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 2011)
MEETING TIME:
Monday 9:00 – 11:50 am
INSTRUCTOR:
Lisa de Saxe Zerden, MSW, PhD
Tate Turner Kuralt Bldg. Room 370B
Phone: 919-962-6430
lzerden@email.unc.edu
OFFICE HOURS:
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.
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. Please look under weekly modules.
Recommended (chapters will be posted on Sakai when assigned in syllabus):
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 each session
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 prompt to which you will respond with references to relevant readings and
activities.
Op-Ed Assignment
Page 2
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, 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 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
6 points
6 points
3 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
our course site) to estimate what the family will require to meet its basic needs, and what
sources of assistance are available. A Budget Worksheet will 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, criminalization of mental illness &/or homelessness, 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 & neglect, partner violence, adoption for GLBTQ families
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
Page 3
Issues: Abortion, parental consent, comprehensive sex education, reproductive rights
Examples of legislation: Abstinence-only education; HB854; TANF provisions re: teen
parents, Roe v. Wade.
Immigration
Issues: migrant worker policies, health care, education, citizenship, criminalization,
amnesty
Examples of legislation: 287g; 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
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, 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
Total
Page 4
15 points
10 points
20 points
20 points
25 points
5 points
5 points
H=94 and above
P= 93-80
L=79-70
F= 69 or below
100 Points
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
(week 5)
Op-Ed Assignment
(week 8)
Budget
(week 9)
Expert Panel Presentation
TBD (weeks 12-14)
Policy Brief
(week 14)
Page 5
CLASS SCHEDULE & ASSIGNED READINGS
Date
8/29
(wk 1)
Topics Addressed
Overview,
introductions
9/5
9/12
(wk 2)
Readings
Due
Make sure you can access sakai.
Ch. 1: Introduction: Social Problems, Social Policy, Social Change
Labor Day—No Class
Context, Framework
for Exploring Social
Welfare
 Key Words
 Target Populations
Blau:
Review 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.
9/19
(wk 3)
9/26
(wk 4)
10/3
(wk 5)
10/10
(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)
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 &
definitions
Blau:
Ch. 10: Housing: Programs & Policies
Ch. 12: Food & Hunger: Programs & Policies
Fleming, D. (1963). Social Darwinism. In M. White & A.
Schlesinger, Jr.(Eds.), Paths of American Thought (chapter 7; p.123146). Boston: Houghton-Mifflin.
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
***Please
meet in the
auditorium
for this
session***
Reflection
Paper #1
due
Date
Topics Addressed
 Poverty line &
critiques
 Impact of poverty
Social Welfare System:
 Social,
occupational, fiscal
 Universal/selective
 Institutional/residu
al
 Universal elements:
≠ Social Security
≠ Medicare
Readings
Due
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
 Selective elements:
≠ AFDC, TANF
≠ Food assistance
≠ Housing
≠ Medicaid
≠ SSI
≠ GA
10/17
(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/twocheersforwel
farereform.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.
10/24
(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), 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_supporting_work.pd
Page 7
Op-Ed Due
Date
Topics Addressed
Readings
Due
f
Shapiro, T. (2004). Assets for equality (pp. 183-204). In The hidden
cost of being African-American: How wealth perpetuates inequality.
New York: Oxford.
10/31
(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.
Budget
Exercise
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.
11/7
(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), 27022714.
Keefe, R. H. (2010). Health disparities: A primer for public health
social workers. Social Work in Public Health, 25(3/4), 237257.
Woolf, S. H. (2009). Social policy as health policy. [Opinion]. JAMA:
Journal of the American Medical Association, 301(11), 1166-69.
11/14
(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
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.
Additional readings TBA
11/21
(wk 12)
Expert Panel 1: Disability
Expert Panel 2: Criminal justice with Focus on Adults
11/28
(wk 13)
Expert Panel 3: Criminal Justice with Focus on Youth
Expert Panel 4: Family violence/child welfare
12/5
(wk 14)
Expert Panel 5: Reproductive Rights & Health
Expert Panel 6: Immigration
Page 8
Policy Briefs
Due
Date
Topics Addressed
Readings
Wrap-up
Page 9
Due