THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
TIMES:
INSTRUCTOR:
PHONE:
EMAIL:
OFFICE HOURS:
SOWO 838
Policy Analysis, Development, and Change: Examining Military
Families
Spring Semester, 2010
Mondays, 9:00 – 10:20 a.m.
Laurie Selz Campbell, MS,
TTK Building, Room 355
919-843-6394
lauriesc@unc.edu
Monday 12 – 1:00 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 military families.
COURSE OBJECTIVES: At the conclusion of this class students will be able to:
1.
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5.
6.
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8.
9.
Identify the principles, foundation and provisions of the primary social welfare programs
that affect military families.
Demonstrate the analytic, theoretical and value assessment skills that enable social
workers to evaluate policies and apply change strategies.
Apply concepts and principles of human rights, social justice, and social work ethics to
policy analysis, development and change strategies.
Identify the primary systems that form the safety net for military personnel and their
families, including (a) health, mental health and substance abuse, (b) housing, (c)
education and employment training, (d) income support, and (e) family services.
Analyze ways in which policies affecting military families have evolved from and are
rooted in military culture.
Describe policies related to confidentiality and consent to treatment within the context of
military health and mental health care. Identify potential ethical dilemmas for military
social workers.
Describe policies related to supporting military families experiencing spousal or child
abuse.
Analyze policies that affect service men and women of varying races and ethnicities,
sexual orientations, and family structures.
Describe avenues for leadership, advocacy, and policy change related to social work
intervention with military families.
EXPANDED DESCRIPTION:
This course builds on the foundational content presented in SOWO 530, Social Welfare
Policy. Students will have the opportunity to explore social policies that impact military
families and that provide the structure and framework within which social work interventions
are implemented. Potential ethical challenges for the military social worker related to
implementing policy will be continuously explored.
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REQUIRED TEXT:
Coll, J. E., Weiss. E. L., & Exum, H. A. (2010). A civilian counselor's primer for counseling
veterans (2nd edition). Deer Park, NY: Linus Publications.
Additional assigned articles will be posted on Blackboard.
RECOMMENDED TEXT:
Korb, L. J., Duggan, S., Juul, P., & Bergmann, M. (2009). Serving America's veterans: A
reference handbook. Santa Barbara, CA: Praeger Publishing.
TEACHING METHODS AND EXPECTATIONS:
Teaching methods will include lecture and class discussion, as well as multimedia
presentations, guest speakers, 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 process in
the class, and will allow you to successfully apply the course material in a way that is
personally and professionally meaningful.
All students are expected to attend all classes and to complete the readings before class
begins. Students 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 class participation 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. 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. 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 (962-7227) provides supportive
services for students with learning disabilities and attention-deficit/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.
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POLICY ON INCOMPLETES AND LATE ASSIGNMENTS:
Late assignments are strongly discouraged, but may be accepted in some cases. All
assignments are due at the beginning of class on the day noted. 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 SSW website. You can also refer to the APA Publication Manual (6th edition),
and to a tutorial on APA style at http://www.lib.unc.edu/instruct/citations/apa/index.html.
ASSIGNMENT DESCRIPTIONS:
Descriptions of the course assignments are below. We will discuss further guidelines and
resources as we move through the semester.
Assignment 1: Advocacy Exercise
For this assignment, you will develop a 500-word (1 to 1½ pages, single spaced) advocacy
statement addressing a policy issue relevant to military service personnel and/or their
families. You can format your statement as a letter to a legislator, or as an editorial
submission to a newspaper. In either case, you should clearly describe the issue of concern,
cite relevant data (e.g. demographic, economic), identify issues of discrimination or social
injustice, and propose a viable and ethical solution. You can focus on the local, state, or
national level, as desired.
Assignment 2: Conference Presentation on Military Service Member or Family Policy
This assignment asks you to complete a comprehensive analysis of a policy related to military
service personnel and/or their families. You will work in teams to develop a 30-45 minute
“conference presentation” with visuals, and a 1-page handout for “conference attendees.”
Your analysis should incorporate (a) scholarly research -- peer-reviewed research articles or
reports from government websites or think tanks -- and (b) first-person reflections from a
service provider and a service recipient (these can come from in-person interviews or online
sources, depending on feasibility and logistics). More specifically, you should address:
1.
Overview
- History: Social, political, or economic conditions around the policy
- Rationale for why this policy or program merits study
2. Discussion of the political dimension of the policy
- Whose agendas are favored or disfavored with this policy?
3. Discussion of the economic dimension of the policy
- What are the short- & long-term costs & benefits of the policy or program?
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- What might be some less obvious costs or benefits? Have there been any
unintended or unexpected costs or benefits?
4. Discussion of evidence
- What (if any) research has been conducted examining the impact of the
policy? Is the evidence consistent?
- What is the quality of the research? Are findings generalizable to relevant
populations?
5. Discussion of ethical dimensions
- What specific ethical principles (e.g. autonomy, individual rights, safety,
equality) are promoted or thwarted by the policy? Are there any inherent
dilemmas (competing/contradictory ethical principles)?
- Does the policy operate in a way that promotes social justice, or does it
contribute to oppression and/or discrimination? What groups experience
such discrimination?
6. Your position on the policy: Recommendations for change and rationale for your
recommendations
SUMMARY OF COURSE EVALUATION COMPONENTS AND GRADING SCALE:
Grades will be assigned based on the following components and weights:
Active Participation
Advocacy Statement
Presentation
Total
20
30
50
100
94 - 100
80 - 93
70 - 79
<70
H
P
L
F
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COURSE OUTLINE
Date
Topic & Readings
Jan 10
Introduction to Course
Jan 17
No Class – Martin Luther King Day
Jan 24
The Present-Day Military: Demographics, Context, & Culture
Due
Readings:
Coll:
Ch. 1: Military Organization
Ch. 2: Military Culture & the Mission of the Military
Korb:
Ch. 1: Introduction
Ch. 4: Veteran Demographics (skim as desired)
(note: These chapters to be posted on Blackboard)
Browse as desired:
US Department of Defense (2009). Demographics 2009: Profile of the military community.
Washington, DC: Office of the Deputy Under Secretary of Defense. Retrieved from
http://cs.mhf.dod.mil/content/dav/mhf/QOLLibrary/PDF/MHF/QOL%20Resources/Reports/2009_Demographics_Report.pdf
National Center for Veterans Analysis & Statistics (http://www1.va.gov/vetdata/)
Jan 31
Military Families: Demographics, Context, & Culture
Readings:
Coll:
Ch. 7: Interacting with Families (focus on the cycle of deployment)
Booth, B., Segal, M. W., & Bell, D. B. (2007). What We Know About Army Families: 2007
Update. Fairfax, VA: Caliber. Retrieved from
http://www.army.mil/fmwrc/documents/research/WhatWeKnow2007.pdf
Read Sections 2, 5, and 6
Browse as desired:
US Department of Defense (2009). Demographics 2009: Profile of the military community.
Washington, DC: Office of the Deputy Under Secretary of Defense. Retrieved from
http://cs.mhf.dod.mil/content/dav/mhf/QOLLibrary/PDF/MHF/QOL%20Resources/Reports/2009_Demographics_Report.pdf
Feb 7
Ethical Considerations in Serving Military Service Persons & Families
Readings:
Johnson, W., Grasso, I., & Maslowski, K. (2010). Conflicts between ethics and law for military
mental health providers. Military Medicine, 175(8), 548-553.
Simmons, C., & Rycraft, J. (2010). Ethical challenges of military social workers serving in a
combat zone. Social Work, 55(1), 9-18.
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Date
Topic & Readings
Due
Stone, A. M. (2008). Dual agency for VA clinicians: Defining an evolving ethical question.
Military Psychology, 20(1), 37-48
Feb 14
Policies Related to Deployment & Reintegration
Readings:
Coll:
Ch. 3: Counseling & Services in the Military
Eberstadt, M. (2010). Mothers in combat boots. Policy Review, (159), 33-44.
Manderscheid, R. W. (2007). Helping veterans return: Community, family, and job.
Archives of Psychiatric Nursing, 21(2), 122-124.
Additional material on Blackboard: Family Care Plan Form, VA Federal Benefits Summary
Booklet
Feb 21
The Health & Mental Health Safety Net for Military Service Members & Families: VA
& Tricare
Readings:
Korb: Ch. 5: Barriers to Accessing VA Health Care & Benefits
Ch. 6: Multiple Epidemics in Veteran Mental Health
Jackonis, M., Deyton, L., & Hess, W. (2008). War, its aftermath, & U.S. health policy: Toward
a comprehensive health program for America’s military personnel, veterans, & their
families. Journal of Law, Medicine & Ethics, 36(4), 677-689.
Ginzburg, H. M., & Holm, K. D. (2009). The struggle for DOD/VA benefits. Psychiatric
Annals, 39(2), 71-77.
Additional material on Blackboard: Tricare at a glance document
Feb 28
Health & Mental Health Services & Policy Issues Specific to Female Military Service
Members
Advocacy
Exercise
David F. Burrelli, D. F. (2008). CRS Report for Congress: Abortion Services and Military
Medical Facilities. Washington, DC: Congressional Research Service. Retrieved from
http://assets.opencrs.com/rpts/95-387_20080710.pdf
Ponder, K. L., & Nothnagle, M. (2010). Damage control: unintended pregnancy in the united
states military. Journal of Law, Medicine & Ethics, 38(2), 386-395.
Saunders, W. L. (2010). Abortion and Military Facilities: The Effect of the Burris Amendment
in the Department of Defense Authorization Bill. Washington, DC: The Federalist
Society. Retrieved from http://www.fedsoc.org/doclib/20100920_NFIPBurrisAmendment.pdf
Mar 7
Happy Spring Break !!!
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Date
Mar 14
Topic & Readings
Due
The Social Services Safety Net for Military Families
Readings:
Booth, B., Segal, M. W., & Bell, D. B. (2007). What We Know About Army Families: 2007
Update. Fairfax, VA: Caliber. Retrieved from
http://www.army.mil/fmwrc/documents/research/WhatWeKnow2007.pdf
Read Sections 7 & 8
Clark, J. (2006). A legislators’ guide to military children: What you and your state can do to
help the children who also serve. Harker Heights, TX: Military Child Education Coalition.
Retrieved from http://www.militarychild.org/files/pdfs/BRLegislatorsGuide.pdf (browse
for areas of interest)
Huebner, A., Alidoosti, B., Brickel, M., & Wade, K. (2010). Summary of findings: Military
family needs assessment. Blacksburg, VA: Virginia Polythechnic Institute & State
University. Retrieved from http://cs.mhf.dod.mil/content/dav/mhf/QOLLibrary/Project%20Documents/MilitaryHOMEFRONT/Reports/MFNA_2010_Report.pdf
Mar 21
Violence in Military Workplaces
Readings:
Ferguson, C. (2008). Caring [for] sexual assault patients in the military: Past, present, and
future. Journal of Forensic Nursing, 4(4), 190-198.
Kelly, M. M., Vogt, D. S., Scheiderer, E. M., Ouimette, P., Daley, J., & Wolfe, J. (2008). Effects
of military trauma exposure on women veterans’ use and perceptions of Veterans Health
Administration care. JGIM: Journal of General Internal Medicine, 23(6), 741-747.
Kimerling, R., Street, A. E., Pavao, J., Smith, M. W., Cronkite, R. C., Holmes, T. H., & Frayne,
S. M. (2010). Military-related sexual trauma among Veterans Health Administration
patients returning from Afghanistan and Iraq. American Journal of Public Health, 100(8),
1409-1412.
Murdoch, M., Pryor, J., Polusny, M., & Gackstetter, G. (2007). Functioning and psychiatric
symptoms among military men and women exposed to sexual stressors. Military
Medicine, 172(7), 718-725.
Russ, A., & Ames, G. (2006). Policy and prevention as competing imperatives in US Navy life
and medicine. Culture, Health & Sexuality, 8(1), 1-15.
Skiba, V., & Durham, C. (2007). Guest editorial: Challenges of meeting New Department of
Defense Sexual Assault Guidelines. Military Medicine, 172(8), pp. iv-vi.
Mar
28
Violence in Military Families
Readings:
Rentz, E., Martin, S., Gibbs, D., Clinton-Sherrod, M., Hardison, J., & Marshall, S. (2006).
Family violence in the military: A review of the literature. Trauma, Violence & Abuse,
7(2), 93-106.
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Date
Topic & Readings
Due
Gielen, A. C., Campbell, J., Garza, M. A., O'Campo, P., Dienemann, J., Kub, J., et al. (2006).
Domestic violence in the military: Women's policy preferences and beliefs concerning
routine screening and mandatory reporting. Military medicine, 171, 729-735.
Gordon, J. M. (2009). Disparity in state court application of the Servicemember's Civil Relief
Act to child custody proceedings: 2008 amendment. American Journal of Family Law,
23(3), 142-149.
Kanuha, V. K., Erwin, P., & Pence, E. (2004). Strange bedfellows: Feminist advocates and U.S.
Marines working to end violence. Affilia: Journal of Women & Social Work, 19(4), 358375.
Apr 4
Policy Related to Diversity in the Military: Sexual Orientation
Readings:
Estes, S. (2005). Ask and tell: Gay veterans, identity, and oral history on a civil rights frontier.
Oral History Review, 32(2), 21-47. (optional reading – long but fascinating)
Johnson, W. B., & Buhrke, R. A. (2006). Service delivery in a "don't ask, don't tell" world:
Ethical care of gay, lesbian, and bisexual military personnel. Professional Psychology:
Research and Practice, 37(1), 91-98.
Moradi, B. (2009). Sexual orientation disclosure, concealment, harassment, and military
cohesion: perceptions of LGBT military veterans. Military Psychology, 21(4), 513-533.
Apr11
Policy Related to Diversity in the Military: Ethnic Diversity & National Origin
Readings:
Lowe, T. B., Hopps, J. G., & See, L. A. (2006). Challenges and stressors of African American
armed service personnel and their families. Journal of Ethnic & Cultural Diversity in
Social Work, 15(3; 3), 51-81.
Mariscal, J. J. M. (2007). Immigration and military enlistment: The Pentagon's push for the
DREAM Act heats up. Latino Studies, 5(3), 358-363.
Sohn, L., & Harada, N. D. (2008). Effects of racial/ethnic discrimination on the health status
of minority veterans. Military Medicine, 173(4), 331-338
Truhon, S. A. (2008). Equal opportunity climate in the United States military: Are differences
in the eye of the beholder?. European Journal of Work & Organizational Psychology,
17(1), 153-169
Apr 18
Presentations
Presentation
Apr 25
Presentations
Presentation
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