The University of North Carolina at Chapel Hill
School of Social Work
Course No:
SOWO 530 (Section 957: Fridays 9:00 – 11:50am)
Course Title:
Foundations of Social Welfare & Social Work
Fall 2010, Winston-Salem D.E. Program
Instructor:
Dan Hudgins, MSW
School of Social Work, Room 128
Office: 919.962.5163
Fax: 919.962-3653
danhudgins@unc.edu
Office Hours:
Fridays 12-1pm in Winston-Salem and by appointment
COURSE DESCRIPTION: Introduces public welfare policy through lecture and discussion of the
purposes public welfare serves and describes the most important programs created by those
policies.
COURSE OBJECTIVES
1.
2.
3.
4.
5.
6.
7.
Demonstrate knowledge of current social welfare policies and programs in the U.S.
and the ideals which shaped existing public welfare structures;
Identify and describe the social concerns which those structures have or have not
been able to address successfully. Special attention will be given to their impact on
various family types.
Demonstrate an understanding of the role of social work and effects of social policy
on historic and contemporary patterns of social welfare service provision;
Rigorously evaluate existing research related to social welfare policies and
demonstrate knowledge of the development and implementation of contemporary
social welfare policy;
Demonstrate an understanding of the values and ethics of social work that guide
professional behavior in the conduct of public policy activities;
Demonstrate skill in strategies for advocacy and social change that advance social
and economic justice;
Identify conditions that promote or deter equal access to resources for minorities
and women and be able to discuss concerns related to race, disability, gender and
sexual orientation.
Page 1
SKILLS BASE
By the end of the course, students will be able to:
1. Assess clients for eligibility for major publicly funded programs and/or benefits.
2. Analyze the effects of social welfare policies on the well-being of and opportunities for
lower-income individuals and families and other vulnerable populations.
3. Articulate the underlying values and principles of major public welfare policies.
4. Describe how legislative and administrative policy is made and how to influence policy
development.
5. Describe the origins and unique characteristics of the social work profession.
REQUIRED TEXTS
The three required course texts can be purchased at the UNC Bookstore or online through sites
like www.amazon.com or www.bestbookbuys.com:
Blau, J. & Abramovitz (2010). The dynamics of social welfare policy. New York, NY: Oxford
Press (3rd ed.). (referred to as BA in syllabus)
RECOMMENDED TEXTS
American Psychological Association (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC.
Carlton-LaNey, I. (2001). African American leadership: An empowerment tradition in social
welfare history. Washington, DC: NASW Press. (referred to as ICL in syllabus)
Davis, K. E. & Bent-Goodley, T. B. (Eds). (2004). The color of social policy. Alexandria, VA: Council
on Social Work Education. (referred to as DBG in syllabus)
Additional required readings listed in “Class Schedule and Assigned Readings” below can be
found ONLINE:
1) At the URL stated in the reading list
OR
2) Via Blackboard (http://blackboard.unc.edu/) “BB” (login and find SOWO 530 –
Section 957 choose “Assignments” and “Course Readings” folder)
RESOURCES
All course lectures, syllabus, assignments, and external links to useful web sites are or will be
available on Blackboard, at http://blackboard.unc.edu
Page 2
TEACHING METHODS
I approach this course with the assumption that all students want to understand the origins of
social work as well as how to create change by advocating for policies that promote social
justice. While holding steadfastly to our profession’s commitment to
social justice, I will encourage students to examine social issues through different political
perspectives.
While a lot of content will be covered, I will try my best to use a variety of instructional
methods, including use of multimedia, guest speakers, classroom debates, and small group
activities. Because adult learners benefit relatively little from lecture, my approach will be
interactive, so be prepared to answer questions based on the assigned readings and topic for
the day.
CLASS ATTENDANCE AND PARTICIPATION
It is expected that students will attend all classes or notify the instructor in advance and make
arrangements to obtain class notes from other students if there is a compelling reason (illness,
family emergency) to miss a class. The instructor will not place notes in student boxes or leave
messages concerning what was covered or what is due. Participation in discussion is expected,
however, it is recognized that some people are quieter learners than others. Consequently,
participation will be evaluated on the thoughtfulness of questions and comments.
The adult learning instruction method will be used in this class. Students will be expected to
have completed all reading prior to class and most of class time will focus on discussion and
activities to integrate learning. This will involve both working individually and in small groups.
Discussion, questions, and challenges are encouraged throughout the course. Learning can only
truly occur in a space where all participants feel respected and safe. Therefore all class
participants, student and instructor, will be expected to interact in a collegial manner,
challenging ideas while respecting people.
Attendance and participation will constitute 10% of the final grade and can be the deciding
factor when grades are marginal. Attendance at all classes (not counting excused absences)
guarantees you 7 of the 10 points, additional points will be added for quality of participation in
activities and discussion.
POLICY ON ACADEMIC DISHONESTY:
It is the responsibility of every student to obey and to support the enforcement of the Honor
Code, which prohibits lying, cheating, or stealing in actions involving the academic processes of
this class. Students will properly attribute sources used in preparing written work and will sign
a pledge on all graded coursework certifying that no unauthorized assistance has been received
or given in the completion of the work. All written assignments should contain a signed pledge
from you stating that, “I have not given or received unauthorized aid in preparing this written
work.” Credit will not be awarded for unpledged work.
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Please refer to the APA Style Guide, The SSW Manual, and the SSW Writing Guide for
information on attribution of quotes, plagiarism and appropriate use of assistance in preparing
assignments. 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.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
Students with disabilities that affect their participation in the course and who wish to have
special accommodations should contact the University’s Disabilities Services
(http://disabilityservices.unc.edu) and provide documentation of their disability. Disabilities
Services will notify the instructor that the student has a documented disability and may require
accommodations. Students should discuss the specific accommodations they require (e.g.
changes in instructional format, examination format) directly with the instructor.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM
Use of electronic devices for non-class related activities (e.g. checking email, surfing, blogging,
playing games) is prohibited. Use of laptops is permitted to follow a lecture, as a tool for small
group activities and in-class assignments or as an approved accommodation for students with
disabilities (see above).
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
Assignments are due at the beginning of class on the day noted. You must notify me at least 3
days before a due date if you would like to be granted an extension. If this does not happen, you
will lose 10% of the assignment’s points per day (including weekends, and including the date on
which the assignment was due, if you submit it 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.
EXPECTIONS ON WRITTEN ASSIGNMENTS
You are expected to adhere to appropriate scholarly writing guidelines. A portion of the points
for each assignment will be allocated to writing issues. Please use the resources provided at
orientation to help you to master academic writing skills. The web sites listed below provide
additional information:
•
•
•
http://ssw.unc.edu/index.php?q=students/academic/advising (Academic resources
from the School of Social Work, including an APA quick reference guide)
http://www.apastyle.org/apa-style-help.aspx (APA Style basics)
http://owl.english.purdue.edu/handouts/research/r_apa.html (general information
about documentation using APA style)
Page 4
OVERVIEW OF COURSE ASSIGNMENTS:
Reflection Paper
A 4-5 page paper that will assess your integration of readings, class discussions, and personal
thinking about some of the substantive and complex issues addressed in the course. This
paper will be guided by a question to which you will respond with references to relevant
readings and activities.
Op-Ed Assignment
Identify an issue, problem or policy of your choice, and write a 500 word Op-Ed piece that
could be submitted to a newspaper or magazine for publication. This issue should be timely.
It might address a problem at the local, state or national level. Examples could include an
opinion on immigration policy, reparations in the Gulf Coast, midterm election issues, budget
cuts in North Carolina and elsewhere. In the 500 words, you should “grab” the audience with
a case example or statistic, provide background on the issue and propose a solution. If the
publication has other word count limits use that as your guide. Published Op-Ed’s will be
given extra credit.
The following will be used as criteria in grading the Op-Ed piece:
Op-Ed makes a strong, compelling argument
Op-Ed is well organized and provides a sequential argument
40 points
40 points
Writing structure, spelling and grammar are correct
20 points
Budget Exercise
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 “story” of a family living in a North Carolina county, along
with their income and other resources. You will conduct research (abundant resources will be
posted on Blackboard) to estimate what the family will require to meet its basic needs, and
what sources of assistance are available. You will enter your information on a Budget
Worksheet (to be provided).
Accompanying your worksheet will be a brief (3 pages) paper addressing your assumptions,
conclusions about the bottom line, challenges encountered, and learning reflections.
Expert Panels & Policy Briefs: Social Welfare & Social Justice Intersections
This assignment will give you the opportunity to develop competence in (a) researching social
policy legislation, (b) analyzing bodies of legislation related to a particular issue, (c)
developing and articulating a position on a given policy, and (d) designing social work
advocacy agendas. Below are brief descriptions of issues to be considered (these are
negotiable, depending on students’ interests):
Disability
Issues: Inclusion, equal rights, employment, education
Examples of legislation: ADA, Ryan White, mental health parity, IDEA
Page 5
Criminal Justice: Focus on Adults
Issues: Racial profiling & disproportionalities, criminalization of mental illness &/or
homelessness, hate crimes, war on drugs
Examples of legislation: Violent Crime Control and Law Enforcement Act (1994); Local
Law Enforcement Hate Crimes Prevention Act (2009); syringe exchange policies
Criminal Justice: Focus on Youth
Issues: School violence, juvenile sentencing policies
Examples of legislation: Safe and Drug-Free Schools and Communities Act (2001)
Family Violence & Child Welfare
Issues: Child abuse (physical, sexual) & neglect, partner violence, adoption for GLBTQ
families, inter-ethnic adoptions
Examples of legislation: Adoption & Safe Families Act, sex offender registry laws; Violence
Against Women Act (part of Crime Control Act above); Indian Child Welfare Act
Reproductive Rights & Health
Issues: Abortion, parental consent, sex education, reproductive rights in the military
Examples of legislation: Abstinence-only education; TANF provisions re: teen parents
Immigration
Issues: migrant worker policies, health care, education, citizenship, criminalization,
amnesty
Examples of legislation: 287 g; DREAM Act; amnesty/refugee resettlement legislation:
Arizona’s new law related to undocumented individuals
The assignment has a group component and an individual component, summarized here:
Group Component:
You will team up with classmates based on shared interests in social welfare policy issues
with significant history, landmark legislation, continued social injustices, advocacy efforts,
& success stories. You will work in teams to develop a 60-90 minute presentation that:
1.
2.
3.
4.
5.
Addresses the history or evolution of the social welfare system’s response to the
population
Summarizes multiple perspectives on the issue
Analyzes key legislation relative to the issue (one piece of legislation per student) - including political, economic, ethical, and practice dimensions –critically
appraises that legislation in terms of its underlying assumptions and internal
consistency/inconsistency.
Describes advocacy efforts and successes; and
Proposes an agenda for action that is consistent with the NASW Code of Ethics
In addition, each piece of legislation presented will be challenged by a classmate who is
playing the role of a legislator hearing testimony. In playing this role, you will oppose the
position supported by the person testifying before you, regardless of your personal feelings
about the issue. You will prepare two thoughtful, well-considered questions for the
expert to whom you are assigned.
Page 6
Individual Component:
You will write a policy brief related to the piece of legislation that you selected to focus on
for your portion of your group presentation. The policy brief should be factual and
evidence-based, and should clearly articulate a recommendation/position on the issue.
Assignments will be scored as follows:
OP-ED Assignment
Reflection Paper
Budget Exercise
Policy Brief
Expert Panel Presentation
Panel Questions
Participation
Total:
H:
P:
L:
F:
15 points
15 points
15 points
20 points
25 points
5 points
5 points
100 points
94 and above
93-80
79-70
69 and below
Page 7
CLASS SCHEDULE & ASSIGNED READINGS
Date
Topics Addressed
8/27
Overview, intro
9/3
Context, Framework
for Exploring Social
Welfare
Readings
Due
Blau:
Ch. 1: Introduction: Social Problems, Social Policy, Social
Change
Ch. 2: Definitions & Functions of Social Welfare Policy:
Setting the Stage for Social Change
Schneider A & Ingram, H. (1993) Social construction of
target populations: Implications for politics and
policy. The American Political Science Review 87(2),
334-347.
Thyer, B. A.(2010) Social justice: A conservative
perspective, Journal of Comparative Social Welfare,
26(2), 261 – 274.
9/10
History to 1900
• English Poor Laws
• Charity
Organization
Societies
• Settlement Houses
Blau:
Ch. 5: Ideological Perspectives & Conflicts
Ch. 7: Social Welfare History in the United States (pp.
237-257)
9/17
Progressive Era
• Industrialization
• Immigration
• Social Darwinism
• Eugenics
• African American
Pioneers
Blau:
Ch. 7: Social Welfare History in the United States (pp.
257-271)
Depression Era
• New Deal
• Social Security Act
DBG
Chapter 1 : Oppression of Indigenous Tribal Populations
Chapter 2 : Mexicans, Chinese, & Japanese in America
ICL:
Chapter 2: African Americans & Social Work in
Philadelphia, 1900–1930
In addition, choose two of the following chapters:
Chapter 3: Birdye Henrietta Haynes
Chapter 5: Marcus Garvey
Chapter 6: Ida B. Wells-Barnett
Chapter 7: Lawrence Oxley
Chapter 8: George Edmund Haynes & Elizabeth Ross
Page 8
Reflection
Paper
Date
Topics Addressed
Readings
Haynes:
9/24
WWII & Postwar
War on Poverty
New Federalism
Welfare Reform
Blau:
Ch. 7: Social Welfare History in the United States (pp.
271-294)
Ch. 8: Income Support: Programs & Policies
Linhorst, D. (2002). Federalism and social justice:
implications for social work. Social Work, 47(3), 201-208.
10/1
Poverty:
• Poverty rates &
definitions
• Poverty line &
critiques
• Impact of poverty
Social Welfare
System:
• Social,
occupational, fiscal
• Universal/selective
• Institutional/residu
al
• Universal
elements:
- Social Security
- Medicare
Blau:
Ch. 10: Housing: Programs & Policies
Ch. 12: Food & Hunger: Programs & Policies
Abramovitz, M. (2001). Everyone is still on welfare: The
role of redistribution in social policy. Social Work,
46, 297-308.
Action for Children North Carolina (2008). Child poverty
in North Carolina: A preventable epidemic.
(Economic Security Issue Brief).
Boushey, H. & Weller, C.E. (2005). What the numbers tell
us. In J. Lardner & D.A. Smith (Eds.), Inequality
matters, (pp. 27-40). New York: The New Press.
Will also include (on Blackboard) online guides to
eligibility for each of the major social welfare programs
• Selective elements:
- AFDC, TANF
- Food assistance
- Housing
- Medicaid
- SSI
- General
assistance
10/8
Critique of welfare &
governmental
response to poverty
Blau:
Ch. 9: Jobs & Job Training: Programs & Policies
Beimers, D., & Fischer, R. L. (2007). Pathways to
Employment: The Experiences of TANF Recipients
With Employment Services. Families in Society,
88(3), 391-400.
Besharov, D. (2006). Two cheers for welfare reform.
University of Maryland, School of Public Policy:
http://www.welfareacademy.org/pubs/welfare/twoc
Page 9
Due
Date
Topics Addressed
Readings
Due
heersforwelfarereform.pdf
Rector, R. & Johnson, K. (2004). Understanding poverty in
America. Washington, DC: Heritage Foundation.
http://www.heritage.org/Research/Welfare/upload/
53977_1.pdf
Sawhill, Isabel V (2003). The behavioral aspects of poverty.
The Public Interest (153) 79-93.
10/15
Toward Real Solutions
for Poverty
Blank, R.M. (2007). Improving the safety net for single
mothers who face serious barriers to work. [Special
Issue] The Future of Children, 17, 2: 183-197.
OP-ED
Due
Cooney, K. & Shanks, T. R. (2010) New approaches to old
problems: Market‐based strategies for poverty
alleviation. Social Services Review 84(1) 29-56.
Gooden, S. (2007). Addressing racial disparities in social
welfare programs. Journal of health & social policy,
22(2), 1-12.
Loprest, P. & Martinson, K. (2008). Supporting work for
low-income people with significant challenges (New
Safety Net Paper 5). Washington, DC: The Urban
Institute.
http://www.urban.org/UploadedPDF/411726_suppor
ting_work.pdf
Shapiro, T. (2004). Assets for equality (pp. 183-204). In The
hidden cost of being African-American: How wealth
perpetuates inequality. New York: Oxford.
10/29
Budget assignment
discussion
Blau:
Ch. 6: Social Movements & Social Change
Social Policy & Policy
Analysis:
• Advocacy
• Informal
policy/street level
bureaucracy
Dickson-Gomez, J., Convey, M., Hilario, H., Corbett, A., &
Weeks, M. (2007). Unofficial policy: Access to
housing, housing information & social services
among homeless drug users in Hartford,
Connecticut. Substance Abuse Treatment,
Prevention, & Policy, 2(8), 1-14.
Faulkner, A., & Lindsey, A. (2004). Grassroots meet
homophobia: A rocky mountain success story.
Journal of Gay & Lesbian Social Services, 16(3/4), 113128.
Page
10
Budget
Exercise
Date
11/5
Topics Addressed
The Current Health
Care Safety Net:
• Healthcare
coverage &
reform
• Health disparities
• Public health
interventions
(maternal/child;
HIV/AIDS;
others)
The Current Mental
Health & Substance
Abuse Safety Net
• MH reform in
North Carolina
Intersections with
homelessness,
criminal justice,
welfare, child
protection, & other
safety net systems
Readings
Due
Blau:
Ch. 11: Health Care: Programs & Policies
Horton, S. (2006). The double burden on safety net
providers: Placing health disparities in the context of
the privatization of health care in the US. Social
Science & Medicine, 63(10), 2702-2714.
Keefe, R. H. (2010). Health disparities: A primer for public
health social workers. Social Work in Public Health,
25(3/4), 237-257.
Woolf, S. H. (2009). Social policy as health policy.
[Opinion]. JAMA: Journal of the American Medical
Association, 301(11), 1166-1169.
Goldman, H., & Morrissey, J. (1985). The alchemy of
mental health policy: Homelessness and the fourth
cycle of reform. American Journal of Public Health,
75(7), 727-731.
Swartz, M., & Morrissey, J. (2003). Mental health care in
North Carolina: Challenges on the road to reform.
North Carolina Medical Journal, 64(5), 1-7.
11/12
Expert Panel 1: Disability
Expert Panel 2: Criminal justice with Focus on Adults
11/19
Expert Panel 3: Criminal Justice with Focus on Youth
Expert Panel 4: Family violence/child welfare
12/3
Expert Panel 5: Reproductive Rights & Health
Expert Panel 6: Immigration
Wrap-up
Page
11
Policy
Briefs