THE UNIVERSITY OF NORTH CAROLINA WILMINGTON
SCHOOL OF SOCIAL WORK
INSTRUCTOR:
BACHELOR OF SOCIAL WORK PROGRAM
SPRING 2016
SWK 335: SOCIAL WELFARE POLICIES AND PROGRAMS
T HURSDAYS , 1:30 P -4:15 P , M C N EILL 1038
Lori Messinger, PhD, MA, MSW
PHONE/OFFICE:
EMAIL:
962-3687; Alderman 111
MessingerL@uncw.edu* (Email preferred)
OFFICE HOURS: By appointment
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 a resident
“expert” in the policy area chosen.
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.
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 courserelated 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-andspell-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 (962-7555). 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 test-taking, 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
.
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.
ATTENDENCE
Regular class attendance is required, and full participation is expected. Students may miss one class 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, 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. John Osinski, a Randall librarian (962-4271, osinskij@uncw.edu), is assigned to the School of Social Work. He can assist you with policy-related research. The Writing Center is available to you for paper-writing assistance. The
Writing Center is located in the University Learning Center in DE 1003 (on the first floor of DePaolo
Hall) and is also available online (http://uncw.edu/ulc/writing/owl.html). Please seek out these resources.

INSTRUCTOR’S TEACHING PHILOSOPHY
I believe strongly in a 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. Open discourse regarding course materials and relevant information gleaned from various sources enhance the learning experience for us all. This class raises personal and political issues. You are encouraged to have your own opinions, but you are required to back them up with data and information!
Required Text:
DiNitto, D.M. (2015). Social welfare: Politics and public policy (8 th
Ed.). Boston, MA: Allyn & Bacon.
Haynes, K.S. & Mickelson, J.S. (2010). Affecting change: Social workers in the political arena (7 th
Ed.).
Boston, MA: Allyn & Bacon.
Required Readings:
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/northcarolina-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

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_Decade_of_Littl e_Progress_Implementing_Olmstead.pdf
New York Times (2005). How Class
Works . http://www.nytimes.com/packages/html/national/20050515_CLASS_GRAPHIC/index_01.ht
ml
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
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
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
NC (state) crossover bills: http://www.ncleg.net/documentsites/legislativepublications/Research%20Division/Crossover/Cross over%20List%202015.pdf
NC-based advocacy information
National Association of Social Workers, North Carolina chapter: http://www.naswnc.org/?A8
List of NC social justice 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/consumeremp owerment.htm
ASSIGNMENTS
A SSIGNMENT
Attendance, reading, and class participation
Policy Scavenger Hunt
Public Meeting Reflection Paper
Policy Analysis Paper:
--Overview
D UE D ATE G RADE D ISTRIBUTION
E VERY C LASS 10%
1/21
2/11
3/3
10%
20%
30%
--Draft
--Email
--Paper
Advocacy Podcast
--Podcast posted
--Podcast questions
--Podcast answers
3/17
3/31
4/7
4/21
4/27
5/3
15%
10%
5%
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/ ) , local county commissioners meetings (i.e., New Hanover County: http://commissioners.nhcgov.com/wpcontent/uploads/2015/12/2016-Schedule-of-Agenda-and-Regular-Mtgs.pdf
; Brunswick
County: http://www.brunswickcountync.gov/commissioners/files/2015/05/Commissioners-2016-
*
This website has links to the North Carolina General Statutes and North Carolina Constitution.

Meeting-Schedule.pdf
) or one of the local city/town council meetings (Wilmington, Carolina Beach,
Kure Beach, Oak Island, Wrightsville Beach, etc.).
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/Email: 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. Initial drafts of the policy analysis paper will be turned in to the instructor, beginning with a policy overview and extending to a full paper draft , and feedback from the instructor must be incorporated in the final paper. Further, the instructor’s feedback on the paper should be integrated into the student’s podcast.
In addition, each student will send an email to his or her representative about the issue, either advocating for or against the legislation. These emails will be reviewed in class by peers and revised before they should be sent.
A copy of the final email must be submitted with the paper.
(Objectives 2, 3,4, 7, 8, & 10).
This paper and email 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). Students should create a script that they will submit to the instructor. All briefings must be posted on 4/21/16.
Everyone will be separated into groups of 5-6 students each. Group members must ask one question of each group member by 4/27/16. All questions must be answered by 5/3/16 (Objectives 3,8, & 9).
* Extra Credit !! Up to 4 points of extra credit is allowed, so the total possible amount students can earn is 103! Extra credit activities can include one from each category: (1) attending cultural or political activities sponsored by the Upperman African American Cultural Center; Multicultural Affairs Office;
Centro Hispano; Women’s Studies & Resource Center; LGBTQIA Resource Office; Active Minds;
College Democrats; College Republicans; Amnesty International; Libertarians; Politics and International
Affairs Association; STAND; and other policy-related and/or cultural groups on campus; (2) getting involved in voter registration activities for at least 6 hours; (3) serving on a candidate’s campaign for at least 6 hours; (4) engaging in acts of advocacy, such as writing a letter to the editor of the Wilmington
Star News or other local newspaper, presenting policy-related information before a committee, speaking to a community group about policy issues, writing or meeting with your representative, or other policyrelated advocacy. (If your letter to the editor gets published, or if you get a response from your legislator, you will get a second point!) For each activity to count for extra credit, you must submit a one-page discussion of the activity, describing what it was, when and where it took place, what your role was in the activity, and your reflections on the activity’s usefulness to your social work education. The paper must be in no later than one week after the activity. There is NO REASON not to do extra credit! It is fun and easy!
Course Grading
A final letter grade, based on 100% of completed course assignments and extra credit, will be given at the completion of the course. The grading scale is listed below:

A
A-
93-103 B+
90-92 B
B-
87-89
83-86
80-82
C+
C
C-
77-79
73-76
70-72
D+
D
D-
67-69 F under 59
63-66
60-62

D ATE L ECTURE /
D ISCUSSION T OPIC
1/14 Introduction to social policy, from a social work values perspective
Movie: A child welfare policy lesson: The Orphan Trains
HV985 .O76 1995
COURSE OUTLINE
Syllabus
R EADINGS D UE
National Orphan Train Complex
1/21 Social work approaches to policy and policy analysis
Locating policy information
1/28 The policymaking process
Perspectives on social problems
Identifying social problems and social issues
DiNitto, Introduction
Haynes & Mickelson, Ch. 2
DiNitto, Chapter 1
How an idea becomes a law
Structure of the North Carolina
General Assembly
Chambers (Bb)
Chapin (Bb)
Lindhorst (Bb)
DiNitto, Ch. 2 & 3
Haynes & Mickelson, Ch. 1
Guterman (Bb)
Social Work History Station
2/4 History from a social welfare perspective
Policy analysis, implementation and evaluation: Challenges for the social work
2/11 Poverty: Causes, Challenges,
Resiliencies, Realities
Where is social work in the fight against poverty?
2/18 Policies addressing poverty
Unintentional consequences of poverty policies
DiNitto Ch. 4
Danziger
How Class Works
Abramowitz (Bb)
DiNitto, Ch. 5
Deparle & Gebeloff
Housing Assistance Council
2/25 Welfare approaches over time
Managing on a shoestring in hard times
Disability policies and programs
3/3 Mental Health and Substance
Abuse: Judgment rears its ugly head
DiNitto, Ch. 6 & 7
National Disability Rights
Network
3/10 Spring Break: No Class
DiNitto, Ch. 10 (pp. 399-416)
Pavetti & Rosenbaum
Task Force on Supportive
Housing…
A SSIGNMENTS
Policy paper overview due
D
Scavenger Hunt due
Public Meeting
Paper Due
UE

3/17 Healthcare policies
Policy for Children and Older
Adults
DiNitto, Ch. 8
10 (pp. 369-
398)
Keefe (Bb)
Center for Disease Control
Kaiser Family Foundation
An Assessment of Information
(read summary)
Action for Children North
Carolina
DiNitto, Ch. 9, 11 and 12
Jobless rate news story
Draft of the policy analysis paper due
Attend the
Chancellor installation or watch it online
3/24 UNCW Holiday—No classes
3/31 Civil rights: Inclusion and exclusion in/through policy
Education and Employment:
Hope for a way out
4/7 Policy advocacy: Methods and approaches
Movie: The Education of Shelby
Knox
4/14 What social workers can do to influence policy in their jobs
Lobbying: You can do it!!
4/21 Being politically active: You can do it!!
Serving in office?! You can do it!!
4/27
Email due for inclass review
Haynes & Mickelson, Ch. 5 & 6
Convio
Naylor
Choose 2 of these websites to review: http://www.guerrillagirls.com/ http://www.ncchild.org/ http://www.campusactivism.org
http://www.nclr.org/
Haynes & Mickelson, Ch. 7&8
Comerford (Bb)
Review these websites: http://socialworkers.org/ http://naswnc.org/displaycommo n.cfm?an=8 http://naswnc.org/displaycommo n.cfm?an=1&subarticlenbr=15
0
Haynes & Mickelson, Ch. 10-12
Democracy North Carolina
Policy Analysis
Paper due
Podcast due
All podcast questions due

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.
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 (5 th
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 , 47-52.
Gibelman, M. (1999). The search for identity: Defining social work – past, present, future . Social Work,
44 (4), 298-310.
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 (3 rd
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 , 53-62.
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 (2 nd
ed.). Boston:
Allyn & Bacon.
Marcenko, M.O., & Samost, L. (1999). Living with HIV/AIDS: The voices of HIV-positive mothers.
Social Work, 44 (1), 36-45.
Marx, J.D. (2000). Women and human services giving. Social Work , 45(1), 27-39.
Miller, P.J. (2000). Life after death with dignity: The Oregon experience. Social Work , 45 (3), 263-272.
Miller, P.J., Hedlund, S.C., & Murphy, K.A., (1998). Social work assessment at end of life: Practice guidelines for suicide and the terminally ill. Social Work in Health Care, 26 (4), 23-36.
Morelli, P.T.T., & Spencer, M.S. (2000). Use and support of multicultural and antiracist education:
Research-informed interdisciplinary social work practice. Social Work, 45 (2), 166-175.
National Association of Social Workers, (1997), Code of ethics . Washington, DC: author.
Ng, B. (1996). Characteristics of 61 Mexican American adolescents who attempted suicide. Hispanic
Journal of Behavioral Sciences, 18 , 3-12.
Nord, D. (1997). Multiple AIDS-related loss: A handbook for understanding and surviving a perpetual fall.
Washington, DC: Taylor & Francis.
Ozawa, M.N. (1999). The economic well-being of elderly people and children in a changing society.
Social Work, 44 (1), 9-21.
Peled, E., Eisikovits, Z., Enosh, G., & Winstok, Z. (2000). Choice and empowerment for battered women who stay: Toward a constructivist model. Social Work, 45 (1), 9-26.
Penn, M.L., & Coverdale, C. (1996). Transracial adoption: A human rights perspective. Journal of
Black Psychology, 22 , 240-245.
Personal Responsibility and Work Opportunity Reconciliation Act of 1996, P.L. 104-193, 110, Stat. 2105.
Petr, C.G. (1998). Social work in child and family settings: Pragmatic foundations . New York: Oxford
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