THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NO. & SECTION:
SOWO 530 (Section 001)
COURSE TITLE &YEAR:
Foundations of Social Welfare & Social Work
Fall Semester 2010
MEETING TIME:
Mondays 9:00 – 11:50 am
INSTRUCTOR:
Laurie Selz Campbell, MS
Tate Turner Kuralt Bldg. Room 355
Phone: 843-6394
lauriesc@unc.edu
OFFICE HOURS:
Tuesdays 12:30 – 1:30 and by appointment
COURSE DESCRIPTION: Introduces public welfare policy through lecture and
discussion of the purposes of public welfare and describes the most important programs
created by those policies.
COURSE OBJECTIVES: By the end of this course, students will:
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 policy 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.
SKILLS BASE ADDRESSED: By the end of the course, students will be able to:
1. Describe the origins and unique characteristics of the social work profession.
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2. Assess clients for eligibility for major publicly funded programs and/or benefits.
3. Analyze the effects of social welfare policies on well-being and opportunities for
lower-income individuals and families, as well as for other vulnerable populations.
4. Articulate the underlying values and principles shaping major public welfare
policies.
5. Describe how legislative and administrative policy is made and how to influence
policy development.
TEXTS:
Required: Blau, J. & Abramovitz, M. (2010). Dynamics of Social Welfare Policy.
Oxford University Press.
Additional required readings will be posted on Blackboard under “Assignments.”
Recommended (chapters will be posted on Blackboard, but both are excellent books
if you are interested in expanding your library):
Carlton-LaNey, I. (2001). African American leadership: An empowerment tradition
in social welfare history. Washington, DC: NASW Press. (ICL in syllabus)
Davis, K. E. & Bent-Goodley, T. B. (eds). (2004). The color of social policy.
Alexandria, VA: Council on Social Work Education. (DBG in syllabus)
TEACHING METHODS AND EXPECTATIONS:
Teaching methods will include lecture and class discussion, multimedia presentations,
and small group activities. My perspective is that we all have much to learn AND
much to teach. Full participation is essential to your learning in the class, 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. You are expected to participate in discussions by sharing information from
their reading and/or field experiences. I ask that you contact me, in advance, if you
will miss a class. Any student with significant difficulty with these requirements
should speak with me at the beginning of the semester so that alternative forms of
contribution can be identified.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM:
I expect that we will all be invested in creating a learning environment of respect and
engagement. During class, cell phones should be turned off or silenced. I welcome
the use of laptops in class for taking notes or completing small group tasks. However,
I ask that you use them only for relevant activities – not for checking email or surfing
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the Web. Your attention is an important sign of respect to your colleagues, and an
important part of your learning.
OVERVIEW OF COURSE ASSIGNMENTS:
Reflection Papers (2)
These 4-5 page papers that will assess your integration of readings, class discussions,
and personal thinking about some of the substantive and complex issues addressed in
the course. Each paper will be guided by a question to which you will respond with
references to relevant readings and activities.
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
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)
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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
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. Addresses the history or evolution of the social welfare system’s response to
the population
2. Summarizes multiple perspectives on the issue
3. 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.
4. Describes advocacy efforts and successes; and
5. 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, wellconsidered questions for the expert to whom you are assigned.
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Individual Component:
You will write a policy brief related to the piece of legislation that you selected to
focus on for your portion of the 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:
Reflection Paper #1
Reflection Paper #2
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
Expectations for 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
yourself 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)
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).
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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.
POLICY ON ACADEMIC DISHONESTY:
I assume that all students follow the UNC Honor Code. Please ensure that the Honor
Code statement “I have neither given nor received any unauthorized assistance in
completing this assignment”, with your signature, is on all assignments turned in. In
keeping with the 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, the SSW Manual, and the SSW Writing Guide for
information on attribution of quotes, plagiarism, and the appropriate use of assistance
in preparing assignments.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:
If you have a disability that affects your participation in the course and you wish to
receive accommodations, you should contact the University’s Disabilities Services.
They will then notify me of the documented disability, and we can meet to design the
appropriate accommodations to support your learning.
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CLASS SCHEDULE & ASSIGNED READINGS
Date
8/30
Topics Addressed
Due
Overview, intro
** NO CLASS – LABOR DAY HOLIDAY **
9/6
9/13
Readings
Context, Framework
for Exploring Social
Welfare
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.
9/20
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)
9/27
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
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
Haynes
ICL:
Chapter 2: African Americans & Social Work in
Philadelphia, 1900–1930
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Reflection
Paper # 1
Date
10/4
Topics Addressed
WWII & Postwar
War on Poverty
New Federalism
Welfare Reform
Readings
Blau:
Ch. 7: Social Welfare History in the United States (pp.
271-294)
Ch. 8: Income Support: Programs & Policies
DBG:
Chapter 5: Social Security Reform & people of Color
Linhorst, D. (2002). Federalism and social justice:
implications for social work. Social Work, 47(3), 201208.
10/11
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 post (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
10/18
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.
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Due
Date
Topics Addressed
Readings
Due
Besharov, D. (2006). Two cheers for welfare reform.
University of Maryland, School of Public Policy:
http://www.welfareacademy.org/pubs/welfare/tw
ocheersforwelfarereform.pdf
Rector, R. & Johnson, K. (2004). Understanding poverty
in America. Washington, DC: Heritage
Foundation.
http://www.heritage.org/Research/Welfare/uploa
d/53977_1.pdf
Sawhill, Isabel V (2003). The behavioral aspects of
poverty. The Public Interest (153) 79-93.
10/25
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: 183197.
Reflection
Paper # 2
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_supp
orting_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.
11/1
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.
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Budget
Exercise
Date
Topics Addressed
Readings
Due
Faulkner, A., & Lindsey, A. (2004). Grassroots meets
homophobia: A rocky mountain success story.
Journal of Gay & Lesbian Social Services, 16(3/4),
113-128.
11/8
The Current Health
Care Safety Net:
• Healthcare
coverage & reform
• Health disparities
• Public health
interventions
(maternal/child;
HIV/AIDS;
others)
Blau:
Ch. 11: Health Care: Programs & Policies
DBG:
Chapter 9: What will Ensure Mexican Americans Equal
Access to Health Care?
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.
11/15
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
DBG:
Chapter 7: Mental Health Policy & People of Color
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.
11/22
Expert Panel 1: Disability
Expert Panel 2: Criminal justice with Focus on Adults
11/29
Expert Panel 3: Criminal Justice with Focus on Youth
Expert Panel 4: Family violence/child welfare
12/6
Expert Panel 5: Reproductive Rights & Health
Expert Panel 6: Immigration
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Policy
Briefs