Students will be asked to identify an agency providing social services in San Antonio (a list can be obtained through a Google search) and complete a two-part project. Students, together with fellow group member, must identify an agency of interest, describe the internal and external environment and address concepts identified in Chapter 6 of course textbook. Students are also asked to refer to various appropriate chapters of course text and integrate these concepts into this assessment.
In the second part of this assignment students are asked to conduct a community assessment in a city that is served by the social service agency evaluated in Part I. Students are asked to integrate concepts outlined in Chapter 10 as well as refer to various appropriate chapters of the course text and integrate these concepts into this part of the assessment. Additionally, students will be provided a guide for completion of the Community Assessment. Students are also provided instruction as to the group process (See Appendix D, E, and F).
The purpose of this assignment is to enhance student understanding of the community and the significance of power, importance of citizen participation and social networks. Students will also describe empowerment, highlight issues surrounding rural and urban issues. Through this assignment students will gain a clearer understanding about the impact of agency/organization mission and service delivery as well as community demographics has on the quality of life of families with a focus on Hispanic families.
Appendix C: Agency and Community Assessment
Group Paper /Presentation
Social Service Agency: Organizational Culture/ Community Assessment (8-10 pages).
There are two (2) segments to this assignment and each area must be addressed in your agency paper
Part 1:
1. Students are asked to select a social service agency in San Antonio (can find a list of organizations through a Google search). Working in with your group, you are asked to address to describe the external and internal environment of your selected agency utilizing the following concepts. You must address each area listed (Chapter 6).
a. Agency Setting
b. Organizational Goals
c. Resources
d. Legitimation
e. Client Resources
f. Relationship with other Organizations
g. Identify Organizational Theory in terms of management style (Classic Scientific/Theory X and Theory Y/Contingency Perspective etc)
Part 2:
2. Students are asked to conduct a community assessment in a town or city that is served by the social service agency evaluated in Part one. Students are asked to address the following categories. (Chapter 10 p. 316-319). See Appendix C.
a. Identifying Information
b. Demographics
c. Beliefs and Attitudes
d. Local Politics
e. Local Economy and Business
f. Income Distribution
g. Housing
h. Educational Facilities and Programs
i. Health and Welfare Systems
j. Public Safety and Justice System
k. Summary Assessment of Community Issues
Appendix D: Part II Community Assessment
If it is too difficult to obtain information for an entire community, you may focus on a community neighborhood with which you are familiar. Questions are based on our course text (Chapter 10 page 316-319).
1. Identifying Information:
a. Identify the names and various parts of the community. Are there different areas known for having their own characteristics? For example, if it is a larger community, is there an industrial area with several factories?
b. Are there some neighborhoods characterized by blue-collar families and others by wealthy professionals and business people?
c. Does one section have a university with respect to other communities, towns and cities?
d. Is it relatively isolated or close to other communities that could provide resources and public services?
2. Demographics:
a. What are the community boundaries and basic demographic characteristics?
b. What is the population size (total number of persons living in designated community) density (ration of people living within a particular space), and heterogeneity (the extent to which community members have diverse characteristics)?
c. Do ethnic groups live in the community? Do these ethnic groups speak languages other than English?
3. Beliefs and Attitudes:
a. What are the “cultural values, traditions, and beliefs” that matter to various segments of the population?
b. What are the spiritual and political values of various factions of community residents?
c. What social service agencies are available in the community and how do residents receive and value them?
d. To what extend to residents feel an integral and supported part of the community? Or do they feel isolated and alone?
4. Local Politics:
a. How is the government structured? For example: cities, towns, and counties can be structured in quite differently in terms of who has decision-making power and control?
5. Local Economy and Business:
a. What businesses, factories, and other sources of employment characterize the community?
b. Is the local economy thriving or in a major slump?
c. Are businesses owned by local residents or huge conglomerates based in other states?
d. What kinds of jobs exist in the community? Do people work inside the community, or simply live there and work somewhere else?
e. Is there adequate public transportation for people to get to and from work?
f. What is the employment rate?
6. Income Distribution:
a. To what extent do community residents receive cash and in-kind (goods and services) public assistance benefits?
b. What are the medial income levels for men, women, and various ethnic groups?
c. What percentages of people live in poverty?
7. Housing:
a. What are the housing conditions like in the community?
b. Is it a relatively new community with low population density? Or is it aging, economically deprived community with a high population density and deteriorating, dilapidated housing?
c. What are the “types of dwellings” characterizing the area (single family dwellings, apartments, pubic housing)
d. What are the average rents and costs of real estate?
e. Is there a shortage of low-income housing?
8. Educational Facilities and Programs:
a. What is the educational system like?
b. Are schools well supported by community, or are they experiencing funding cut after funding cut?
c. Where and in what types of neighborhoods are schools located?
d. Are they public or private, or charter schools?
9. Treatment of Special Populations of Children:
a. How are children with special needs treated?
b. To what extent are programs available for preschool children to prepare them for school entry? (for example: Head Start Programs?)
c. Are there diagnostic and treatment services available for children who have developmental disabilities?
d. Are schools perceptive regarding the ethnic and cultural makeup of their students?
e. Do they celebrate or discourage diversity?
10. Extent to which the School System Enables Students To Do Well:
a. How do children typically score on standardized achievement tests compared to other communities in the U.S?
b. How well do community students compete with students from other communities in events such as science fairs, spelling competitions, and other contests?
c. How well prepared for high school and college are students?
d. How many graduate and go on to college?
e. Does elementary school provide them with a solid foundation for future levels of education, vocational education, and job training?
f. What is the school dropout rate?
11. Health and Welfare Systems:
a. Are there adequate numbers of health professionals and specialists?
b. Are hospitals and clinics readily accessible to area residents?
c. Are residents adequate covered by private insurance or pubic programs?
d. What social service programs are available and where are they located?
e. What specific types of services exist ( crisis intervention, substance abuse treatment, battered women’s shelter, public assistance, food banks etc)
f. How accessible and well-publicized are these programs?
g. To what extent are service providers sensitive to the needs or concerns of minority and ethnic groups?
h. Is the community has non-English speaking residents, are interpreters available?
12. Public Safety and Justice System:
a. To what extent are police and fire protection adequate?
b. To what extent is the environment safe?
c. Are housing standards and codes being followed?
d. How do community residents view local police, courts and correctional programs?
e. Are public safety and justice systems sensitive to the needs and issues faced by minorities in the community?
13. Summary Assessment of Community Issues
a. What is your overall assessment of the community functioning?
b. What are the community’s primary strengths?
c. What are the community’s primary weaknesses?
d. What recommendations would you have to empower the community?
Grading Criteria Excellent Level
(A) Good Level
(B) Borderline Level
(C) Criteria Not Demonstrated (F)
Integration and Critical Analysis Identifies and integrates relevant theories, concepts, trends and/or issues relevant to the discussion; and demonstrates proficiency in critical thinking skills. Appropriately integrates theories, concepts, trends and /or issues and demonstrates critical thinking. Identifies theories, concepts, trends, and/or issues; however, does not effectively demonstrate integration in discussion Does not integrate theories, concepts, trends and /or issues’
Comprehensive-ness and in-depth understanding of the topic Comprehensively addresses the questions and/or writing prompts; demonstrates an in-depth understanding of the topic by providing a good introduction and insightful conclusion. Adequately addresses the questions and/or writing prompts; and includes an introduction and a conclusion. Partially addresses the questions and/or writing prompts which conveys limited understanding of the topic. Does not address most of the questions and/or writing prompts
Logic and Argumentation All ideas in the paper flow logically. The theme of the paper is identifiable, reasonable, and sound. Argument of paper is clear, usually flows logically and makes sense. Some evidence that counter-arguments acknowledged, though perhaps not addressed. Logic may often fail, or argument may often be unclear. May not address counter-arguments or make any outside connections. Does not address the topic; misses important questions in the writing prompts.
Scholarly Writing Skills Demonstrates skills in scholarly writing; logically organizes content and ideas; cogently and clearly presents arguments and responses; provides supporting evidence and example.
Structure: Evident, understandable, appropriate for family practice paper. Excellent transitions from point to point. Paragraphs support solid topic sentences.
Mechanics: Sentence structure, grammar, and diction excellent; correct use of punctuation and citation style; minimal to no spelling errors; absolutely no run-on sentences or comma splices. Presents content with logic; well-organized writing skills; and provides relevant examples.
Structure: Generally clear and appropriate, though may wander occasionally. May have a few unclear transitions, or a few paragraphs without strong topic sentences.
Mechanics: Sentence structure, grammar, and diction strong despite occasional lapses; punctuation and citation style often used correctly. Some (minor) spelling errors; may have one run-on sentence or comma splice. Organize answers/responses to show minimal understanding of the topic.
Structure: Generally unclear, often wanders or jumps around. Few or weak transitions, many paragraphs without topic sentences.
Mechanics: Problems in sentence structure, grammar, and diction (usually not major). Errors in punctuation, citation style, and spelling. May have several run-on sentences or comma splices. Poorly written; illogical; contains errors that distort the message.
Structure: Unclear, often because central theme is weak or non-existent. Transitions confusing and unclear. Few topic sentences.
Mechanics: Big problems in sentence structure, grammar, and diction. Frequent major errors in citation style, punctuation, and spelling. May have many run-on sentences and comma splices.
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