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, 2013
Mondays, 9:00 – 10:20 a.m.
Laurie Selz Campbell, MSW, CPRP
TTK Building, Office # 354
919-843-6394
lauriesc@unc.edu
Tuesdays 12:00 – 2:00 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. Identify the principles, foundation and provisions of the primary social welfare
programs that affect military families.
2. Demonstrate the analytic, theoretical and value assessment skills that enable social
workers to evaluate policies and apply change strategies.
3. Apply concepts and principles of human rights, social justice, and social work ethics to
policy analysis, development and change strategies.
4. 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.
5. Analyze ways in which policies affecting military families have evolved from and are
rooted in military culture.
6. 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.
7. Describe policies related to military families experiencing spousal or child abuse.
8. Analyze policies that affect service men and women of varying races and ethnicities,
sexual orientations, and family structures.
9. 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. Students will explore
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.
REQUIRED TEXT:
There is no required text for the course; all readings will be posted on Sakai.
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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. Your attention
during class time is an important sign of respect to your colleagues, and an important part of
your learning. Please do not have the mistaken assumption that others are unaware if you
are disengaged from the class! If distracting use of electronics is observed, I will need to
strictly limit their use to specific times during class.
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 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.
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ASSIGNMENT DESCRIPTIONS:
These are located at the end of the syllabus, after the Course Schedule.
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.
SUMMARY OF COURSE EVALUATION COMPONENTS AND GRADING SCALE:
Grades will be assigned based on the following components and weights:
Active Participation
20
Facilitation of Class Discussion
30
Policy Presentation
30
One-Page Advocacy Brief
20
Total
100
94 – 100
80 – 93
70 – 79
<70
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COURSE OUTLINE
Date
Jan 13
Topics & Readings
Introduction to Course & Each Other
Jan 20
Jan 27
** No Class – Martin Luther King Day **
The Present-Day Military & Military Families: Demographics & Culture
Kelty, R., Kleykamp, M., & Segal, D. (2010). The military and the transition to adulthood. Future Of
Children, 20(1), 181-207.
Korb, L. J. (2009). Introduction. In L. J. Korb, S. Duggan, P. Juul, & M. Bergmann (Eds.), Serving
America’s veterans: A reference handbook (pp. 1-13). Santa Barbara, CA: Praeger Publishing.
Weiss, E., Coll, J. E., & Metal, M. (2011). The influence of military culture and veteran worldviews on
mental health treatment: Practice implications for combat veteran help-seeking and
wellness. International Journal Of Health, Wellness & Society, 1(2), 75-86.
Optional or as needed:
Substance Abuse & Mental Health Services Administration (2011). Understanding the military: The
institution, the culture, and the people. Retrieved from
partnersforrecovery.samhsa.gov/docs/Military_White_Paper_Final.pdf
Feb 3
The Formal & Informal Safety Net for Military Families
Floyd, M., & Phillips, D. A. (2013). Child care and other support programs. Future Of Children, 23(2),
79-97.
Hosek, J., & Wadsworth, S. (2013). Economic conditions of military families. Future Of Children,
23(2), 41-59.
Huebner, A., Alidoosti, B., Brickel, M., & Wade, K. (2010). Summary of Findings: Military Family
Needs Assessment. Blacksburg, VA: VA Polythechnic Institute. Retrieved from
http://www.militaryonesource.mil/12038/Project%20Documents/MilitaryHOMEFRONT/Se
rvice%20Providers/DoD%20Conferences/MFPP/Needs%20Assessment/Summary_of_Findi
ngs_Military_Family_Needs_Assessment_Final.pdf
Also, please review the following websites:
Military OneSource: http://www.militaryonesource.mil/
National Military Family Association: http://www.militaryfamily.org/
Feb 10
Policies Related to Economic & Health Care Supports for Military Members & Families:
Historical Context & Current Challenges
Duggan, S. E. (2009). Administrative barriers to accessing VA health care and benefits. In L. J. Korb,
S. Duggan, P. Juul, & M. Bergmann (Eds.), Serving America’s veterans: A reference handbook
(pp. 113-138). Santa Barbara, CA: Praeger Publishing.
Juul, P. M. (2009). The history of Veterans Affairs. In L. J. Korb, S. Duggan, P. Juul, & M. Bergmann
(Eds.), Serving America’s veterans: A reference handbook (pp. 15-50). Santa Barbara, CA:
Praeger Publishing.
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.
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Date
Feb 17
Topics & Readings
Ethical Dilemmas & Social Welfare Policy Analysis
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
Policy Analysis Models to be added
Feb 24
Reproductive Health & Justice Issues for Female Service Members
Boonstra, H.D. (2010). Off base: The U.S. military’s ban on privately funded abortions. Guttmacher
Policy Review, 13(3), 2-7. (FOR Burris Amendment)
Burke, D. (2010). Abortion at government facilities? National Review. Retrieved from
http://www.nationalreview.com/blogs/print/246885 (AGAINST Burris Amendment)
Grindlay, K., Yanow, S., Jelinska, K., Gomperts, R., & Grossman, D. (2011). Abortion restrictions in the
U.S. military: Voices from women deployed overseas. Women's Health Issues, 21(4), 259-264.
Ponder, K. L., & Nothnagle, M. (2010). Damage control: Unintended pregnancy in the United States
military. Journal of Law, Medicine & Ethics, 38(2), 386-395.
Russ, A., & Ames, G. (2006). Policy and prevention as competing imperatives in US Navy life and
medicine. Culture, Health & Sexuality, 8(1), 1-15.
Mar 3
Sexual Violence in Military Workplaces
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, 718-725.
Reading on MMST to be added
Mar 10
** Happy Spring Break!!!**
Mar 17
Partner Violence & Child Maltreatment in Military Families
Fraser, C. (2011). Family issues associated with military deployment, family violence, and military
sexual trauma. Nursing Clinics Of North America, 46(4), 445-455.
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 & beliefs concerning routine screening and
mandatory reporting. Military medicine, 171, 729-735.
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.
Osofsky, J. D., & Chartrand, M. M. (2013). Military children from birth to five years. Future Of
Children, 23(2), 61-77.
Seamone, E. R. (2012). Improved assessment of child custody cases involving combat veterans with
posttraumatic stress disorder. Family Court Review, 50(2), 310-343.
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Date
Mar 24
Topics & Readings
Policies Related to Diversity in the Military: Sexual Orientation
Gregor, W. J. (2010). The death of military justice. Parameters: U.S. Army War College, 40(3), 1-11.
Kerrigan, M. F. (2012). Transgender discrimination in the military: The new don't ask, don't tell.
Psychology, Public Policy, And Law, 18(3), 500-518.
Moradi, B. (2009). Sexual orientation disclosure, concealment, harassment, and military cohesion:
perceptions of LGBT military veterans. Military Psychology, 21(4), 513-533.
Pasek, D. (2012). Love and war: An argument for extending dependent benefits to same-sex
partners of military service members. Harvard Law & Policy Review, 6(2), 459-472.
Mar 31
Policies Related to Diversity in the Military: Ethnic Diversity & National Origin
Burk, J., & Espinoza, E. (2012). Race relations within the U.S. military. Annual Review Of Sociology,
38, 401-422.
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 7
Open day to meet with your presentation groups
Apr 14
Presentations
Apr 21
Presentations
All Executive Summaries Due
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 and teams during the 2nd week of class. You can take 30-40 minutes of class
time, in which you can do any or all of the following:
•
•
•
Provide a brief summary of the major themes and issues raised by the readings
Lead the class in an activity that encourages us to think more deeply about and discuss
the issue or policy. This can include a case scenario, a brief video, and/or first person
accounts related to the issue
Present any recent changes or current efforts related to the issue or policy under
consideration
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.
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Assignment 2: Policy/Program Analysis
Due April 15/22
This assignment asks you to complete a comprehensive analysis of a policy or program related to
military service personnel and/or their families. Working in pairs, you will develop (a) a 30minute presentation with visuals, and (b) an advocacy brief or fact sheet with key ideas and
recommendations.
You should incorporate peer-reviewed research articles or reports from government websites or
think tanks (at least 6-8 references in addition to those coming from the assigned readings), as well
as 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). We will
discuss some specific policy analysis models that you can use to guide your thinking, but the
following are some dimensions that you might think about:

Overview of the policy
o Clear explanation of what it does, mandates, funds, or prohibits
o History: Social, political, or economic conditions that shaped the policy
o Rationale for why the policy merits discussion at this time

Discussion of the political dimension of the policy
o Whose agendas are favored or disfavored by this policy?

Discussion of the economic dimension of the policy
o What are short- & long-term costs & benefits of the policy? Less obvious costs/benefits?
Have there been unintended or unexpected costs/benefits?

Discussion of the evidence
o What (if any) research influenced the development of the policy?
o Does the evidence suggest that the policy is implemented as it was designed, or have
any major divergences occurred? How are these explained?
o Has any evidence regarding outcomes or impacts been generated? What do the findings
suggest? What is the quality of the research? Are results generalizable to all relevant
groups?

Discussion of ethical dimensions specific to social work practice
o What specific social work ethical principles (e.g. autonomy, individual rights, safety,
equality, equity) are promoted or thwarted by the policy?
o Are there any inherent dilemmas (competing/contradictory ethical principles)?
o Does the policy promote social justice, or contribute to oppression/discrimination?

Your position and recommendations

Specific strategies for social workers related to the continuation, expansion, elimination, or
alteration of the policy. Should efforts focus on legislative change? Grassroots mobilization
(of citizens, service users, service providers)? Legal advocacy? Others?
Your materials should be formatted using APA style for citations (include these at the bottom of
slides containing information from scholarly sources, and in your Advocacy Brief. 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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