Social Work Program
SW 250 Introduction to Social Welfare
Fall 2003
Instructor:
Mr. John Moody
Bradley Hall 121
Ph: 677-4786
E-mail: moody@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
course in the Social Work Curriculum is 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
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 Individuals 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. COMMENTS
1.
Students are expected to attend class on
time.
2.
Students are expected to keep side
conversations to a minimum in order not to disrupt the lecture.
3.
Students are expected to not share
results of tests or papers. Any
questions or concerns regarding tests or papers see professor and make
appointment to discuss.
TESTS
AND PAPERS WILL NOT BE DISCUSSED IN CLASS
V. 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
picked it out and its relevance to you.
(50 points ).
B.
Paper: 100 points
Students have a choice between two assignments
write a paper focusing on “AA” or “NA” meetings. This paper will address community services
responses to addiction or alcoholism. The other option is to write a paper
discussing a social welfare issue and policy responses to the societal problem.
Length of paper no less than two pages (see back page for instructions) Due
Date: Oct. 15
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.
Total
Course points: 500
450-
500 = A
400-
450 = B
350-
400 = C
300-350
= D
VI.
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
Aug.
27, 29, Sept. 1
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.
Sept.
3,5, 8
-
Week
3: The Mentally Ill as a Vulnerable Population
Reading assignments: Chapter 5 of
text
In
class review: excerpts from movie One
Flew Over the Cuckoo 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 and 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.
Sept.
10, 12, 15
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 it’s functioning in American society.
Sept
17, 19, 22
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 Video To A
Safer Place will be viewed
.
Sept.
24, 26, 29
EXAM I: Test 1 Oct. 1
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.
Oct. 3, 6, 8
Week 7: Crime and Juvenile
Delinquency
Reading assignment:
Chapter 9 of text
This
section discusses an overview of crime in
Oct.15, 17, 20
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 nor 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.
Oct. 22, 24, 27
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.
Oct.
29, 31, Nov. 3
Exam II Nov. 5
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 Racism on College Campuses 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.
Nov.
7, 10, 12
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.
Nov.
14, 17, 19 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.
Nov.
21, 24,
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 achievement of optimal health and well being of
recipients of service.
Dec. 1
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
Dec. 3
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. Video
Race to Save the Planet will be watched and discussed
Dec. 5
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
Dec. 8
Final
Exam Dec. 16
SW 250
Introduction to Social Welfare
Fall 2003
Agency
Paper due Oct. 15
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:
1. Why did you choose this welfare issue?
2. How long has agency been in existence
providing service for this issue?
3. How is it an issue? In
addition, for whom?
4. Have services increased or decreased
regarding this issue over the time period that agency has been providing the
services?
5. Does agency staff believe that the agency has
done well in providing the services
6.
Would you go to this agency for these services?
Why or Why not?
7. How has this paper influence your thinking about Social Welfare? What did you learn?
Grading
for the paper will focus on:
10
points for each question
30 points for critical thinking and organization and how well paper
is written.
SW 250
INTRODUCTION TO SOCIAL WELFARE
ASSIGNMENT:
You
have the choice between doing a paper on “AA” or “NA” meetings
You
must attend an “AA” or “NA”meeting and interview a
sponsor. You must discuss the following: in your interview and in
the paper.
1.
1.
What is the goal of “AA”or “NA” meetings?
2.
2.
Who are the people who attend these meetings? What type of backgrounds?
3.
3.
What is the meaning of the twelve steps?
4.
4.
What is society response towards addicts?
5.
5.
What can society do to help the addicted?
6.
6.
What were your perceptions of “AA”or “NA”
meetings before this interview? And now?
7.
7.
Would you recommend “AA” or “NA” Why? Why Not?
Paper
due Oct 15
Length
of paper at least two pages no more than four
Identify
location of “AA” or “NA”
meeting
Grading: Write paper in paragraph form.
Each question worth 10 points. 30 points will be assessed for critical and
creative thinking and grammar.
**It is important that if you attend “AA” or “NA” meetings that you identify yourself to be a student and that you are doing research for class assignment.