SW 355 SOCIAL WELFARE POLICY
Spring 2006
Instructor: John Moody, LCSW
103 Bradley Hall
Phone: 677‑4786
E‑mail: moody@bradley.edu
Office Hours: M 8:00-10:00; T
11:00-12:00; W 8:00-10:00
Thur:
11:00-12:00 or by appointment
Class Hours: Tu Th 9:00-10:15;
Accommodation: Any student with a disability or special
need who requires accommodation should inform the instructor at the beginning
of this course.
Non‑discrimination statement: Students will be
expected to display respect of fellow students unique characteristics including
race, color, gender, religion, creed, ethnic or national origin, age, veteran
status, disability, socioeconomic status, sexual orientation, and political
orientation. All written assignments will use non‑discriminatory
language.
Intercollegiate Competition: Any student
representing
Relationship to other courses in curriculum: The Social Welfare Policy course builds on SW 250 Introduction to Social
Welfare by exploring social welfare policies at greater depth and by providing
a policy analysis framework to critically explore the impact of social
policies. This course also integrates with SW 353 Social Work Practice III,
particularly the section that covers macro practice content of social action
and legislative advocacy. The field seminar also builds on SW 355 content by
expecting students to analyze policy implications in their field practicum.
I. Course Description
This course will focus on the analysis of social welfare
policy from the social work perspective. The course will examine the impact of
social policy on recipients and constituents of social welfare programs.
Institutional responses to social problems, social justice, and human needs
will be discussed. This course will also examine the policy process at the
organizational, community, and legislative levels.
II. Course Objectives:
Students will be expected to develop learning in the following
areas:
Knowledge
1.
Students will acquire an understanding of a
systematic framework for the analysis of social welfare policies.
2.
Students will acquire an understanding of
the process of how policy is made.
3.
Students will acquire an understanding of
research and evaluation in the development of policy.
4.
Students will acquire an understanding of
the roles that social workers can play in development, implementation, and
evaluation of social welfare policy.
5.
Students will acquire an understanding of
the historical, social, economic, and political forces shaping social welfare
policy.
6.
Students will become aware of the major
social welfare policy issues currently facing society.
Skills
1.
Students will acquire the skills and
knowledge for policy advocacy and be able to influence policy development at
the mezzo level of organizations as well as the macro level of legislation.
2.
Students will develop the skill of applying
a social welfare analysis framework to relevant social welfare policies which
impact on social and economic justice.
3.
Students will be able to analyze the impact
of social welfare policies on the lives of vulnerable populations such as the
aged, women, people of color, gays and lesbians, and children.
4.
Students will develop the skill of using
technology such as the Internet to stay current and knowledgeable regarding
social welfare policy developments.
Values
1.
Students will become aware of societal
values which influence social welfare policy and how ultimately values impact
on program development and service delivery.
2.
Students will become aware of the ethical
obligation of all social workers to influence policy development through
organizational or administrative advocacy, and social or political action.
3.
Students will appreciate the strengths
perspective towards policy development and appreciate full inclusion and
empowerment of client groups in policy development to promote social and
economic justice.
III. Generalist Practice
Principles
The following eight generalist practice principles support all
courses in the social work
curriculum:
1.
A systems approach provides the basic
framework for understanding the generalist practice perspective and planning
interventions with multiple systems.
2.
Problems in living are presented from a
person‑in‑environment Perspective, with focus on the transactions
between individuals and the environment.
3.
Assessments and interventions must address
both intrapsychic and environmental strengths and stressors.
4.
Generalist practice involves assessments and
interventions at the micro, mezzo, and macro levels.
5.
Practice is based on the problem solving
process and knowledge, skills, and
values which are
applicable across settings with diverse populations and in a variety of problem areas.
6.
Critical analysis of social problems is
inherent and results in both practice and policy responses.
7.
Empirical research provides a solid
foundation for both education and practice and generalist practitioners are
expected to participate in practice evaluation activities.
8.
Generalist practice often requires the
social worker to function in multiple roles depending on the needs of the
client system.
This course supports all eight principles, but has a primary
focus on principle 3,5,6, and 7. This course supports generalist principle #3
by examining how policies of society create the environmental context that we
live our lives. This course also supports generalist practice principle #5 by
examining how people of diverse populations are impacted by social policies.
This course particularly examines how policies may support or detract from
economic and social justice for all people, particularly populations at risk.
This course obvious is focused around generalist principle #6 in that the
entirety of the course is a critical analysis of social problems and the policy
response of society. This course also supports principle #7 by discussing how
policy evaluations can promote more just economic and social responses.
IV. Resources
A. Required texts:
1.
Popple, P. R. and Leighninger, L. (1998). The
Policy Based Profession: An Introduction to Social Welfare Policv for Social
Workers.
2.
Yaffe, Joanne. (1998). Quick Guide to the
Internet for Social Work.
B. Required
Several readings will
be placed on reserve to enhance understanding of specific issues. Please look
for these in the following course schedule. These reserve readings are required
readings, not optional supplemental readings.
V. Learning
Evaluation
Written assignments
should be typed and double-spaced, stapled, grammatically correct, and properly
documented in APA style. Use of non‑sexist, non‑biased language is
expected in written assignments and in class discussion. Final grades will be
based on points earned by successfully completing the assignments as described
below. A possible 550 points may be earned. Points may be deducted for
assignments submitted after the due date. The point distribution will be as
follows.
A=500‑550
B=450--499
C=400-449
D=350-399
A. Participation (100 points)
Preparation,
attendance, and participation in this course is the responsibility of each
student. The student is responsible for all content covered and assignments
made during any missed classes. More than 5 absences during the semester will
result in the drop of one letter grade.
B. Exams (200 points)
There will be two exams
throughout the course of the semester each worth 100 points.
C. Policy Analysis Paper (100
points)
Each student will
select a policy that interest them and research and write a policy analysis
paper. The policy analysis framework found in the textbook on pages 35-37
should be used as the outline for this paper. This must be a scholarly
researched paper based on the professional literature. You may use Internet
sources as well, but at least two citations must be from the professional
literature. Paper Due April 25th.
Some possible
suggestions include:
Personal Responsibility
and Work
Adoption and Safe Families
Act
Mental Health Parity
Act
Violence Against Women
Act
Individuals with
Disabilities Education Act
Americans with
Disabilities Act
Any other area of
interest is acceptable and consultation with the instructor can help you select
a specific policy.
D. Policy Advocacy Experiential
Exercise
. Persuasive Debates ( 100
points total)
As social workers, we
are called upon to challenge social injustices, advocate for the most
vulnerable populations, and bring inequality to the attention of society and
stakeholders with the power to effect change. In order to do this we must be
prepared to speak passionately, yet professionally and logically, about our
cause. Students will therefore select from a choice of topics that they will
debate in groups in class discussion. Students may do outside research on the
topics but are minimally expected to use material from class to present their
argument. You may want to convene with your group outside of class time to
discuss your debate strategy. Arguments must be civilized, persuasive, logical,
and based on valid information. Although you will present this as a group, each
individual will receive an individual grade on the quality and content of
hers/his contribution. The choices for debate are as follows:
Welfare Reform
Pro Welfare Reform
Argument. Debate why welfare reform as it is now
structured is positive
for society
VERSUS
Con Welfare Reform
Argument. Debate why welfare reform as it is now
structured is negative
for society.
For prostitution to be
legalized
Against prostitution to
be legalized
For abortion
Against abortion
For clients who have history of violence and mental illness to
be hospitalized if they are found to not be taking their meds against their
will
Against clients who have a history of mental illness and
violence to be hospitalized against their will, if they are found to not be
taking their meds
For legalizing drugs
Against legalizing drugs
For manage care
Against manage care
For gay marriages to be legalized
Against gay marriages being legalized
Affirmative Action
Pro Affirmative Action.
Debate why you think our society still needs
affirmative action
policies
VERSUS
Con Affirmative Action.
Debate why you think our society does not need
affirmative action policies.
3. Attendance
at Lobby Day ( 50 points)
Your attendance at
Lobby Day on Wednesday March 8th will be mandatory. A11 social work classes are
cancelled for the day to encourage attendance. Students will need to speak with
other non‑social work course instructors early to arrange for your
absence. If other instructors need verification on your required attendance at
this event, they may call the SW355 instructor, Moody. If you are simply unable
to attend due to work or class requirements that can not be rearranged, notify
the instructor early to arrange for an alternative assignment (alternatives are
not nearly as fun as lobby day). There is a nominal student registration fee for this event. If any students can not afford
this, see the instructor. The department will arrange for vans to transport
students.
VI.
Course Schedule and Assignments The
following will be focused on for the week of 1/29 1/31
A. Introduction to Social Welfare Policy? What is it?
B. Implications of Policy for Social Work Practice: Why do we care about
Policy?
C. The process of Policy Development and Implementation: How is policy made?
Assignments for week of 1/24 & 1/26
Assignment read chapter 1 The Policy Based Profession from P
& L text.
Read Chapin, R. K. (1995), Social
Policy Development: The Strengths Perspective. Social Work, 40, 4, 506‑514
Assignments for week of 1/31 & 2/2
Read Chapter 2 & 3 The Policy Based Profession from P & L text
*Read pages 35-37 of P
& L text
Assignments for week of
2/7 & 2/9
Read chapter 4 The Policy Based Profession from P & L text
Read article On Reserve:
Prologue of Murray, Charles, ( 1994 ) Losing Ground,
Assignments for the week of 2/14 & 2/16
Read Chapter 5 Policy Based Profession from P & L text
Alexander, R. and Alexander, C. ( 1995 ) The Impact of Suter
v. Artist M. on Foster Care Policy
Exam I Feb. 21
Assignments for week of Debates 2/23-3/7
Assignments for the week of 3/9 & 3/21
Read chapter 6 pgs. 117-131 Policy Based Profession P & L
Read http://www.urban.org/health/oldpol.html Policy Challenges Posed by the Aging of
America
*
Assignments for week of 3/23 & 3/28
Read Chapter 7 Policy Based Profession P & L text
Read Allen-Meares, Paula ( 1996 ) The New Federal Role in
Education and Family Services: Goal
Setting without Responsibility, Social Work, 41, 5 533-540
Lecture on Does Arrest Deter Domestic Violence
Assignments for week of
3/30, 4/4 & 4/6
Read On reserve Affirmative Action Chapter 1 People of Color
Need Affirmative by Jesse Jackson
And Chapter 3 Society Needs Affirmative To Fight
Discrimination by Jamin Raskin
Lecture on
Response. Social Service Review, 649‑667
Assignments for the week of 4/11 & 4/13
Read chapter 8 Policy Based Profession P & L text
Read Orlin, Malinda, ( 1995 ). The Americans With Disabilities
Act: Implications For Social Services.
Social Work, 40, 2, 233-239
Assignments for the week of 4/18 & 4/20
Read chapter 9 Policy Based Profession P & L text
Read http://.nami.orc/update/parity96.htmlMental
Health Parity Act Summary
Scuka, Robert, ( 1994 ), An Analysis of the Problems and Three
Proposals, Social Work, 39, 5, 580-587
http://www.aarp.org/monthlv/managed care/mcdiffer.html How does managed care
differ from traditional insurance?
The following will be addressed the week of 4/25 & 4/28
Substance Abuse Policies
Health Care proposals
Child Welfare
Assignments for the week of 5/2
Read Chapter 10 Policy Based Profession P & L text
Read Chapter 11 Policy Based Profession P & L text
http://www.nga.org/Welfare/ASFA1997.htm Review of the Adoption and Safe
Families Act of 1997
Read http://thomas, loc gov Then click on
How or laws made under the Legislative process page.
Final Exam TBA