THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER AND YEAR:
TIMES:
INSTRUCTOR:
OFFICE HOURS:
SOWO 838
Policy Analysis, Development, and Change: Examining Military
Families
Spring Semester, 2010
Tuesdays, 9:00 – 10:20 a.m.
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 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 the 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 supporting 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, Social Welfare
Policy. Students will have the opportunity to 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 TEXTS:
Hall, L.K. (2008). Counseling military families: What mental health professionals need to
know. New York, NY: Routledge Publishing.
Korb, L. J., Duggan, S., Juul, P., & Bergmann, M. (2009). Serving America's veterans: A
reference handbook. Santa Barbara, CA: Praeger Publishing.
Additional assigned articles will be posted on Blackboard.
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 (9627227) provides supportive services for students with learning disabilities and attentiondeficit/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 a tutorial on APA style at
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 16th
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 military service
personnel and/or their 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: Military Family Policy or Program Analysis
Due April 20th
This assignment asks you to complete a comprehensive analysis of a program or policy
related to military service personnel and/or their families. Your paper should be about
8 double-spaced pages long. Examples of topics include policies or programs related to:
-
Intimate partner violence
Child abuse
Substance abuse treatment
Mental health treatment
Housing and homelessness
Education or job training
Income support or economic self sufficiency
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-
Child disability (physical or mental health)
Family functioning during times of deployment and transition
Your analysis will incorporate (a) scholarly research using a minimum of 10 sources, to
include peer-reviewed research articles or reports from government websites or “think
tanks,” and (b) first-person reflections and insights from a service provider and a service
recipient (these can come from in-person interviews or from online sources, depending
on feasibility and logistics). More specifically, your analysis will address the following:
1. Overview
- Policy or program name and description
- History: Social, political, or economic conditions
- Rationale for why this policy or program merits study
2. Discussion of the political dimension of the policy or program:
- Who might see this policy/program as desirable or undesirable? Are
any particular agendas favored or disfavored?
3. Discussion of the economic dimension of the policy or program
- What are the short- & long-term costs & benefits of the policy or
program? 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 or program
- What (if any) research has been conducted examining the effectiveness
of the policy or program? 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 or
program? Are there any inherent dilemmas (competing/contradictory
ethical principles)?
- Does the policy or program 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 or program
- How is the policy implemented in practice? Is it implemented as
intended? If not, why might this be?
7. Your position on the policy or program: Recommendations for change and
rationale for your recommendations
Assignment 4: Professional presentation
April 20th or 27th
This will be a brief (~15-minute) presentation on the policy or program about which
you wrote. Format and details will be discussed further.
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SUMMARY OF COURSE EVALUATION COMPONENTS AND GRADING SCALE:
Grades will be assigned based on the following components and weights:
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
5
COURSE OUTLINE
Date
Topic & Readings
Jan 12
Introduction to Course
Jan 19
A Framework for Policy Analysis: Overview & Practice
Due
Readings:
Posted on Blackboard
Optional Readings:
Dickson-Gomez, J., Convey, M., Hilario, H., Corbett, A. M., & 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.
Morone, J. (1997). Enemies of the people: The moral dimension to public health.
Journal of Health Politics, Policy & Law, 22(4), 993-1021.
Jan 26
The Present-Day Military: Demographics & Context
Readings:
Hall:
Ch. 1: Rationale & Purpose (skim)
Ch. 2: Military Service Members
Ch. 3: The Unique Culture of the Military
Korb:
Ch. 1: Introduction
Ch. 4: Veteran Demographics
Collins, J. (1998). The complex context of American military culture: A practitioner's
view. Washington Quarterly, 21(16), 213-229.
Selections from the National Center for Veterans Analysis & Statistics (available at
http://www1.va.gov/vetdata/)
Feb 2
Military Families: Context, Challenges, Supports
Kickoff #1
Readings:
Hall:
Ch. 4: The Military Family
Ch. 5: The Children (skim)
Ch. 6: Other Military Families to Consider
Ch. 7: Major Challenges of Military Families
Review Appendices for familiarity with resources
Feb 9
Policies Related to Deployment & Reintegration
Kickoff #2
Readings:
Eaton, K. M., Hoge, C. W., Messer, S. C., Whitt, A. A., Cabrera, O. A., McGurk, D., et al.
(2008). Prevalence of mental health problems, treatment need, and barriers to
care among primary care-seeking spouses of military service members involved
in Iraq and Afghanistan deployments. Military Medicine, 173(11), 1051-1056.
6
Date
Topic & Readings
Due
Lemos, G. (2005). Military history: The experiences of people who become
homeless after leaving military service. Housing, Care & Support, 8(3), 4-8.
Manderscheid, R. W. (2007). Helping veterans return: Community, family, and job.
Archives of Psychiatric Nursing, 21(2), 122-124.
Milliken, C. S. (2007). Longitudinal assessment of mental health problems among
active and reserve component soldiers returning from the Iraq war. JAMA:
Journal of the American Medical Association, 298(18), 2141-2148.
Sayers, S. L., Farrow, V. A., Ross, J., & Oslin, D. W. (2009). Family problems among
recently returned military veterans referred for a mental health evaluation.
Journal of Clinical Psychiatry, 70(2), 163-170.
Additional material on specific deployment & reintegration supports to be posted
on Blackboard
Feb 16
The Health & Mental Health Safety Net for Military Families: VA & Tricare
Kickoff #3
Readings:
Korb: Ch. 2: History of Veterans Affairs
Ch. 5: Barriers to Accessing VA Health Care & Benefits
Ch. 6: Multiple Epidemics in Veteran Mental Health
Selections from Department of Veterans Affairs (2008). Federal benefits for
veterans & dependents. Washington, DC: Department of Veterans Affairs.
Choose one of the following:
Engel, C. C., Oxman, T., Yamamoto, C., Gould, D., Barry, S., Stewart, P., et al. (2008).
Respect-MIL: Feasibility of a systems-level collaborative care approach to
depression and post-traumatic stress disorder in military primary care.
Military Medicine, 173(10), 935-940.
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.
Schafer, J. (2008). Reaching a better management model for military medicine.
Hospital Topics, 86(4), 18-32.
Feb 23
The Social Services Safety Net for Military Families: Housing, Developmental,
Educational, & Employment Supports
Kickoff #4
Advocacy Exercise
Due
Readings:
Bowen, G. L., Mancini, J. A., Martin, J. A., Ware, W. B., & Nelson, J. P. (2003).
Promoting the adaptation of military families: An empirical test of a
community practice model. Family Relations, 52(1), 33-44.
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Date
Topic & Readings
Due
Huebner, A. J., Mancini, J. A., Bowen, G. L., & Orthner, D. K. (2009). Shadowed by war:
Building community capacity to support military families. Family Relations,
58(2), 216-228.
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.
Selections from Department of Veterans Affairs (2008). Federal benefits for
veterans & dependents. Washington, DC: Department of Veterans Affairs.
Optional:
Twiss, P. C., & Martin, J. A. (1999). Conventional and military public housing for
families. Social Service Review, 73(2), 240-260.
Mar 2
Policy Challenges in Ensuring a Strong Safety Net: Access & Engagement
Kickoff #5
Readings:
Carroll, E., Robinson, L., Orthner, D., Matthews, W., & Smith-Rotabi, K. (2008).
Essential life skills for military families: Mobilizing the cooperative extension
service in NC. Journal of Family & Consumer Sciences, 100(1), 52-57.
Robinson, R., Davis, J. D., Krueger, M., Gore, K., Freed, M. C., Kuesters, P., et al.
(2008). Acceptability of adverse childhood experiences questions for health
surveillance in U.S. Armed forces. Military Medicine, 173(9), 853-859.
Sansone, R. A., Matheson, V. G., Gaither, G. A., & Logan, N. (2008). Concerns about
career stigma by military parents of children with psychiatric illness. [Article].
Military Medicine, 173(2), 134-137.
Mar 9
Happy Spring Break !!!
Mar 16
Violence in Military Workplaces & Families: Sexual Violence in the
Workplace, Partner Violence, & Child Abuse
Readings:
Erez, E., & Bach, S. (2003). Immigration, domestic violence and the military. Violence
Against Women, 9(9), 1093-1117.
Kickoff #6
Brief Description of
Policy Analysis
Topic
Gustavsson, N. S. (1995). "Don't ask, don't tell" and child welfare. Social work, 40(6;
3), 815.
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 & Abuse, 7(2), 93-106.
Mar 23
Violence in Military Workplaces & Families: Sexual Violence in the
Workplace, Partner Violence, & Child Abuse (continued)
Kickoff #7
Readings:
Chapin, M. G., & Mackie, C. F. (2007). Research evidence to update practice
8
Date
Topic & Readings
Due
guidelines for domestic violence screening in military settings. Military
Medicine, 172(7), ii-iv.
Gielen, A. C., Campbell, J., Garza, M. A., 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, 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.
Stamm, S. (2009). Intimate partner violence in the military: Securing our country,
starting with the home. Family Court Review, 47(2), 321-339.
Mar 30
Confidentiality, Consent, & Ethical Challenges in Serving Military Service
Persons & Families
Kickoff #8
Readings:
Kennedy, C., & Moore, B. (2008). Evolution of clinical military psychology ethics.
Military Psychology, 20(1), 1-6.
McCauley, M., Hughes, J. H., & Liebling-Kalifani, H. (2008). Ethical considerations for
military clinical psychologists: A review of selected literature. Military
Psychology, 20(1), 7-20.
Simmons, C., & Rycraft, J. (2010). Ethical challenges of military social workers
serving in a combat zone. Social Work, 55(1), 9-18.
Apr 6
Policy Issues Related to Diversity in the Military: Sexual Orientation
Kickoff #9
Readings:
Estes, S. (2005). Ask and tell: Gay veterans, identity, and oral history on a civil
rights frontier. Oral History Review, 32(2), 21-47.
Johnson, W. B., & Buhrke, R. A. (2006). Service delivery in a "don't ask, don't tell"
world: Ethical care of gay, lesbian, and bisexual military personnel.
Professional Psychology: Research and Practice, 37(1), 91-98.
Moradi, B. (2009). Sexual orientation disclosure, concealment, harassment, and
military cohesion: perceptions of LGBT military veterans. Military Psychology,
21(4), 513-533.
Apr 13
Policy Issues Related to Diversity in the Military: Racial Diversity & National
Origin
Kickoff #10
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.
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Date
Topic & Readings
Due
Mariscal, J. J. M. (2007). Immigration and military enlistment: The pentagon's push
for the DREAM Act heats up. Latino Studies, 5(3), 358-363.
Apr 20
Presentations
Policy Analysis Due
Presentations
Group 1
Apr 27
Presentations
Presentations
Group 2
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