Instructor:     John Moody, LCSW
                125 Bradley Hall
Phone:          677 4786
E-mail:         moody@bradley.edu
Office Hours:   M 8:00-10:00; T 8:00-9:00; W 8:00-11:00 or by appointment
Class Hours:    Tu Th 9:00-10:15; Bradley Hall 230

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 Bradley University in an intercollegiate competition may be excused from class for a scheduled event if they discuss 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 in advance of the absence.

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 lil, 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 Policy for Social Workers. Boston: Allyn and Bacon.

2. Yaffe, Joanne. (1998). Quick Guide to the Internet for Social Work. Boston: Allyn and Bacon.

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. Limited quantities of course packets have been developed and are available at the bookstore for purchase which avoids reading the material at the library in the reserve section.

C. Students will be required to use the Internet to visit several web sites that apply to social welfare policy. Students who are not Internet literate should see the instructor regarding training opportunities.

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 475 points may be earned. Points will be deducted for assignments submitted after the due date. The point distribution will be as follows. A=425-475 B=375-425 C=325-375 D=275-325

A. Participation (75 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 3537 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 three citations must be from the professional literature. In order to assist you with planning and getting the sources you will need for this, you must turn in your list of reference sources by March 6th . This allows time to receive material you may have to interlibrary request. Paper Due April 24th.

Some possible suggestions include: Personal Responsibility and Work Opportunity Act (TANF) 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 Exercises

1. Legislative letter (25 points)

Social workers are ethically called upon to challenge social injustice and therefore may engage in policy advocacy. One common method for doing this is communication with stake holders called legislators. Students will write a letter to their congressperson or senator at either the state or federal level regarding an issue that needs attention. The letter must be professionally written, persuasive, and direct. Due: Feb. 13th.

2. Persuasive Debates (25 points each, 50 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 stockholders 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 two from a choice of three 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.

Child Protective Services
Pro Family Preservation Agenda. Debate why the child welfare system

Types of policy analysis
Framework for Policy analysis
Analysis applied to welfare reform policy

Assignments for week of 2/6-2/19

Read chapter 3 Social Welfare Policy Analysis: Basic Concepts from P & L text Read Schmidt, J. D. and Sherman, LW (1993) Does Arrest Deter Domestic Violence? American Behavioral Scientist, 6, 5, 601-609 This article will be used to examine how evaluation may or may not influence policy development and implementation.
Read pages 35-37 of P & L text
Chapter 4 Policy Analysis from an Historical Perspective from P & L text
Read chapter 5 Social and Economic Analysis from P & L text
Read chapter 6 Politics and Social Welfare Policy from P & L text.

Exam Feb. 22
The following will be focused on week of 2/27-3/6
Analysis Applied to Welfare Reform Policy
There will be a guest speaker during this week as well as class debate

Read Chapter 7 Welfare Reform Temporary Assistance to Needy Families from P & L text On reserve: Prologue of Murray, Charles. ( 1984 ), Losing Ground, New York: Basic Books http://www.cwla.org/advocacy/welfareimplementation.htm Welfare I implementation: a checklist of Action

The following will be focused on week of 3/13-3/22
Analysis Applied to Health Care Policy Managed Care
Mental Health Parity Act
Health Care Policies

Read Chapter 9 Mental Health Managed Care from P & L text
http://www.aarp.org/monthly/managedcare/mcdiffer.html How does managed care differ from traditional insurance?
http://wwww.nami.org/update/parity96.html Mental Health Parity Act Summary Chapter 10 Health: Medicaid and Medicare Changes in the Context of Health Care Reform from P & L text
http://www.childrensdefense.org/keyfacts.html States Children's Health Insurance program.
Scoka, Robert (1994). Health Care Reform in the 1990s. An Analysis of the Problems and
Three Proposals. Social Work, 39,5, 580-587.

The following will be focused on the week of 3/27-4/12
Substance Abuse Treatment Policies
Analysis Applied to Policy of with Aging Issues
Analysis Applied to Education

Read http://www.naswdc.orc/GOVWK/parity.htm
Read chapter 8 Social Security as an Entitlement from P & L text
http://www.ed.gov/offices/OSERS/IDEA/overview.html
Allen-Meares, Paula. ( I 996 ) The New Federal Role in Education and Family Services Goal
Setting without Responsibility. Social Work, 41, 5, 533-540
http://www.urban.org/health/oldpol.html

The following will be focused on the week of 4/17-4/26

During this week there will be class debate and guest speaker Analysis Applied to Child Welfare Policies Affecting Minorities and Vulnerable Populations People of color: Affirmative Action Policies Women and Domestic Violence

Read Chapter 11 Child Welfare: Family Preservation Policy from P 8' L text
http://www.nga.org/Welfare/ASFA1997.htm Review of the Adoption and Safe Families Act of 1997
http://www.cwla.org/advocacy/juvenilejustice.htm Proposed legislation
for juvenile justice reform
On reserve: Affirmative Action chapter 1 People of Color Need Affirmative Action By Jesse
Jackson and Chapter 3 Society Needs Affirmative to Fight Discrimination by Jamin Raskin
Davis, L.V. and Hagen, J.L. (1988) Services for Battered Women: The Public Policy
Response. Social Service Review, 649-667
Davis, L.V., Hagen, J.L., and Early, t. (1994). Social Services for Battered Women: Are they
adequate, Accessible, and Appropriate. Social Work, 39,6, pages 696-703
http://wwww.usdoi.qov/vawo/vawo/vawafct.htm The Violence Against Women Act

The following will be focused on the week of 4/30-5/3 During this week there will be a guest speaker and some handouts Policy Affecting Disability Policy affecting gay and lesbians

Orlin, Malinda, ( 1995 ). The Americans With Disabilities Act: Implications For Social Services. Social Work, 40,2, 233-239.
http://www.ngltf.org/index.cfm  National Gay and Lesbian Task Force
http://www.hrcusa.org  Gay and Lesbian Rights Lobby

Final Exam May 11 9:00-11:00 a.m.