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 2011 MEETING TIME: Fridays 9:00 – 11:50 am INSTRUCTOR: Amanda Sheely, MSW, MPH, PhD Tate Turner Kuralt Bldg. Room 417 asheely@email.unc.edu OFFICE HOURS: Fridays 12:30 – 2:00 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.
Demonstrate knowledge of current social welfare policies and programs in the U.S. and the ideals which shaped existing public welfare structures; 2.
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. 3.
Demonstrate an understanding of the role of social work and effects of social policy on historic and contemporary patterns of social welfare service provision; 4.
Rigorously evaluate existing research related to social welfare policy and demonstrate knowledge of the development and implementation of contemporary social welfare policy; 5.
Demonstrate an understanding of the values and ethics of social work that guide professional behavior in the conduct of public policy activities; 6.
Demonstrate skill in strategies for advocacy and social change that advance social and economic justice; 7.
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 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. Page 1 TEXTS: Required: Blau, J. & Abramovitz, M. (2010). Dynamics of Social Welfare Policy. Oxford University Press. Additional required readings will be posted on Sakai under “Assignments.” TEACHING METHODS AND EXPECTATIONS: Teaching methods will include lecture and class discussion, multimedia presentations, and small group activities. 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 the reading, field experiences, or current events. 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 Papers These are 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. This 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 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 Sakai) 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). You will work on the vignette as a group. Accompanying your worksheet will be a brief (3 pages) paper addressing your assumptions, conclusions about the bottom line, challenges encountered, and learning reflections. This paper is an individual assignment. Page 2 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 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. Addresses the history or evolution of the social welfare system’s response to the population 2. Summarizes multiple perspectives on the issue Page 3 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 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 15 points Reflection Paper #2 15 points Budget Exercise 15 points Policy Brief 20 points Expert Panel Presentation 30 points Participation 5 points Total: 100 points H: P: L: F: 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: •
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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 Page 4 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 #1 9/23 (week 5) Reflection Paper #2 10/14 (week 8) Budget 10/28 (week 9) Expert Panel Presentation TBD (weeks 12-­‐14) Policy Brief 12/9 (week 14) Page 5 CLASS SCHEDULE & ASSIGNED READINGS Date Topics Addressed Readings Due 8/26 (wk 1) Overview, introductions Make sure you can access Sakai site Send me an email (asheely@email.unc.edu) 9/2 (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 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. 9/9 (wk 3) 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. 9/16 (wk 4) Progressive Era • Industrialization • Immigration • Eugenics • African American Pioneers Depression Era • New Deal • Social Security Act Blau: Ch. 7: Social Welfare History in the United States (pp. 257-­‐271) 9/23 (wk 5) 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. Diller, M. (2001). Form and substance in the privatization of poverty programs. UCLA Law Review, 49. 1739-­‐1765. Reflection Paper #1 Page 6 Date Topics Addressed Readings 9/30 (wk 6) Poverty: • Poverty rates & definitions • Poverty line & critiques • Impact of poverty Social Welfare System: • Social, occupational, fiscal • Universal/selective • Institutional/residual • Universal elements: o Social Security o Medicare • Selective elements: o AFDC, TANF o Food assistance o Housing o Medicaid o SSI o General assistance Blau: 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 Sakai) online guides to eligibility for each of the major social welfare programs 10/7 (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. Rector, R. & Johnson, K. (2004). Understanding poverty in America. Washington, DC: Heritage Foundation. Sawhill, Isabel V (2003). The behavioral aspects of poverty. The Public Interest (153) 79-­‐93. Guest speaker: Kate Mitchell, Benefit Bank Page 7 Due Date Topics Addressed 10/14 (wk 8) Toward Real Solutions for Poverty 10/22 10/28 (wk 9) Readings Blank, R.M. (2007). Improving the safety net for single mothers Reflection who face serious barriers to work. [Special Issue] The Paper #2 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), 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. Shapiro, T. (2004). Assets for equality (pp. 183-­‐204). In The hidden cost of being African-­‐American: How wealth perpetuates inequality. New York: Oxford. Berlin, G. 2010. Rethinking Welfare in the Great Recession: Issues in the Reauthorization of Temporary Aid to Needy Families. Washington, DC: MDRC. Guest Speaker: Andrea Taylor NO CLASS—FALL BREAK Budget assignment discussion Social Policy & Policy Analysis: • Advocacy • Informal policy/street level bureaucracy Due Blau: Ch. 6: Social Movements & Social Change 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), 179-­‐
188. Guest speaker: Alex Miller, Equality North Carolina Page 8 Budget Exercise Date Topics Addressed Readings Due 11/4 (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. 11/11 (wk 11) 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 Ch. 10: Housing: Programs & Policies Baillargeon, J., Hoge, S., & Penn, J. (2010). Addressing the challenge of community reentry among released inmates with serious mental illness. American Journal of Community Psychology, 46, 361-­‐375. 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. Newman, S. & Goldman, H. (2008). Putting housing first, making housing last: Housing policy for persons with severe mental illness. American Journal of Psychiatry, 165, 1242-­‐1248. Scheid, T. (2008). Competing institutional demands: A framework for understanding mental health policy. Social Theory and Health, 6, 291-­‐308. 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. 11/18 (wk 12) Expert Panel 1: Disability Expert Panel 2: Criminal justice with Focus on Adults 11/26 NO CLASS—THANKSGIVING BREAK 12/2 (wk 13) Expert Panel 3: Criminal Justice with Focus on Youth Expert Panel 4: Family violence/child welfare 12/9 (wk 14) Expert Panel 5: Reproductive Rights & Health Expert Panel 6: Immigration Policy Briefs Page 9