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UNIVERSITY OF SOUTHERN CALIFORNIA
SCHOOL OF SOCIAL WORK
Name: Kristin M. Ferguson, Ph.D.
Office Hours: Tuesdays 11:00 am – 1:00 pm
Thursdays 11:00 am - 12:30 pm
and by appointment
Office: Social Work Center (SWC) Rm. 218
Telephone: (213) 821-1317
Fax: (213) 821-2088
Email: kmfergus@usc.edu
SOWK 639
Spring 2010
Day/time: Thursdays 1-3:50 pm
SOCIAL POLICY FOR MACRO PRACTITIONERS:
POLICY AND THE POLITICS OF REFORM
COURSE DESCRIPTION
This course focuses on ideas about how to "reinvent" or reform human services to better
serve the needs of diverse populations living in complex multicultural urban
environments. The challenges of reforming local human services institutions (such as
schools, health care providers and social service agencies) are placed in the context of
current political, social, demographic and organizational challenges. The course is
divided into four modules, each of which addresses related aspects of reform in the
human services. The first module, The Policy Paradox, focuses on changing policy in a
political context. The second module, Analysis, Systems and Results, focuses students’
attention on policy analysis in the context of complex social service systems and
increased focus on results or outcomes for clients. The third module, Common Purpose,
provides an example of how these ideas are being implemented to guide reform efforts
across systems serving diverse client populations. The fourth module, Advocacy, focuses
on interactions between institutional change and social movement strategies.
The course is designed to provide a conceptual and skill base for advanced macro
practitioners who will be expected to originate, respond to and implement policies at
local, State and Federal levels in a broad array of substantive areas. The course builds on
social policy content in the first-year of the MSW program and on the third semester
Community Organization, Planning and Administration Concentration curriculum by
integrating the policy, practice and advocacy skills required of social workers in the fields
of community organization, planning and administration. Illustrations from various
arenas of practice are used to supplement theoretical approaches to crucial knowledge
and skill areas. The course addresses the special issues faced by disadvantaged groups,
including both discrimination and opportunities that arise as a result of class, race,
ethnicity, culture, sexual preference or religious beliefs. It also addresses systemic and
institutional opportunities and barriers, as well as key ethical issues, which may affect the
implementation of social policy changes.
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COURSE OBJECTIVES
Upon completion of this course, students should be able to:
1. Critically analyze local and state policy-making processes relevant to at least one key
arena of human services.
2. Apply skills in policy analysis, political advocacy and social action relevant to macrolevel social work practice.
3. Articulate the key forces driving efforts to reform, reinvent and restructure public and
private sector human services in the complex, multicultural, urban areas of Southern
California including interest in accountability and evidence-based practice.
4. Identify systemic and institutional assets and opportunities involved in specific
reform processes, especially those with disproportionate impacts on disadvantaged
communities and clients, and formulate change strategies to address obstacles and
barriers.
5. Demonstrate understanding of the roles of elected officials as well as communitybased, inter-disciplinary, inter-faith, or issue-oriented groups in the policy process.
6. Examine the ethical dilemmas inherent in achieving equity, fairness and efficiency
through the policy process, as well as demonstrating understanding of key professional
values such as social, economic and distributive justice.
INSTRUCTOR RESPONSIBILITIES
The instructor will facilitate students’ learning objectives by accomplishing the
following:
1. Provide constructive comments on oral and written work (i.e., in the form of
questions that stimulate critical thought). Comments are a means of engaging students in
dialogue and are not intended to reflect “negative” criticism of students.
2. Maintain regular office hours as well as be available to students via office
appointments, email and phone contact.
3. Promote a safe classroom environment to enhance students’ discussion and learning.
CLASS FORMAT
The role of the instructor in this course is varied, including lecturer, facilitator, consultant
and resource person to students. Modes of instruction will consist of lecture, in-class
discussion, video presentations, student presentations, and guest speakers. Individual and
group in-class activities will be used to provide application of content, theories and
concepts. This class will also be Web-enhanced using Blackboard:
https://blackboard.usc.edu
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COURSE ASSIGNMENTS, EXPECTATIONS AND GUIDELINES
Students are expected to complete all reading assignments and to use them as the basis
for informed participation in class discussions. It is expected that students will attend
class regularly, participate in class discussions, and submit work promptly. Failure to
meet these expectations may result in reduction in grades. Students will complete three
assignments as described below. Assignments 1 and 3 have been designed to allow for
student choice as to whether or not to focus their work on policy issues relevant to the
field practicum. Since the course is generally taken during the last semester of the MSW
program, some students have expressed their wish to explore other areas of interest,
providing them an opportunity to learn about new issues or fields of interest.
Course expectations include completion of the following assignments:
1. a midterm take-home examination focused on policy analysis (50%);
2. two written reports on policy-related meetings (20%);
3. a final group presentation (25%);
4. class participation (5%).
1. Midterm. The midterm take-home examination will be distributed on February
18 and will be due 3 weeks later on March 11. The examination will be based on
reading and classroom discussions and will include three to five essay questions focused
on policy analysis in a political context (requiring approximately 10-12 pages in
response).
* The midterm assignment relates to course objectives #1-3 and 6.
2. Reports on policy-related meetings. Students will be asked to attend two policyrelated meetings in an area of individual interest and to submit written descriptions
of the meetings by April 22. One report must be on a meeting of elected public policy
makers (such as the County Board of Supervisors, a Board of Education or City Council).
The other will focus on a meeting of an advocacy or social action group that is trying to
influence such elected officials. Students should let the instructor know what kinds of
meetings they are planning to attend and when they are scheduled.
Students will then submit a report (of 4-6 pages) on the process and substance of each
meeting, organized according to the following outline:
1) description of the setting;
2) description of the participants;
3) at least one of the key policy issues addressed;
4) observations on interactions between members;
5) observations on interactions between the members and the audience;
6) conclusions about what was accomplished during the meeting.
* The policy-related reports relate to course objectives #3 and 5.
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3. Final group presentation: During the semester, students will form small groups to
plan a 45 minute classroom presentation on a key area of reform in the human services.
During the first weeks of class, students will be asked to give their preference for a topic
area (i.e., child welfare, immigration, homelessness, justice, health, education, aging,
etc.). Student groups will give their presentations on April 22 and 29.
Student groups will be asked to:
(1) design the format of the presentations, which may include videos, role plays or
other appropriate teaching strategies;
(2) complete background research, including review of literature and discussions
with key players;
(3) analyze key policy alternatives and make recommendations for action;
(4) support recommendations for action with evidence-based literature of
existing effective policies or programs in your topic area.
(5) design and distribute informational handouts and select background readings
for the class;
(6) make presentations that will engage the attention and interest of students.
* The final assignment relates to course objectives #1-3, 4 and 6.
Extra credit oral presentation: Students will also have the option to make a 5 to 10
minute oral presentation about one of their policy-related meetings for extra credit
by April 15. Presentations should be scheduled with the instructor at least one week
ahead of time, and should include observations on both the process and substance of the
meeting. The purpose of these presentations is to give class members exposure to the
broad range of groups that make and influence public policy on human services.
* The extra credit assignment relates to course objectives #2, 3 and 5.
EVALUATION AND GRADING
All students are expected to regularly attend class and be on time. A student with more
than two unexcused absences during the course of this class may receive a no credit. A
student who is tardy three or more times to class may receive a grade of no credit. If a
student receives a no credit grade in this seminar, s/he will be required to repeat the class.
Note: late papers will be accepted, but I will be taking off 1 point per day for each
day the assignment is late.
Class grades will be based on the following:
93 – 100
A
90 – 92
A87 – 89
B+
83 – 86
B
80 – 82
B77 – 79
C+
73 – 76
C
70 – 72
C-
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ATTENDANCE POLICY
Students are expected to attend every class and to remain in class for the duration of the
session. Failure to attend class or arriving late may impact your ability to achieve course
objectives which could affect your course grade. Students are expected to notify the
instructor by telephone or email of any anticipated absence or reason for tardiness.
University of Southern California policy permits students to be excused from class,
without penalty, for the observance of religious holy days. This policy also covers
scheduled final examinations which conflict with students’ observance of a holy day.
Students must make arrangements in advance to complete class work that will be missed,
or to reschedule an examination, due to holy days observance.
ACADEMIC ACCOMMODATIONS
Any student requesting academic accommodations based on a disability is required to
register with Disability Services and Programs (DSP) each semester. A letter of
verification for approved accommodations can be obtained from DSP. Please be sure the
letter is delivered to the instructor as early in the semester as possible. DSP is located in
STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday. The phone
number for DSP is (213) 740-0776.
EMERGENCY RESPONSE INFORMATION
To receive information, call the main number at: (213)740-2711; press #2: “For recorded
announcements, events, emergency communications or critical incident information.”
To leave a message, call (213) 740-8311
For additional university information, please call (213) 740-9233
Or visit the university website at: http://emergency.usc.edu
If it becomes necessary to evacuate the building, please go to the following locations
carefully and use the stairwells only. Never use elevators in an emergency evacuation.
University Park Campus
MRF – Lot B
SWC – Lot B
WPH – McCarthy Quad
VKC – McCarthy Quad
City Center
Front of the building (12th & Olive)
Orange County Campus
Faculty Parking Lot
Skirball Campus
Front of building
Do not re-enter the building until given the “all clear” by emergency personnel.
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REQUIRED TEXTBOOKS
1. David Osborne & Ted Gaebler. (1992). Reinventing government. New York: The
Penguin Group (Plume).
2. Lisbeth B. Schorr. (1997). Common purpose, Strengthening families and
neighborhoods to rebuild America. New York: Anchor Books.
3. Deborah Stone. (2002). The policy paradox, The art of political decision-making. NY:
W.W. Norton & Company.
* Note: Additional readings that are identified in the Course Outline for individual class
sessions will be available to download on ARES. Students may access ARES at
http://usc.ares.atlas-sys.com. Readings for this class are listed under the name of Kristin
Ferguson.
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COURSE OUTLINE AND READING ASSIGNMENTS
Module I:
The Policy Paradox: Policy, Politics and Reform
Session 1.
Need for reform in complex multicultural urban areas like Southern
California:
Introduction to the sequence and themes of the course
January 14
Course Objectives – This class session will address:
3. Articulate the key forces driving efforts to reform, reinvent and restructure public and
private sector human services in the complex, multicultural, urban areas of Southern
California including interest in accountability and evidence-based practice.
Session 2.
Politics and Rationality
January 21
Reading:
Stone, Chapters 1-5, pp. 1-130
Course Objectives – This class session will address objective 6:
6. Examine the ethical dilemmas inherent in achieving equity, fairness and efficiency
through the policy process, as well as demonstrating understanding of key professional
values such as social, economic and distributive justice.
Session 3.
Reinventing Government
January 28
Reading:
Osborne & Gaebler, Chapters 1-5: 1-165.
B. Guy Peters. (1998). Tailoring change strategies: Alternative approaches to
reform. In Patricia W. Ingraham, James R. Thompson & Ronald P. Sanders
(eds.). Transforming government, Lessons from the reinvention laboratories. San
Francisco, CA: Jossey-Bass: 173-190.
Course Objectives – This class session will address objectives 3 & 4:
3. Articulate the key forces driving efforts to reform, reinvent and restructure public and
private sector human services in the complex, multicultural, urban areas of Southern
California including interest in accountability and evidence-based practice.
4. Identify systemic and institutional assets and opportunities involved in specific
reform processes, especially those with disproportionate impacts on disadvantaged
communities and clients, and formulate change strategies to address obstacles and
barriers.
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Session 4.
Politics in America
February 4
Reading:
Osborne & Gaebler, Chapters 6-11: 166-332.
Stone, Chapters 6, 8-10: pp 133-162: pp. 188-256
Course Objectives – This class session will address objectives 1, 3 & 6:
1. Critically analyze local and state policy-making processes relevant to at least one key
arena of human services.
3. Articulate the key forces driving efforts to reform, reinvent and restructure public and
private sector human services in the complex, multicultural, urban areas of Southern
California including interest in accountability and evidence-based practice.
6. Examine the ethical dilemmas inherent in achieving equity, fairness and efficiency
through the policy process, as well as demonstrating understanding of key professional
values such as social, economic and distributive justice.
Module II
Policy Analysis, Social Service Systems and Results
Sessions 5 & 6. Approaches to Policy Analysis
February 11 & 18
Reading:
Stone, Chapters 11-15: pp. 259-380
Robert Nakamura & Frank Smallwood. (1980). The politics of policy
implementation. NY: St. Martin's Press: 21-28.
Elizabeth S. Segal & Stephanie Brzuzy. (1998). Social welfare policy, programs
and practice. Itasca, IL: Peacock Publishers: 59-74.
Richard Elmore. (1979-80). Backward mapping: Implementation research and
policy decisions. Political Science Quarterly, 64(4): 601-16.
Coalition for Evidence-Based Policy (Social Programs that Work)
This site summarizes a select group of randomized controlled trials (RCTs) that
are well-designed and implemented, and have significant policy implications.
Topic areas include: early childhood, education, substance abuse, mental health,
crime prevention, employment, social security and international development.
http://www.evidencebasedprograms.org/
Course Objectives – Sessions 5 and 6 will address objectives 1, 2 & 3:
1. Critically analyze local and state policy-making processes relevant to at least one key
arena of human services.
2. Apply skills in policy analysis, political advocacy and social action relevant to macrolevel social work practice.
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3. Articulate the key forces driving efforts to reform, reinvent and restructure public and
private sector human services in the complex, multicultural, urban areas of Southern
California including interest in accountability and evidence-based practice.
** MIDTERM EXAMINATION – DISTRIBUTED FEBRUARY 18
Sessions 7 & 8. Results, Outcomes, Indicators and Performance Measures
February 25 & March 4
Required Reading:
Stone, Chapter 7: pp. 162-187
Schorr, pp. 115-154
David Osbourne & Peter Plastrik. (2000). Performance measurement, The critical
competence. The reinventor’s fieldbook, Tools for transforming your government.
San Francisco: Jossey Bass: 247-271.
Jacquelyn McCroskey. (2007). Using child and family indicators to influence
communities and policy in Los Angeles County. Social Indicators Research, 83:
125-148.
Olivia Golden. (2009). What we know: How research can contribute to reform.
Reforming child welfare (p. 85-124). Washington DC: Urban Institute Press.
Course Objectives – Sessions 7 and 8 will address objectives 1, 3, 4 & 6:
1. Critically analyze local and state policy-making processes relevant to at least one key
arena of human services.
3. Articulate the key forces driving efforts to reform, reinvent and restructure public and
private sector human services in the complex, multicultural, urban areas of Southern
California including interest in accountability and evidence-based practice.
4. Identify systemic and institutional assets and opportunities involved in specific
reform processes, especially those with disproportionate impacts on disadvantaged
communities and clients, and formulate change strategies to address obstacles and
barriers.
6. Examine the ethical dilemmas inherent in achieving equity, fairness and efficiency
through the policy process, as well as demonstrating understanding of key professional
values such as social, economic and distributive justice.
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Module III
Finding Common Purpose
Session 9.
March 11
Advocacy and Social Justice for Disadvantaged Groups
*MIDTERM EXAMINATION DUE AT BEGINNING OF CLASS #9 – MARCH 11
Reading:
David M. Austin. (1999). The impact of politics, economics and race on social
work community organization. In Jack Rothman (ed.) Reflections on community
organization, Enduring themes and critical issues. Itasca, IL: F. E. Peacock
Publishers: 194-211.
Bruce A. Thyer. (2008). Evidence-based macro practice: Addressing the
challenges and opportunities for social work education. Journal of Evidencebased Social Work, 5(3/4), 453.
Shanta Pandey, Min Zhan, & Shannon Collier-Tenison. (2004). Families’
experiences with welfare reform on reservations in Arizona. Social Work
Research, (28)2, 93-103.
Bruce Fuller. (2007). California – Preschool with pluralism. Standardized
childhood, The political and cultural struggle over early education (p. 138-188).
Stanford CA: Stanford University Press.
Course Objectives – This class session will address objectives 2, 4 & 5:
2. Apply skills in policy analysis, political advocacy and social action relevant to macrolevel social work practice.
4. Identify systemic and institutional assets and opportunities involved in specific
reform processes, especially those with disproportionate impacts on disadvantaged
communities and clients, and formulate change strategies to address obstacles and
barriers.
5. Demonstrate understanding of the roles of elected officials as well as communitybased, inter-disciplinary, inter-faith, or issue-oriented groups in the policy process.
SPRING BREAK – March 15-20
Session 10. Community Empowerment and Transformation
March 25
Reading:
Schorr, pp. 301-385.
Robert D. Putnam. (2000). Safe and productive neighborhoods (chapter 18).
Bowling alone, The collapse and revival of American community. New York:
Simon & Schuster: 306-318.
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Peter Medoff & Holly Sklar. (1994). Streets of hope, The fall and rise of an
urban neighborhood. Boston, MA: South End Press: 245-287.
Peter L. Benson. (2003). Developmental assets and asset-building community:
Conceptual and empirical foundations. In Richard M. Lerner & Peter L. Benson
(eds) Developmental assets and asset-building communities: Implications for
research, policy and practice. New York: Kluwer Academic/ Plenum Publishers:
19-43.
Paul T. Hill, Christine Campbell & James Harvey. (2000). Chapter 1, The realities
of urban school reform. It takes a city, Getting serious about urban school reform.
Washington DC, Brookings Institution Press: 7-25.
Course Objectives – This class session will address objectives 2, 4, 5 & 6:
2. Apply skills in policy analysis, political advocacy and social action relevant to macrolevel social work practice.
4. Identify systemic and institutional assets and opportunities involved in specific
reform processes, especially those with disproportionate impacts on disadvantaged
communities and clients, and formulate change strategies to address obstacles and
barriers.
5. Demonstrate understanding of the roles of elected officials as well as communitybased, inter-disciplinary, inter-faith, or issue-oriented groups in the policy process.
6. Examine the ethical dilemmas inherent in achieving equity, fairness and efficiency
through the policy process, as well as demonstrating understanding of key professional
values such as social, economic and distributive justice.
Session 11. Multicultural Diversity and Coalition
April 1
Reading:
Cornel West. (1993). Race matters. Boston: Beacon Press: 1-32.
Roger Waldinger & Mehdi Bozorgmehr. (1996). The making of a multicultural
metropolis. In R. Waldinger and M. Bozorgmehr (Eds.) Ethnic Los Angeles. New
York: Russell Sage Foundation: 3-37.
Daniel J. Walkowitz. (1999). Chapter 7, Race and the modern professional. In
Working with class, Social workers and the politics of middle class identity.
Chapel Hill, NC: University of North Carolina Press: 211-251.
Charles Taylor Kerchner, David J. Menefee-Libey, Laura Steen Mulfinger &
Stepahnie E. Clayton. (2008). Beyond crisis, structuring politics for a new
institution. Learning from LA, Institutional change in American public education
(203-219). Cambridge, MA: Harvard University Press.
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Charles Heckscher. (2007). The collaborative enterprise, Managing speed and
complexity in knowledge-based businesses. New Haven, CT, Yale University
Press: 1-53.
Course Objectives – This class session will address objectives 2, 3, 4 & 6:
2. Apply skills in policy analysis, political advocacy and social action relevant to macrolevel social work practice.
3. Articulate the key forces driving efforts to reform, reinvent and restructure public and
private sector human services in the complex, multicultural, urban areas of Southern
California including interest in accountability and evidence-based practice.
4. Identify systemic and institutional assets and opportunities involved in specific
reform processes, especially those with disproportionate impacts on disadvantaged
communities and clients, and formulate change strategies to address obstacles and
barriers.
6. Examine the ethical dilemmas inherent in achieving equity, fairness and efficiency
through the policy process, as well as demonstrating understanding of key professional
values such as social, economic and distributive justice.
Module IV
Advocacy
Session 12.
Advocating for Institutional Change
April 8
Reading:
James O'Toole. (1995). Leading change, overcoming the ideology of comfort and
the tyranny of custom. San Francisco, CA: Jossey-Bass Publishers: 1-16.
Gregory A. Aarons. (2006). Transformational and transactional leadership:
Association with attitudes toward evidence-based practice. Psychiatric Services,
57(8), 1162-1169.
David L. Kirp. (2007). The sandbox investment, The preschool movement and
kids-first politics. Cambridge, MA: Harvard University Press: 1-49.
Course Objectives – This class session will address objectives 2, 3, 4 & 5:
2. Apply skills in policy analysis, political advocacy and social action relevant to macrolevel social work practice.
3. Articulate the key forces driving efforts to reform, reinvent and restructure public and
private sector human services in the complex, multicultural, urban areas of Southern
California including interest in accountability and evidence-based practice.
4. Identify systemic and institutional assets and opportunities involved in specific reform
processes, especially those with disproportionate impacts on disadvantaged communities
and clients, and formulate change strategies to address obstacles and barriers.
5. Demonstrate understanding of the roles of elected officials as well as communitybased, inter-disciplinary, inter-faith, or issue-oriented groups in the policy process.
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Session 13. Advocacy and Social Movements
April 15
Reading:
Mimi Abramovitz. (1998). Social work and social reform: An arena of
struggle. Social Work, (43)6, 512-526.
Yoland Trevino. (1999). Unleashing human capital (If you care for me, don’t
empower me and get out of my way). In Charles Bruner et. al., Wise counsel:
Redefining the role of consumers, professionals, and community workers in the
helping process. Des Moines, IA: Child and Family Policy Center: 75-85.
Robert D. Putnam. (2000). Against the tide? Small groups, social movements
and the net. (chapter 9). Bowling alone, The collapse and revival of American
community. New York: Simon & Schuster: 148-180.
Mark Buchanan. (2002). Chapter 1, Strange connections. Nexus, Small worlds
and the groundbreaking theory of networks. New York: WW Norton & Company:
23-33.
Stephen Goldsmith & William D. Eggers. (2004). Chapter 1, The new shape of
government. Governing by network, The new shape of the public sector.
Washington DC, Brookings Institution Press: 3-23.
Course Objectives – This class session will address objectives 2, 3, 4 & 5:
2. Apply skills in policy analysis, political advocacy and social action relevant to macrolevel social work practice.
3. Articulate the key forces driving efforts to reform, reinvent and restructure public and
private sector human services in the complex, multicultural, urban areas of Southern
California including interest in accountability and evidence-based practice.
4. Identify systemic and institutional assets and opportunities involved in specific
reform processes, especially those with disproportionate impacts on disadvantaged
communities and clients, and formulate change strategies to address obstacles and
barriers.
5. Demonstrate understanding of the roles of elected officials as well as communitybased, inter-disciplinary, inter-faith, or issue-oriented groups in the policy process.
Session 14.
April 22
Presentation by student groups
** Reports on two policy meetings due on or before April 22
Reading:
Readings to be announced by student groups
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Course Objectives – The final two class sessions will address objectives 1, 2, 3, 4 & 6:
1. Critically analyze local and state policy-making processes relevant to at least one key
arena of human services.
2. Apply skills in policy analysis, political advocacy and social action relevant to macrolevel social work practice.
3. Articulate the key forces driving efforts to reform, reinvent and restructure public and
private sector human services in the complex, multicultural, urban areas of Southern
California including interest in accountability and evidence-based practice.
4. Identify systemic and institutional assets and opportunities involved in specific
reform processes, especially those with disproportionate impacts on disadvantaged
communities and clients, and formulate change strategies to address obstacles and
barriers.
6. Examine the ethical dilemmas inherent in achieving equity, fairness and efficiency
through the policy process, as well as demonstrating understanding of key professional
values such as social, economic and distributive justice.
Session 15. Presentation by student groups
April 29
Reading:
Readings to be announced by student groups