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MASTER COURSE SYLLABUS

SAINT LEO UNIVERSITY

Department of Undergraduate Social Work

Veterinary Social Work Practice

SWK 230

Fall 2012

Mondays

5pm -7:30pm

PHCC Bldg. S Room #: 306

Professor: Dr. Rhondda Waddell

Office: SAB 219

Phone: 352-588-8018

Office hours: Tuesdays 8-Noon / Wednesdays 1PM- 5PM

or by appointment

Email: [email protected]

Fax: 352-588-8018

Prerequisite: None

Note: If you e-mail Dr. Waddell leave a call back phone number. Be certain to include your area

code.

Course Description

This course reviews research, practice settings, and policy needs in the four areas of veterinary

social work: the link between human and animal violence, animal assisted interventions, grief

and bereavement, and compassion fatigue. Students will be expected to become knowledgeable

about research findings and apply them to social work practice skills and policy advocacy.

Students will engage in service learning, reflective critical thinking about course content, and

teaching through class presentations.

Course Rationale

Social work has recognized the importance of the human-animal bond in people’s social

environments for over 20 years. Specifically, social work literature has addressed issues of pet

loss (Margolies,2003) animal-assisted therapy (Reichert, 1998), companion animals and well-

being (Sable, 1995), the importance of pets for the elderly (Netting & Wilson, 1987), the link

between interpersonal violence and animal abuse (Faver & Strand, 2003a, 2003b), social work

implications of animal hoarding (Arluke, Frost, Stekee, Patronek, Luke, Messner, Nathanson, &

Papazin, 2002), social work in homeless populations (Waddell, et al, 2010), and even social work

in veterinary clinic settings (Netting, Wilson, & New, 1987). The social work literature has even

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engaged in debate about social workers’ responsibility under the NASW Code of Ethics to attend

to the welfare of animals themselves (e.g. Wolfe, 2000). Animals exist in the social

environments of people and people often make decisions about their lives based on these

relationships. Therefore, social work students will learn how to utilize the human animal

relationship to enhance human well-being in traditional and non-traditional social work settings.

CSWE 2008 Core Competencies and corresponding Practice Behaviors relevant to this course.

Professional Identity. 2.1.1. Identify as a professional social worker and conduct oneself

accordingly

PB 3: Social workers attend to professional roles and boundaries.

Social Work Ethical Principles. 2.1.2: Apply social work ethical principles to guide professional

practice

PB 8: Make ethical decisions by applying standards of the National Association of Social

Workers Code of

Ethics and, as applicable, of the International Federation of Social Workers/of Social Work

Ethics in Social Work Statement of Principles.

Critical Thinking 2.1.3. Apply critical thinking to inform and communicate professional

judgments

PB 13: Social workers demonstrate effective oral and written communication in working with

individuals, families, groups, organizations, communities, and colleagues.

Diversity in Practice. 2.1.4. Engage in diversity and difference in practice

PB 14: Social workers recognize the extent to which a culture’s structures and values may

oppress marginalize, alienate, or create or enhance privilege and power.

PB 17: Social workers view themselves as learners and engage those with whom they work as

informants.

Human Rights & Justice 2.1.5. Advance human rights and social and economic justice

PB 18: Social workers understand the forms and mechanisms of oppression and discrimination

Course Goals/Objectives

Upon completion of this course students will be able to:

1. Demonstrate understanding of issues regarding adherence to the Code of Ethics while

learning about work in a variety of settings where attention is paid to animals and animal assisted

interactions with diverse populations. (PB8)

2. Articulate a professional philosophy, based on scholarly and practice-based evidence,

regarding the role that animals play in social work practice from an ecological model. (PB3)

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3. Demonstrate understanding of the current state of the field within violence assessment and

prevention as it relates to the link between human and animal violence. (PB 18)

4. Demonstrate knowledge of current animal assisted interaction programs, and their proposed

benefits or harmful effects. (PB 3)

5. Demonstrate the ability to review published research and scholarly evidence, and integrate

such resources into education and training related to social work in animal-related settings. (PB

13)

Topics

• What is the history and theories associated with that of human-animal relationships?

• What are the ethics and effects of human-animal relationships from a social work

paradigm?

• How does culture impact the human-animal relationship, and what the effects on the

health and mental health benefits of the human-animal relationship?

• What are the four areas of veterinary social work?

• What are the ethical obligations and dilemmas of social workers with regards to human-

animal relationships??

• How does grief and loss impact the human-animal relationship, and identify three

different grief theories associated with the human-animal relationship?

• What is the LINK between human and animal violence?

• What kinds of animal-assisted interventions exist to help people coping with disabilities?

• What are the types of animal-related professionals, and how can social work assist in the

prevention of compassion fatigue?

Required Texts

Required Texts:

Fine, Aubrey (2001) Animal-Assisted Therapy Theoretical Foundations and Guidelines for

Practice.. New York: Elsevier Academic Press. ISBN: 978-0-12-381453-1

Additional Texts (To Be Assigned In Class/Do Not Purchase) -

Grandin, T. (2009) Animals make us human: creating the best lives for animals. Boston:

Houghton Mifflin Harcourt

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Carmack, B. (2003). Grieving the loss of a pet. Minnesota: Augsburg Fortress

Chandler, C.K. (2005) Animal assisted therapy in counseling. New York: Taylor and Francis

Group.

Figley, C.R. and Roop, R.G. (2006). Compassion fatigue in the animal care community.

Washington: The Humane Society of the United States.

Lagoni, L., Butler, C., and Hetts, S. (1994). The Human-Animal Bond and Grief. USA: W.B.

Saunders Company.

Berkoff, M. (2007). The emotional Lives of Animals. Novato, California: New World Library.

McElroy, S. (1997). Animals as Teachers and Healers. New York: Random House Publishing.

Suggested Readings:

Ascione, F.R. (Ed). (2007). International handbook of theory, research and application on animal

abuse and cruelty. West Lafayette, IN: Perdue University Press.

Other journal readings provided in classroom through handouts.

Saint Leo University Core Values:

Excellence - Saint Leo University is an educational enterprise. All of us, individually and

collectively, work hard to ensure that our students develop the character, learn the skills and

assimilate the knowledge essential to become morally responsible leaders. The success of our

University depends upon a conscientious commitment to our mission, vision and goals.

Community - Saint Leo University develops hospitable Christian learning communities

everywhere we serve. We foster a spirit of belonging, unity and interdependence based on

mutual trust and respect to create socially responsible environments that challenge all of us to

listen, to learn, to change and to serve.

Respect - animated in the spirit of Jesus Christ, we value the unique talents of all individuals,

respect their dignity and strive to foster their commitment to excellence in our work. Our

community strength depends on the unity and diversity of our people, on the free exchange of

ideas and on learning, living and working harmoniously.

Personal development - Saint Leo University stresses the development of every person’s mind,

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spirit and body for a balanced life. All members of the Saint Leo University community must

demonstrate their commitment to personal development to help strengthen the character of our

community.

Responsible stewardship - our creator blesses us with an abundance of resources. We foster a

spirit of service to employ our resources to University and community development. We must be

resourceful. We must optimize and apply all of the resources of our community to fulfill Saint

Leo University’s mission and goals.

Integrity - the commitment of Saint Leo University to excellence demands that its members live

its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just

and consistent in word and deed.

POLICIES:

Institutional Policies

1. ADA POLICY: Students with disabilities who may need academic accommodation(s),

should

contact the Disability Office email: [email protected] or call (352) 588-8464. For more

information, please review the Policy and Procedure Manual on the Disability Services web page

at: http://www.saintleo.edu/SaintLeo/Templates/Inner.aspx?pid=391.

2. ACADEMIC HONESTY POLICY: As members of an academic community that places a

high value on truth and the pursuit of knowledge, Saint Leo University students are expected to

be honest in every phase of their academic life and to present as their own work only that which

is genuinely theirs. Unless otherwise specified by the professor, students must complete

homework assignments, with only their team members. If they receive outside assistance of any

kind, they are expected to cite the source and indicate the extent of the assistance. Each student

has the responsibility to maintain the highest standards of academic integrity and to refrain from

cheating plagiarism or any other form of academic dishonesty. Academic dishonesty is

representing another’s work as one’s own, active complicity in such falsification, or violating test

conditions. Plagiarism is stealing and passing off the ideas and words of another as one’s own or

using the work of another without crediting the source. REFERENCE ACADEMIC HONOR

CODE IN SAINT LEO UNIVERSITY STUDENT CATALOG.

3. PROTECTION OF THE ACADEMIC ENVIRONMENT: Disruption of academic process is

the act or words of a student in a classroom or teaching environment which in the reasonable

estimation of a faculty member: (a) directs attention away from the academic matters at hand,

such as noisy distractions, persistent, disrespectful or abusive interruptions of lecture, exam or

academic discussions, or (b) presents a danger to the health, safety or well-being of the faculty

member or students. Education is a cooperative endeavor – one that takes place within a context

of basic interpersonal respect. We must therefore make the classroom environment conducive to

the purpose for which we are here. Disruption, intentional and unintentional, is an obstacle to that

aim. We can all aid in creating the proper environment, in small ways (such as turning off

beepers and cell phones, and neither chatting nor sleeping in class), and in more fundamental

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ways. So, when we speak in class, we can disagree without attacking each other verbally, we wait

to be recognized before speaking, and no one speaks in a manner or of off-topic content that

disrupts the class. Any violation of this policy may result in disciplinary action. Please refer to

the Student Handbook for further details.

Program Policies:

4. Assignment Policy: Promptness in completing assigned tasks and readings is a requirement

of this course. Assignments turned in late will RESULT IN A LOWERED GRADE. All written

assignments will be graded on the basis of content, clarity, punctuation, grammar, sentence

structure, proofreading, APA style and overall quality of work.

5. Make-up Policy: THERE WILL BE NO MAKE-UP EXAMINATIONS WHATSOEVER.

PLEASE DO NOT ASK.

6. Attendance: The student is expected to be familiar with the requirements for this course. All

students are expected to complete the reading assignments prior to class and attend class

regularly. If you must miss class for any reason, please notify the instructor. Excessive absences

will result in a lower final grade that may include failure of the class. Excessive absence is

defined as a student missing more than one class, for whatever reason. Missing two or more

classes will result in failure of the course (10 points will be deducted for each missed class). All

written assignments must be typed, double-spaced, use American Psychological Association 6th

edition (APA) format and, if not a social work major, MLA is acceptable and are due on the date

indicated. Late papers will result in a lowered grade (10 points will be taken off for each missed

day). Additionally, students must earn a minimum grade of “C” in this course in order to remain

a social work major. Students are responsible for all material covered in class even if they are

absent.

7. It is expected that social work students maintain a minimum cumulative grade point average

of 2.00, as well as 2.00 GPA in the social work major prior to entering the senior field placement.

8. Grading: Final course grade will be based upon the following:

A 95% to 100% possible points

A- 90% to 94%

B+ 88% to 89%

B 85% to 87%

B- 80% to 84%

C+ 78% to 79%

C 75% to 77%

C- 70% to 74%

D 60% to 69%

F 59% and below possible points

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Course Policies:

9. Class participation is defined as the informed presentation of your thoughts, inferences, and

ideas based on the readings, experience, and class discussion. The only way for students to assist

each other in the learning process is to participate themselves in the class. Demonstration of

respect for differing opinions and life experiences is required.

10. Attendance is mandatory and excessive absences (one or more) may result in a lower final

grade. If you must miss class for any reason, please notify the instructor immediately. If you

miss due to illness, you must present a doctor’s note the next class period attended. Students are

responsible for all material covered in class even if they are absent. Students are expected to

inform the instructor before class if they need to be excused from class. If students miss more

than one (1) class, for whatever reason, their final grades may be adversely affected (10 points

will be taken off for each class missed).

11. Students are responsible for completing all the assigned readings before the class period.

Listening to lectures solely will not give students the benefit of understanding the material.

Lectures are in no way a substitute for the readings.

Late to Class Policy:

You are expected to be in class before attendance is taken. If you should come to class after

attendance is taken you will lose 5 points on your final cumulative points for the course and 5

additional points for each class in which you come late.

Inattentive Behavior:

Inattentive behavior such as sleeping in class will not be tolerated. If you fall asleep in class you

will be woken up and requested to remove yourself for the remainder of the class. If you fall

asleep in class a second time you will be once again requested to leave the class, but will also be

given a letter grade reduction in your final grade. If you continue to sleep in class, administrative

action will be taken to have you removed permanently from the class.

Audiovisual:

During this class you will see numerous DVDs and videotapes. These are an integral part of the

class. It is unfortunate, but it has become fairly commonplace in recent years for some students to

get up and walk out of class during these showings. This is not a movie theater and such

disrespectful conduct will not be tolerated.

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Electronic Communication Devices:

Please turn off or mute cell phones, etc., before coming to class. In addition, you will not be

permitted to use your laptop or any other electronic devises during class lectures. No texting will

be permitted while the class is in session.

Discussion Questions: 25 Points

(PB: 3,8)

As you will note a series of Discussion Questions (One per class session) based upon your

reading assignments from the required texts are listed in this syllabus, will be expected to be

discussed during each class with an assignment total value of 100 points. You will be called upon

individually in class at random to answer and discuss these questions. It will Not be necessary for

you to have your answers written out and ready to turn in class, but know you will be expected to

answer these questions at any given class period. If you come to class and are not prepared to

answer questions when called upon by your professor you will lose 25 points towards your final

total cumulative points. This point reduction will occur every time you come to class unprepared.

Discussion Questions:

Rating is based on a Likert Scale where:

5 = Exceptional corresponds to an A (90-100). Performance is outstanding; significantly above

the usual

expectations.

4 = Proficient corresponds to a grade of B- to B+ (80-89). Standards are above the level of

expectation.

3 = Average corresponds to a C- to C+ (70-79). Standards are acceptable but improvements are

needed to meet expectations well.

2 =Marginal corresponds to an D (69 to 60%). Performance is weak and improvements are needs

to meet the expectations and standards. The standards are not sufficiently demonstrated at this

time.

1 = Failure Course Expectations and standards are not meet.

Discussion Questions: 200 points (5 pts. x 5 = 25 points for participating in class

Discussion) – (PB: 3, 8)

Criteria Weighted Value

_________

Earned Points

Ratings

1

Ratings

2

Ratings

3

Ratings

4

Ratings

5

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Competency 2.1.1/2.1.2:

PB: 3,8

Each student is required

to participate in five (5)

discussion questions.

The student is to choose a

social work topic, which

represents the particular

human animal bond/issue

during the week and

apply the concepts of the

stages to social work

practice.

5%

Competency 2.1.2: PB 8;

Provide verbatim

examples to demonstrate

this work emphasizing

professional role

boundaries, and

communication skills

when working with

clients as related to

human animal bond.

5%

Students must:

•Summarize the social

issue

• Discuss the

development tasks of the

professional social

worker as related to the

human animal bond and

interventions.

5%

• Define the concepts

related to theory and

models which apply to

the human animal bond.

5%

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Demonstration of the

application of the Social

Work and the relevant

Saint Leo University

value(s) into the

material covered.

• Student to lead one

class discussion using

their responses to 5

questions as assigned.

5%

Total: 25%

Reaction Paper: 25 points

(PB: 3, 8, 13)

During this class you will see many DVDs on the topic of human-animal bonding from a social

work perspective. After viewing them you will be required to submit a 500-word reaction paper

(no more than two typewritten pages) summarizing the DVD viewed that you choose to reflect

on, as well as outlining your reaction to it. This assignment will be due the following class period

after you have viewed the DVD, and you should be prepared to discuss as well as submit your

reaction paper at that time. Your reaction paper will have a total value of 25 points. A failure to

submit a reaction paper during the semester will result in a 25 point reduction towards your final

cumulative grade points. No papers will be accepted after the last class meeting.

List of DVD’s:

Animal hoarding A Community Task Force Solution

Off the Chain A Shocking Expose on America’s Forsaken Breed

Nature Dogs That Changed the World

Kids & Animals: A Healing Partnership

Paws with a Purpose: People and Animals That Care

Note: Others to be assigned

Rubric for Reaction Paper 25 points each= (100 points total) 4 papers total

During this class you will see many DVDs on the topic of human-animal bonding from a social

work perspective. After viewing them you will be required to submit a 500-word reaction paper

(no more than two typewritten pages) summarizing the DVD viewed that you choose to reflect

on, as well as outlining your reaction to it. You will submit 4 papers total.



the usual expectations.


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expectation.



2 =Marginal corresponds to an D (69 to 60%). Performance is weak and improvements are

needed to meet the expectations and standards. The standards are not sufficiently demonstrated at

this time.


Criteria Weighted

Value

Earned

Points

Ratings

1

Ratings

2

Ratings

3

Rating

4

Rating

5

Did the writer

include an

introduction to

prepare the reader

for what will be

covered in the

paper?

5%

Did the writer

clearly state the

purpose of the

paper? Did he/she

achieve that

purpose?

5%

Did the writer

organize the

paper in a way

that one idea

flows into the

next?

Did the writer

appropriately

label and discuss

each section of

his/her paper?

5%

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Did the writer

provide a

thoughtful

analysis of this

topic by

integrating

relevant

information

(integrating

appropriate

references)?

Did the writer

display creative,

critical, and

insightful

thinking?

5%

Did the writer

include concrete

examples to

clarify and

support his/her

points?

Does the writer

come to any

conclusions based

upon the research

and reading?

5%

Total Points 25

3. Service/Volunteer Hours: 100 points

(PB: 3,8,13)

Students will be required to volunteer at a human-animal service agency for no less than ten (10)

and no more than twenty (20) hours during the term or semester. This assignment will be a total

of 100 points. Students will choose an agency, organization, or clinic, or animal related facility

that offers assistance, education, or services that helps in human-animal relationships. When you

have chosen an agency please notify your instructor of your choice. If you need assistance,

contact your instructor. You will be expected to be professional and trustworthy during your

time at the agency and to uphold the National Association of Social Workers Code of Ethics. If,

for some reason, you cannot make a scheduled time, please let your agency supervisor know. Use

the enclosed time log to keep track of your time by writing the date, a paragraph description of

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your experience including human-animal population served, services, and a critical statement

supporting what has been covered in class in regards to your experience and obtaining a

veterinarian or social worker's signature each time you shadow. A final signature is required to

indicate you have completed all hours.

4. Oral Presentation of Volunteer Experience: 50 points

(PB: 3, 8)

Student will be required to give an oral presentation on the human-animal related facility they

visited (Veterinarian/Social Work interview) and how they volunteered. Students will be

expected to give an overview of the facility (type, services, policies, funding and populations).

Rubric attached.

Students will integrate the following questions within their presentation:

1. What does the human-animal facility/program do?

2. How does the human-animal facility/ program go about providing service?

3. What is the history of the human-animal facility/program?

4. Who is the target human-animal population?

5. How is the human animal facility/program funded?

6. How does the human-animal facility/program work with other agencies?

7. What sorts of challenges has the human-animal facility/program faced in the past and what is

it struggling with now?

8. How does the human-animal facility/program recognize diversity issues in their work?

9. What social work roles and competencies did you observe?

Rubric for Oral Presentation of Volunteer/Service Experience (100)

Student will be required to give an oral presentation on the agency they visited (Social Work

interview) and volunteered. Students will be expected to give an overview of agency (type,

services, policies, funding, populations).



the usual expectations.


expectation.



2 =Marginal corresponds to an D (69 to 60%). Performance is weak and improvements are

needed to meet the expectations and standards. The standards are not sufficiently demonstrated at

this time.


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Criteria Weighted

Value

Earned

Points

Ratings

1

Ratings

2

Ratings

3

Ratings

4

Ratings

5

Competency 2.1.2;

( PB 8) What is the

mission of the

agency/program/what

does the

agency/program do?

Is it congruent with

the NASW Code of

Ethics?

How does the

agency/ program

fulfill its’ mission?

15%

Competency 2.1.1

(PB 3) What social

work roles and

competencies did you

observe?

20%

Competency 2.1.5

(PB 17) Student

reflection of their

experience at the

agency. Students

view themselves as

learners and engage

those with whom

they work as

informants.

20%

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What is the history of

the agency/program?

How does the

agency/program

work with other

agencies? Who is the

target population?

How is the

agency/program

funded?

20%

Competency 2.14

(PB3)

What sorts of

challenges has the

agency/program

faced in the past?

What is it struggling

with now?

10%

Competency 2.13

(PB 13)

Formal presentation

skills evident: Eye

contact with

audience; clear voice

projection;

organized; correct

use of language.

15%

Total

100%

Reflection Paper On Volunteer Experience: 100 points

(PB: 3, 8, 13)

Students will also incorporate a brief written reflection of their experience at the human-animal

facility to be no longer than four to six pages. Students need to identify if the human-animal

facility mission statement and policy is congruent with the NASW Code of Ethics. Students are

to identify areas they feel are not ethical (if any). Rubric attached.

Rubric for Written Paper On Volunteer Experience Assignment (100 points)

Students will be required to interview a social worker who works at a social service agency or

program. Students will compose and present a 2-4 page paper integrating the following

questions:

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the usual

expectations.


expectation.



2 =Marginal corresponds to an D (69 to 60%). Performance is weak and improvements are needs

to meet the expectations and standards. The standards are not sufficiently demonstrated at this

time.


Criteria Weighted

Value %

Earned

Points

Ratings

1

Ratings2 Ratings

3

Ratings

4

Competency 2.13 (PB

13)

The paper is well

organized and coherent.

Correct grammar,

punctuation, sentence

structure is evident.

References are

appropriately cited

using APA style with

accompanying

reference page at the

end of the paper.

35%

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Competency 2.1.2;

( PB 8)

What is the mission of

the

agency/program/what

does the

agency/program do? Is

it congruent with the

NASW Code of

Ethics?

How does the agency/

program fulfill its’

mission?

35%

What is the history of

the agency/program?

How does the

agency/program work

with other agencies?

Who is the target

population?

How is the

agency/program

funded?

10%

Competency 2.14

(PB14)

What sorts of

challenges has the

agency/program faced

in the past? What is it

struggling with now?

20%

Total Points 100%

Mid-term and Final Exam: 200 points (100 points each)

There will be a mid-term exam at the middle of the semester and a final exam during the exam

period at the end of the semester. These exams will cover information for the semester. The

majority of questions will be matching, true/false, multiple choice, and fill in the blank.

Assignment Points

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Discussion Questions/Participation 25

Reaction Paper to DVDs 25

Service/Volunteer Hours (10 hrs. minimal) 100

Oral Presentation 50

Reflection Paper on Volunteer Experience 100

Mid-term Exam 100

Final Exam 100

Total 500

Assignment of Final Grades

The final course grade will be based on the following:

A = 476 – 500 points (Superior performance, exceeds expectations)

B+ = 448-475 points (Better than satisfactory performance)

B = 428-447 points (Satisfactory performance, meets expectations)

C+ = 408-427 points (Less than satisfactory performance)

C = 380-407 points (Performance well below the standard expected of students)

Grading Policy:

It is expected that social work students maintain a minimum cumulative grade point average of

2.00, as well as 2.00 GPA in the social work major prior to entering the senior field placement.

Grading

A final course grade will be based upon the following:

A 94% to 100%

A- 90% to 93%

B+ 87% to 89%

B 84% to 86%

B- 80% to 83%

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C+ 77% to 79%

C 74% to 76%

C- 70% to 73%

D+ 67% to 69%

D 60% to 66%

F <60%

Written Assignments and the APA Format:

The School of Education and Social Services recognizes the value of excellence in writing for

students in Social Work. In part, each professor is expected to provide guidance on improving a

student’s writing skills. Students are required to use only the APA (American Psychological

Association) format to write and develop a scholarly paper for submission in the Social Sciences.

APA has been adopted by the School of Education and Social Services Department as its writing

standard for all academic written assignments. No other writing style is acceptable.

For on-ground traditional courses, refer to the APA Manual for Publication, 6th

edition for

guidance. Also, an on-line reference for APA can be accessed at the following website:

http://owl.english.purdue.edu/owl/resource/560/01/

For each scholarly paper group assignment(s), the work will be assessed using an individual

grading rubric for each assignment. This tool and process helps the students identify and

Professor measure the key points necessary to successfully complete written or group

assignments. Wikipedia is not an appropriate source for any scholarly writing and should not be

used for any assignments in this course.

Turnitin.Com

All written papers and assignments other than general postings are to be submitted to the

specified class folder set up by your professor in Turnitin.com. You must first setup a personal

account with Turnitin.com . If you already have an existing account, there is no need to create an

additional account. Use the following information to access your class via the Turnitin.com

website:

Class ID Number:

Class Enrollment Password:

This is a writing intensive course. All students must use the website

http://www.turnitin.com/static/home.html for submission of course work and assignments as

directed by the instructor. Turnitin.com is a plagiarism identification service that can also assist

students with term paper reference methodology. The Turnitin.com tool compares your writing

against all published sources and also checks against a wide range of work

It is highly recommended that all students access Turnitin.com and read about the service prior to

http://owl.english.purdue.edu/owl/resource/560/01/

https://mail.saintleo.edu/owa/redir.aspx?C=164c0d9fba024b188c4e88b47c676451&URL=http%3a%2f%2fwww.turnitin.com%2fstatic%2fhome.html

https://mail.saintleo.edu/owa/redir.aspx?C=164c0d9fba024b188c4e88b47c676451&URL=http%3a%2f%2fwww.turnitin.com%2fstatic%2fhome.html

http://www.turnitin.com/static/home.html

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use. The analysis provided by turnitin.com lets the professor see the use of information

contained in a submitted item.

Turnitin provides for a wide range of outcomes in its analysis. For the most part, when an

analysis links large amounts of un-cited or improperly referenced information, this is

problematic. This tool makes it easy to assess whether the student created a paper by using

information they found in various resources and completed a “cut and paste” job to develop the

paper. This is not an acceptable method to develop and write scholarly papers and may result in

an academic standards violation for plagiarism.

Papers that are suspected to have been plagiarized shall be submitted along with a written report

to the Center Director for faculty not on main campus and to the Department Chair for on

campus faculty who will review and forward the information to the Academic Standards

Committee for review and action.

In addition, professors are required to utilize Grademark as a feature of Turnitin.com. This

service provides the professor with an electronic grading and comment system to grade student’s

work and each assignment is permanently archived for future reference.

Withdrawal:

If you find you cannot complete this course, please go through the proper procedures for

dropping the course. Students who fail to complete the course, but who do not drop the course,

will be assigned a grade of “F”. If you have any questions please contact: Michelle Tracy 352-

588-8497 or email her at: [email protected].

21

Cannon Memorial Library On-site Resources

Library Services

Librarians are available during reference hours to answer questions concerning research strategies,

database searching, locating specific materials, and interlibrary loan (ILL). Contact Elana Karshmer

([email protected]) to arrange on-site library/research instruction for your class.

Cannon Memorial Library—MC2128 352-588-8258 (Main #)

33701 State Road 52 352-588-8259 (fax)

Saint Leo, FL 33574-6665 352-588-8477 (Reference Desk)

352-588-8476 (Circulation)

Cannon Memorial Library

The library also provides an 800 number and an email address for general reference services: 1-

800-359-5945 or [email protected].

Reference Hours

Monday – Thursday 9am-10pm

Friday 9am-6pm

Saturday 10am-6pm

Sunday 10am-6pm

Online Catalog, “LeoCat” (All books & media)

Click on Library Catalog (LeoCat) on the Cannon Memorial Library website

(http://www.saintleo.edu/library). Simple search choices are: title, author, keyword, subject, or

journal title. Use advanced searching to set limits or expand your search choices. To borrow

books from Cannon Memorial and have them shipped to you, use the Interlibrary Loan and

Document Delivery link, complete the online request form, and submit it.

Saint Leo Library Online Resources

http://www.saintleo.edu/library

Saint Leo provides its own array of online databases and resources supporting online courses as

well as Continuing Education classes. The following databases are available to Saint Leo

students and faculty. Use the Online Library Resources link on the Library webpage and select

Databases. You’ll be taken to the ID Validation screen (if you’re not already in the portal) where

you enter your email address and email password to gain access. Once you’re logged in you can

go back and reselect any of our databases without ever having to log in again.

CQ Researcher (In-depth topical analysis by Congressional Quarterly)

EBSCO (Comprehensive all-subject database, includes Business Source

Premier, Academic Source Premier, ERIC, ATLA)

LexisNexis (Comprehensive all-subject resource, includes newspapers)

mailto:[email protected]




22

Literature Resource Center (Comprehensive source for literary topics, includes Twayne

Authors)

Newsbank: America’s Newspapers (625 U.S. newspapers)

ProQuest (Comprehensive all-subject database, includes ABI/Inform Global

and Theses and Dissertations)

PsycINFO (APA abstracts and indexing for psychology subjects)

Westlaw (Comprehensive legal resource)

Wilson (Includes Education, Science, Humanities, & Business indexes)

Local Area Library Resources

Almost all public library systems offer free borrowing privileges to local community members,

as well as free access to their online databases, including access from your home. The key is

obtaining a library card. Check with your local library to find out how to get a borrower’s card.

Additionally, through a reciprocal agreement, university campus students have borrowing

privileges at the University of South Florida. Be sure to bring a current Saint Leo student

ID card and proof of current enrollment with you, if you want to borrow USF library

books.

23

WEEKLY CLASS SCHEDULE

Students are expected to read all assigned chapters prior to class.

8/23-8/25/2011 (T-Th): Week 1 – Module I: Ethics and Effects of Human-Animal

Relationships from a Social Work Paradigm

Introductions and Orientation to the class

• Objectives: Review of:

• Course Rationale,

• Course Objectives,

• Course Readings

• Course Assignments, and

Required Readings:

• NASW Code of ETHICS

Reading and Discussion:

• Grandin, T. (2009) Animals Make us Human: Creating the Best Lives for Animals Boston:

Houghton Mifflin Harcourt, Chapter 1 p.1-24.

DVD - Dogs that Changed the World

8/30-9/1/2011 (T-Th): Week 2 – Module 1: Ethics and Effects of Human and Animal

Interactions (HAI): Dogs

History and Theories of Human Animal Relationships

· History of human-animal relationships

· Theories of human-animal relationships

Learning objectives:

• Understand the origins of the animal protection movement in the United States.

• Understand the development of research and theories pertaining to the Human-Animal bond

throughout time.


• Grandin, T. (2009) Animals Make us Human: Creating the Best Lives for

Animals Boston: Houghton Mifflin Harcourt, Chapter 2 p.25-66.


1. Describe how dogs have become man’s best friend and helped the human species survive?

2. Describe a theory related to human-animal bonds.

DVD- – Kids & Animals a Healing Partnership

24

9/6-9/8/2011 (T-Th) Week 3 – Module 1: Ethics and Effects of HAI: Cats

• Types of human-animal relationships across cultures

• Health and mental health benefits of human-animal relationship


• Be able to identify at least 5 different types of human-animal relationships across cultures.

• Be able to identify at least 8 positive health and/or mental health benefits of human-animal

relationships.





1. What animals are most common for humans to form bonds with?

2. Identify at least 2 positive health and/or mental health benefits of human-animal relationships.

9/13-9/15/2011 (T-Th) Week 4 - Module I: Ethics and Effects of HAI from a Social Work

Paradigm: Horses

• Introduction to the four areas of Veterinary Social Work Pet Loss and Grief;

Pet Loss and Grief

Link between violence towards animals and people;

Animal Assisted Interactions; and

Compassion Fatigue Management

Learning Objectives:

• Be able to reference 2 research findings in each area of VSW

• Be able to identify 1 ethical challenge that may arise in each of the areas of VSW


• Carmack, B. (2003). Grieving the loss of a pet. Minnesota: Augsburg Fortress. Chapters 1 and

2.


1. Identify how social workers may find employment within the areas of veterinary social work.

2. How can social workers help pet owners when their pet has died?

25

9/20-9/22/2011 (T-Th): Week 5 Module 1: Ethics and Effects of HAI: Cows

• ·Ethical obligations and dilemmas of social workers with regards to human-animal

relationships

• ·Class discussion


• Understand the ethical considerations, obligations and limitations as a social worker working

with human-animal relationship issues.


Carmack, B. (2003). Grieving the loss of a pet. Minnesota: Augsburg Fortress. Chapters 3 and 4 .


1.Describe an ethical dilemma that may face a social worker with regard to human-animal

relationships.

2. Identify one of the limitations that social workers face in working with human-animal

relationship issues.

9/27-9/29/2011 (T-Th): Week 6 – Module II: Grief and Loss Substitute 11/15-17/2011 (T-

TH): Week 13- Module V: Caring for Animal-related Professionals Animal Welfare

and Conflict here/Zoo life

• Grief theories

• Small animal loss

• Treatment approaches


• Be able to identify and explain at least 3 different grief theories.

• Understand the grief process as it relates to animal loss.

• Understand types of small animal loss in context to the unique type of human-animal

relationship.

• Demonstrate awareness of personal beliefs, values and attitudes about human-animal

relationships and how it impacts his/her role as a helping professional.

• Be able to identify and describe at least 3 different types of evidence-based treatment

interventions for animal loss.

• Be able to identify at least 5 ways people ritualize or memorialize their animal after the

animal’s death


• Carmack, B. (2003). Grieving the loss of a pet. Minnesota: Augsburg Fortress. Chapter 5.

Suggested extra credit reading:


1. Identify and explain at least 3 different grief theories.

26

2. Identify and describe at least 3 different types of evidence-based treatment interventions for

animal loss.

10/4-10/6/2011 (T-Th): Week 7 – Module II: Grief and Loss: Pigs

• Large animal loss

• Service animal loss

• Treatment approaches


• Understand types of large animal loss in context to the unique type of human-animal

relationship.

• Be able to identify at least 3 special considerations for people that lose a service animal.

• Demonstrate awareness of personal beliefs, values and attitudes about human-animal

relationships and how it impacts his/her role as a helping professional.

• Be able to identify and describe at least 3 different types of evidence-based treatment

interventions for animal loss.

• Be able to identify at least 5 ways people ritualize or memorialize their animal after the

animal’s death





1. Identify at least 3 special considerations for people that lose a service animal.

2. Identify at least 5 ways people ritualize or memorialize their animal after the animal’s death.

10/11-13/2011 (T-Th): Week 8 – Module III: The Link between Human and Animal

Violence: Chickens/Poultry

• Animals in the family system and in the community

• Animal abuse and domestic violence The Link


• Demonstrate an understanding of animals in context of a family system with attention to race,

ethnicity, gender, class, etc.

• Understand the various roles of violence toward animals and its human implications.



Animals Boston: Houghton Mifflin Harcourt, Chapter 7 p. 208-233.


27

1. Describe how animal abuse and domestic violence is viewed within a family/community

system context.

2. Briefly describe the history of the US Humane Society and Animal Rights in the US.

DVD- Off the Chain

10/18-20/2011 (T-Th): Week 9 - Module III: The Link Between Human and Animal

Violence in Wildlife Settings: Wildlife

• Research and legislation regarding animal abuse


• Discuss current issues and controversies, and the role that scientific research can play, in the

development of knowledge for use in social work practice.

• Assess personal and community responsibilities toward animal abuse regulations and laws



Houghton Mifflin Harcourt, Chapter 8 p. 235-262.


1. Describe The Link between human and animal violence and the social workers role?

2. What is the State of Florida’s laws regarding mandatory reporting of animal/wild life abuse?

10/25-27/2011 (T-Th): Week 10 – Module IV: Animal-Assisted Interventions:

• Types of AAI

• Animal welfare considerations in AAI’s


• Be able to identify and describe at least 5 different types of AAI’s in counseling settings.

• Demonstrate an understanding of humane and ethical practices for animals in therapy settings.



Animals Boston: Houghton Mifflin Harcourt, Chapter 7 p.207-234.


1. Identify and describe at least 5 different types of AAI’s in counseling settings

2. Identify humane and ethical practices for animals in therapy settings.

DVD – Paws with a Purpose: People and Animals That Care

28

Classroom Presentations

11/1-3/2011 (T-Th): Week 11 – Module IV: Animal-Assisted Interventions:

• Types of therapy animals

• Be able to identify and describe at least 3 unique qualities that animals contribute to evidence-

based therapeutic interventions

• Be able to identify and describe at least 5 different types of therapy animals and their types of

treatment settings

• Utilizing and ethically developing AAI’s in practice


• Be able to identify and describe at least 5 attributes of a successful AAI program.

Reading & Discussion:


Houghton Mifflin Harcourt, Chapter 8 p. 235-262.


1. Identify and describe at least 5 attributes of a successful AAI program.

2. Identify and describe at least 5 different types of therapy animals and their types of treatment

settings


11/8-10/2011 (T-Th): Week 12 – Module V: Caring for Animal-related Professionals

• Types of animal-related professions

• Compassion fatigue


• Be able to identify and describe at least 5 different types of animal-related professions

• Be able to identify and understand symptoms, etiology, and treatments for compassion fatigue


• Grandin, T. (2009) Animals Make Us Human: Creating the Best Lives for

Animals Boston: Houghton Mifflin Harcourt, Chapter 9 p. 263-294.


1. Identify three types of animal related professions involving social workers.

2. Identify types of treatments social workers use to help professionals with compassion fatigue.

29

Classroom presentations

11/15-17/2011 (T-Th): Week 13 - Module V: Caring for Animal-related Professionals

·

Animal welfare and conflict


• Be able to identify and describe at least 5 types and reasons why conflicts can arise in animal-

related workplaces

• Be able to identify and describe the social worker’s role when working in an interdisciplinary

animal-related practice setting

• Be able to evaluate needs of self when confronted with animal-related issues that are in

opposition to your personal values and ethics

• Be able to identify and describe at least 3 ways a social worker could intervene when conflicts

arise in animal-related agencies.



Houghton Mifflin Harcourt, Afterword p.295-302.


1. Identify and describe the social worker’s role when working in an interdisciplinary animal-

related practice setting with animal-related professionals.

2. Identify and describe at least 3 ways a social worker could intervene when conflicts arise in

animal-related agencies.


11/22-24/2011 (T-Th): Thanksgiving Holidays!

11/29-12/1/2011 (T-Th): Week 14 – Field Trip to a No Kill Animal Rescue, United States

Humane Society (TBA)

Review Final Exam

Week 15: Final Exam Day To Be Assigned

12/5-9/2011 Week 15 – End of the semester: Final Exams

30

Rubric for Oral Presentation

Student will be required to give an oral presentation on the animal-related facility/agency they

Volunteered with and the Veterinarian/Social Work interview conducted during their volunteer

experience. Students will be expected to give an overview of the facility/agency (type, services,

policies, funding, populations). See rubric on page below

Rating: Exceptional corresponds to an A (95-100%). Performance is outstanding; significantly

above the usual expectations.

Proficient corresponds to a grade of B to A- (83-94%). Skills needed to complete this assignment

are at the level of expectation.

Basic corresponds to a C- to B- (70-83%). Skills for completing this assignment are acceptable

but improvements are needed to meet expectations well.

Novice corresponds to a D (69 to 60%). Performance is weak; the skills needed to complete this

assignment are not sufficiently demonstrated at this time.

31

Criteria % of

paper

Ratings:

0

Novice

Basic

Proficient

Exceptional

Grades

What is the mission of the

human/animal agency/program/what

does the agency/program do? Is it

congruent with the NASW Code of

Ethics?

How does the human/animal agency/

program fulfill its’ mission?

15%

What social work roles and

competencies did you observe?

10%

Student reflection of their experience

at the human/animal agency.

10%

What is the history of the

human/animal agency/program?

How does the human/animal

agency/program work with other

agencies?

15%

Who is the target population?

How is the human/animal

agency/program funded?

10%

What sorts of challenges has the

human/animal agency/program faced

in the past? What is it struggling with

now?

15%

How does the human/animal

agency/program recognize diversity

issues in their work?

10%

Formal presentation skills evident:

Eye contact with audience; clear voice

projection; organized; correct use of

language.

15%

32

Rubric for Written Reflection Paper:

You will write a 4-6 page paper in which you thoughtfully and thoroughly address the following

details below in the rubric. This is an exercise to stimulate your reflection, so take a good deal

of time to think about the questions before you begin to write. You should also write a draft of

the paper, reflect upon what you have written in total, then revise the paper to represent your

deepest thoughts.

Rating:

Exceptional corresponds to an A (95-100%). Performance is outstanding; significantly above the

usual expectations.

Proficient corresponds to a grade of B to A- (83-94%). Skills needed to complete this assignment

are at the level of expectation.

Basic corresponds to a C- to B- (70-83%). Skills for completing this assignment are acceptable

but improvements are needed to meet expectations well.

Novice corresponds to a D (69 to 60%). Performance is weak; the skills needed to complete this

assignment are not sufficiently demonstrated at this time.

Criteria % of paper Rating

0

Novice

Basic

Proficient

Exceptional

The paper is

well organized

and coherent.

Correct

grammar,

punctuation,

sentence

structure is

evident.

15%

Give a brief a

description of

the

human/animal

facility/agency.

Discuss the

duties and task

you completed

while at the

human/animal

facility/agency.

15%

33

What are the

most important

things that you

have learned

through your

experiences at

the animal

related

social/health

service

organization?

20%

How did your

experiences as

a volunteer

affect the way

you think

about the

issues and/or

clients and

animals that

the

organization

deals with?

20%

What have you

learned about

animal abuse

through your

volunteer

work?

What have you

personally

learned about

yourself from

your volunteer

service this

semester?

15%

Based on the

Saint Leo core

values, how

has this

experience

help you

develop those

values?

15%

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