Course Number: SW 7350, Fall 2002 Instructors: Faust, Harm Prerequisites: Admission to MSW program UNIVERSITY OF ARKANSAS AT LITTLE ROCK SCHOOL OF SOCIAL WORK COURSE OUTLINE REVISED 08/02 Course Title: Social Welfare Policies and Services Semester Credit: Three hours I. Description of Course This course is intended to help students develop a framework for understanding social problems and social welfare policies so they may function as informed and competent practitioners in providing social services, and as committed participants in efforts to achieve change in social policies and programs. The course examines the current structure of social welfare programs in the United States, their historical evolution, and the role ideological, political, economic, and social forces have played in the development of the social welfare system and its present character. In particular, the course examines the ways in which discrimination and oppression have affected the structure of social welfare policies and the impact of those policies on the poor, minorities, women, the disabled, and other populations-atrisk. Approaches to social policy analysis will be introduced to facilitate understanding of the social welfare system. The course will examine the political process in the United States and explore how involvement in this process can advance the goals and objectives of the profession of social work. The historical development of the profession of social work and its role within the social welfare system will also be studied. Values and ethics of the profession, such as selfdetermination and respect for individuals and human diversity, will be examined in the context of the development and implementation of social policy. The course will explore ways in which social policy and the institutions that implement that policy can be made more responsive to the needs of people. II. Objectives of Course The student, through examinations and assignments, will demonstrate: 1) Understanding of the current social welfare system in the United States and of the impact of social welfare policies on individuals, families, organizations, and communities. 2) Knowledge of the historical evolution of the social welfare system in the U.S. and an understanding of how ideological, political, economic, and social forces have shaped its development and character. 3) Understanding and knowledge of the particular problems faced by women and people of color and the response of the social welfare system to these problems. 4) Knowledge of the historical evolution of the profession of social work and an understanding of its role within the social welfare system. 5) Understanding and knowledge of the political process and how this process can be used to further the profession s goals and objectives. 6) Ability to analyze a social policy, including examination of the policy s impact on social and economic justice for oppressed populations and of the relationships between the policy and the values and ethics of social work. III. Units and Contents Session One. Introduction to Social Policy A. Organization of the course.
Page 2 of 9 B. Explanation of assignments. C. Definitions of social policy. D. The relevance of social policy to social work. E. How social policy affects practitioners. F. Social work values and social policy Session Two. Social Welfare Policy in the United States A. Social problems and social welfare policy. B. Values, ideology, and social welfare policy. C. The political economy of American social welfare. D. Definition of social welfare. E. Classification of social welfare services. Popple & Leighninger, Chaps. 1 & 2. Reisch, M. (1997). The political context of social work. In Reisch, M., & Gambrill, E., (Eds.), Social Work in the 21st Century. Thousand Oaks, California: Pine Forge Press. Session Three. Social Work and Social Welfare. A. Historical development of the profession. B. Social work values and ethics. C. Intergroup relations. D. Social work and religion. E. Policy practice. Popple & Leighninger: Chaps. 3, 4, & 5. Abramovitz, M. (1998). Social work and social reform: An arena of struggle. Social Work, 43, 512-526. Carlton-LaNey, I. (1999). African American social work pioneers response to need. Social Work, 44, 311-321. Figueira-MacDonough, J. (1993). Policy practice: The neglected side of social work intervention. Social Work, 38, 179-188. Session Four: Framework for Policy Analysis; The Internet and Social Welfare Policy A. Model for policy analysis. B. Researching social policies. C. Analyzing the impact of policies on at-risk populations. D. Understanding the issues of social and economic justice and their relevance to policy analysis. Karger, H.J. & Stoesz, D. (1998). American Social Welfare Policy. New York: Longman. Chap. 2. Sessions Five and Six. Discrimination and Poverty in America
Page 3 of 9 A. The effects of discrimination and oppression on members of minority groups, women, people with disabilities, the elderly, and children. B. The measurement of poverty. C. Income distribution and economic injustice. D. Theories of poverty. Popple & Leighninger, Chaps. 7 & 8 Rank, M.R. & Hirschl, T.A. (1999). The likelihood of poverty across the American adult life span. Social Work,44, 201-216. Stern, M.J. (1997). Poverty and postmodernity. In Reisch, M., & Gambrill, E., (Eds.), Social Work in the 21st Century. Thousand Oaks, California: Pine Forge Press. Fitzpatrick, J.A. & Gomez, T.R. (1997). Still caught in a trap: The continued povertization of women. Affilia, 12 (3), 318-341. Session Seven. Strategies to Address Poverty and Economic Justice A. Social insurance programs. B. Public assistance. C. Welfare reform and its impact on poor, single, female heads of households. D. Welfare reform in Arkansas the TEA program. E. Welfare reform and theories of poverty, perceptions of poor women, and beliefs about productive work. Popple & Leighninger, Chap. 9 Jimenez, M.A. (1999). A feminist analysis of welfare reform: The Personal Responsibility Act of 1996. Affilia 14 (3), 278-293. Session Eight. Examination SessionNine. Child and Family Welfare A. History of child welfare policy. B. Protective services, adoption, and foster care. C. Politics and the implementation of child welfare policy. D. Connection between poverty, oppression, and the plight of children in the US. Popple & Leighninger, Chap. 10. Brooks, D., Barth, R.P., Bussiere, A. & Patterson, G.(1999). Adoption and race: Implementing the multiethnic placement act and the interethnic adoption provisions. Social Work, 44, 167-178. Lindsey, D. & Henly, J.R. (1997). The future of child welfare. In Reisch, M., & Gambrill, E., (Eds.), Social Work in the 21st Century. Thousand Oaks, California: Pine Forge Press. Ozawa, M.N. (1997). Demographic changes and their implications. In Reisch, M., & Gambrill, E., (Eds.), Social Work in the 21st Century. Thousand Oaks, California: Pine Forge Press.
Page 4 of 9 Videka-Sherman, L. & Viggiani, P. (1996). The impact of federal policy changes on children: Research needs for the future. Social Work, 41, 594-600. SessionTen. Crime and Criminal Justice A. History of criminal justice. B. Theories of crime and their influence on criminal justice policies. C. The war on drugs and its impact on minorities and women. D. Criminalization and the principle of self-determination. E. Privatization and the criminal justice system. Popple & Leighninger, Chap. 11. Schwartz, I. (1997). Juvenile justice: back to the future or will we learn from the past. In Reisch, M., & Gambrill, E., (Eds.), Social Work in the 21st Century. Thousand Oaks, California: Pine Forge Press. Young, D.S. & Smith, C.J. (2000). When moms are incarcerated: The needs of children, mothers, and caregivers. Families in society: The journal of contemporary human services, 81 (2), 130-141. Session Eleven. Mental Health and Developmental Disabilities A. History of mental health policy. B. Deinstitutionalization and it impact on persons with chronic mental illnesses. C. Parity for mental health care. D. Substance-abuse and related policies. Popple & Leighninger, Chap. 13. Vourlekis, B.S., Edinburg, G. & Knee, R. (1998). The rise of social work in public mental health through aftercare of people with serious mental illness. Social Work, 43, 567-575. Session Twelve. Health A. Organization of health care services. B. Medicare/Medicaid/ARKids First. C. Health care reforms. Popple & Leighninger, Chap. 12. Gorin, S., & Moniz, C. (1997). Social work and health care in the 21st Century. In Reisch, M., & Gambrill, E., (Eds.), Social Work in the 21st Century. Thousand Oaks, California: Pine Forge Press. Ell, K. (1996). Social work and health care practice and policy: A psychosocial research agenda. Social Work 41, 583-592. Session Thirteen. Housing and Hunger A. Housing legislation. B. Low-income housing programs.
Page 5 of 9 C. Homelessness. D. Governmental food programs. E. Rural poverty. Popple & Leighninger, Chap. 14. Session Fourteen. Aging A. Statistical picture of an aging population. B. Theories of aging. C. Social work roles and aging. Popple & Leighninger, Chap. 15. Cutler, N.E.(1997). The financial gerontology birthdays of 1995-1996: Social security at 60 and the baby boom at 50. In Reisch & Gambrill, (Eds.), Social Work in the 21st Century. Thousand Oaks, California: Pine Forge Press, pp. 143-151. Session Fifteen. Summary and Discussion of Learnings A. Course evaluation. B. Discussion of policy analyses. C. Wrapping up the course. IV. Methods of Instruction The course objectives will be met by lecture, class discussion, guest lecturers, assignments, and class presentations by students. Because discussion and engagement with ideas is critical to learning, students are expected to read all assignments prior to class. V. Textbooks Required: Popple, P.R. & Leighninger, L. (2002). Social Work, Social Welfare, and American Society (5 h Ed.). Boston: Allyn and Bacon. VI. Method of Evaluation 1) An examination in the eighth week of the course will cover the material in Sessions 1-7. Value: 30% of the final grade. 2) An in-class presentation on a current social welfare policy issue in Arkansas. Value: 30% of the final grade. (Assignment follows this course outline.) 3) A paper presenting the student s analysis of a social policy. Value: 40% of the final grade. The student will select an existing or proposed policy. The policy may be at the federal, state, local, or organizational level. On or before the date of the fourth class session, the student will submit a one-paragraph proposal identifying the selected policy and the sources of information to be used in analyzing it. Upon the professor s approval, a policy analysis paper will be developed, following the outline below, and submitted to the professor at the beginning of the fifteenth class session or before. I. Historical background. II. Description of problem to be addressed by the policy.
Page 6 of 9 III. Description of the policy. IV. Goals of the policy. V. Feasibility of the policy. 1. Political feasibility. 2. Economic feasibility. 3. Administrative feasibility. a.effectiveness. b.efficiency 4. Alternative policies, as applicable. VI. Conclusions. This outline is drawn from Karger, H.J. & Stoesz, D. (1998), American Social Welfare Policy, Chapter 2. Further guidance on policy analysis may be found there. Note: These are only the broad topics to be addressed in the analysis. The reading discusses a number of questions which should be considered in each of these topical areas and grades will depend upon the thoroughness with which these questions are answered. Particular attention should be paid to the implications of this policy for social and economic justice. The policy analysis for this assignment is usually expected to be between ten and fifteen pages in length, although the student must use his/her own judgment about the length and the completeness of the analysis. Papers should be double-spaced, with standard margins and a standard 12-point typeface. Points will be awarded according to the following standards: 1) Thoroughness in addressing the points of the policy-analysis outline: 20% 2) Evidence of understanding the policy and its implications: 35% 3) Clarity of thinking and cogency of arguments: 20% 4) Standard English, plainly written, and free of errors in grammar and syntax: 15% 3) Appropriate use of resources; use of proper APA style in citations and references: 10% Papers submitted late will sacrifice two points for each day after the due date. Plagiarism is a grave academic offense, and students who do not understand what it is and how to avoid committing it should educate themselves forthwith. Help is available in the Graduate Bulletin, from the Writing Center, and from professors. 4) Attendance and class participation. Students are expected to prepare for and attend each class session and to participate in class discussion and activities in order to promote shared adult learning. Learning in a graduate professional program is based in large part on the interaction that occurs between instructor and students in the classroom. Regular attendance at class is an expected professional responsibility of the student. Absences of greater than 20% of the total class time can constitute grounds for course failure. (Social Work Master s Program policy.) Grading standards: Examinations and the policy analysis will be graded on a 100-point scale, with specific point values assigned to examination items and to aspects of the policy analysis as noted above. Course grades will be computed by calculating a weighted average of grades on the two exams and the policy analysis. Grading scale: A = 92 100 B = 82 91 C = 72 81 F = Below 72 NOTE: Poor grammar is never acceptable in examinations or papers. Points will be deducted for it.
Page 7 of 9 Honor Code: All students in the School of Social Work are expected to adhere to the UALR code of student conduct and to the NASW Code of Ethics. An essential feature of these codes is a commitment to maintaining intellectual integrity and academic honesty. This commitment insures that a student of the School of Social Work will neither knowingly give nor receive any inappropriate assistance in academic work, thereby affirming personal honor and integrity. Students with Disabilities: It is the policy of the University of Arkansas at Little Rock to accommodate students with disabilities pursuant to the requirements of federal and state law. Any disabled student who needs accommodation, for example, in seating placement or in arrangements for examinations, should inform the instructor at the beginning of the course. The director of the School of Social Work is also available to assist with accommodation. Disabled students are also encouraged to contact Disability Support Services, Donaghey Student Center, Rm. 103, telephone 569-3143, voice and TDD. 08/02
Page 8 of 9 Assignment: SOWK 7350, Social Welfare Policies and Services Discovering and Reporting on Policy Issues For this assignment, which accounts for 30% of your course grade, you will work in a small group with other students. Your group will be assigned one of six topics: Poverty and Economic Justice Crime and Criminal Justice Child Welfare Juvenile Justice Mental Health Domestic Violence Your task is to find out what the important policy issues are in Arkansas right now around this topic area, to distill what you find out into a very short issues brief (2-3 pp.), to produce for the professor a log of your research efforts, and to make a presentation to the rest of the class to educate them on these issues. The Arkansas General Assembly will be meeting in its biannual session beginning next January, so this fall, folks who care about these issues will be preparing their legislative strategies to address needs for new or revised state policies in all these areas. In order to find out what the important current policy issues are, you must identify the organizations and groups who have an interest in the topic area and talk with people who work in those organizations and groups. In general, those organizations and groups around a given topic area might be found in the following categories: Public service delivery agencies, such as the Division of Children and Family Services or the Division of Youth Services. Public agencies whose function is coordination, technical assistance, support, or public education, such as the Administrative Office of the Courts or the Arkansas Commission on Child Abuse, Rape, and Domestic Violence. Nonprofit service delivery agencies, such as Professional Counseling Associates or Centers for Youth and Families. Networks or associations made up of those nonprofit service delivery agencies, such as the Council of Mental Health Centers or the Youth Service Providers Association. Nonprofit organizations whose function is policy analysis, general public education on the issues, or issue advocacy, such as the Arkansas Public Policy Panel or Arkansas Advocates for Children and Youth. Nonprofit organizations who do client advocacy (along with other things, of course), such as the Arkansas Alliance for the Mentally Ill or ACORN. Professional organizations or associations, such as the Arkansas chapter of the National Association of Black Social Workers, or the Juvenile Probation Officers Association. Legislative sources, such as staff to legislative committees or elected officials with a particular interest in the topic area.
Page 9 of 9 The class presentations will be scheduled during the 12 th and 13 th weeks of the semester. Your group will have a minimum of 30 minutes and a maximum of 45 minutes in which to make your presentation to the rest of the class. The issue briefing paper is to be turned in to the professor and distributed to the rest of the class at the end of the class period in which your presentation is scheduled. At that time, you ll also turn in the log of your research efforts. Grading Standards: 40 points: The Presentation to the Class Overall clarity and effectiveness of organization. (14 points) Clarity and thoroughness of content. (14 points) Presentation methods and engagement of the audience. (14 points) Use of and quality of visual aids and handouts. (8 points) 30 points: The Log of Research Efforts Thorough coverage of appropriate sources of information. (10 points) Appropriately chosen key informants. (10 points) Understandable documentation of who did what in gathering information. (10 points) 30 points: The Issues Briefing Paper Overall clarity and effectiveness of organization. (12 points) Extent to which complex content is effectively distilled into a short document. (12 points) Standard English, plainly written, free of errors in grammar and syntax. (6 points) jkf 08/02