Instructor: Mr. John Moody
Bradley Hall 121
Ph: 677-4876
E-mail: moody@bradley.edu
Office Hour: MW 8:00-11:00 am

Class Schedule: Wednesday 4:00- 6:30

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 nondiscriminatory 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 courses in the Social Work Curriculum are 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 intrapsychic and environmental strengths and stressors.
4. Generalist practice involves assessment and interventions at the micro, mezo, 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.

L 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.

IL 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 remedial 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 interpersonal 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 nonjudgmental 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 individual's 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 will be assigned and on reserve in the library.

IV. Learning Evaluation:

A. Class Participation: 20 points Preparation, attendance, and participation will be required throughout this course. This course is a basic foundation to all future course work in the study of social work and human services. Students will therefore be expected to read the assignments prior to class attendance, participate in class discussion, and integrate 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. Students will actively contribute to class by at least twice during the semester bring in an article from a newspaper or news journal (Time, Newsweek, U. S. News and World Report) that pertains to a social welfare issue or policy.

B. Agency interview: 30 points Students will choose a social welfare issue or problem. Students will then interview a professional from an agency that responds to this social issue or problem through services and programs. A brief 2-3 page report will be written summarizing the impact of the social issues on clients and the agency service provided to respond to the problem. This paper will include the impact of national, state, and regional policies to the problem and delivery of services. Due Date: Oct. 11, 2000

C. Final Paper: 50 points Students will prepare a 5-7 page paper discussing a social welfare issue and policy responses to the societal problem. Further details with suggestions for inclusion in the paper will be provided in a separate handout. This paper will be expected to be a scholarly paper accessing and integrating empirical research from current sources cited to support the students discussion. Correct grammar and spelling will be expected and influence the grade.

D. Exams: 150 points
Three exams will be given throughout the semester with each worth 50 points. Dates for
the exams are included in the following class schedule.

225-250 = A
200-224 = B
175-199 = C
150-174 = D

IV. Class Schedule

Week 1: Aug. 23 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 institutions and the social work profession including its mission and philosophy. Discussion will examine the influence of political ideology and values on social welfare policies. The class will examine how social policy impacts on peoples' achievement of optimal health and well being and the affect of policy on social work practice

Week 2: Aug. 30 Social and Economic Justice

Reading assignments: Chapter 3 of text

Week 3: September 6 The Mentally Ill as a Vulnerable Population
Reading assignments: Chapter 4 of text
In class review excerpts from movie Nuts and One Flew Over the Cuckoo's Nest will be used to highlight the social context of mental illness and compare and contrast the medical model versus a social interactional model.
This section examines policies and laws regarding mental health code, involuntary admission, voluntary admission, etc.
This section will overview mental illness, critically analyze the social context of mental illness in determining diagnosis and treatment, analyze the impact of social and economic injustice, discrimination and oppression on people with mental illness, and discuss and evaluate the effectiveness of current and past policy responses to mental illness.

Week 4: September 13 The Family in Society
Reading assignment: Chapter 5 of text

In class viewing of movie Home is Where the Hurt Is regarding domestic violence and child abuse
This section examines historical trends in the institution of the family, issues related to families in society, and an examination of how our society's policy response may deter or help in maintaining or achieving optimal health and well-being of individuals
within families. Discussion will focus on child abuse, domestic violence, and divorce and how these events impact on populations at risk such as women, children, and people of color. The influence of social and economic injustice, discrimination,
and oppression will be examined as an influence on the family and its functioning in American society.

Week 5: September 20 Human Sexuality Reading assignments: Chapter 6 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

EXAM I: Sept. 27

Week 6: Oct. 4 Addiction
Reading assignments: Chapter 7 of text
 

In class viewing of video Pieces of Silence which discusses family processes in family with addiction.
Guest speaker from New Leaf addictions treatment program for women to discuss treatment and policy responses to addictions
This section overviews the problem of drug alcohol addictions in the contemporary society. This section will critically analyze treatment approaches and examine policy responses to addictions and people who are addicted.

Week 7: October 1 Crime and Juvenile Delinquency Reading assignment: Chapter 8 of text This section discusses an overview of crime in America, the juvenile and criminal justice systems and the policy response to crime in society.

Week 8: October 18 Social and Economic Justice Issues in The Education System Reading assignments: Chapter 9 of text On reserve: excerpts from Savage Inequalities by Jonathan Kozol will be discussed to highlight the injustice, discrimination, and prejudice found in the educational system This section will examine the current American educational system with its inherent prejudices and injustices to people of color and people of low socioeconomic classes This section discusses a social institution that is neither humane or responsive to human needs and challenges students to become active. Policy responses to educating our society's youth and the impact on the "quality" of education will be discussed.

Week 9: Oct. 25 Social and Economic Justice Issues in Employment Reading assignments: Chapter 10 of text This section will discuss trends and changes in the labor force including current challenges of labor force transitions and the evaporation of "blue collar jobs" and the human challenges of industrialization and technology. This section examines the impact of social and economic forces on individuals and social systems in enhancing or deterring the maintenance and achievement of optimal health and well being.

EXAM 2 Oct. 25

Week 10: November 1 Issues of Diversity Reading assignments: Chapter 11 of text On reserve: Chapter 1 from Ethnicity and Family Therapy by McGoldrick, Giordano, and Pearce In class viewing of video regarding affirmative action in education and employment which discusses the historic need for affirmative action and the policy response to remediate for discrimination, prejudice, and oppression of populations at risk. This section examines issues of ethnocentrism, institutional racism, and differing experiences of cultural groups within society. This section examines differences and similarities in the experiences, beliefs, and needs of people of various diverse backgrounds. Social and economic justice issues are examined by discussion of various policy responses that creates institutionalized racism and discussion will focus on how social institutions could be more humane and and responsive to human need by accepting all unique characteristics of diverse populations.

Week 11: November 8 Social and Economic Justice Issues of Gender Reading assignment: Chapter 12 of text

In class viewing of video Stale Roles and Tight Buns to examine inherent gender prejudice and discrimination in media depicting male and female roles. 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.

Social and Economic Justice Issues relating to Gerontologv Reading assignment: Chapter 13 of text 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.

Week 12: November 15 Gerontology Continued Issues in the Social Welfare Institution of Health Care Reading assignment: Chapter 14 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 or achievement of optimal health and well being of recipients of service.

Week 13: November 22 Social and Economic Justice and Diversity Issues of People with Disabilities as a Population at Risk Reading assignment: Chapter 15 of text Experiential in class exercises are used to increase sensitivity to experiencing life with a disability. 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.

Week 14: Nov. 29, Issues of Environmental Concerns Reading assignment: Chapter 16 of text In class viewing of video Radium City which exposes one nearby community's challenge to rid itself of radioactive waste. 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.

Week 14: Nov. 29 Ethical Considerations
Reading assignment:NASW Code
Discussion will review previous topics in light of the code of ethics and mission
Of the profession of social work
 

Exam III Dec. 13th 5:00 pm