THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
TIMES:
SOWO 832
Policy Analysis, Development, and Change: Multigenerational
Family Policy
Spring Semester, 2011
Mondays, 9:00 -10:20 a.m.
ROOM NUMBER:
ROOM 101
INSTRUCTORS:
Selena Childs, MSW
TTK Building, Room 202E
Phone: 919-843-8144
sbchilds@email.unc.edu
Office hours: Mondays, 11:00 a.m.-12:00 p.m., and by
appointment
Sweetly Togba Sanders, MSW
TTK Building, Room 345
Phone: 919-962-4366
stsanders@unc.edu
Office hours: Mondays, 11:00 a.m. – 1:00 p.m., and by
appointment
COURSE DESCRIPTION: This course will provide students with a framework for advanced
policy analysis and strategies for policy change, with a focus on multi-generational families.
COURSE OBJECTIVES: At the conclusion of this class students will be able to:
1. Identify current demographic trends associated with multi-generational families in
need of supportive, supplemental and substitute care.
2. Identify the principles, foundations, and provisions of the primary social welfare
programs that affect multi-generational families.
3. Conceptualize the interactions among social, economic and political factors that
shape family policy.
4. Demonstrate the analytical, theoretical, and value assessment skills that enable
social workers to evaluate policies, apply change strategies, and advocate for client
and community needs.
5. Develop leadership strategies for addressing policies that affect multigenerational
families in the context of empowerment and partnership.
6. Discuss ethical issues in current policies affecting multigenerational families,
including individual and family rights, distributive justice and power, and
discrimination/oppression particularly with regard to ethnic and racial minorities.
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EXPANDED DESCRIPTION:
This course defines multi-generational families as those in which caregiving and support
roles are complex and span generations in ways that may be unique. Such families include
grandparents providing kinship care to grandchildren, adult children providing care for
aging or parents or parents with disabilities, parents caring for adult children with
disabilities, parents with disabilities caring for children, and families containing an
adolescent parent. Students will explore the evolution of policies and programs that affect
this population, and will analyze the intended and unintended outcomes of such policies
and programs, identifying opportunities for advocacy and enhanced service delivery for
multi-generational families.
REQUIRED TEXT/READINGS:
Butterfield, A. K., Rocha, C. J., & Butterfield, W. H. (2009). Dynamics of family policy.
Chicago, IL: Lyceum Publishing.
Additional required readings will be posted on Blackboard.
TEACHING METHODS AND CLASS PARTICIPATION
Teaching methods will include lecture and class discussion, multimedia presentations, case
scenarios, and small group activities. Full participation is essential to your learning, and
will allow you to successfully apply the course material in a way that is personally and
professionally meaningful. You are expected to attend all classes and to complete the
readings before class begins. Each student starts the course with 10 points awarded to
them for “active participation” which includes attendance.
Students maintain all 10 points by exhibiting the following behaviors*:
 Works cooperatively with others
 Participates in class discussion groups/ presentations
 Shows respect for others’ opinions and is open to feedback from peers/instructor
 Demonstrates a willingness to understand diversity in people regarding race, color,
gender creed, ethnic or national origin, disability, political affiliation, sexual
orientation, religion, and populations at risk.
Points will be deducted for the following behaviors*:
 Consistently late for class or leaves class early without explanation or excuse
 Sleeps during class periods
 Present but clearly not engaged (i.e. using laptop, cell phone, reading material not
part of the course, etc.)
 Disrupts class process by talking to others
 Consistently uses derogatory language or demeaning remarks or gestures
 Appears unwilling/unable to accept feedback
 Monopolizes class discussions
 Consistently complains about class workload to the point of impeding class process
 Demonstrates inappropriate behavior or harassment towards others
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*Guidelines adapted from the Office of Academic Affairs in the George Warren Brown School of Social Work.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
We expect that we will all be invested in creating a learning environment of respect and
engagement. We welcome the use of laptops in class for taking notes or completing small
group tasks. However, we ask that you use them only for relevant activities – not for
checking email or surfing the Web. During class, cell phones and other devices should be
silenced.
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
Students with disabilities which affect their participation in the course should notify the
instructor if they wish to have special accommodations in instructional format,
examination format, etc., considered. Accommodations and services are provided by
Disability Services (Voice/TDD 962-8300; 966-4041). Learning Disability Services (9627227) provides supportive services for students with learning disabilities and attentiondeficit/hyperactivity disorders.
POLICY ON ACADEMIC DISHONESTY:
Academic dishonesty is contrary to the ethics of the social work profession, unfair to other
students, and will not be tolerated in any form. All written assignments should include
the following signed pledge: “I have neither given nor received unauthorized aid in
preparing this written work.” In keeping with the UNC Honor Code, if reason exists to
believe that academic dishonesty has occurred, a referral will be made to the Office of the
Student Attorney General for investigation and further action as required. Please refer to
the APA Style Guide for information on attribution of quotes, plagiarism, and appropriate
citation.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
All assignments are due at the beginning of class on the day noted. Late assignments are
strongly discouraged and require prior permission of at least one instructor. Late
assignments will automatically result in a 10% deduction of the assignment’s points. You
must contact me prior to a due date if you would like to request an extension, or you will
lose 10% of the assignment’s points per day (including weekends and the date on which
the assignment was due, if submitted after the beginning of class). Incompletes may be
granted if (a) there are extreme and unforeseeable circumstances that affect your ability to
complete the semester’s work, and (b) you meet with me in advance to develop a plan and
timeline for completing your work.
ASSIGNMENT GUIDELINES:
All written assignments must be typed and follow APA format. Several writing resources
are posted on the School’s Writing Resources Page: http://ssw.unc.edu/students/writing.
This link provides access to an array of resources including the newly updated “APA Quick
Reference Guide.” You can also refer to the APA Publication Manual (6th edition), and to
http://www.lib.unc.edu/instruct/citations/apa/index.html.
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ASSIGNMENT DESCRIPTIONS:
Descriptions of the course assignments are below. As needed, we will discuss further
guidelines and resources as we move through the semester.
Assignment 1: Class Discussion Facilitation
Due as assigned
You will work with a partner to facilitate a class discussion on a day of your choice.
You should be prepared to facilitate a 15-20 minute discussion, including a brief
reflection on the assigned readings for the week and 2-3 questions to get the discussion
going.
Assignment 2: Advocacy Exercise
Due February 28
Students can choose between one of these two options.
1. Letter to Policy Maker:
Write a minimum 500 word/ one-page letter to a policy maker expressing your
views and support of an issue, cause or program that is addressed in pending
legislation or a stage of policy making relevant to multi-generational families.
The letter should catch the attention of the reader using relevant data or a case
example, provide background on the issue and propose a solution.
2. Opinion/Editorial Submission
Write a minimum 500 word/ one-page response to a current social issue,
program or policy designed to be submitted to a newspaper or other publication.
The submission can address a problem on the local, state, or national level
relevant to multi-generational families. The submission should catch the
attention of the reader using relevant data or a case example, provide
background on the issue and propose a solution.
Grades will be assigned based on the student’s ability to make a strong compelling
argument, in a well organized and sequential manner using writing structure, spelling
and grammar that are correct.
Assignment 3: Policy or Program Analysis
Due April 25
This assignment asks you to complete a comprehensive analysis of a program or policy
related to multigenerational families. This topic must fall into one of the four following
areas:
 Health Policy (includes disabilities and domestic violence)
 Child Welfare Policy (includes kinship care)
 Policies Relating to Adolescents
 Aging Policy
This can be the same topic addressed in your advocacy exercise, but does not need to
be. Your paper should be about 6-8 double-spaced pages long. You should incorporate
(a) scholarly research using a minimum of 6 sources (peer-reviewed articles,
government websites, or reports from “think tanks”). More specifically, you will
address:
1. Overview & foundations
• Policy or program name and description
• History: Social, political, or economic conditions
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• Rationale for why this policy or program merits study
• What does the policy or program suggest about our society’s “working
definitions” regarding responsibility for social problems and how they should
best be solved?
2. Discussion of the political dimension of the policy or program:
• Who might see this policy or program as desirable or undesirable? Are any
particular agendas favored or disfavored?
• Does the policy favor/disfavor specific groups? Who is deemed deserving or
undeserving? Who is rendered powerful or powerless? Whose needs or
priorities take precedence?
3. Discussion of the economic dimension of the policy or program
• What are the costs & benefits associated with the policy or program? What
might be some less obvious costs or benefits?
• Who bears the economic burden of implementing the policy or program? Who
bears the burden of intended/unintended consequences?
• Who benefits economically from the policy or program?
4. Discussion of evidence in support of or opposition to the policy or program
• What evidence supports or opposes the policy or program? Is the evidence
consistent?
• What is the quality of the research? Can it be generalized?
• Who has conducted the research? How might the lens of the researchers shape
the priorities, methodologies, & interpretation of findings?
5. Discussion of the ethical dimensions of the policy or program
• What ethical principles (e.g. autonomy, individual rights, safety, confidentiality,
equality) are promoted or thwarted by the policy?
• Are there dilemmas (competing principles) inherent in the policy?
• Does the policy operate in a way that promotes social justice? Does it
contribute to oppression/discrimination?
6. Discussion of the practice dimension of the policy
• How is the policy implemented in practice? Is it implemented as intended? Is
it implemented fairly & justly across people?
• What role have “informal policy makers” taken in shaping the implementation
of the policy?
7. Your position: Recommendations for change and rationale.
Assignment 3 Grading Rubric
1. Overview & foundations
2. Discussion of political dimension
3. Discussion of economic dimension
4. Discussion of evidence
5. Discussion of ethical dimension
6. Discussion of practice dimension
7. Your position
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Percent of grade (Total = 100%)
10%
15%
15%
15%
15%
15%
15%
5
Assignment 4: Professional presentation
Due April 11 or 18
Students will be assigned to small groups based on the topic of their policy analysis. Each
small group will make a 20-25 minute presentation to the class on the broad policy area,
and then facilitate a 10 minute question and answer session (for a total of 30-35 minutes
per group). The purpose of the presentation is to describe the policy area and how it is
relevant to social work practice. Questions to consider in planning your presentation:
 what are the most important policy issues relating to this area?
 what populations are most affected by policies relating to this area?
 What makes this issue complex?
Each presentation should include examples of specific policies or programs that individual
group members researched for Assignment 3. Not all group members’ research has to be
included in the presentation, but all group members must present.
Groups should incorporate visual aids as appropriate to get their point across in a
compelling and concise manner. Each group must also prepare a one-page handout (and
bring enough copies for each member of the class) summarizing what every social worker
needs to know about the policy area.
Groups will receive one grade (i.e. each group member gets the same grade).
Assignment 4 Grading Rubric
Presentation
Q&A Session
Visual Aids And Handouts
Percent Of Grade (Total = 100%)
50%
25%
25%
SUMMARY OF COURSE EVALUATION COMPONENTS AND GRADING SCALE:
Grades will be assigned based on the following components and weights:
Active Participation
10
Discussion Facilitation
10
Advocacy Statement
20
Policy Analysis
45
Group Presentation & Handout 15
Total
100
94 - 100
80 - 93
70 - 79
<70
H
P
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F
Course Outline
Date
Topic & Readings
Jan 10
Introduction to Course
Jan 17
No class
Jan 24
Overview of Social Policy Analysis
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Due
Presentation
6
Date
Topic & Readings
BRB:
Chapter 2: Policy Dynamics & Family Policy Analysis
Jan 31
Due
group
assignmentsign up
Contemporary Multigenerational Families
BRB:
Chapter 1: Valuing the Family
Feb 7
Policies Related to Families in Poverty
Facilitation
#1
BRB:
Chapter 4: Family Poverty
Chapter 5: Theories of Poverty for Family Policy
Feb 14
The Health & Social Service Safety Net for Families
Facilitation
#2
BRB:
Chapter 7: Work & Employment
Chapter 8: Health Care
Chapter 9: Child Care & Child Support
Feb 21
Policies related to Child Welfare
Facilitation
#3
BRB:
Chapter 6: Welfare, Food, & Housing
Other required readings will be posted on Blackboard.
Feb 28
Kinship Care: Grandparents Caring for Grandchildren
Choose any 2 articles of interest to you:
Bent-Goodley, T., & Brade, K. (2007). Domestic violence and kinship care. Journal of
Health & Social Policy, 22(3-4), 65-83.
Facilitation
#4
Advocacy
Exercise Due
Bratteli, M., Bjelde, K., & Pigatti, L. (2008). Grandparent and kinship foster care:
implications of licensing and payment policies. Journal of Gerontological Social
Work, 51(3-4), 228-246
Harris, M. (2008). Kinship care for African American children: Disproportionate
and disadvantageous. Journal of Family Issues, 29(8), 1013-1030.
Messing, J. (2006). From the child's perspective: A qualitative analysis of kinship
care placements. Children and Youth Services Review, 28(12), 1415-1434.
Rubin, D. (2008). Impact of kinship care on behavioral well-being for children in
out-of-home care. Archives of Pediatrics & Adolescent Medicine, 162(6), 550-556.
Mar 7
No class
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Date
Mar 14
Topic & Readings
Adolescent Parents
Due
Facilitation
#5
Gordon, R., Chase-Lansdale, P., Matjasko, J., & Brooks-Gunn, J. (1997). Young
mothers living with grandmothers and living apart: How neighborhood and
household contexts relate to multigenerational co-residence in African
American families. Applied Developmental Science, 1(2), 89-107
Kalil, A., Danzinger, S., & Danziger, S. (2000). How teen mothers are faring under
welfare reform. Journal of Social Issues, 56(4), 775-798.
Schweingruber, H., & Kalil, A. (2000). Decision making and depressive symptoms in
Black and White multigenerational teen-parent families. Journal of Family
Psychology, 14(4), 556-569.
Mar 21
Adults Caring for Aging Parents
Facilitation
#6
BRB:
Chapter 12: Family Caregiving & Aging Policy
Riley, L. (2005). The sandwich generation: Challenges and coping strategies of
multigenerational families. The Family Journal, 13(1), 52-58.
Mar 28
Families Living with Disabilities
Facilitation
#7
Drew, J. (2009). Disability and the self-reliant family: Revisiting the literature on
parents with disabilities. Marriage & Family Review, 45(5), 431-447.
Choose any 3 articles of interest to you:
Greenberg, J. (1995). The other side of caring: adult children with mental illness as
supports to their mothers in later life. Social Work, 40(3), 414-423.
Greenberg, J.S., Knudsen, K., & Aschbrenner, K. A. (2006). Prosocial family processes
and the quality of life of persons with schizophrenia. Psychiatric Services,
57(12), 1771-1777.
Seltzer, M., Greenberg, J., Krauss, M., & Hong, J. (1997). Predictors and outcomes of
the end of co-resident caregiving in aging families of adults with mental
retardation or mental illness. Family Relations, 46(1), 13-22.
Aunos, M., Feldman, M., & Goupil, G. (2008). Mothering with intellectual disabilities:
Relationship between social support, health and well-being, parenting and
child behaviour outcomes. Journal of Applied Research in Intellectual
Disabilities, 21(4), 320-330.
Breeden, C., Olkin, R., & Taube, D. (2008). Child custody evaluations when one
divorcing parent has a physical disability. Rehabilitation Psychology, 53(4),
445-455.
Olkin, R., Abrams, K., Preston, P., & Kirshbaum, M. (2006). Comparison of parents
with and without disabilities raising teens: Information from the NHIS and
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Date
Topic & Readings
Due
two national surveys. Rehabilitation Psychology, 51(1), 43-49.
VanDeMark, N. (2007). Policy on reintegration of women with histories of
substance abuse: A mixed methods study of predictors of relapse and
facilitators of recovery. Substance Abuse Treatment, Prevention, and Policy,
2(1), 28-34.
Apr 4
Family Violence in Multigenerational Families
Facilitation
#8
BRB:
Chapter 10: Family Violence
Cowan, A., & Schwartz, I. (2004). Violence in the family: Policy and practice
disparities in the treatment of children. Children and Youth Services Review,
26(11), 1067-1080.
Kennedy, A. (2006). Urban adolescent mothers exposed to community, family, and
partner violence: Prevalence, outcomes, and welfare policy implications.
American Journal of Orthopsychiatry, 76(1), 44-54.
Schiamberg, L., & Gans, D. (1999). Ecological framework for contextual risk factors
in elder abuse by adult children. Journal of Elder Abuse and Neglect, 11(1), 79103.
Apr 11
Policy Analysis Presentations
Group 1
Presentations
Apr 18
Policy Analysis Presentations
Group 2
Presentations
April
25
No Meeting
Paper due via
email by 5:00
p.m.
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