BRADLEY UNIVERSITY SOCIAL WORK PROGRAM
SW 355 SOCIAL WELFARE POLICY
Spring 2003

Instructor: Wayne C. Evens, MSW, Ph.D.
            124 Bradley Hall
Phone: 677-2392
E-mail: evens@bradley.edu
Office Hours: MWF 10:00 – 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 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 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 Policv for Social Workers. Boston: Allyn and Bacon.
    2. Yaffe, Joanne. (1998). Quick Guide to the Internet for Social Work. Boston: Allyn and Bacon.

B. Blackboard:

All lecture notes for this course are posted on the Blackboard site. If you have any problems logging on to Blackboard see the instructor. If you use an email other than your Bradley email please give the instructor the address you use so it can be changed on Blackboard. Policy websites will be posted on Blackboard and students will be expected to visit and study these sites.

We may also at some points during the semester connect through the chat room feature with students from other schools of social work. This will allow you to discuss policy issues with other social work students.

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 450 points may be earned. Points will be deducted at the rate of 1 point per day for assignments submitted after the due date unless prior arrangements are made with the instructor. The point distribution will be as follows.

 

A=405-450
B=360-404
C=315-359
D=270-314

 

A. Exams (200 points)

 

There will be five mini-exams throughout the course of the semester each worth 20 points. These cover readings and lecture materials. The expectation is that students will have read and thought about the materials in a way that allows them to apply them to situations.

 

There will be a comprehensive final on Saturday, May 10 from 2:30 to 4:30 worth 100 points.

 

B. Policy Analysis Paper (100 points)

 

Each student will select a policy that interests 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. 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 29th. Papers turned in after the due date will lose 1 point per day unless previous arrangements are made with the instructor. The grading guide for the paper is posted under “assignments” on Blackboard.

Some suggestions include:

Personal Responsibility and Work Opportunity Act (TANF)
Adoption and Safe Families Act
Mental Health Parity Act
Violence Against Women Act

The Homeland Security 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 (50 points each, 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 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:

Family policy

 Pro family policy should change to accommodate new models of family

VERSUS

Con family policy should encourage a traditional nuclear family approach

Child Protective Services

Pro Family Preservation Agenda. Debate why the child welfare system should promote family preservation whenever possible.

VERSUS

Con Family Preservation Agenda. Debate why the child welfare system should not promote preservation of the family first and foremost and what other concerns should be a priority.

Homeland security

Pro it is important to have more homeland security even if we loose some of our civil rights

VERSUS

Con liberty must me protected even if it involves some risk

3. 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, Evens. If you are simply unable to attend due to work or class requirements that cannot 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 of $10 for this event. If any students cannot afford this, see the instructor. The department will arrange for vans to transport students.
 

IV. Course Schedule and Assignments

 

January 23 Introduction to course

 

What is social policy and why do we care?

 

Assignments: Chapter 1 Popple & Leighninger

Blackboard lectures
 

January 28 & 30 Defining and analyzing social policy


How do we understand social policy and its effects?

Assignments: Chapters 2 & 3 Popple & Leighninger

Blackboard lectures

Go to http://www.clasp.org/ and look at the site, look up one policy area

 

February 4 & 6 History of social policy


This week we will look at the history of several debates in social policy and examine four major approaches to understanding social policy.

Assignments: chapter 4 Popple & Leighninger
Blackboard notes
Go to http://www.childrensdefense.org/bccc_main.php and look at the program

February 11 & 13 History continued.


Assignments: Blackboard notes
 

February 18 Economic analysis

 

This week will examine theories of economics as they predict and explain the impacts of social policy.

 

Assignments: chapter 5 Popple & Leighninger
Blackboard notes.

 

There will be no class February 20. We will attend social work lobby day February 19.


February 25 & 27 Political analysis

 

This week we will examine how politics shapes social policy and the major theories of political action.

 

Assignments: chapter 6 Popple & Leighninger
Blackboard notes.
Go to www.house.gov and look at current bills being considered

 

March 4 & 6 Welfare policy

 

This week we will examine welfare (financial assistance) policy and some of the debates related to welfare “reform”.

 

Assignments: chapter 7 Popple & Leighninger
Blackboard notes.

 

March 11 & 14 Aging policy

 

This week we will examine aging as a policy issue.

 

Assignments: chapter 8 Popple & Leighninger
Blackboard notes.

 

March 18 & 20 SPRING BREAK HAVE FUN!!!!

 

March 25 & 27 First student debates

 

April 1 & 3 Mental health

 

This week we will look at mental health issues in social policy.

 

Assignments: chapter 9 Popple & Leighninger
Blackboard notes.

 

April 8 & 10 Health

 

This week we will look at the policy issues in health policy.

 

Assignments: chapter 10 Popple & Leighninger
Blackboard notes.

 

April 15 & 17 Child welfare and family policy

 

This week we will examine policy responses and ebates related to family issues.

 

Assignments: chapter 11 Popple & Leighninger
Blackboard notes.

 

April 22 & 24 Second student debates

 

April 29 & May 1 Toward understanding social policy

 

This week we will explore a unifying model for understanding social policy and its impacts.

 

Assignments: chapter 12 Popple & Leighninger
Blackboard notes.

 

May 6

Class wrap up and evaluation

 

Final Saturday May 10 2:30 – 4:30