THE UNIVERSITY OF NORTH CAROLINA WILMINGTON
SCHOOL OF SOCIAL WORK
BACHELOR OF SOCIAL WORK PROGRAM
SWK 335-800: SOCIAL WELFARE POLICIES AND PROGRAMS
INSTRUCTOR:
Heather Lang, MSW, LCSWA
EMAIL:
OFFICE HOURS:
OFFICE LOCATION:
Langh@uncw.edu
Tuesdays, 9:30-12:00 and by appointment
Admin Building, Room 25
CLASS MEETING TIMES:
Wednesdays, 12-2:45 p.m. in Trades 104
Course Catalog Description:
SWK 335 - Social Welfare Policies (3) Pre or co-requisite: PLS 101 or 206 or 207 and
SWK 235. Social, cultural, economic, and political influences on the social welfare system.
Policymaking, program development and planning
Course Description
This course will review the development of American social welfare policy and involve the
student in current issues of social welfare programs and policy. The course will provide a
basic overview of American social policy and program development in such areas as
poverty and income maintenance, employment, housing, health care, and social service
organization. Throughout emphasis will be placed on the understanding of policies and
programs in the social, economic and political context and the effect of these policies and
programs on individuals and society.
A major objective of the undergraduate policy course is to develop the student’s ability to
“think” in policy terms; to develop a capacity to use policy language and policy concept; to
be able to read, understand, and utilize policy literature; and to identify critical policy
issues. This will allow the student to incorporate a program and policy analytical approach
into the role of the generalist practitioner, in preparation for a fully professional
responsibility. The features of this analysis include the typical dimensions of descriptive
policy analysis: nature and cost of the social problem addressed, value considerations,
actors involved, character of the intervention, goals and measurable objectives, economic
cost and funding, structure of service delivery, and impact. Broad use of policy literature
and published research relative to social welfare policy and service outcomes is included.
The course includes lecture and discussion, written assignments, and regular student
participation. Students will be encouraged to develop a specific policy focus, such as
poverty, health, mental health, child welfare, housing, social insurance, international policy
development, etc. and to become our resident “expert” in the policy area chosen.
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Throughout there will be an emphasis on the role of social welfare policy in addressing
problems of distribution, which result from the accepted operations of the economy, and
social and political order as well as elements of injustice, oppression, and social exclusion.
Students will identify mechanisms for policy advocacy so as to enhance social and
economic justice in social programs and social policy.
This course is consistent with the Council on Social Work Education Curriculum Policy
Statement for BSW programs and includes content related to UNCW program objectives,
including those related to the impact of social policy, oppression and discrimination, global
social welfare development, the impact of values, critical thinking and effective
communication.
Course Objectives
1. Understand the historical development and design of American social welfare.
2. Identify the current major policy issues in selected social welfare policy areas. CSWE
EP 2.1.8A evidenced by Issue Paper and in-class discussions.
3. Utilize a descriptive policy analytical structure in understanding policy options.
CSWE EP 2.1.8A evidenced by Policy Analysis Paper.
4. Describe selected social policy issues and programs.
5. Understand the role of social and demographic differences in shaping U.S. social
policy. CSWE EP 2.1.9A evidenced by Advocacy Paper and in-class exercises.
6. Locate and understand popular constructions of social problems and policy issues in
newspapers and magazines.
7. Locate and utilize properly the social welfare policy literature, data and program
information, including academic books, journals, Internet, and selected databases.
CSWE EP. 2.1.3A as evidenced by Policy Analysis Paper and Advocacy Presentation.
8. Write and present appropriately researched and cited material on a current policy
and program issues in “policy brief” format. CSWE EP. 2.1.3C as evidenced by
Advocacy Podcast and email to legislator.
9. Present policy-related information to a variety of audiences. CSWE EP. 2.1.3C as
evidenced by Advocacy Podcast and email to legislator.
10. Identify methods of policy advocacy to advance social and economic justice. CSWE
EP 2.1.8B as evidenced by Advocacy Podcast and discussion.
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METHODS TO ATTAIN OBJECTIVES
The primary learning format will be lectures, written assignments, and classroom
activities, which involve all students as active learners.
Class lectures and exercises are based on the understanding that all readings assigned for
that topic have been completed prior to class.
It also is anticipated that each student has experiences and points of view that will enrich
class discussions. The instructor will be responsible for organizing and presenting primary
course material, assisting any student with course-related material and assignments, and
for assessing student progress. The student will be responsible for attending all classes,
facilitating his/her own learning and that of others in class, sharing ideas, making
observations, and asking questions. All assignments must be turned in at the beginning
of class on the date specified, and must be presented in a professional fashion (typed,
double-spaced, grammar-and-spell-checked, properly formatted, and written in the
accepted American Psychological Association style).
ACADEMIC INTEGRITY
All members of UNCW’s community are expected to follow the Academic Honor Code.
Please read the UNCW Honor Code carefully (as covered in the UNCW Student Handbook).
Academic dishonesty in any form will not be tolerated in the class. Please be especially
familiar with UCNW’s position on plagiarism as outlined in the UNCW Student Handbook.
Plagiarism is a form of academic dishonesty in which you take someone else’s ideas and
represent them as your own. Here are some examples of plagiarism:
a. You write about someone else’s work in your paper and do not give them credit for
it by referencing them.
b. You give a presentation and use someone else’s ideas and do not state that the ideas
are the other person’s.
c. You get facts from your textbook or some other reference material and do not
reference that material.
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
I am more than happy to make appropriate accommodations for students with disabilities.
Students with diagnosed disabilities should contact the Office of Disability Services (9627555). Please give me a copy of the letter you receive from Office of Disability Services
detailing class accommodations you may need. If you require accommodation for testtaking, please make sure I have the referral letter no less than three days before the test.
VIOLENCE AND HARASSMENT
UNCW practices a zero tolerance policy for any kind of violent or harassing behavior. If you
are experiencing an emergency of this type contact the police at 911 or UNCW CARE at
962-2273. Resources for individuals concerned with violent or harassing situation can be
located at http://www.uncw.edu/wsrc/crisis.html.
UNCW Student Gender-Based/Sexual Misconduct Policy
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UNCW takes all forms of interpersonal violence very seriously. When students disclose,
first or third-hand, to faculty or staff about sexual misconduct, domestic violence, dating
violence and/or stalking, this information must be reported to the administration in order
to ensure that student’s rights are protected, appropriate resources are offered, and the
need for further investigation is explored to maintain campus safety.
There are three confidential resources that do not need to report interpersonal violence:
UNCW CARE, the Student Health Center, and the Counseling Center. If you want to speak to
someone in confidence, these resources are available, including CARE’s 24-hour crisis line
(910-512-4821). For more information, please visit www.uncw.edu/sexualmisconduct or
www.uncw.edu/care.
CAMPUS RESPECT COMPACT
UNCW is committed to a civil community, characterized by mutual respect. Individuals
wanting more information about the Respect Compact can contact the Office of
Institutional Diversity and Inclusion.
USE OF PERSONAL ELECTRONICS
I assume that you are all adult learners who are respectful concerning use of electronic
equipment. If your use of electronics becomes disrespectful, distracting, or disruptive to
me and/or your classmates, I will ask you to cease use of electronics.
Please do not use your cell phone in the classroom. If you are expecting a call that you must
take, please move outside of the classroom to talk.
ATTENDANCE
Regular class attendance is required, and full participation is expected. Students may miss
two classes for any reason without penalty, though any assignments due that day are
still expected to be submitted on time. You can lose points for attendance if you are late
or leave early, or if you are disruptive or disrespectful of the instructor or other students.
CAMPUS ASSISTANCE FOR THIS COURSE
Much assistance is available on campus to help you succeed in this course. A Randall
librarian is assigned to the School of Social Work. The Writing Center is available to you for
paper-writing assistance. Please seek out these resources.
INSTRUCTOR’S TEACHING PHILOSOPHY
I believe strongly in the collaborative learning process. My classroom style encourages
honest dialogue and exchange of ideas. I believe we learn best when we are honored for
our thoughts and feelings, and when we honor others’ thoughts and feelings.
PLEASE be prepared for each class. Asking questions and participating in discussions is the
best way to learn. Bring in questions about the readings and about my lectures or
demonstrations. If you are hesitant to talk in class, please try to engage me after class so
that we can find a way for you to take chances and get involved.
Required Text:
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DiNitto, D.M. (2011). Social welfare: Politics and public policy (7th Ed.). Boston, MA: Allyn &
Bacon.
Haynes, K.S. & Mickelson, J.S. (2010). Affecting change: Social workers in the political arena
(7th Ed.). Boston, MA: Allyn & Bacon.
Required Readings – these will be posted on BlackBoard or have a hyperlink:
Abramovitz, M. (2001). Everyone is still on welfare: The role of redistribution in social
policy. Social Work, 46 (4), 297-308.
Action for Children North Carolina. (2011). Children in the recession: Exploring the impact of
the great recession on N.C. children and youth. Available online at
http://www.ncchild.org/content/north-carolina-children-recession-2011
Center for Disease Control (2009). Eliminating racial and ethnic health disparities. Available
online at http://www.cdc.gov/omhd/About/disparities.htm
Chapin, R. (2007). Social policy for effective practice: A strengths approach. New York, NY:
McGraw-Hill.
Comerford, S. (2003). Confronting power: Undergraduates engage the legislative process in
Vermont, Social Policy, 2 (2/3), 123-143.
Danziger, S. (2007). Fighting poverty revisited: What did researchers know 40 years ago?
What do we know today? Focus. 25 (1), 3-11.
Deparle, J. & Gebeloff, R.M. (2010, January 2). “Living on nothing but Food Stamps.” New
York Times. http://www.nytimes.com/2010/01/03/us/03foodstamps.html
Guterman, N. (2002). The role of research in defining a ‘practiceable’ problem for social
work: The parallax of community and family violence exposure among children and
youths. Social Work Education, 21 (3), 313-322.
Hayes, A. (2011). An assessment of information & assistance services for seniors needing
tong-term care in North Carolina: What has changed and what comes next for the
Aging Network? Unpublished masters thesis, Duke University. URI:
http://hdl.handle.net/10161/3580
Housing Assistance Council. (2010). Poverty in rural America. Washington, DC: Author.
Available online at
http://www.ruralhome.org/storage/documents/PovertyAmerica1010.pdf
Kaiser Family Foundation (2010). Health reform and Communities of Color: Implications for
racial and ethnic health disparities. Available online at
http://kff.org/healthreform/upload/8016-02.pdf
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Keefe, R. (2010). Health disparities: A primer for public health social workers. Social Work
in Public Health, 25 (3-4), 237-257.
Lindhorst, T. (1988). Women and AIDS: Scapegoats or a social problem? Affilia, 3 (4), 51-59.
National Disability Rights Network. (2009). A decade of little progress implementing
Olmstead: Evaluating federal agency impact after 10 years. Available online at
http://www.napas.org/images/Documents/Issues/Community_integration/NDRN_De
cade_of_Little_Progress_Implementing_Olmstead.pdf
New York Times (2005). How Class Works.
http://www.nytimes.com/packages/html/national/20050515_CLASS_GRAPHIC/index
_01.html
North Carolina General Assembly. (n.d.) Structure of the North Carolina General Assembly.
http://www.ncga.state.nc.us/ncgainfo/educational/structure.html
Office of Principal Clerk, North Carolina House of Representatives (2004). How an idea
becomes a law. http://www.ncga.state.nc.us/ncgainfo/Bill-Law/bill-law.pdf
Pavetti, L. & Rosenbaum, D. (2010). Creating a safety net that works when the economy
doesn’t: The role of the Food Stamp and TANF programs. Washington, DC: Center on
Budget and Policy Priorities. Available online at
http://www.urban.org/UploadedPDF/412068_food_stamps_tanf.pdf
Task Force on Alternatives to Hospitalization for Frequent Users of Psychiatric Hospitals in
North Carolina. (2010). Supportive housing as an alternative to psychiatric
hospitalization. Raleigh, NC: Department of Health and Human Services, Division of
Mental Health, Developmental Disabilities And Substance Abuse Services. Available
online at
http://www.ncdhhs.gov/mhddsas/statspublications/reports/LOC/supportivehousing
rpt-SL2010.pdf
Supportive Websites:
Research centers
Urban Institute: www.urban.org
RAND Corporation: www.rand.org
New America Foundation: http://www.newamerica.net/
Mathematica: http://www.mathematica-mpr.com/HOME.HTM
MDRC: http://www.mdrc.org/
North Carolina Progress Board: http://www.ncprogress.org/
North Carolina Justice Center: http://www.ncjustice.org/
John Locke Foundation: http://www.johnlocke.org/
Government documents and data
6
Federal bills and laws: http://thomas.loc.gov/home/thomas.php
Supreme Court opinions: http://www.findlaw.com/casecode/supreme.html
U.S. Census data: http://www.census.gov
North Carolina legislation: http://www.ncga.state.nc.us/legislation/legislation.html *
* This website has links to the North Carolina General Statutes and North Carolina
Constitution.
NC-based advocacy information
List of NC Advocacy groups:
http://www.ncprogress.org/helpful_orgs_iss_advoc_grps_nc_iss_advoc_grps.htm
Another list of consumer-focused advocacy groups:
http://www.ncdhhs.gov/mhddsas/consumeradvocacy/consumerempowermentteam/con
sumerempowerment.htm#advocacy
ASSIGNMENTS
ASSIGNMENT
Attendance, reading, and class
participation
Policy Scavenger Hunt
Public Meeting Analysis Paper
Policy Analysis Paper
Advocacy Podcast
Advocacy Podcast Questions
DUE DATE
EVERY CLASS
GRADE DISTRIBUTION
10%
10%
20%
30%
20%
10%
Description of Assignments:
1. Required readings are assigned for each class. Students are expected to attend class
and participate by sharing information from these readings and from personal
experience. In addition to required readings, a bibliography of supplemental readings
is provided.
2. Policy Scavenger Hunt: Students will complete a policy scavenger hunt. Students should
find the best answers to each question and note how they located their answer. Try
your best to answer everything, but no one will lose points if they cannot find an
answer. Just note the things you tried to use to locate the answer, even if they didn’t
work. As long as you try, you can get full credit for the assignment.
3. Public Meeting Analysis Paper: Each student will write a two-page paper about the
experience of attending a public meeting. This could be a legislative committee meeting
at the General Assembly (see calendar of meetings at
http://www.ncleg.net/LegislativeCalendar/) , the New Hanover County Commissioner
meetings http://commissioners.nhcgov.com/or the local city council meeting such as
Onslow County Commissioner Meetings
7
(seehttp://www.onslowcountync.gov/Commissioners//. Be sure to read the minutes of
the last meeting and the agenda for the meeting you will be attending before you go.
You should stay the whole length of the meeting; be prepared, they sometimes run very
long! Be attentive to behaviors, the manner in which the meeting is run, the rules of
participation, who attends (and doesn’t attend) the meeting, etc. Think about how this
experience relates to the process of making policy.
4. Policy Analysis Paper: Each class member will prepare a policy critique paper (6-8
pages) pertaining to a piece of legislation being proposed in the current North Carolina
Session or Federal legislative session. In addition, each student will send an email to his
or her representative about the issue, either advocating for or against the legislation. A
copy of the email must be submitted with the paper. (Objectives 2, 3,4, 7, 8, & 10).
This paper will be graded for the effectiveness of addressing the topics listed above,
clarity of writing, grammar and punctuation, and use of APA style.
5. Advocacy podcast: Each student will prepare a policy briefing podcast/recording (5
minutes) on the policy analysis of the legislation reviewed in assignment 3. The podcast
will be persuasively stated to present to advocate for or against the legislation
discussed above (Objectives 1, 5, & 6). All briefings
must be posted on 4/13/2015. Everyone will be separated into groups of 5-6 students
each. Group members must ask one question of each group member by 4/20/2016. All
questions must be answered
by 4/27/2016 (Objectives 3,8, & 9).
Grade Assignment
A final letter grade based on 100% of completed course assignments and exams will be
given at the completion of the course. No +/- grades are given in the course. Grades are
based on a 10-point scale, with no exceptions:
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
59 and below F
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COURSE OUTLINE
DATE
1/13
1/20
LECTURE/
DISCUSSION TOPIC
Introduction to social policy,
from a social work values
perspective
Movie: A child welfare policy
lesson: The Orphan Trains
HV985 .O76 1995
READINGS DUE
ASSIGNMENTS DUE
Syllabus Review
National Orphan Train
Complex
http://www.orphantraindep
ot.com/
Social work approaches to
policy and policy analysis
DiNitto, Introduction
Haynes & Mickelson, Ch. 2
The policymaking process
DiNitto, Chapter 1
How an idea becomes a law
http://www.ncleg.net/NCG
AInfo/Bill-Law/bill-law.pdf
Structure of the North
Carolina General Assembly
http://www.ncleg.net/NCG
AInfo/educational/structure
.html
1/27
2/3
2/10
Identifying social problems
and social issues
Chambers (Bb)
Chapin (Bb)
Lindhorst (Bb)
Locating policy information
Haynes & Mickelson, Ch. 1
History from a social welfare
perspective
DiNitto, Ch. 3
http://www.socialworkhist
orystation.org/
Perspectives on social
problems
Policy analysis,
implementation and
evaluation: Challenges for
the social work
Poverty: Causes, Challenges,
Resiliencies, Realities
Scavenger Hunt
Due
DiNitto, Ch. 2
Guterman (Bb)
DiNitto Ch. 4
Public Meeting
Danziger
Paper Due
http://www.npc.umich.edu/
9
news/events/pdf/DanzigerFocus07.pdf
How Class Works
http://www.nytimes.com/p
ackages/html/national/200
50515_CLASS_GRAPHIC/ind
ex_01.html
2/17
2/24
3/2
Where is social work in the
fight against poverty?
Abramowitz (Bb)
Policies addressing poverty
Unintentional consequences
of poverty policies
DiNitto, Ch. 5
Deparle & Gebeloff
Housing Assistance Council
Disability policies and
programs
DiNitto, Ch. 6
National Disability Rights
Network
http://www.napas.org/imag
es/Documents/Issues/Com
munity_integration/NDRN_
Decade_of_Little_Progress_I
mplementing_Olmstead.pdf
Welfare approaches over
time
DiNitto, Ch. 7
Managing on a shoestring in
hard times
Pavetti & Rosenbaum
http://www.urban.org/Uplo
adedPDF/412068_food_sta
mps_tanf.pdf
3/9
SPRING BREAK
(UNCW break is March 513th)
NO CLASS
3/16
Mental Health and Substance
Abuse: Judgment rears its
ugly head
DiNitto, Ch. 10 (pp. 392404)
DiNitto, Ch. 8
10
Healthcare policies
Keefe (Bb)
http://www.cdc.gov/omhd/
About/disparities.htm
http://kff.org/healthreform
/upload/8016-02.pdf
3/23
Policy for Children and Older
Adults
Civil rights: Inclusion and
exclusion in/through policy
3/30
COASTAL CAMPUS CLOSED:
Online Class and
Assignment due.
DiNitto, Ch. 10 (pp. 364392)
An Assessment of
Information (read
summary)
Action for North Carolina
http://www.ncchild.org/con
tent/north-carolinachildren-recession-2011
DiNitto, Ch. 11 and 12
DiNitto, Ch. 9
Education and Employment:
Hope for a way out
4/6
4/13
Policy advocacy: Methods
and approaches
Movie: The Education of
Shelby Knox
What social workers can do
to influence policy in their
jobs
Class will not
meet in person
this week due to
Coastal campus
being closed for
Spring Break.
There will an
assignment
posted on BB and
due on 4/1.
Haynes & Mickelson, Ch. 5
Choose 2 of these websites
to review:
http://www.guerrillagirls.co
m/
http://www.ncchild.org/
http://www.campusactivis
m.org
http://www.nclr.org/
Policy Analysis
Paper due via
Blackboard
Haynes & Mickelson, Ch. 6
Advocacy
Podcast due on
BB by beginning
Review these websites:
Watch Bb video
presentation
about policy
advocacy methods
11
http://socialworkers.org/
http://naswnc.org/displayc
ommon.cfm?an=8
http://naswnc.org/displayc
ommon.cfm?an=1&subarti
clenbr=150
Lobbying: You can do it!!
4/20
4/27
Being politically active: You
can do it!!
Serving in office?! You can
do it!!
Last Class and last day of
classes for Spring!
Haynes & Mickelson, Ch.
7&8
Comerford (Bb)
Haynes & Mickelson, Ch. 10
http://nc-democracy.org/
of class.
Podcast
Questions Due
Haynes & Mickelson, Ch. 11
Haynes & Mickelson, Ch. 12
PODCAST ANSWERS
DUE
12
Supplemental Readings:
Addams, J. (1902). Democracy and social ethics. New York: Macmillan.
Addams, J. (1959). Twenty years at Hull House. New York: MacMillan.
Albert, V. (2000). Reducing welfare benefits: Consequences for adequacy and of eligibility
for benefits. ocial Work, 45(4), 300-312.
Americans with Disabilities Act of 1990, P.L. 101-336, 104 Stat. 327.
Andrews, A.B., & Ben-Arieh, A. (1999). Measuring and monitoring children’s well-being
across the world. Social Work, 44(2), 105-115.
Axinn, J., & Levin, H. (1997). Social welfare: A history of the American response to need.
New York: Longman.
Baker, P.L. (1997). And I went back – Battered women’s negotiations of choice. Journal of
Contemporary Ethnography, 26, 55-74.
Barak, M.E.M. (2000). The inclusive workplace: An ecosystems approach to diversity
management. Social Work, 45(4), 339-354.
Beckett, J.O., & Dungee-Anderson, D. (1998). Multicultural communication in human
services organizations. In A. Daly (Ed.), Workplace diversity: Issues and perspectives
(pp. 191-214). Washington, DC: NASW Press.
Biggerstaff, M.A. (2000). A critique of the Model State Social Work Practice Act. Social
Work, 45(2), 105-117.
Brooks, D., Barth, R.P., Bussiere, A., & Patterson, G. (1999). Adoption and race:
Implementing the Multiethnic Placement Act and the Interethnic Adoption
Provisions. Social Work, 44(2), 167-178.
Burnette, D. (1999). Custodial grandparents and Latino families: Patterns of service use
and predictors of unmet needs. Social Work, 44(1), 22-35.
Carlton-LaNey, I. (1999). African American social work pioneers’ response to need. Social
Work, 44(4), 311-322.
Carter, C.S. (1999). Church burning in African American communities: Implications for
empowerment practice. Social Work, 44(1), 62-69.
Chaffin, M., Kelleher, K., & Hollenberg, J. (1996). Onset of physical abuse and neglect:
Psychiatric, substance abuse, and social risk factors from prospective community
data. Child Abuse and Neglect, 20, 191-203.
13
Coley, R.L., & Chase-Lansdale, P. (1998). Adolescent pregnancy and parenthood: Recent
evidence and future directions. American Psychologist, 53, 152-166.
Collins, M.E., Stevens, J.W., & Lane, T.S. (2000) Teenage parents and welfare reform:
Findings from a survey of teenagers affected by living requirements. Social Work,
45(4), 327-339.
Cook, C.A.L., Selig, K.L., Wedge, B.J., & Gohn-Baube, E.A. (1999). Access barriers and the use
of prenatal care by low-income, inner-city women. Social Work, 44(2), 142-155.
Corey, G., Corey, M., & Callahan, P. (1998). Issues and ethics in the helping professions (5th
ed.). Belmont, CA: Brooks/Cole.
DeBord, K., Canu, R.F., & Kerpelman, J. (2000). Understanding a work-family fit for single
parents
moving from welfare to work. Social Work, 45(4), 313-326.
Dore, M.M., Nelson-Zlupko, L., & Kaufmann, E. (1999). “Friends in Need”: Designing and
implementing a psychoeducational group for school children from drug-involved
families. Social Work, 44(2), 179-190.
Duncan, G. (1998). Making welfare reform work for our youngest children. Spectrum,
71(14), 28-30.
Duncan, G.J., & Brooks-Gunn, J. (1997). Consequences of growing up poor. New York:
Russell Sage Foundation.
Early, T.J., & GlenMaye, L.F. (2000). Valuing families: Social work practice with families
from a strengths perspective. Social Work, 45(2), 118-130.
Franklin, C. & Corcoran, J. (2000). Preventing adolescent pregnancy: A review of programs
and practices. Social Work, 45(1), 40-52.
Fredriksen, K.I. (1999). Family caregiving responsibilities among lesbians and gay men.
Social Work, 44(2), `42-155.
Gardner, F. (2000). Design evaluation: Illuminating social work practice for better
outcomes. Social Work, 45(2), 176-182.
Gartner, A.J.. (1997). Professionals and self-help: Can they get along? Social Policy, 27, 4752.
Gibelman, M. (1999). The search for identity: Defining social work – past, present, future.
Social Work, 44(4), 298-310.
14
Gill, D.G. (1998). Confronting injustice and oppression: Concepts and strategies for social
workers. New York: Columbia University Press.
Green, J.W. (1999). Cultural awareness in the human services: A multi-ethnic approach (3rd
ed.). Boston: Allyn & Bacon.
Hackl, K.L., Somlai, A.M., Kelly, J.A., & Kalichman, S.C. (1997). Women living with HIV/AIDS:
The dual challenge of being a patient and caregiver. Health and Social Work, 22, 5362.
Haggarty, M., & Johnson, C. (1996). The social construction of the distribution of income
and health. Journal of Economic Issues, 30, 525-532.
Hall, M.N., Amodeo, M., Shaffer, H.J., & Bilt, J.V. (2000) Social workers employed in
substance abuse treatment agencies: A training needs assessment. Social Work,
45(2), 141-156.
Hamilton, L.H. (2004). How Congress works and why you should care. Bloomington: Indiana
University Press.
Jackson, A.P. (1999). The effects of nonresident father involvement on singe black mothers
and their young children. Social Work, 44(2), 156-166.
Johnson, Y.M. (1999). Indirect work: Social work’s uncelebrated strength. Social Work,
44(4), 323-334.
Lipovsky, J.A., Swenson, C.C., Ralston, M.E., & Saunders, B.E. (1998). The abuse clarification
process in the treatment of intrafamilial child abuse. Child Abuse and Neglect, 22,
729-741.
McNeece, C.A., & DiNitto, D.M. (1998). Chemical dependency: A systems approach (2nd ed.).
Boston: Allyn & Bacon.
Marcenko, M.O., & Samost, L. (1999). Living with HIV/AIDS: The voices of HIV-positive
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