Social Work Program
SW 250 Introduction to Social
Welfare
Spring 2003
Instructor: Mr.
Bradley Hall 121
Ph: 677-4786
E-mail: moody@bumail.bradley.edu
Office Hour:
Mon:
Class Schedule: M-W-F
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
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, 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 intercorrelation 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 individual's right to self-determination
III.
Resources:
A.
Required text: Zastrow, Charles. (2000).
Introduction to Social Work and Social Welfare.
B.
Additional articles relating to class topics will be assigned and on
reserve in the library.
IV.
Learning Evaluation:
A.
Class Participation: 50 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, 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 You must attach to this article why you pick
it out and its relevance to you. (50
points ).
B.
Agency interview paper: 100
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: April 16
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.
450-
500 = A
400-
450 = B
350-
400 = C
300-350
= D
IV. 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 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
Jan.22, 24, and 27
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 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. 3, 5, 7
-
Week 3: The Mentally Ill as a Vulnerable
Population
Reading assignments:
Chapter 5 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.
Feb. 10, 12, 14
Week 4: The Family in Society
Reading
assignment: Chapter 6 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.
Feb. 17, 19 , 21
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
.
Feb. 24, 26, 28
EXAM I:
March 3
Week 6: Addiction
Reading assignments: Chapter 8 of text
In
class viewing of video Pieces of Silence which discusses family
processes in family with addiction.
There may be a guest speaker.
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.
Mar.
5, 7, 10
Week 7: Crime and Juvenile Delinquency
Reading assignment:
Chapter 9 of text
This
section discusses an overview of crime in
Mar. 12, 14, 24
Week 8: Social and Economic Justice
Issues in The Education System
Reading assignments: Chapter 10 of text
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.
Mar. 26, 28. 31
Week 9:
Social and Economic Justice Issues in Employment
Reading assignments: Chapter 11 of text
This
section will discuss trends and changes in the labor force including
current challenges of labor force
transitions and the evaporization 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.
April 2, 4, 7
Exam II April 9
Week
10: Issues of Diversity
Reading
assignments: Chapter 12 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 population
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 responsive to human
need by accepting all unique characteristics of diverse populations.
April 11, 14, 16
Week 11 Social and Economic Justice
Issues of Gender
Reading assignment: Chapter 13 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.
April 18, 21, 23
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 25, 28
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 or
achievement of optimal health and well being of recipients of service.
April 30
Week 13:
Social and Economic Justice and Diversity Issues
of People with
Disabilities as a Population at Risk
Reading assignment: Chapter 16 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
May 2
Week 14: Issues of Environmental
Concerns
Reading assignment: Chapter 17 of
text
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.
May 4
Week 14: 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
May 6
Final Exam May
9
SW 250 Introduction to Social
Welfare
Spring 2003
Agency Paper Due
April 16
Choose a social welfare
issue and than select an agency that services this area. I can help with suggestions for agencies in
You must interview staff
person from the agency and obtain information about your issue?
You must include in your
paper the following:
Why did you choose this
welfare issue?
How long has agency been
in existence providing service for this issue?
How is it an issue? And
for whom?
Have services increased
or decreased regarding this issue over the time period that agency has been
providing the services?
How has community
responded to the agency providing the services?
Does agency staff
believe that the agency has done well in providing the services
Would you go to this
agency for these services? Why or Why
not?
What does the worker
think is the strength of the agency? Its
weakeness?
How has this paper
influence your thinking about Social Welfare?
What did you learn?
Grading for the paper
will focus on:
How well paper is
organized?
Critical thinking that
is demonstrated?
How well paper is written?
SW 250
SOCIAL WELFARE
Fall 2002
Social Welfare Final
Paper Due
You must write a 3-5 page
typed double spaced paper discussing a social welfare issue.
You must choose five of
the below as guidelines for the content of your paper.
What is the social
welfare issue?
How does it impact on
the service delivered or on the client?
Should the issue be
addressed on a macro or micro level or both and why?
Is the issue residual or
institutional in nature? Why?
What are your
recommendations for resolving the issue?
Does your recommendation
involve changing budget, staff increases, changing environment, or staff
training? Why
Papers will be graded
according to:
How paper is organized?
How well it is written?
How well you support
your paper?
Critical and creative
thinking that is demonstrated in your paper