Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Instructor
Office
Phone
Email
Office hours:
Class times:
Course Description
This course explores public policy in a global context with regard to global social problems, and
the affect on families and family systems, defined in the broadest sense. Using a human rights
framework, this course explores conceptual frameworks that can be used to identify and
understand some of the influences of globalization on public policy needs and choices.
Specifically this course addresses how these policies affect transnational families and other
families of diverse structures, socio-economic statuses, political ideologies and racial and ethnic
backgrounds, and their impact on global social problems such as enduring and absolute poverty,
food insecurity, human rights violations against vulnerable populations, and civil conflict, with a
particular focus on developing and least-developed nation states.
Course Prerequisite(s)
SWK 514
Dee Fink Model/Team Based Learning
Application in this Course
This course is based upon the Dee Fink Integrative Learning model and uses team-based learning
by integrating team activities. Assignments focus on application and integration of foundational
knowledge and skills.
CSWE Competency Outcomes
Addressed in the course
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
CSWE
Competencies
Associated Practice Behaviors
Session
Covered
Assignments
Measuring Practice
Behaviors
EP 2.1.1a
Critiques and analyzes interventions, 2, 7, 9
program implementation, and policy
formulation processes to ensure that
individual and community voices
most often missing will be heard.
Policy Brief on Global
Issue
EP 2.1.5
Advance
Human Rights
and Social and
Economic
Justice
a. Applies a human rights framework 1–6
in understanding the effect of
poverty, marginalization and
oppression on, individual, family,
and community well-being.
Research Paper
(Evaluate and Critique
Policy from Human
Rights Perspective)
b. Understands how the effects of
local and global institutional and
economic power and policies
reinforce systemic oppression and
works to change and advocates in
partnership with families and
communities.
Policy Brief on Global
Issue
EP 2.1.7 Apply
Knowledge of
Human
Behavior and
the Social
Environment
a. Assesses and identify strengths
8–10
and challenges and develops globally
informed interventions to increase
community capacity to support
individual and family function wellbeing (ADV)
Research Paper
(Evaluate and Critique
Policy from Human
Rights Perspective)
EP 2.1.8
Engage in
Policy Practice
a. Engages in education, negotiation,
and mediation to influence policies
that support the social and economic
equity of individuals, families, and
communities (ADV)
Policy Brief on Global
Issue
1–14
8–10
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Course Learning Objectives
Reflected in Significant Learning Types
Course Learning Objectives
Significant Learning Type
Identify global factors that create universal stresses
on families and their functioning
Apply a human rights conceptual framework for
understanding the effect of global poverty and
related social problems on human functioning and
well-being
Foundational knowledge
Identify the connections between globalization and
global social problems
Integration
Students will see themselves as a part of a global
community with privilege and power with
responsibility to advocate social and economic
equity on a global level
Be ready to become an agent for social change on a
global level advocating for policy change on behalf
of the vulnerable and oppressed most severely
impacted by global social problems identified in the
UN MDGs
Human Dimension
Identify sources of information on global social
problems and dynamics and evidenced-based
intervention advocacy strategies
Learning How to Learn
Application
Caring
Methods of Instruction
This course will be taught in the form of guided discussion, team activities and lectures.
Required Course Readings
Stiglitz, Joseph E. (2003). Globalization and its Discontents. New York: W.W. Norton.
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Course Policies
A complete list of course policies can be found in the Student Handbook located online. Please
click on the link listed below:
http://dushare.dom.edu/gssw/students/
Grading Policy
Grading will follow the Dominican University Graduate School of Social Work grading system
(current MSW Student Handbook) with percentage marks associated with corresponding letter
grades.
Grade
A
AB+
B
BC+
C
CF
Grade Point Value
4.0 (96-100%)
3.67 (92-95%)
3.5 (88-91%)
3.0 (84-87%)
2.67 (80-83%)
2.5 (76-79%)
2.0 (72-75%)
1.67 (68-71%)
0 (below 68%)
Description
Excellent
Standard
Attendance Policy
Students are expected to attend and participate in all class meetings. One absence is acceptable.
Absences will affect the final grade as follows:




One Absence: make up the work (Work assigned in class on that day will need to be
made up within 2 weeks.)
Two Absences: 5% will be deducted from the final grade (After the second absence you
should make an appointment with the professor to discuss your progress in the course and
any difficulties you may be having.)
Three Absences: 10% will be deducted from the final grade (The student should consider
withdrawing from the class.)
Four Absences: The student will receive an F for the course. (If a student misses 4 or
more classes per semester, it is recommended that the student withdraw from the course).
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Attendance Means: The student is present at the beginning of the class. Professional
behavior is expected of all students in the classroom. When students leave class during the class
it disrupts the learning process. We will have a 15-minute break midway through the class.
Excessive Lateness: (more than 15 minutes late)



Arriving late for class 1-2 times will be overlooked.
Please be on time. Students who arrive late unintentionally disrupt the learning process.
Excessive lateness will have an impact on the attendance and participation portion of the
grade.
Academic Dishonesty and Integrity
All students of the GSSW are expected to observe high standards of academic honesty and
integrity. Any student whose conduct violates such standards may be subject to disciplinary
action as determined by due process.
Plagiarism



Students are expected to follow the guidelines of the American Psychological
Association Publication (APA) Manual 6th Ed. All major assignments are to be
uploaded to SafeAssign or Turn-It-In via Canvas to check for Plagiarism. Plagiarism
is presenting material from any source as one’s own without proper attribution, which is
to include the use of quotation marks when another’s exact wording is used and proper
citation when another’s ideas are used but exact wording is not used. Any material other
than one’s own that is used in a paper must be properly cited in order to avoid the
plagiarism of another’s work. Plagiarism is grounds for a grade of F on the assignment
and will be referred to the Dean or Assistant Dean for further disciplinary action.
A student suspected of cheating or plagiarism will receive an automatic F for that
particular paper, assignment or exam. A written incident report will be sent to the
Dean/Assistant Dean. A Student is given a waiver to one offense of Plagiarism. He or she
must meet with their academic advisor and develop a plan for resolution. If the student
offends a second time they will be referred to the Dean for further disciplinary action and
possible dismissal. If the student is dismissed he or she will wait two years for re
application to Dominican GSSW.
Student must sign Plagiarism Pledge in order to graduate.
ADA Compliance
Students with disabilities may request special accommodation. Students with special disabilities
must provide the professor with a copy of the verification of the disability from the Office of the
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Dean of Students, Trudy Goggin, by the second week of class in order to receive special
accommodations. The Writing Center also provides services to students who need additional
reading, writing or computer skills: 708-524-6682. For more information click on the following
link: Disability Support Services
Course Requirements
#
Assignments
Associated Practice
Behaviors
Possible
Point
Due Date
1
Group Reading Responses
2.1.5
40 (5 Points
Each)
As
Assigned
2
2.1.5, 2.1.7
30
Session 9
3
Research Paper (FamilyCentered Policy – Human
Rights)
Policy Brief on a Global Issue
2.1.5, 2.1.8
20
Session
14
4
Peer Evaluation
10
Session
15
Total Points
100
Description of Assignments
1. Group Reading Responses: (5 Points Each + 8 Responses = 40 Points Total)
TEAMS will be in charge of presenting one reading to the entire class. The team will be given
the first half hour to develop a brief presentation that outlines the reading, describes the
argument
of the piece and the evidence the author provides (if applicable) and/or the important
facts, figures, or tools for analysis the piece provides.
2. Research Paper (Evaluate and Critique Policy from Human Rights Perspective): (30
Points)
Students will be able to evaluate and critique policy from a family centered approach.
Students will be able to support their evaluation with research and principles from the course.
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Students will work IN TEAMS and develop research about family centered policy to address
a social issue on a global level from the following topics. They will work with the professor to
identify a specific organization or initiative to focus on for their research and policy.







Labor Market / Family Work Balance (e.g. parental leave, working hours,
conditions, minimum wage, etc.)
Immigration / Migration (either forced or voluntary)
Criminal Justice System (can focus on sub-issues such as racial disparity, gender
issue, sentencing, reentry process)
Poverty (can focus on sub-issues such as food insecurity, healthcare, housing,
unemployment, etc.)
Social Exclusion / Inclusion (e.g. access to services, voting rules, political powers, etc.)
Human Trafficking / Child Soldiers
Environment (at all levels)
***Please consult with the professor if you have other particular research interests.
After considering the issues above, think about (1) any specific population you will focus.
You can examine families in general, families of color, immigrant / refugee families,
LGBTQ families, etc. Finally, choose (2) your regional interest – any region / country, all
levels (local, city, state, country) are accepted. However, note that not all topics / areas
have been studied for you to conduct literature review.
Research papers will begin with a thorough exploration of the social issue, examine policy
legislative and policy history, evaluate policy options from a family centered perspective,
and provide policy recommendations.
(See rubric at end of syllabus)
3. Policy Brief on a Global Issue (20 points)
INDIVIDUAL STUDENTS are able to develop policy recommendations and clearly
articulate using a family-centered approach and supported by research and principles
identified in the course. Students will be able to support their policy recommendations with
research and principles from the course.
Students will develop a policy brief to address their assigned global issue. Policy briefs are
accurate, evidence-based, and ‘user friendly’. They are not research papers, but they are
typically written in formal tone. Policy Briefs will include the following components informed
by the research papers.
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
(See rubric at end of syllabus)
4. Peer Evaluation: (10 points): Your final team presentation will be peer-evaluated. Further
instructions will be given in class (Due BEFORE Session #15).
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Course Outline
Sequence of Learning Activities
Session
1
2
3
4
Date
In Class Topics and Activities
Topics: Greetings, Intro to the course, Expectations and assignments,
and Assigning teams.
TBL Activities: Definition of “welfare.”
Understanding global poverty and inequality
Guest Speaker: Professor Claudia Galindo Lara (UAA) – Migration
and Family (Readings TBA)
Topics: The Language of International Social Welfare and Social
Development
Group Reading Responses I:
Group A: Healy (Q: what is International Social Welfare) Healy, L. M.,
& Thomas, R. L. (2007). International Social Work A retrospective in
the 50th year. International Social Work, 50(5), 581-596.
Group B: Human Development Report 2014 (Chapter One:
Vulnerability and Human Development)
http://hdr.undp.org/sites/default/files/hdr14-report-en-1.pdf
Group C: Human Development Report 2014 (Chapter Two: State of
Human Development) Link same as above
Group D: Human Development Report 2014 (Chapter Three:
Vulnerable People, Vulnerable World) Link same as above
Out of Class Work: All readings above
Topics: Human Rights Framework and Social Work
TBL Activities: Human Rights “Debate.”
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Out of Class Work:
1) Peter Uvin (2007). From the right to development to the rightsbased approach: how ‘human rights’ entered development.
http://africafisheries.com/images/6/66/Urvin_2007.pdf
2) Peter Uvin, On High Moral Ground: The Incorporation of Human
Rights by the Development Enterprise.
http://fletcher.tufts.edu/praxis/archives/~/media/Fletcher/Microsites/
praxis/xvii/Uvin.pdf
3) Loewe, M. (2012). Post 2015: how to reconcile the Millennium
Development Goals (MDGs) and the Sustainable Development
Goals (SDGs)?
http://edoc.vifapol.de/opus/volltexte/2013/4583/pdf/BP_18.20
12.pdf
4) Pogge, T. (2005). World poverty and human
rights. Ethics& International Affairs, 19(1), 1--­­
7.
http://blog.roodo.com/serminshei/9f7cdd5f.pdf
NOTE:
5
6
Caritas Veritas Day – NO CLASS
Topics: Globalization and Its Discontents I
Group Reading Responses II
Group A: Stiglitz, Ch.1: The Promise of Global Institutions
Group B: Stiglitz, Ch.2: Broken Promises
Group C: Stiglitz, Ch.3: Freedom to Choose
Group D: Stiglitz, Ch.4: East Asia Crisis
Out of Class Work: All readings above
Topics: Globalization and Its Discontents II
Group Reading Responses III
Group A: Stiglitz, Ch.5: Who Lost Russia?
Group B: Stiglitz, Ch.6: Unfair Trade Laws and Mischiefs
Group C: Stiglitz, Ch.7: Better Roads to the Market
Group D: Stiglitz, Ch.8: IMF’s Other Agenda
In Class Work: Data management Part One (computer required)
Out of Class Work: All readings above
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
7
Topics: Family Policy Framework Pt. 1
-Basic understanding of family and family policy
Group Reading Responses IV
Group A: Family Centered Policies: Introduction
Group B: Family Centered Policies: Chapter 1 (Meaning and
significance of families and threats to their wellbeing)
Group C: Family Centered Policies: Chapter 2 (Families as
comprehensive social welfare institutions and preventive systems)
Group D: Family Centered Policies: Chapter 4 (Key sensitizing
concepts, a family policy continuum, and examples from the IYF)
In Class Work: Data management Part Two (computer required)
8
9
Out of Class Work: All readings above
Topics: Family Policy Framework Pt. 2
-Working Families in the Developed World: Why Do We Care and
What Can We Do?
Group Reading Responses V
Group A: International Labor Organization (2010). Maternity at Work.
Chap.1: Maternity Leave http://www.ilo.org/wcmsp5/groups/public/--dgreports/---dcomm/---publ/documents/publication/wcms_124442.pdf
Group B: Family Centered Policies: Chapter 3 (Meaningful, genderequitable work and family wellbeing)
Group C: Bloom, D. E., & Sousa-Poza, A. (2010). Introduction to
Special Issue of the European Journal of Population:‘Economic
Consequences of Low Fertility in Europe’. European Journal of
Population/Revue européenne de Démographie, 26(2), 127-139.
Group D: Luci, A., & Thévenon, O. (2011). The impact of family policy
packages on fertility trends in developed countries.
Out of Class Work: All readings above
Research Topics: Family Policy Framework Pt. 3
-Policy Dilemma in the Less / Under-Developed World: Fertility,
Paper
Due
Environment, Gender, and Childcare (Subtitle: Yes, they are all
related!)
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
10
Group Reading Responses VI
Group A: Bongaarts, J., & Casterline, J. (2013). Fertility Transition: Is
sub-­­Saharan Africa Different? Population and development review,
38(s1), 153-168.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4011385/ Group B: B.
Kestemont (2010). Indicators of the impacts of development on
environment: A comparison of Africa and Europe
http://homepages.ulb.ac.be/~ezaccai/Publications/Kestemont2010Africa
.pdf
Group C: Fuse, K., & Crenshaw, E. M. (2006). Gender imbalance in
infant mortality: A cross-national study of social structure and female
infanticide. Social science & medicine, 62(2), 360-374.
Group D: Family matters: a study of institutional childcare in Central
and. Eastern Europe and the former Soviet Union (2005). http://pced.com/reference/Family_Matters_summary.pdf (ONLY CASE
STUDIES).
Out of Class Work: All readings above
Topics: Family Policy Framework Pt. 4
-Taking Care of the Most Vulnerable: Criminal Justice Systems
and Elderly Population around the World
Group Reading Responses VII
Group A: Sykes, B. L., & Pettit, B. (2014). Mass Incarceration, Family
Complexity, and the Reproduction of Childhood Disadvantage. The
ANNALS of the American Academy of Political and Social
Science, 654(1), 127-149.
Group B: Thompson, H. A. (2012). The prison industrial complex: A
growth industry in a shrinking economy. In New Labor Forum (Vol. 21,
No. 3, pp. 38-47). The Murphy Institute/City University of New York.
http://havenscenter.wisc.edu/files/Thompson.NewLaborForm.pdf
Group C: Social Security Programs around the World
http://www.ssa.gov/policy/docs/progdesc/ssptw/
Review material on old age, disability, and survivors’ benefits for 5
countries: 1. Sweden or Norway; 2. Spain or Italy; 3. France or
Germany; 4. Australia or UK; and 5. South Korea or Japan
Group D: Link same as above - Review material on old age, disability,
and survivors’ benefits for 4 countries: 1. Two countries in Africa; and
2. Two countries in America
In Class Work: Michelle Alexander “The New Jim Crow” –
Viewing a lecture (Tentative)
Out of Class Work: All readings above
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
11
Topics: Women and International Social Work
Group Reading Responses VIII
Group A: Y. Chang et al (2008). Migration Experiences of North
Korean Refugees: Survey Evidence from China.
https://iie.com/publications/wp/wp08-4.pdf
Group B: Boyle, E. H., Songora, F. & Foss, G. (2001). International
discourse and local politics: anti-female genital cutting laws in Egypt,
Tanzania, and the United States, Social Problems, 48(4), 524---­­544.
Group C: Molyneux, M., & Thomson, M. (2011). Cash transfers,
gender equity and women's empowerment in Peru, Ecuador and Bolivia.
Gender & Development, 19(2), 195---­­212.
Group D: Kim J.C., Watts C.H., Hargreaves J.R., et al. (2007).
Understanding the impact of a microfinance based intervention on
women’s empowerment and the reduction of intimate partner violence
in South Africa. American Journal of Public Health, 97(10):1794–1802.
Out of Class Work: All readings above
12
Topics: Political / Voting Power and Social Policy
Guest Speaker: TBA
Out of Class Work: TBA
13
Topics: Viewing a Documentary (Tentative)
BBC Bulgaria’s Abandoned Children or Seoul Train
Group Presentations
14
15
Policy
Brief
Due
12/9
Peer
Eval
Due
Note: Prepare for group activity next week (See below).
Topics: Topics: What Now?
-Social Workers as Leaders Influencing Social Policy
Group Activities:
Go to one of the several Internet sites or journals that have
international jobs of interest to social workers. Find an
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
international job that interests you and that you think you could
apply for at some point in your social work career. Print off the job
description and additional information about the employer. If you
cannot find such a job:
 Explain why this job appeals to you.
 Explore the positives and negatives (there is no perfect
o job!)
 Describe the way you envision yourself doing this job (e.g., from
a desk in the UNDP office in Brussels; in a village in Burkina
Faso working on crop diversification, from an international
adoption agency office in Chicago, etc.) and what you would
hope to accomplish (eliminating child labor in India, providing
shelter for street kids in Rio de Janeiro, rebuilding villages in
Indonesia, etc.).
 Describe the types of locations or countries in which you could
see yourself doing this job.
 Describe the employer and what about the employer might
facilitate or restrain the work you would like to do.
 List the preparations you would need (e.g., additional language
or technical training or writing skills or statistical knowledge,
etc) or personal issues you would need to overcome (extreme
 shyness, fear of snakes, addiction to creature comforts) to do this
job.
 What type of supervisor / leader do you think you will be in the
future?
 Lastly, prepare and practice one-minute elevator speech
summarizing who you are, what you do, what you want, etc.
Out of Class Work:
Stiglitz, Last Ch. 9: The Way Ahead
Polack, R. (2004) Social justice and the Global Economy: New
Challenges for social work in the 21st Century Social Work, 49(2), 281290.
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Grading Rubric
(%)
Policy Research Paper (Due BEFORE Session #9)
Criteria and Content
Appropriateness of Issue
Criteria: Students will select a social problem that affects families that has
an international (global) effect, or exists on a global level
15%
Statement of the Issue
Students will start with an issue statement and include a comprehensive
literature review to include the “who, what, why, and how”. This section
sets the context for your social issue and a detailed description of the social
issue drawn from the literature.
● Demographic information on who is affected by the issue (consider
gender, age, SES, ethnic background, Global North/South dynamics,
history of marginalization)
● The nature of the issue – complexities, context, risk factors,
variables, and consequences of the issue.
● Analysis of the issue incorporates a human rights framework in
understanding the effect of poverty, marginalization and oppression
on individual, family, and community well-being.
● Analysis of the issue from a family-centered perspective
20%
● If applicable, details how the effects of local and global institutional
and economic power and policies reinforce systemic oppression.
Legislative and Policy History
Information should be relevant and precise.
● Legislative and policy history is examined from a family centered
and global perspective.
20%
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
(%)
Policy Research Paper (Due BEFORE Session #9)
Policy Options
Policy solutions are examined.
● At least three courses of action are provided including pros and cons
of each.
● Family centered evaluation of policy options is incorporated.
● Policy options includes an assessment of strengths and develops
globally and locally informed interventions to increase community
capacity to support individual and family function well-being.
● If global institutional and economic power and policies are detailed
in the context, policy options reflect recommendations for changes
and to advocate for changes in partnership with families and
communities.
● Research based. Incorporates principles from course.
20%
Executive Summary and Conclusion
Executive Summary: Students will provide an introduction that lays a
foundation for the paper. Overgeneralizing statements, such as “poverty has
always existed” are not included. The introduction is comprehensive and
introduces the topics in the order they are explored in the paper.
10%
Conclusion: Students will include a comprehensive conclusion that includes
a good summary of the points discussed.
APA Formatting and Writing Style
Writing Style
Students will use formal academic writing style, free of grammatical and
typographical errors. Writing is clear and sophisticated in word and
structure.
Organization
Paper will be well organized using APA-style headings. The flow is logical.
Formatting
Papers will adhere to APA-style (6/e) in regard to both style and format. All
statements of fact are supported by in-text citations, all sources are scholarly
and references are in APA format. Type of Times New Roman, 12 pt. font.
20%
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
(%)
Policy Research Paper (Due BEFORE Session #9)
Margins 1”. Abstract on its own page. Title page properly formatted. 10
PAGES MAX not including title, abstract, end note, and reference pages as
well as pages containing charts, graphs, and tables (if applicable).
Total
100%
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Policy Brief on a Global Issue (Due BEFORE Session #14)
(%)
Title and Executive Summary
Catches the attention of the reader. Conveys the importance and relevance
of the brief, and compels the reader to read on
 Describe the social problem
 Outline why the current approach isn’t working
 Prescribe a new action
10%
10%
Context and Importance of the Issue/Problem
Convinces the reader that a current and urgent problem exists and requires
new action
 Clearly state the problem or issue. Detailed description of the problem
including its history.
 Demographic information on who is affected by the problem (consider
gender, age, SES, ethnic background, Global North/South dynamics,
history of marginalization)
 Provide overview on the root causes of the problem. The nature of the
problem.
 Consequences of the problem. Describe the policy implications of the
problem
Critique of Policy
Detail shortcomings of the current approach, to illustrate the need for
change.
 Outline policy options- Describe why/how the current (or proposed)
approach is ineffective
 Information should be relevant and precise
10%
Policy Options
What are the options for solutions on a policy level? Include at least three
courses of action. Research based. Incorporates family-centered global
principles.
30%
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Policy Brief on a Global Issue (Due BEFORE Session #14)
(%)
Policy Recommendation(s) and Actions
Describe the policy approach you recommend. Suggest concrete actions to
address problem or issue
 Rationalize your recommendation with evidence
 Breakdown the specific practical steps or measures that need to
implemented, and by whom
30%
15%
Perspective and Formatting
 Audience is clearly defined
 Brief is focused, professional (not academic), evidence-based,
succinct, understandable, accessible, practical and feasible, and
action-oriented
 Brief is creative and uses columns, photos, text boxes, variation in
font sizes (for headings, for instance), coordinated color schemes,
bullets
 Use footnotes rather than in-text citations
 5 PAGES MAX (please see external resources for more help)
o Food and Agriculture Organization
o http://www.fao.org/docrep/014/i2195e/i2195e03.pdf
o International Development Rsch Centre
o http://www.idrc.ca/EN/Resources/Tools_and_Training/Docum
en ts/how-to-write-a-policy-brief.pdf
Dominican University
Graduate School of Social Work
SWK614 Family-Centered Global
Policy
Recommended Readings
Family-Centered Policy
Amato, P.R. (2004). Tension between institutional and individual views of marriage. Journal of
Marriage & Family, 66(4), 959-966.
Axford, N., Berry, V., Little, M., & Morpeth, L. (Eds) (2005). Forty years of research, policy,
and practice in children’s services. Hoboken, NJ: John Wiley & Sons, Inc.
Baird, C., & Reynolds, J.R. (2004). Employee awareness of family leave benefits: The effects of
family, work, and gender. Sociological Quarterly, 45(2), 325-354.
Bartkowski, J.P., & Regis, H. (2003). Charitable choices: Religion, race, and poverty in the postwelfare era. New York: New York University Press.
Belcher, J., Fandetti, D., & Cole, D. (2004). “Is Christian religious conservatism compatible with
the liberal social welfare state?” Social Work, 49(2), 269-277.
Bernstein, M., & Reimann, R. (2001). Queer families, queer politics: Challenging culture and the
state. New York: Columbia University Press.
Black, A.E., Koopman, D.L., & Ryden, D.K. (2004). Of little faith: The politics of George W.
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