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THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
Course Number:
SOWO 715
Course Title, Semester and Year:
Instructor:
Advanced Standing Bridge Course Summer 2013
I. Carlton-LaNey, Ph.D. Professor
The School of Social Work, 301 Pittsboro St., CB#3550
325 Pittsboro St. CB #3550 Chapel Hill, NC 27599-3550
Phone #: 919-962-6536
FAX: 919-843-8562
Email: ibc9717@email.unc.edu
Course Description:
This course facilitates students’ transition from baccalaureate programs to the Advanced
Standing MSW Program. The course will review and integrate selective core baccalaureate
content in practice, human behavior, diversity, social policy and research.
Course Objectives: The overall intent of this bridge course is:
1. To facilitate students’ transition to the MSW program.
2. To evaluate and strengthen students’ academic skills, consistent with expectations in
the MSW Advanced curriculum.
3. To introduce students to the content and expectations of the Advanced MSW
curriculum.
4. To integrate and extend students’ foundation knowledge and skills in curriculum areas
of human behavior, policy, research, and practice.
5. To facilitate links between classroom content and practicum.
6. To prepare students to practice without discrimination and with respect, knowledge and
skills related to diverse client systems.
7. To enhance student knowledge in strengthening families and communities
8. To help students to assess and strengthen their critical thinking and analytical skills.
9. To prepare students to engage in ethical decision making within the values of the social
work profession.
10. To enhance student knowledge in responding to the globalization of social issues.
11. To facilitate student commitment to social and economic justice as they apply strategies
of advocacy and social change.
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This is a six (6) credit course designed specifically for students who have completed BSW
programs. The course will be conducted during the first summer session. The course design
is based on three learning modules including, human behavior and the social environment,
social policy, oppression and practice.
Course Evaluation:
The School of Social Work operates on an evaluation system of Honors (H), Pass (P), Low Pass
(L), and Fail (F). For this class, the numerical value of an H ranges from 94 – 100; a P is 80 – 93;
an L ranges from 70 – 79. A grade of P is “entirely satisfactory.” On a traditional grading scale, a
P would range from B- to A-. The grade of Honors signifies that the work is clearly excellent in
all respects.
The Honor Code:
The Student Honor Code is always in effect in this course. The Instrument of Student Judicial
Governance requires that you vouch for your compliance on all your written work. We expect
you to write the following pledge in full on each document. Sign and date your statement.
I have neither given nor received any unauthorized assistance on this assignment.
All examinations and quizzes must be taken without the assistance of books, notes, or other
people; however, you may study with your classmates. The crucial thing to remember is that
you must credit ideas that are not your own, whether or not those ideas have appeared in
print. If you use an example from someone else in an application paper, then you must cite that
person in your references.
Late Papers:
Late papers are strongly discouraged. In case of a dire, life-threatening emergency, a late
paper may be accepted at the discretion of the instructor.
The student must seek approval from the instructor before the beginning of class on the day
the assignment is due in order to hand in a later paper.
The School of Social Work faculty has adopted APA style as the preferred format for papers and
publications. Please document all written work using this style.
Accommodations for Students with Disabilities
Students with disabilities, that affect their participation in the course, should notify the
instructor if they wish to have special accommodations in instructional format, examination
format, etc., considered.
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POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM
Please leave all electronic devices in your backpack or purse unless using them for taking notes
or referring to readings. Please do not use them during discussions or for non-class purposes
such as texting, checking mail, reading Facebook, etc. Checking devices, even briefly, during
class is disruptive to discussions and distracting to others.
For each session, students are expected to:
1. Attend class. Please be on time for classes. Fifteen minutes late or more for class may lower
your grade. More than one absence will result in the lowering of your grade by one letter
grade for each absence beyond one.
2. Complete all written assignments as scheduled
3. Participate in class discussions and presentations.
4. Each Module is 1/3 of your total grade for the Bridge Course.
Assigned Readings
The readings are also available through the UNC Chapel Hill Library’s e-journals collection.
Readings are posted on Sakai.unc.edu
Required Text :
Carlton-LaNey, I. (2005). African Americans aging in the rural south: Stories of
faith, family and community. NC: Sourwood Press.
Module I - Confronting Oppression & Social Policy
Schedule
May 14-24, 2013
9-11:45
Class Date
1
Tue.
5/14
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
Topic
Concentration Overview; Plan of study; Registration
Course Introduction & Overview
Quiz
2
Wed.
5/15
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
History & Context of Social Welfare Policy & Response to Need
Pioneers in social work/welfare; Video: “Legacies of Change”
*Carlton-LaNey, I. (1999). African American social work pioneers’
response to need. Social Work, 44, 311-321.
*Abramovitz, M. (2001). Everyone is still on welfare: The role of
redistribution in social policy. Social Work, 46(4), 297-308.
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3
Thur.
5/16
*Dupuy, T. (2011, July 4). Let’s kick Wal-Mart off welfare. The HeraldSun.
*Nichol, G. (2013, January 27). Commentary. “In NC, poverty pervades as
we evade”
*Linhorts, D. (2002). Federalism and social justice: Implications for social
work. Social Work, 47(3), 201-208.
 Progressive Era responses to poverty and social welfare pioneers
 Addressing poverty issues during the New Deal
 Addressing poverty issues during the Great Society
 Poverty in the United States
 Feminization of poverty
*National Women’s Law Center/Employment The Lilly Ledbetter Fair Pay
Act 2009
http://www.nwlc.org/sites/default/files/pdfs/lilly_ledbetter_fair_pay_act_
of_2009_01.07.2013.pdf
*Rape on the Reservation”
*ThinkProgress – Senate passes VAWA…
NOTE
5/16
4
Fri.
5/17
Sun.
5/19
Budget Assignment Due –must be emailed to ibc9717@email.unc.edu by
11:59pm
5
Mon.
5/20
Salad Bar
 Social Security
 Supplemental Security Income (SSI)
 Supplemental Nutrition Assistance Program (SNAP)
 Other Programs addressing food insecurity
*Child Food Insecurity “Feeding America: Map the meal gap child food
insecurity 2011”
Leila Patel, Director of the Centre for Social Development in Africa and
professor of Social Development Studies at the University of Johannesburg
May 16, 12 pm; Tate-Turner-Kuralt Building, Rm. 300
Contemporary policies & programs
 Societal attitudes, values, politics
 Choice Analysis
 Temporary Assistance for Needy Families (TANF)
 Work First
*“Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, &
sexual orientation. Hoboken, NJ: John Wiley & Sons. Chapters are on Sakai
(www.youtube.com/watch?v=BJL2P0JsAS4 )
*“Mandatory drug testing of Work First applicants and recipients would be
costly, likely illegal, and ineffective…”NC Justice Brief
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6
Tue.
5/21
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Wed.
5/22
8
Thur.
9
Fri.
Mon
5/23
5/24
Understanding Social Welfare Policy – Choice Analysis
 Medicare
 Medicaid
 State Children’s Health Ins. Program (SCHIP)
 N.C. Health Choice for Children
 Free clinics
 Alternative health & healing
Aging
 Rural poverty in NC
 Intersectionality of age, race, gender & rurality

*Carlton-LaNey, I. (2005). African Americans aging in the rural south:
Stories of faith, family and community.
 Presentations – See schedule below
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5/27
Presentations – See schedule below
--Respite--
The final grade for this module will be calculated according to the following:
Budget Paper
40%
Choice Module Presentation 40%
Class Participation
20%
Assignment I
Budget Exercise- 40%
DUE: May 19, 2013
General scope of the assignment:
As social workers you will often work with individuals who are attempting to survive with very
little income, assets and other resources. They face difficult choices about how to spend their
limited dollars to meet their basic needs. This exercise is intended to help you learn more
about the struggles and dilemmas that families face to meet their basic needs and the public
and private sector resources that can help.
You will be provided with a description of a family living in a particular North Carolina county
and their income and other resources. Based on this description, you will complete the
following sections:
1) Family expenses: Identify how much it costs your family to meet its basic needs. The
expense amounts do not need to be exact. Reasonable estimates, such as for an electric
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bill, are fine. You only have to worry about losing points if you (a) omit a very obvious
expense like rent or food or (b) your estimate is way off, like saying food for a family of 4
would be $80 a month (too low!). Only identify essential expenses like housing, child
care, food, utilities and transportation or other expenses critical to the particular
family’s existence.
2) Resources: Identify the assistance programs for which the family likely qualifies that will
help them meet their basic needs in addition to their current income and assets. Be
sure to consider both public sector – local, state and federal programs – and private
sector resources – nonprofit organizations, faith communities, etc. Be sure to clearly
distinguish between public and private sector resources and between in-kind and cash
assistance. You do not need to obtain eligibility confirmation from local agency
representatives. However, you need to do enough research to make reasonable
assumptions about eligibility. It is okay to “fill in” your assigned scenario with
additional, necessary information to determine eligibility for various programs – just
make your assumptions explicit in your paper.
3) Budget analysis: What can you conclude from your examination of expenses and
resources? Is this a family that can meet its basic needs with help? Why or why not?
Present a simple budget to support your conclusion.
4) Conclusions and Outlook: What is this family’s long-term outlook? Will they continue to
be able to meet their basic needs? What do you think they have to sacrifice just to meet
their basic needs? Do you think they will be able to achieve longer-term goals, such as
an emergency savings fund, saving for children’s college education, homeownership, car
purchase, etc.? Lastly, what new insights did you gain and/or suspicions did you confirm
about social welfare in doing this assignment?
This paper should be 3-5 pages, double-spaced. Papers longer than 5 pages will NOT be
accepted. Be sure to identify your sources for information about resources and expenses and
use APA format for different ways in which this information was obtained (i.e. personal
communication, website, and brochure). Use: 12 font, Ariel or Times New Roman.
NC Justice Center is a great resource for this assignment. http://www.ncjustice.org
Resource for Budget Assignment
Work on this assignment is strictly independent. Students may not receive help from one
another.
Class Participation:
(20% of final grade)
Class participation: This is a vital part of your course performance and is based on class
attendance, being on time and prepared, participating in exercises and contribution to class
discussion based on your readings and experiences.
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Quizzes: Two quizzes consisting of 20+ (primarily multiple choice) questions each will be
administered during the module if it becomes apparent in class Q & A that class members are
not familiar with course concepts or are not doing course readings. If used, each quiz will
count for 15% of your final grade for the module and the value of other assignments will each
be reduced by 10%. Dates for quizzes, if needed, will be announced during the course.
Assignment-III: Choice Analysis
Due: May 23-24, 2013
Select & briefly describe a national or state public welfare program. Use choice analysis to
discuss the program. (40% of final grade for Module I) [15-minute oral class presentation]
Gilbert, Specht and Terrell developed the “Choice Analysis” model which is a systematic process
of looking at the options available for dealing with a problem.
In the interest of critical consciousness, use mainstream sources and alternative sources, i.e.,
major texts and other texts that are often neglected as you examine the following options. Note
to see if the central problems/issues are discussed/presented differently. Who is defined as the
perpetrator of the problem? Who is seen as the most likely solver of the problem? How does the
policy reflect these differences?
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


What are the bases of social allocation? Who will benefit from a policy
o Institutional
o Residual
Types of benefits
o In-cash
Argument is whether or not the benefits will be used as designated
o In-kind
Delivery structure
o Centralized
o Decentralized
o Coordinated
o Types of employees providing the benefits, professionals, nonprofessionals or
consumers
o Public or private
o Ways of relating to racial and ethnic needs
Financing benefits
o Taxation
o Fees
o Voluntary contributions
Does the program reflect societal values and attitudes toward the recipients? How are
these values and attitudes reflected? Elaborate
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Areas of oppression or discrimination inherent in the program (overt and covert;
individual and agency/system)
Schedule for Presentations: Thursday & Friday, May 23 and May 24 (15 minutes each)
This is a tentative schedule as most of you will not need 5 minutes between each
presentation.
9-9:15
10-10:15
11:00-11:15
12:00-12:15
9:20-9:35
10:20-10:35
11:20-11:35
12:20-12:35
9:40-9:55
10:35-10:45 Break
11:40-11:55
12:40-12:55
1:00-1:15
If we begin class at 8:30am:
8:30-8:45
9:30-9:45
8:50-9:05
9:50-10:05
9:10-9:25
10:10-10:25
10:25-10:35 Break
10:35-10:50
10:55-11:10
11:15-11:30
11:35-11:50
11:55-12:10
12:15-12:30