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, 2012
Mondays, 9:00 – 10:20 a.m.
Laurie Selz Campbell, MS,
TTK Building, Room 354
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:
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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 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 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:
Korb, L. J., Duggan, S., Juul, P., & Bergmann, M. (2009). Serving America's veterans: A
reference handbook. Santa Barbara, CA: Praeger Publishing.
Additional materials will be posted on Sakai.
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.
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
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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:
Written assignments must be typed and follow APA format (any exceptions for specific
assignments will be explained). 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:
These are located at the end of the syllabus, after the Course Schedule.
SUMMARY OF COURSE EVALUATION COMPONENTS AND GRADING SCALE:
Grades will be assigned based on the following components and weights:
Active Participation
Facilitation of Class Discussion
Advocacy Statement
Presentation
Total
10
25
30
35
100
94 – 100
80 – 93
70 – 79
<70
H
P
L
F
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COURSE OUTLINE
Date
Jan 9
Jan 16
Jan 23
Topics & Readings
Introduction to Course & Each Other
** No Class – Martin Luther King Day **
The Present-Day Military: Demographics & Culture
Readings:
Korb: Ch. 1: Introduction
Ch. 6: Multiple Epidemics in Veteran Mental Health (skim)
Booth, B., Segal, M. W., & Bell, D. B. (2007). What We Know About Army Families: 2007
Update. Fairfax, VA: Caliber. (Read Sections 2, 3, 5, and 6).
http://www.army.mil/fmwrc/documents/research/WhatWeKnow2007.pdf
Rand Corporation (2011). Research Highlights: Views from the Homefront: The
Experiences of Youth & Spouses from Military Families. Santa Monica, CA: Rand
Corporation.
http://www.rand.org/content/dam/rand/pubs/research_briefs/2011/RAND_RB956
8.pdf
Coll, J. E., Weiss, E. L., & Yarvis, J. S. (2011). No one leaves unchanged: Insights for
civilian mental health care professionals into the military experience and culture.
Social Work In Health Care, 50(7), 487-500.
Hall, L. (2011). The importance of understanding military culture. Social Work In Health
Care, 50(1), 4-18.
Browse as desired:
Korb: Ch. 4: Veteran Demographics
US Department of Defense (2010). Demographics 2010: Profile of the Military
Community. Washington, DC: Office of the Deputy Under Secretary of Defense.
http://www.militaryhomefront.dod.mil//12038/Project%20Documents/MilitaryHO
MEFRONT/Reports/2010_Demographics_Report.pdf
Jan 30
US Policies Related to Military Service Members/Families: Historical/Global
Context, & Current Challenges
Readings:
Korb: Ch. 2: The History of Veterans Affairs
Ch. 5: Barriers to Accessing VA Health Care & Benefits
Ginzburg, H. M., & Holm, K. D. (2009). The struggle for DOD/VA benefits. Psychiatric
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Date
Topics & Readings
Annals, 39(2), 71-77.
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.
Magnezi, R., Dankner, R., Shani, M., Levy, Y., Ashkenazi, I., & Reuveni, H. (2005).
Comparison of health care services for career soldiers throughout the world.
Military medicine, 170(12), 995-998.
Feb 6
AND
Feb 13
The Formal & Informal 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. (Read Sections 7 and 8).
http://www.army.mil/fmwrc/documents/research/WhatWeKnow2007.pdf
Taylor, N. E., Wall, S. M., Liebow, H., Sabatino, C. A., Timberlake, E. M., & Farber, M. Z.
(2005). Mother and soldier: Raising a child with a disability in a low-income
military family. Exceptional children, 72(1), 83-99.
Browse as desired:
Huebner, A., Alidoosti, B., Brickel, M., & Wade, K. (2010). Summary of findings: Military
family needs assessment. Blacksburg, VA: Virginia Polythechnic Institute & State
University. http://cs.mhf.dod.mil/content/dav/mhf/QOLLibrary/Project%20Documents/MilitaryHOMEFRONT/Reports/MFNA_2010_Repor
t.pdf
Materials from Washington State’s Department of Education: This is a great resource –
you might want to look at the Legislator’s Guide for ideas for your assignments.
http://www.k12.wa.us/OperationMilitaryKids/Resources.aspx
Feb 20
Policies Related to Deployment & Reintegration
Readings: TBD
Feb 27
Services & Policy Issues Specific to Female Military Service Members
Burrelli, D. F. (2008). CRS Report for Congress: Abortion Services and Military Medical
Facilities. Washington, DC: Congressional Research Service.
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.
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Date
Topics & Readings
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. http://www.fedsoc.org/doclib/20100920_NFIPBurrisAmendment.pdf
Mar 5
Mar 12
** Happy Spring Break!!!**
Ethical Dilemmas & Policy Challenges for Military Social Workers
Readings:
Johnson, W. (2008). Top Ethical Challenges for Military Clinical Psychologists. Military
Psychology, 20(1), 49-62.
Johnson, W., Grasso, I., & Maslowski, K. (2010). Conflicts between ethics and law for
military mental health providers. Military Medicine, 175(8), 548-553.
Stone, A. M. (2008). Dual agency for VA clinicians: Defining an evolving ethical
question. Military Psychology, 20(1), 37-48
Mar 19
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.
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). Challenges of meeting new Department of Defense
sexual assault guidelines. Military Medicine, 172(8), pp. iv-vi.
Mar 26
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 &
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Date
Topics & Readings
Abuse, 7(2), 93-106.
Gielen, A., Campbell, J., Garza, M., 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, 729735.
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), 358-375.
Apr 2
Policies Related to Diversity in the Military: Sexual Orientation
Readings:
Moradi, B. (2009). Sexual orientation disclosure, concealment, harassment, and military
cohesion: perceptions of LGBT military veterans. Military Psychology, 21(4), 513-533.
Additional/updated readings TBD
Apr 9
Policies 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.
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 16
Presentations
Apr 23
Presentations
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ASSIGNMENT DESCRIPTIONS
Assignment 1: Facilitation of Class Discussion
Various Due Dates
You will work in pairs or triads to take responsibility for one of the topics on the syllabus.
We will identify topics during the 1st or 2nd week of class. You can take 30-40 minutes of
class time, in which you can do any or all of the following:
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Provide a brief summary of the major themes and issues raised by the readings
Provide first-person accounts of the issue or policy (via your own experience,
YouTube video, blog entry, etc.)
Present current actions related to the issue or policy under consideration by the
government (as applicable)
Lead the class in an activity that encourages us to think more deeply about and
discuss the issue or policy
Your facilitation will be evaluated for (a) the quality of the information that you provide to
the class, (b) the effectiveness of the strategies that you use to engage the class in thinking
about and discussing the issue. A scoring rubric will be posted on Sakai.
Assignment 2: Advocacy Exercise
Due Feb 27
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 members and/or their families.
You can format your statement as a letter to a legislator, or an editorial submission to a
newspaper. In your document, 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.
We will discuss formatting of such documents (slightly different from APA in terms of
citations and references), and will review examples together. However, you should submit, in
addition to your advocacy document, an APA-formatted list of references used.
Your work will be evaluated for (a) clarity and appropriateness to the format chosen, (b)
incorporation of data and literature, (c) logic of recommendations, and (d) overall
persuasiveness of argument. A scoring rubric will be posted on Sakai.
Assignment 3: Final Presentation
Due April 16 or 23
This assignment asks you to complete a comprehensive analysis of a policy related to military
service personnel and/or their families. We will decide whether to complete this assignment
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as individuals or in small groups. You will deliver a 30-45 minute “conference presentation”
with visuals, and provide a 1-2 page handout with key ideas and resources for further research.
You should incorporate (a) peer-reviewed research articles or reports from government
websites or think tanks, and (b) first-person reflections from at least one service provider and
at least one service recipient (these can come from in-person interviews, or from online
sources, depending on feasibility). More specifically, you should address (as relevant):
1.
Overview of the policy
• History: Social, political, or economic conditions around the policy
• Rationale for why this policy merits discussion at this time
2. Discussion of the political dimension of the policy
• Whose agendas are favored or disfavored by this policy?
3. Discussion of the economic dimension of the policy
• What are short- & long-term costs & benefits of the policy?
• What are less obvious costs/benefits? Have there been unintended or
unexpected costs/benefits?
4. Discussion of the evidence
• What (if any) research has been conducted examining the impact of the
policy? What do the findings suggest? What is the quality of the research?
Are results generalizable to all relevant groups?
• Does the evidence suggest that the policy is implemented as it was designed, or
have any major divergences occurred? How are these explained?
5. Discussion of ethical dimensions specific to social work practice
• What specific social work ethical principles (e.g. autonomy, individual rights,
safety, equality, equity) are promoted or thwarted by the policy?
• Are there any inherent dilemmas (competing/contradictory ethical principles)?
What are your thoughts about how social workers might deal with these?
• Does the policy operate in a way that promotes social justice, or does it
contribute to oppression and/or discrimination?
6. Your position and recommendations
• Your recommendations regarding the policy and rationale for these (the
rationale should flow directly from your discussion, above)
• Strategies for social workers’ involvement in advocacy related to the policy
Slides should be formatted using APA style for citations and references. That is, you should
provide citations at the bottom of slides containing information from scholarly sources, and
include a complete list of references on the final slides, or as a handout. You do not need to
make copies of your slides for the class, BUT you should submit a copy to the instructor
(either hard copy or electronic). A scoring rubric will be posted on Sakai.
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