraced this content forthright. In fact, early in the School’s history, Forrester B. Washington, the third Director of the Atlanta University School of Social Work (1927-1954) was adamant about the fact that African American social workers should know not only the fundamental assessment and intervention strategies that are common for social work among all groups, but should, in addition, have knowledge about assessment and intervention strategies that were of critical importance for working with African American families. Yabura (1970) reiterated this point and included in a speech given at the 50th Anniversary of Atlanta School of Social Work, that utilizing a strengths perspective was not new for the School, but was a part of its historic mandate and commitment and was embodied in the Afrocentric perspective. BSW SOCIAL WORK CURRICULUM 2.12 DEGREE REQUIREMENTS The Bachelor of Social Work requires the following courses in addition to the College General Education requirements. These twenty-one courses total sixty-nine (69) credit hours. When combined with the University’s required general education core of fifty-four (54) credit hours the number of hours to earn a degree in social work is one-hundred-twenty-three (123) credit hours. . Pre-requisite and Required BSW Social Work Courses CUSW 200 Introduction to Social Work CUSW 202 Introduction to Professional Helping CUSW 300 Social Welfare Policy CUSW 301 Social Research Methods for Social Work Practice I CUSW 302 Statistics for Social Work Practice II CUSW 350 Issues of Health Disparities Among Minority Populations CUSW 360 Interpersonal Skills Laboratory CUSW 401 Human Behavior I CUSW 402 Human Behavior II CUSW 403 Practice Competencies I CUSW 404 Practice Competencies II CUSW 405 Field Instruction I CUSW 406 Field Instruction II CUSW 411 Social Work Theory and Practice CUSW 412 Mental Health of Diverse Groups CUSW 413 Child Welfare Program and Services CUSW 415 Child Welfare: Abuse, Neglect & Investigations CUSW 416 Social Work Practice with the Aged
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