Bradley University

Social Work Program

SW 250 Introduction to Social Welfare

Spring 2007

Instructor: Mr. John Moody

Bradley 103

Ph: 677-4786

E-mail: moody@bradley.edu

Office Hour: Mon: 8:00 -10:00 a.m., Tues: 11:00-12:00 a.m. Wed: 8:00-10:00 a.m.

Or by appointment

Class Schedule: M-W-F 10:00 -! 0:50 a.m.

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, religion, creed, ethnic or national origin, age, veteran status, disability, socioeconomic status, gender, sexual orientation and political orientation. All written assignments will use non-discriminatory language.

Intercollegiate Competition: Any student representing Bradley University in an intercollegiate competition may be excused from class for a scheduled event if she/he discusses this with the instructor in advance and with the proper documentation. Students will be allowed to make up any work; however the student has the responsibility to arrange this with the instructor.

Relationship to other Courses in the Curriculum: This is an introductory course open to both social work and non-social work majors. It is designed to acquaint students with an overview of the issues and policies involved in social welfare and to assist students who are undecided in deciding whether to major in social work. For those students who continue as social work majors, the course is designed to provide a basic framework to understand social welfare issues and policies.

Generalist Practice Principles: This course in the Social Work Curriculum is supported by the following 8 principles of the generalist social work perspective:

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 intra-psychic and environmental strengths and stressors.

4. Generalist practice involves assessment 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 in generalist practice 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.

I. Course Description:

This course will explore the social welfare system including social problems and policy responses of society. This course explores the major social problems, political ideology influencing these problems, program and policy initiatives, and philosophies of social welfare programs. In addition to class lectures and assigned readings, learning methods will include class discussion, small group activities, monitoring current policy issues in the media, community agency contacts, and guest speakers representing related fields of practice.

II. Course Objectives:

Students will be expected to demonstrate learning in the following areas:

Knowledge

1. Students will acquire a basic understanding of social problems affecting individuals and families within our society.

2. Students will acquire a basic understanding of the etiology of social problems and societal responses that influence, exacerbate, or remediate the problems.

3. Students will acquire a basic understanding of the policy responses our society has made to social problems and be able to critically analyze the results.

4. Students will acquire a basic understanding of the influence of political ideology on social policy responses both historically and currently.

5. Students will acquire the ability to critically analyze the impact of social stigma and discrimination associated with many social welfare issues

6. Students will be able to identify the inherent values of society within social welfare issues and policy responses.

7. Students will gain an appreciation for the complexity, synergism, and inter-correlation of many social welfare issues and thus be more able to analyze the effectiveness of policy responses.

8. Students will demonstrate an understanding of current theoretical perspectives regarding the social welfare system and the implications for policy, legislation, and service delivery.

9. Students will acquire the knowledge of how some policies contribute to economic and social injustice in the manner of implementation.

10. Students will acquire the knowledge of how to access the empirical literature to foster a value of being lifelong learners.

Skills

1. Students will demonstrate the ability to locate and identify appropriate community agencies to address particular problems in order to make effective referrals or take constructive community action.

2. Students will demonstrate an awareness of multiple fields of practice in the social services and the issues particular to each field.

3. Students will demonstrate a beginning awareness of their own intrapersonal and inter-personal attributes and values that may correlate with social work as a career choice.

Values

1. Students will appreciate and respect the dignity and unique characteristics of people of all socioeconomic status, ethnic background, religious beliefs, age, gender, sexual orientation and political orientation.

2. Students will appreciate the effects of discrimination of all forms on social issues and understand the consequences of social and economic injustice to the lives of the people experiencing the discrimination.

3. Students will appreciate the complexity of social welfare issues and understand the values associated with analysis of the issues and policy responses enacted.

4. Students will be able to analyze social welfare issues in a non-judgmental manner and be able to assess the strengths as well as limitations of people experiencing social problems.

5. Students will be able to appreciate and analyze the contextual nature of all social welfare issues and therefore assess the person, problem, and policy responses in light of the social environment.

6. Students will demonstrate an appreciation for professional ethics and recognition of each Individuals right to self-determination.

III. Resources:

A. Required text: Zastrow, Charles. (2000). Introduction to Social Work and Social Welfare. Pacific Grove: Brooks/Cole Publishing Company.

B. Additional articles relating to class topics may be assigned and will be put on reserve in the library.

IV. Comments

Students are expected to attend class on time.
Students are expected to keep side conversations to a minimum in order not to disrupt the lecture.
Students are expected to not share results of tests or papers. Any questions or concerns regarding tests or papers see professor and make appointment to discuss.

TESTS AND PAPERS WILL NOT BE DISCUSSED IN CLASS

V. Learning Evaluation:

A. Class Participation: 150 points

Preparation, attendance, and participation will be required throughout this course. This course is a basic foundation to all future coursework in the study of social work and human services. Students will therefore be expected to read the assignments prior to class attendance, participates in class discussion, and integrates learning from week to week, thereby gaining a comprehensive understanding of social welfare issues. Students are expected to be concerned citizens of our society and must therefore be aware of social issues and policies that are currently emerging in society.

B. Paper: 100 points

Students will write a paper discussing the questions at the end of this syllabus. Length of paper three to four pages (see back page for instructions) Due May 2 The paper must be double spaced and stapled. No papers will be accepted that are not stapled or double spaced.

C. Exams: 300 points

Three exams will be given throughout the semester with each worth 100 points. Dates for the exams are included in the following class schedule.

Total Course points: 550

500- 550 = A

450- 500 = B

400- 450 = C

350- 400 = D

VI. Class Schedule

Week 1: The History of Social Welfare and Social Work

Reading assignment: Chapter 1 of text

This section will begin with an overview of the class and expectations. The class will examine the historical development of social welfare and social work .Class will discuss the challenges to social work today addressing the changes in the practice of social work, and its implications for the worker and the community. We will discuss social work and its role with other professions, such as psychiatry and psychology. We will also discuss the changes in social work theory and its implications for how we understand community members.

Jan 26, 29, 31

Week 2: Social and Economic Justice

Reading assignments: Chapter 4 of text

This section will examine the impact of poverty on individuals and society and provide an understanding of the consequences of economic injustice. This section will examine how we understand the poor through our cultural values. We will discuss how poverty serves a function in society and can provide for the middle and upper class. we will discuss how vulnerable populations such as people of color, women, the elderly and the disabled are disproportionately represented among the lower Socioeconomic groups. This section will critically analyze the historical policy response to poverty and discuss the effectiveness of the responses.

Feb 2,5,7.

Week 3: The Mentally Ill as a Vulnerable Population

Reading assignments: Chapter 5 of text

In class review: excerpts from movie One Flew Over the Cuckoo Nest. We will discuss what is mental illness? W will contrast the medical model versus a social interaction model. We will discuss diagnosis, symptoms, psychosis, involuntary admission, voluntary admission and delusions etc We will discuss does mental illness exist or is it caused by societal oppression and injustice. We will discuss how should we approach mental illness?

Feb 9, 12

Week 4: The Family in Society

Reading assignment: Chapter 6 of text

In class, we will view the movie Home is where the Hurt is regarding domestic violence

and child abuse. In this section will address what is family and how has family changed since the agricultural period and the introduction to industrial revolution. We will discuss problems with family, domestic and child abuse and divorcee. We will examine some solutions to these issues deterrence for domestic abuse, family or marital therapy, incarceration. Changing the age limit for marriage, premarital counseling prior to marriage? We will also discuss changes in family one parent family gay parents, single parent adoption, gay marriages, and artificial insemination.

Feb. 14, 16

Week 5: Human Sexuality

Reading assignments: Chapter 7 of text

This section examines problems in society regarding human sexuality including sexual assault, sexual abuse, incest, and child molestation. Discrimination and oppression of gay and lesbian populations is critically examined. Policy responses are evaluated Video to a Safer Place will be viewed

Feb. 19, 21.

Exam 1 Feb. 23

Week 6: Addiction

Reading assignments: Chapter 8 of text

We will discuss what is addiction? Treatment approaches and how we understand addiction, recovery, and relapse? Dual diagnosis? We will look at historical approaches to addiction and populations at risk? We will discuss should addicts be treated or incarcerated? What is the role of social work?

Feb. 26, 28

Week 7: Crime and Juvenile Delinquency

Reading assignment: Chapter 9 of text

In this section we will discuss an overview of crime in America. We will discuss what a crime is and who decides? How shall society punish those who commit crimes? What are the policy implications for how we understand committing of crimes and are responses incarceration or treatment? Video Crime and Punishment will be watched and discussed

Mar. 2, 5,7

In class, viewing of video Stale Roles and Tight Buns to examine inherent gender prejudice and discrimination in media depicting male and female roles will be examined. This section examines sexism, sexual harassment, and gender inequality and the resulting social and economic injustice from the oppression of this population at risk. Discussion will examine the policy responses of society and how social institutions could be more humane and responsive to human needs.

April 9, 11, 13

Social and Economic Justice Issues relating to Gerontology

Reading assignment: Chapter 14 of text

Possible guest speaker from Senior Strength Agency to discuss issues of elder abuse. This section examines ageism in society and the social and economic discrimination, deprivation, and oppression of the elderly. Social welfare institutions and policies are examined in meeting the needs

of this population at risk.

April 16, 18

Week 12: Gerontology Continued

Issues in the Social Welfare Institution of Health Care

Reading assignment: Chapter 15 of text

This section examines the impact of medical illness on the well being and functioning of individuals and families. This section also examines how past and current trends in healthcare, the current healthcare "non-system", and policies and programs have either enhanced or deterred the maintenance or achievement of optimal health and well being of recipients of service.

April 20, 23

Week 13: Social and Economic Justice and Diversity Issues

of People with Disabilities as a Population at Risk

Reading assignment: Chapter 16 of text

This section examines the impact on functioning, health and well being, and achieving human capacities with various developmental, emotional, and physical disabilities. Societal responses of discrimination, economic deprivation, and oppression are examined. Policy responses, particularly ADA, are discussed as strategies for change, which promote social and economic justice with this population at risk.

April 25, 27

Week 14: Issues of Environmental Concerns

Reading assignment: Chapter 17

This section examines global problems of overpopulation and concerns with pollution that deter societies from fostering an environment that develops each person's capacity for health and well being This section emphasizes the international interdependence of nations and the need for worldwide cooperation. Video Race to Save the Planet may be watched and discussed