THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NO. & SECTION:
SOWO 530 (Section 003)
COURSE TITLE &YEAR:
Foundations of Social Welfare & Social Work
Fall Semester 2010
MEETING TIME:
Fridays 9:00 – 11:50 am
INSTRUCTOR:
Lisa de Saxe Zerden, MSW, PhD
Tate Turner Kuralt Bldg. Room 370D
Phone: 919-843-6284
lzerden@email.unc.edu
OFFICE HOURS:
Mondays 12:00 – 1:00 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.
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 lowerincome 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.
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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 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 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
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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
Writing structure, spelling and grammar are correct
40 points
40 points
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 vignette 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 & Heath Issues
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); NEPs/SEPs policies
Criminal Justice: Focus on Youth
Issues: School violence, juvenile sentencing policies
Examples of legislation: Safe and Drug-Free Schools and Communities Act (2001), drug
policies and student loans
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
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Reproductive Rights & Health
Issues: Abortion, parental consent, comprehensive sex education, reproductive rights in
the military
Examples of legislation: Abstinence-only education; TANF provisions re: teen parents, Roe
v. Wade.
Immigration
Issues: migrant worker policies, health care, education, citizenship, criminalization,
amnesty
Examples of legislation: 287 g; DREAM Act; amnesty/refugee resettlement legislation, SB
1070 in Arizona
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.
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
Op-Ed Assignment
Budget Exercise
Policy Brief
Expert Panel Presentation
Panel Questions
Participation
15 points
15 points
15 points
20 points
25 points
5 points
5 points
Page 4
Total:
H:
P:
L:
F:
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).
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:
All students must 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.
KEY DATES TO KEEP IN MIND:
Assignment
Due Date/Week
Reflection Paper
9/24 (week 5)
Op-Ed Assignment
10/15 (week 8)
Budget
10/29 (week 9)
Expert Panel Presentation
TBD (weeks 12-14)
Policy Brief
12/10 (week 14)
Page 5
CLASS SCHEDULE & ASSIGNED READINGS
Date
Topics Addressed
Readings
8/27
(wk 1)
Overview, introductions
Make sure you can access blackboard site
Send me an email (lzerden@email.unc.edu)
9/3
(wk 2)
Context, Framework for
Exploring Social Welfare
• Key Words
• Target Populations
Blau:
Ch. 1: Introduction: Social Problems, Social Policy, Social
Change
Ch. 2: Definitions & Functions of Social Welfare Policy:
Setting the Stage for Social Change
Due
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
(wk 3)
9/17
(wk 4)
9/24
(wk 5)
10/1
(wk 6)
History to 1900
• English Poor Laws
• Charity Organization
Societies
• Settlement Houses
• Social Darwinism
Blau:
Ch. 5: Ideological Perspectives & Conflicts
Ch. 7: Social Welfare History in the United States (pp. 237-257)
Fleming, D. (1963). Social Darwinism. In M. White & A.
Schlesinger, Jr.(Eds.), Paths of American Thought
(chapter 7; p.123-146). Boston: Houghton-Mifflin.
Progressive Era
• Industrialization
• Immigration
• Eugenics
• African American
Pioneers
Blau:
Ch. 7: Social Welfare History in the United States (pp. 257-271)
Depression Era
• New Deal
• Social Security Act
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 Haynes:
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
Poverty:
• Poverty rates &
Blau:
Ch. 10: Housing: Programs & Policies
DBG:
Chapter 1 : Oppression of Indigenous Tribal Populations
Chapter 2 : Mexicans, Chinese, & Japanese in America
Linhorst, D. (2002). Federalism and social justice: implications
for social work. Social Work, 47(3), 201-208.
Page 6
Reflection
Paper #1
due
Date
Topics Addressed
definitions
• Poverty line &
critiques
• Impact of poverty
Social Welfare System:
• Social, occupational,
fiscal
• Universal/selective
• Institutional/residual
• Universal elements:
≠ Social Security
≠ Medicare
Readings
Due
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
(wk 7)
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/twocheers
forwelfarereform.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
(wk 8)
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.
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),
Page 7
Op-Ed
Due
Date
Topics Addressed
Readings
Due
1-12.
Loprest, P. & Martinson, K. (2008). Supporting work for lowincome people with significant challenges (New Safety Net
Paper 5). Washington, DC: The Urban Institute.
http://www.urban.org/UploadedPDF/411726_supporting_
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.
NO CLASS—FALL BREAK
10/22
10/29
(wk 9)
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), 113-128.
Figueira-McDonough, J. (1993). Policy Practice: The Neglected
Side of Social Work Intervention. Social Work, 38(2), 179188.
11/5
(wk 10)
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
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.
11/12
(wk 11)
The Current Mental
Health & Substance
Abuse Safety Net
• MH reform in
North Carolina
• Intersections with
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
Page 8
Budget
Exercise
Date
Topics Addressed
homelessness,
criminal justice,
welfare, child
protection, & other
safety net systems
11/19
(wk 12)
Readings
Due
Carolina: Challenges on the road to reform. North
Carolina Medical Journal, 64(5), 1-7.
Additional readings TBA
Expert Panel 1: Disability
Expert Panel 2: Criminal justice with Focus on Adults
NO CLASS—THANKSGIVING BREAK
11/26
12/3
(wk 13)
Expert Panel 3: Criminal Justice with Focus on Youth
Expert Panel 4: Family violence/child welfare
12/10
(wk 14)
Expert Panel 5: Reproductive Rights & Health
Expert Panel 6: Immigration
Wrap-up
Page 9
Policy
Briefs Due