Social Work 200 Social Welfare Policy I
(3 units)
Catalog Statement
An introduction to the philosophical and historical foundations of the profession of social work and the
domain of social welfare. Includes of major federally sponsored social policies and programs in the U.S.,
and the relationship between social problems, programmatic responses and professional responses.
Course Rationale
The central mission goals of the Department of Social Work Education are to promote social justice and
cross-cultural awareness within the M.S.W. curriculum. As the identified foundation course which
supports both socialization of the new M.S.W. students and the course which fulfills the writing
requirement established by the University, Social Work 200 must carry its policy content components
within a broad, yet comprehensive design. The course must bridge the historical traditions and values of
the profession with the reality of contemporary practice arenas.
It is not sufficient to examine the fabric of the knowledge base of social policies and programs; rather, it is
essential that students be exposed to a variety of observational and experimental elements which place
them in direct contact with practicing professionals and professional organizations, with student peers and
faculty, in the context of the social work educational experience. Such a curricular design requires
particular attention to providing opportunities for out of class assignments and maximizing the dialogical
courses and for field placement and well as other advanced, cross-systems concentration courses.
Course Description
The course introduces the philosophical and historical foundations of the profession of social work and
promotes knowledge and understanding of the policies, programs, services and processes within the
domain of social welfare. Emphasis is given to the interrelationships among social, economic and
political dimensions of these foundations in the context of societal response to problems and need of atrisk populations such as low-income people, racial and ethnic minorities, children, women, elderly,
lesbian and gay people and other vulnerable and oppressed groups.
Educational Goals
1. To promote the development and socialization of professional social work values and ethics with a
particularly a commitment to empowerment, social justice and cross-cultural awareness.
2. To develop and elucidate professional knowledge about at-risk populations and whether social welfare
policies and programs positively or negatively effect these groups.
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3. To integrate theory and policy practice which promotes development of critical thinking, advocacy,
speaking, and writing skills.
4. To promote the socialization of 1st year MSW students into the intellectual, sociopolitical, and cultural
dimensions of the social work profession within the context of the local, state, national and global
perspectives.
Learning Objectives/Outcomes
Students will demonstrate in discussion, class presentations, and written assignments the ability to:
1.1
Define the characteristics of the social work profession and delineate its
philosophical/historical development.
1.2
Demonstrate professional practice principles such as equality, social justice, empowerment, and
cultural awareness as they apply to various at-risk populations, such as low-income people, racial
and ethnic minorities, women and children, and other vulnerable populations.
2.1
Identify, differentiate and describe the structure, function and scope of organizations, institutions,
policies and processes, programs and services in the domain of social welfare.
2.2
Articulate an in-depth understanding of a single, self-selected social welfare policy area, including
elements of policy development, implementation and delivery structures.
2.3
Understand and demonstrate policy practice skills.
3.1
Assess the social and political processes which shape and influence the development,
implementation and evaluation of social welfare policy and programs.
3.2
Demonstrate critical thinking about social, political and economic processes, including advocacy,
and how they influence the development of policies.
3.3
Demonstrate mastery of graduate level writing assignments to meet University requirements and
Department standards.
3.4
Utilize case examples from field practicum to enhance integration of class and field.
4.1
Articulate a culturally, socio-politically differentiated global view of social welfare policy,
including the critical assessment of roles and functions of social work practitioners.
4.2
Demonstrate professional social work values and principles in policy practice and policy advocacy
for members of disempowered, discriminated or oppressed groups.
Course Content
I. Context for the study of Social Welfare Policy
a.
b.
c.
d.
Review the philosophical and historical bases of public aid.
Review the continuities and discontinuities of the value debate surrounding public aid.
Examine alternative perspectives on the functions of social welfare.
Examine the specific value dimensions of social work, including: practitioner's ethics, vocational
motivation, social and economic justice, equality.
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II. Context for the study of the Profession of Social Work
a. Review the historical development of the profession of social work.
b. Review the historical development of social welfare, including conceptions of the domain,
definitions of poverty, and compartmentalization of social problems.
c. Examine specialized social science theoretical bases of social problems and issues; examine the
evolution of social policies and social programs.
d. Examine the consequences of social policies for race-class-gender-ethnic specific populations.
III. Knowledge Base for Study of Social Welfare Policies and Program
a. Structure, function and scope of federally sponsored social welfare programs.
b. Current data regarding the development, financing, delivery and evaluation of social welfare
programs and services.
c. Impact of patterns of finance on low-income, minority, and oppressed populations particularly
women and children
d. Major policy proposals for 2000’s.
IV. Socialization and Sociopolitical Perspective; Writing and Critical Thinking Requirements
a. Develop multi-modal opportunities for the critical examination of desperate intellectual positions
or perspectives on relevant content areas.
b. Require the delineation and separation of ideological from substantive components of selected
policy debates.
c. Require the logical articulation of linked events in a historical or sociocritical assessment of
social welfare policies
d. Facilitate multi-modal opportunities for demonstration of familiarity with social programs and
social services.
V. Globalization and Social Work
a.
b.
c.
d.
Relevance of globalization to social work
The complexities, human cost and benefits of globalization and interdependent world
The effects of international social, economic, and environmental policies on world populations.
Social Justice, human rights, inequality and interdependence in a global context.
Required Texts:
1. Day, P.J. (2009). A new history of social welfare (6th Ed.), Boston, MA, Allyn and Bacon.
2. DiNitto, D. M. (2005). Social welfare: Politics and public policy (6th Ed.), Needham, MA, Allyn and
Bacon.
Required Reading – Available on Blackboard
1. Boyer, P. (1820-1920, 1989) Building character among the urban poor: The Charity Organization
Movement. In I. Colby (Ed.) Social Welfare Policy (113-134). Chicago, IL, The Dorsey Press.
2. Addams, J. (1910, 1989). First days at Hull-House. In I. Colby (Ed.) Social Welfare policy (155-165).
Chicago, IL, The Dorsey Press.
3. Jordan, B. (2008). Social work and world poverty. International Social Work. 51 440-452.
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4. Lyons, K (2006). Globalization and social work: International and local implications. British Journal
of Social Work, 36, 365-380.
5. Polack, R. (2004). Social justice and the global economy: New challenges for social work in the 21st
Century. Social Work, 49, 281-290
6. Powell, F., & Geoghegan, M. (2005). Reclaiming civil society: The future of global social work.
European Journal of Social Work, 8, 129-144.
Method of Instruction
Graduate level seminars will make use of multi-modal teaching methods which may include lecture, large
and small group discussion, student oral presentation (individual or group), self directed student project
study, and other participatory options. The graduate seminar format requires and expects a high degree of
student generated intellectual inquiry and individual motivation to learn and integrate social work
knowledge, values and skills.
Evaluative Criteria
Course grades will be awarded to all students based fair and explicit criteria established by individual
instructors and disseminated to students at the outset of the course. General guidelines which may be
considered in the evaluation of oral or written work include:
Content: should be appropriate to graduate level social work; solid data sources; reflective, informed
judgment (rather than spurious opinion or conclusions); and completeness and relatedness of described
ideas to identified task.
Organization: oral or written assignments/responses should display coherence, consistency and logic in the
development of given lines of reasoning or articulated themes/major points.
Presentation: attention should be given to sentence structure, spelling, grammar, neatness, and
formatting/style should comport with acceptable APA guidelines.
“A” indicates excellent overall work. Signs of intellectual curiosity, interest, creativity, superior insight or
understanding of course content are components of excellence, as in consistent adherence to the following
points:
“B” indicates very good quality work on two of the three components, but correctable deficiencies are
present in one of the components (content, organization, or presentation).
“C” indicates very good quality work on one of the above three components, but correctable deficiencies
are present in two of the components.
Instructors reserve the right to permit rewriting of assignments which receive lower than a “B” grade.
All papers must utilize APA format and referencing/citation style
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Course Policies
Late Paper Policy: Late assignments will Not be accepted without verified evidence of illness or other
emergency. Exceptions to this rule are at the discretion of the instructor and will be granted only for rare
and extenuating circumstances and in advance of the scheduled class. Computer failure is not an
acceptable excuse for late assignments. Plan ahead, make backup and hard copies of all assignments to
reduce hazard. Emailing assignments will not be acceptable unless prior arrangement has been made with
the instructor of all assignments to reduce hazard. Emailing assignments will not be acceptable unless
prior arrangement has been made with the instructor.
Attendance and Participation: University, School, and Departmental policies require all students to
attend class. In order to receive full credit for your participation grade you must attend class sessions, be
prepared for discussions, by completing the readings, discussion questions, quizzes, and any take-home
tasks, and actively participate in the in-class activities/discussions. Purchase and bring to class all
relevant materials, including course texts and syllabus. Attendance will be taken at the beginning of each
class session. Any unexcused absence will result in a reduction to grade by (3) points; after the first
absence a reduction of (5) points will result. Tardiness will result in a warning the first time and a
reduction by one point thereafter. Habitual tardiness will result in reduction by a full grade.
If you are absent or tardy from class, it is your responsibility to check on announcements made while you
were away, and to procure materials from classmates of any material distributed during class. Don’t wait
until the following week to complete readings: stay current with assignments.
(After the first week)THIS COURSE IS WEB-SUPPORTED: The course syllabus, assignments,
readings, and some of the supplemental material may be posted on Blackboard. TO ACCESS
BLACKBOARD students need a university (CVIP) email account and Internet connection. Your
“my.csufresno.edu” login and password gains you access to Blackboard. Go to
http://blackboard.csufresno.edu
It is your responsibility to make sure you can access and negotiate Blackboard for class materials and
resources. For orientations to Blackboard contact the Digital Campus Resource Center in McKee Fisk
#111; 278-6892). A brief navigational overview of the site is on the CSUF web at:
http://www.csufresno.edu/digitalcampus/fresno.Welcome_Top.html. A new Q&A section at
http://www.csufresno.edu/digitalcampus website provides quick answers to some common questions
received from students.
Use of electronic devices (pagers, cell phones, etc.):
To minimize class disruptions, please turn these devices off during the class. If you are required to be “oncall,” please advise me at the beginning of class, turn off the “audio,” and sit near the door, so you can exit
with minimal disruption to the class. Text messaging, twittering, or non-assigned web serving is not
permitted. Neither is constant fidgeting or talking/whispering. This behavior is rude and disruptive. The first
violation may result in a warning; subsequent infractions will require surrender of device or request to leave
classroom.
University Policies
Students with Disabilities: Upon identifying themselves to the instructor and the university, students
with disabilities will receive reasonable accommodation for learning and evaluation. For more
information, contact Services to Students with Disabilities in the building across from Madden Library
(278-2811).
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Cheating and Plagiarism: “Cheating is the actual or attempted practice of fraudulent or deceptive acts
for the purpose of improving one's grade or obtaining course credit; such acts also include assisting
another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent
of this definition that the term 'cheating' not be limited to examination situations only, but that it include
any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent
or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the
published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual
property) so used as one's own work.” Penalties for cheating and plagiarism range from a 0 or F on a
particular assignment, through an F for the course, to expulsion from the university. For more
information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule
(Policy/Legal Statements) or the University Catalog (University policies).
Code of Academic Integrity – Honor Code: “Members of the CSU Fresno academic community adhere
to principles of academic integrity and mutual respect while engaged in university work and related
activities. Students should:
a. understand or seek clarification about expectations for academic integrity in this course (including no
cheating, plagiarism and inappropriate collaboration)
b. neither give nor receive unauthorized aid on examinations or other course work that is used by the
instructor as the basis of grading.
c. take responsibility to monitor academic dishonesty in any form and to report it to the instructor or
other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I have
done my own work and have neither given nor received unauthorized assistance on this work.” For more
information, refer to the Code of Academic Integrity – Honor Code, APM 236,
www.csufresno.edu/aps/apm/236.pdf.”
Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a modem
and a printer) with all the recommended software. The minimum and recommended standards for the
workstations and software, which may vary by academic major, are updated periodically and are available
from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In
the curriculum and class assignments, students are presumed to have 24-hour access to a computer
workstation and the necessary communication links to the University's information resources."
Disruptive Classroom Behavior: “The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect for
the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals
of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in terms
which are supportive of the learning process, creating an environment in which students and faculty may
learn to reason with clarity and compassion, to share of themselves without losing their identities, and to
develop and understanding of the community in which they live . . . Student conduct which disrupts the
learning process shall not be tolerated and may lead to disciplinary action and/or removal from class.”
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other uses
may require permission from the copyright holder. The user of this work is responsible for adhering to
copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair
use policies, the University encourages you to visit its copyright web page:
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http://www.csufresno.edu/library/libraryinformation/campus/copyright/copyrtpolicyfull.pdf
For copyright Questions & Answers:
http://www.csufresno.edu/library/libraryinformation/campus/copyright/faqcopyright.pdf
Digital Campus course web sites contains material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice
and any copyright notice originally included with the material. Beyond this use, no material from the
course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in
any way without the permission of the original copyright holder. The instructor assumes no responsibility
for individuals who improperly use copyrighted material placed on the web site.
Subject to Change
This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are
absent from class, it is your responsibility to check on announcements made while you were absent.
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Social Work 200 Social Welfare Policy I
Schedule of Classes
Readings & Assignments
(due by date indicated)
Date
Agenda
8/24-8/25
Course Overview
(Dept writing assessment defined);
Small group discussion and Group
Selection for “Day” chapters
8/31-9/1
Historical/Philosophical Development Pt. I.
Class discussion of reading by small groups
and answering of questions
Study question 1
Day= Ch1,2,3,
D= Ch 1, 2
9/7-9/8
Historical/Philosophical Dev. Pt. II
Day= Ch 4, 5, 6
9/14-9/15
Historical/Philosophical Development:
Pt III - .Select Policy Pres. Groups
Study Question 2
Day= Ch 7,8 D=9
9/21-9/22
Defining Poverty: Part I - The Popular
Mythology; Scale and Scope of Problem
(Small groups)
Day= Ch 9, 10, 11
(Small group readings)
Poverty slides;
Web readings
9/28-9/29
Defining Poverty: Part II - Strategies &
Solutions
(Small groups)
Study Question 3
(Small group readings)
*10/5-10/6
Six Sectors: Pt. I
Small Group Presentations
I/Housing
II/Health Care/Mental Health
III/Education
III/Employment
II/(Public Assistance Income maintenance:
(Social Insurance)
III /Personal Social Services
In class presentations
(Brief written summaries/outline due
week of presentation)
*10/1210/13
Six Sectors: Pt. II
In-class presentations
*10/1910/20
Six Sectors: Pt. III
In-class presentations
10/26-
Politics and Policy Part I: Models of policy
D= Ch 12
California State University, Fresno
D= Ch's 4, 5, 6, 7,8,10
Internet sources
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10/27
development and ideology as theory,
legislative, administrative, judicial, extra
governmental influence).
Web- readings
11/2-11/3
Politics and Policy Part II: Models of policy
development and ideology as theory,
legislative, administrative, judicial, extra
governmental influence).
Lecture Notes
(Study Question 4
Written In-Class)
11/9-11/10
Vulnerable Populations
Day= Ch 11, 12, 13
D= Ch 10 (second reading)
A) Statistical overview
B) Policy & legislative overview
C) Phil overview
D) Int. perspective
11/11
VETERAN’S DAY CAMPUS CLOSED
11/1611/17
Non-white minorities and Public policy;
Social equity groups, sexism, ableism
homophobia.
D=Ch 11
Study Question 5 Due
11/2311/24
Comparative policy perspectives:
Implementing and Evaluating Social Welfare
Policy
11/25-11/27 THANKSGIVING HOLIDAY
Day= 14
D=Ch 12
11/30-12/1
Final Exam Review Session
Texts, lectures, notes
12/7
Final Class Period
Take-Home exam due
12/1312/17
Final Exam Week
In-Class Final exam
*In class time and out of class time will be required to prepare for these presentations, which shall be well
organized, equally distributed among group members, presented from notes, outlines and overhead slides
with no reading of materials. Students will each prepare a written summary of the central ideas of their
personal presentation, due on the date of scheduled presentations. These are to be 1-2 pages in length,
typed. Other handouts or overhead slides/posters prepared by the presenting group will be in addition to
the individual summary. More detailed explanation of this assignment will follow in class.
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GRADING & ASSIGNMENTS
15% I.
Seminar Attendance and Participation
It is the student’s responsibility to complete all assigned reading and written assignments by the due dates.
Each student needs to make consistent efforts to participate in class discussions, individual and group
presentations, and other class projects and forums. Students should be mindful of group process
requirements, avoiding monopolizing the discussions or simply “waiting” for an opening.” Raised hands and
group feedback insure a degree of balance in participation. Any unexcused absence will result in a reduction
to grade by (3) points; after the first absence a reduction of (5) points will result. Tardiness will result in a
warning the first time and a point reduction by one point thereafter. Habitual tardiness will result in reduction
by a full grade. A sign-in sheet will be circulated at the beginning of each class period.
25% II.
Study Questions
Each student is required to prepare five (5) written responses to specific assigned readings. These responses
will be awarded 1-5 points, should be essay-type, 12 pt. double-spaced typewritten reflective insight-driven
responses between one and two pages in length (with the exception of SQ # 4, the in-class essay, which may
be handwritten). Each response should demonstrate a student’s insight/informed judgment concerning some
aspect of, or the central thesis of the reading in question. Although the purpose of these written assignments
is to increase understanding and the level of preparedness for class discussions, each will be graded on a five
point scale on the basis of content, organization and presentation. Only one study question response not
achieving a score of 3 or above may be rewritten (once) and the two scores will be averaged.
30% III.
Policy Area Presentations
Grading of the 45-60 minute in-class presentation will be based upon the same three general criteria for all
class assignments: the relevance and comprehensiveness of the content; the logic and coherence of the ideas
as they are organized for the in-class presentation; and the overall skill, balance and facility demonstrated in
the presentation.
The written summary of the content presented by individual students and the verbal presentation by each
student will constitute the individual part of the grade (15%); the group aspect of the grade (15%) will be
based upon the overall evidence of group preparation, balance in time and substance, as well as use of
methods of class involvement (such as handouts, exercises, power point slides, outline, etc.).
**Experience has shown that power point is most effective with less detail per slide and advance practice
with classroom equipment and personal laptops/thumbdrives, etc.
30% IV.
Final Examination
A two-part exam: Take home (15%) and In-class, brief essay responses (15%).
All written work must be turned in on the dates indicated on the syllabus. Late assignments will not be
accepted without prior consultation with instructor. A single “waiver” of this policy will be extended as
a courtesy for a study question, but not for any other assignment. There will be no extra credit
assignments for this course.
Use of writing tutors. Use of tutors is a common enough practice, and used judiciously this may lead to
substantive improvement in writing habits. However, it is not the tutor’s role to actually rewrite a
student’s paper, but merely to act as a “close reader” of the student’s draft (s) and as a facilitator of
discussion with the student of patterns of errors or poorly developed written work. Therefore, the
instructor requires that all draft work provided to a tutor be submitted along with the tutor’s
comments/proposed revisions and the student’s final product. Also, please indicate if the tutor is a
university volunteer or a paid professional.
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Social Work 200 M. Hanna
Review of Policy Models, Excerpts from:
Thomas R. Dye, Understanding Public Policy (6th Ed.), Prentice-Hall, Inc.,(1987).
1. The Group Model: The operating assumption is that politics is the struggle among groups to
influence public policy. The task of the political system is to manage conflict by 1) establishing
rules of the game in the group struggle, 2) arranging compromises and balancing interests, 3)
enacting compromises in the form of public policy, and 4) enforcing these compromises. Key
concepts:
a. equilibrium;
b. coalition;
c. latent groups;
d. overlapping membership;
e. countervailing power.
2. The Elite Model: The operating assumption is that public policy does not reflect demands of “the
people” so much as it does the interests and values of the elites. Key concepts are:
a. Noblesse oblige;
b. Manipulation;
c. Elite consensus;
d. Democratic symbols
3. Incremental Model: The operating assumption is that public policy is a continuation of past
government activities with only incremental modifications. Key concepts are:
a. Constraints of time, information, cost
b. Incomplete policy alternatives
c. Politically expedient
d. Value maximization
4. The Systems Model: The operating assumption is that public policy is a response of a
political system to forces brought to bear upon it from the environment. Key concepts are:
a. Boundaries
b. Identifiable institutions
c. Transformation of demands
5. The Rational Model: The operating assumption is that it is possible to calculate the costs and
benefits of all social, political and economic values. Key concepts are:
a. Facts
b. Preferences
c. Resource limitations
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