SOCIAL WORK PROGRAM
SW 355 SOCIAL WELFARE
POLICY
Spring 2007
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 intra-psychic 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.
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 600
points may be earned. Points may be deducted for assignments submitted after
the due date. The point distribution will be as follows.
A=550‑600
B=500-550
C=450-500
D=400-450
A. Participation (150 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. Pick one type of analysis and
analyze a chosen social welfare issue. 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
Against Welfare Reform Argument. Debate why welfare reform as
it is now
structured is negative for society.
For prostitution to be legalized vs Against prostitution to be
legalized
For abortion vs 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
Pro Affirmative Action. Debate why you think our society still
needs
affirmative action policies
Against Affirmative Action. Debate why you think our society
does not need affirmative action policies.
Pro domestic abuser being arrested for domestic violence
Against domestic abuser being arrested for domestic violence
Pro prayer in school vs
Against prayer in school
Pro busing for integration vs
Against busing for integration
Your selection of
debate topic does not mean that you support this position.
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.
A. Introduction to Social Welfare
Policy? What is it?
B. Implications of Policy for Social
Work Practice: Why do we and should we care about Policy?
C. The process of Policy Development and
Implementation: How is policy made?
Assignments
for week of 1/26 & 1/30
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 2/1 & 2/6
Read Chapter
2 Defining Welfare Policy & 3 Social Welfare Policy Analysis: Basic
Concepts in The Policy Based Profession
from P & L text
*Read pages 35-37 of P & L text
Assignments
for week of 2/8 & 2/13
Read chapter
4 Policy Analysis a Historical Perspective in The Policy Based Profession from
P & L text
Read article
On Reserve: Prologue of Murray, Charles,
( 1994 ) Losing Ground,
Assignments
for the week of 2/15 & 2/20
Read Chapter
5 Social/Economic Analysis in 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.
2/22
Debates
2/27, 3/1, 3/5, 3/8, 3/13, 3/15
Assignments
for the week of 3/27 & 3.29
Read chapter
6 pgs. 117-131 Politiics and Social Welfare Policy inPolicy Based Profession P
& L
Read http://www.urban.org/health/oldpol.html Policy Challenges Posed by the Aging of
America
*
Assignments
for week of 4/3 & 4/5
Read Chapter
7 Welfare Reform: TANF in 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 4/10 & 4/12
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 4/17 & 4/19
Read chapter
8 Aging and Social Security as an Entitlement in 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 4/23 & 4/26
Read chapter
9 Manage Care in 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 5/1
Substance
Abuse Policies
Health Care
proposals
Child
Welfare
Assignments
for the week of 5/3
Read Chapter
10 Substance Abuse Policies in Policy
Based Profession P & L text
Read Chapter
11 Child Welfare in Policy Based Profession P & L text
Final Exam TBA