THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
TIMES:
INSTRUCTOR:
OFFICE HOURS:
SOWO 832
Policy Analysis, Development, and Change: Multigenerational
Family Policy
Spring Semester, 2010
Fridays, 10:30 – 11:50
Laurie Selz Campbell, MS, CPRP
TTK Building, Room 356
Phone: 919-843-6394
lauriesc@unc.edu
Monday 12 – 1:30 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 multi-generational families.
COURSE OBJECTIVES: At the conclusion of this class students will be able to:
1. Identify current demographic trends associated with multi-generational families in
need of supportive, supplemental and substitute care.
2. Identify the principles, foundations, and provisions of the primary social welfare
programs that affect multi-generational families.
3. Conceptualize the interactions among social, economic and political factors that
shape family policy.
4. Demonstrate the analytical, theoretical, and value assessment skills that enable
social workers to evaluate policies, apply change strategies, and advocate for client
and community needs.
5. Develop leadership strategies for addressing policies that affect multigenerational
families in the context of empowerment and partnership.
6. Discuss ethical issues in current policies affecting multigenerational families,
including individual and family rights, distributive justice and power, and
discrimination/oppression particularly with regard to ethnic and racial minorities.
EXPANDED DESCRIPTION:
This course defines multi-generational families as those in which caregiving and
support roles are complex and span generations in ways that may be unique. Such
families include grandparents providing kinship care to grandchildren, adult children
providing care for aging or parents or parents with disabilities, parents caring for adult
children with disabilities, parents with disabilities caring for children, and families
containing an adolescent parent. Students will explore the evolution of policies and
programs that affect this population, and will analyze the intended and unintended
outcomes of such policies and programs, identifying opportunities for advocacy and
enhanced service delivery for multi-generational families.
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REQUIRED TEXT/READINGS:
Butterfield, A. K., Rocha, C. J., & Butterfield, W. H. (2009). Dynamics of family policy.
Chicago, IL: Lyceum Publishing.
Additional required readings (articles, selected chapters) will be posted on Blackboard.
TEACHING METHODS
Teaching methods will include lecture and class discussion, as well as multimedia
presentations, case scenarios, 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 http://www.lib.unc.edu/instruct/citations/apa/index.html.
ASSIGNMENT DESCRIPTIONS:
Descriptions of the course assignments are below. As needed, we will discuss further
guidelines and resources as we move through the semester.
Assignment 1: Class Discussion Facilitation
Due as assigned
You will work with a partner to kick off the class discussion on a day/topic of your
choice. We will sign up for these facilitations shortly. You should be prepared to
facilitate a discussion lasting about 15-20 minutes, including a brief reflection on the
assigned readings for the week and 2-3 questions to get the discussion going.
Assignment 2: Advocacy Exercise
Due February 19th
For this assignment, you will develop a 500-word (1 to 1½ pages, single spaced)
advocacy statement addressing a program or policy issue relevant to
multigenerational families. You can format your statement as a letter to a legislator
or policy maker, 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 3: Multigenerational Family Policy or Program Analysis
Due April 23rd
This assignment asks you to complete a comprehensive analysis of a program or
policy related to multigenerational families. This can be the same topic addressed in
your advocacy exercise, but does not need to be. Your paper should be about 8
double-spaced pages long.
Your analysis will incorporate (a) scholarly research using a minimum of 10
scholarly sources (peer-reviewed research articles, reports from government
websites, or reports from “think tanks”) and (b) first-person reflections and insights
from a service provider and a service recipient (these can come from in-person
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interviews or from online sources, depending on feasibility and logistics). More
specifically, your analysis will address the following:
1. Overview
- Policy name and description
- History: Social, political, or economic conditions
- Rationale for why this policy merits study
2. Discussion of the political dimension of the policy:
- Who might see this policy as desirable or undesirable? Are any
particular agendas favored or disfavored?
3. Discussion of the economic dimension of the policy
- What are the short- & long-term costs & benefits of the policy? What
might be some less obvious costs or benefits? Have there been any
unintended or unexpected costs or benefits?
4. Discussion of evidence in support of or opposition to the policy
- What (if any) research has been conducted examining the effectiveness
of the policy? Is the evidence consistent?
- What is the quality of the research? Are findings generalizable to
relevant populations?
5. Discussion of the ethical dimensions of the policy or program
- What specific ethical principles (e.g. autonomy, individual rights, safety
& well-being, 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. Discussion of the practice dimension of the policy
- How is the policy implemented in practice? Is it implemented as
intended? If not, why might this be?
7. Your position on the policy: Recommendations for change and rationale for
your recommendations
Assignment 4: Professional presentation
Due April 23rd
This will be a brief (5-10 minute maximum) presentation on the policy or program
about which you wrote. Format and details will be discussed further.
SUMMARY OF COURSE EVALUATION COMPONENTS AND GRADING SCALE:
Grades will be assigned based on the following components and weights:
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Active Participation
Discussion Facilitation
Advocacy Statement
Policy Analysis
Presentation
Total
94 - 100
80 - 93
70 - 79
<70
10
10
20
40
20
100
H
P
L
F
5
COURSE OUTLINE
Date
Topic & Readings
Jan 15
Introduction to Course
Jan 22
Overview of Social Policy Analysis
Assignments
due
Text:
Chapter 1: Valuing the Family (pp. 1-7 & 11-15)
Chapter 2: Policy Dynamics & Family Policy Analysis
Jan 29
Contemporary Multigenerational Families
Text:
Chapter 1: Valuing the Family (pp. 7-10)
Articles:
Ehrle, J., Geen, R., Clark, R. (2001) Children cared for by relatives:
Who are they and how are they faring: In New Federalism: National
Survey of America’s Families. Series B, no. B-28. Washington, DC:
Urban Institute.
Cohen, P.N., Casper, L.M., (2002) In whose home? Multigenerational
families in the United States, 1998-2000. Sociological Perspectives,
Volume 45.
Feb 5
Policies Related to Families in Poverty
Text:
Chapter 4: Family Poverty
Chapter 5: Theories of Poverty for Family Policy
Articles:
Pittman, L. (2008). Low-income multigenerational households: Variation
in family functioning by mothers' age and race/ethnicity. Journal of
Family Issues, 29(7), 851-881.
Feb 12
The Health & Social Service Safety Net for Families
Text:
Chapter 6:
Chapter 7:
Chapter 8:
Chapter 9:
Welfare, Food, & Housing
Work & Employment
Health Care
Child Care & Child Support
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Date
Topic & Readings
Feb 19
Continued
Feb 26
Family Violence in Multigenerational Families
Assignments
due
Advocacy
Exercise Due
Text:
Chapter 10: Family Violence
Mar 5
Adolescent Parents
Articles:
Kalil, A., Danzinger, S., & Danziger, S. (2000). How teen mothers are faring
under welfare reform. Journal of Social Issues, 56(4), 775-798.
Schweingruber, H., & Kalil, A. (2000). Decision making and depressive
symptoms in Black and White multigenerational teen-parent
families. Journal of Family Psychology, 14(4), 556-569.
Gordon, R., Chase-Lansdale, P., Matjasko, J., & Brooks-Gunn, J.
(1997). Young Mothers Living with Grandmothers and Living Apart:
How Neighborhood and Household Contexts Relate to
Multigenerational Coresidence in African American Families.
Applied Developmental Science, 1(2), 89-107
Mar 12
Happy Spring Break!!
Mar 19
Kinship Foster Care: Grandparents Caring for Grandchildren
Articles:
Bent-Goodley, T., & Brade, K. (2007). Domestic Violence and Kinship Care.
Journal of Health & Social Policy, 22(3-4), 65-83.
Bjelde, K., Batteli, M.& Pigatti, L., (2008). Grandparent and kinship foster
care: Implications of licensing and payment policies. Journal of
Gerontological Social Work, (51), 228-246.
Bratteli, M., Bjelde, K., & Pigatti, L. (2008). Grandparent and Kinship Foster
Care: Implications of Licensing and Payment Policies. Journal of
Gerontological Social Work, 51(3-4), 228-246
Cuddeback, G. (2004). Kinship family foster care: a methodological and
substantive synthesis of research. Children and Youth Services
Review, 26(7), 623-639.
Geen, R. (2004). The evolution of kinship care policy and practice. Future
of Children, 14(1), 130-149.
Gourdine, R. (2007). Child Only Kinship Care Cases. Journal of Health &
Social Policy, 22(3-4), 45-64
Harris, M. (2008). Kinship Care for African American Children:
Disproportionate and Disadvantageous. Journal of Family Issues,
29(8), 1013-1030.
Letiecq, B. (2008). "We Have No Rights, We Get No Help": The Legal and
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Date
Topic & Readings
Assignments
due
Policy Dilemmas Facing Grandparent Caregivers. Journal of Family
Issues, 29(8), 995-1012.
Messing, J. (2006). From the child's perspective: A qualitative analysis of
kinship care placements. Children and Youth Services Review,
28(12), 1415-1434. Retrieved from E-Journals database.
Rubin, D. (2008). Impact of Kinship Care on Behavioral Well-being for
Children in Out-of-Home Care. Archives of Pediatrics & Adolescent
Medicine, 162(6), 550-556. Retrieved from E-Journals database.
Smith, C., & Devore, W. (2004). African American children in the child
welfare and kinship system: from exclusion to over inclusion. Children
and Youth Services Review, 26(5), 427-446.
Review http://www.gu.org/
http://www.urbaninstitute.org/UploadedPDF/900611.pdf -- state licensing
and funding
http://www.urbaninstitute.org/UploadedPDF/310893_snapshots3_no14.pdf
-- overview
Mar 26
Adults Caring for Aging or Disabled Parents
Text:
Ch. 12: Family Caregiving & Aging Policy
Articles:
Harper, S. (2006). Mature societies: planning for our future selves.
Daedalus, 135(1), 20-31.
Riley, L. (2005). The sandwich generation: Challenges and coping
strategies of multigenerational families. The Family Journal, 13(1),
52-58.
Spira, M., & Wall, J. (2006). Issues in multigenerational families:
Adolescents’ perceptions of grandparents’ declining health. Child
and Adolescent Social Work Journal, 23(4), 390-406. Re
Schiamberg, L., & Gans, D. (1999). Ecological framework for
contextual risk factors in elder abuse by adult children. Journal of
Elder Abuse and Neglect, 11(1), 79-103..
Apr 2
No Class – Good Friday
Apr 9
Aging Parents Caring for Adult Children with Disabilities
Greenberg, J. (1995). The Other Side of Caring: Adult Children with Mental
Illness as Supports to Their Mothers in Later Life. Social Work, 40(3), 414423.
Greenberg, J.S., Knudsen, K., & Aschbrenner, K. A. (2006). Prosocial Family
Processes and the Quality of Life of Persons With Schizophrenia.
Psychiatric Services, 57(12), 1771-1777.
Seltzer, M., Greenberg, J., Krauss, M., & Hong, J. (1997). Predictors and
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Date
Topic & Readings
Assignments
due
outcomes of the end of co-resident caregiving in aging families of adults
with mental retardation or mental illness. Family Relations, 46(1), 13-22.
Apr 16
Parents with Disabilities Caring for Children
Apr 23
Policy Analysis Presentations
Policy
Analysis
Paper &
Presentation
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