SW 136 Poverty and Homelessness in America Spring 2011 Professor Scott-Femenella
CALIFORNIA STATE UNIVERSITY, SACRAMENTO
Division of Social Work
SOCIAL WORK 136-02
POVERTY AND HOMELESSNESS IN AMERICA
Spring 2011
Ted Scott-Femenella, MSW, ACSW, PPSC
LEC 35647
Cell: (916) 549-3437
Office: Mariposa Hall--TBD
Office Hours: Monday - TBD
Class Location: Eureka Hall 114
Email: professorscottfemenella@yahoo.com
Course Meets: Mon. & Wed.
Time: 1:30 to 2:45 p.m.
1/24/11-5/13/11
SYLLABUS
COURSE DESCRIPTION
Poverty and Homelessness are issues that are often viewed through a complex and
multifaceted lens of context, circumstance and reality. The resulting perspectives are
likely to be different in many ways, especially when compared to those who are
intimately impacted by these life circumstances. The way an individual measures their
quality of life may directly impact their view of what it means to be poor. Homelessness
can be seen as a sense of identity for many persons who are homeless. Governmental
views of homelessness and poverty may differ widely in many ways as well. In this
course, we will examine the impact that each viewpoint has on one another.
This course is designed to analyze social theory and its relationship to the generation and
retention of institutional poverty. Within this context, public and private welfare
programs policies, and regulatory initiatives serving those living in poverty will be
examined.
In addition, this course will critically explore societal views about homelessness and
poverty. Throughout the semester we will be looking at the issues from both from a
national and global perspective.
SWRK 136 Spring 2011
COURSE OBJECTIVES
As a result of participation in this class, the students will be able to master the
following concepts:
1. To understand the current issues of poverty and homelessness locally,
nationally, and within an international context;
2. Identify the challenges that exist with developing policies and programs for
impoverished and homeless populations;
3. To understand the impact of institutional poverty and homelessness on people
of color, women and children;
4. To critically examine the viewpoint of Poverty and Homelessness as
popularized in the mass media;
5. To examine best and promising new policy practices designed to impact
poverty and homelessness, through the multi-level perspective of local, state,
federal and global governmental responses;
6. Identify issues that have arisen in the last decade that had not been identified
in the past;
7. To become sensitive to the issues that surround individuals impacted by
Poverty and Homelessness;
8. To be able to apply the concepts that effect people impacted by Poverty and
Homelessness into Social Work Practice.
COURSE OUTCOMES
At the completion of this course students will be proficient in the following:
1. Students will have a clear understanding about how poverty impacts their
lives and the lives of the people that they work with
2. Students will have a clear understanding about Quality of Life and what this
concepts means in the context of Poverty and Homelessness
3. Students will have a clear understanding about Homelessness and the impact
and issues that arise for individuals that are Homeless.
4. Students will be able to identify the issues that agencies that work with
Homelessness have in providing services to this population.
5. Students will begin to understand the role of Government in the issues of
Poverty and Homelessness.
6. Students will be able to identify strengths and weaknesses in the Welfare
system and be able to give a historical perspective of the Welfare system in
the United States.
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7. Students will be able to propose solutions to the problem of Poverty and
Homelessness and be able to offer innovative thoughts on how to end the
cycle of Poverty and Homelessness.
8. Students will have a better understanding of the ethical and moral issues that
exist for people who are impacted by Poverty and Homelessness.
9. Students will be able to understand Poverty and Homelessness as it relates to
direct Social Work Practice.
REQUIRED TEXTS
Chambers, Donald E. and Wedel, Kenneth R. (2009). Social Policy and Social
Programs: A Method For The Practical Public Policy Analyst (5th); Allyn & Bacon.
(ISBN: 9780205571642).
(Social Policy and Social Programs, 4/e, provides criteria for judging the effectiveness of
current programs and outlines methods for analyzing soical services such as counseling
and therapeutic services, supportive assistance, and "hard" benefits like food stamps,
cash, and housing vouchers. The text is organized around two major aspects: social
problem analysis and social policy and program analysis. It concentrates on the social
proplems, policies, and programs that are the main concern of most future social
workers - child welfare, health, poverty, and mental illness.)
(etext available)
Donald E. Chambers; Kenneth R. Wedel, Social Policy and Social Programs: A Method
for the Practical Public Policy Analyst, Fifth Edition,
http://www.coursesmart.com/givecoursesmartatry?xmlid=9780205624140&__instructor=
2781297
Trattner, Walter I. (1999). From Poor Law to Welfare State: A History of Social
Welfare in America (6th); New York, New York: The Free Press. (ISBN:
9780684854717).
(Selected Readings)
RECOMMENDED/OPTIONAL
Quadagno, J. (1994). The Color of Welfare. How racism undermined the war on
poverty. New York, New York: Oxford University Press.
D2 OUTCOMES
1. To explain and analyze issues related to class, gender, immigration, and poverty
confronting U.S. society.
2. To demonstrate the contributions to human society of women, diverse ethnic and
socio-economic groups.
3. To demonstrate diversity in human societies.
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SWRK 136 Spring 2011
MEANS AND METHODS OF EVALUATING WORK OUTCOMES OF AREA D2
To identify social issues of class, gender, race, immigration status, and age related to the
history of poverty, homelessness and social welfare in America.
COURSE REQUIREMENTS
Participation: It is required that students come to class prepared to engage in
discussions about the topic of Poverty and Homelessness. Attendance in class is
required and is a requirement that will be graded. Since good Social Work is a highly
collaborative effort, student should expect to form teams to carry out many of the field
trips, presentations, and class discussions.
Team Field Trips:
1. Visit to a Department of Health and Human Services or Department of Human
Assistance Office, or any public agency serving the economic disadvantaged:
REQUIRED
Write a 3 page reaction paper about your experience including the predominate make up
of the population (gender, race, age, etc.) and the demeanor of the population at the
office. It would be helpful if your teams could arrange to do an informal interview while
on site. Students should also focus in on their own transference and counter-transference
issues that come as a result of being at the Department of Health and Human Services or
Human Assistance. Meets D2 1 and 3 requirements.
2. Visit to a Social Service Agency that serves the Homeless: REQUIRED
Plan a trip to a Social Service Agency of your choice, which directly serves the homeless
population. Examples of local agencies will be provided during class.
Your assignment is to write a 3 page paper on the following: 1) Find out in what capacity
the homeless population is served at the particular agency. 2) Find out how long the
agency has been serving the homeless population. 3) How many homeless persons are
the agency able to serve. 4) Find out what the agency has identified as a primary need in
order to serve the homeless population in an effective way.
Meets D2 1 and 3 requirements
Poverty and Measure of Quality of Life:
Good Social Work involves the use of “self” in our work. Based on the readings and class
assignments, write a 5-8-page paper based on your experience with poverty. Include
your thoughts on what you consider to be poverty, how poverty has impacted your
choices in life, or those of individuals with whom you have a relatively close association.
Based on this observation, which public policies do you feel impact the issues of poverty
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the most? Students should place specific emphasis on the concept of “Quality of Life”
and what this means to them.
Final Paper:
Research and write a 12-15 page “solutions-based” paper “ addressing in depth a
particular issue common to the chronic problem of poverty and homelessness. Students
are encouraged to come up with their own solution to the problem of homelessness and
poverty. Once the student has created a solution, the paper should be drafted to the
“audience” of their choice.
Students are to draw upon their in-class experience, lectures, readings, films, audio
presentations, and guest speakers, and/or their own experience with this topic. Students
are allowed to expand upon policies that already exist and make recommendations for
changes in those policies. Students should feel free to be creative in their solutions to the
problem(s). Included in the poverty solution should be a discussion of how the solution
will impact women, children and ethnic populations including immigrants. Included in
the homelessness solution should be discussion about adequate housing options for single
men, pregnant women, women, children and at least one special interest group. (i.e.
persons living with AIDS, persons with mental health or co-occurring disorders, parents
in the child welfare system). Both sections should keep in mind the concept of “how to
help the poor and homeless become valued in society.” Meets D2 1, 2, 3 outcomes
Students are to cite at least three outside sources that support their recommendations and
reference their sources in APA format. Students must do their own work.
COURSE REQUIREMENTS
1. Attendance: It is important that each student attend class from the beginning
until the end of class. If a student has a reason for missing a portion of the class it
is expected that the student inform the instructor prior to missing that portion as
far in advance as possible. Leaving prior to break will constitute a missed class.
Lateness: Students should make every attempt to be to class on time. Lessons
will begin at the stated instruction time and will end at the stated instruction time.
Students who arrive late to class are expected to do so with minimal distraction
and disruption. “Chronic Lateness” will result in a verbal warning from the
instructor and subsequent risk of losing “participation” credit. Being late is
defined as 8:20 a.m. It is expected that students return from all breaks at the
arranged time with the instructor and the rest of the class.
Class Room Participation and Preparedness: Participation in class is
requirement for each individual student. Although it is expected that some
students may perform at or above their own comfort level in participation, it is
expected that all students contribute to the discussion in some fashion throughout
the semester. This includes discussing topics and concepts that they are unclear
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about and bringing in outside information to the class to assist in learning.
Preparedness in class includes each student having read the assignment and being
prepared to discuss the assignment with the class. Students are expected to come
to class prepared to work the entire class period.
Grading: In this class there are three required papers/(one optional paper) that
will assist in assessing your knowledge of the material that you have read and that
we have discussed in class.
The main focus of the papers is as follows: Does the paper assignment answer
the question that was asked? Does the paper include topics and concepts that
have been discussed in class? Does the quality of the paper meet exceptional
standards? Does the paper include ideas that unique and original?
Papers that far exceed or exceed these criteria will receive A or B designation.
Papers that are deficient or severely deficient in these criteria will receive a
marginal or failing grade. Students receiving a D or F designation will need to set
aside time to meet with the instructor to talk about the deficiencies.
Late Assignments: All assignments are due the day of the class that they are
assigned due on. If a student is aware that an assignment will be late to the
instructor, it is expected that this be communicated to the instructor as far in
advance as possible. Students that inform the instructor about any late
assignments may be given a new assignment date depending on the arrangement
made between the instructor and the student. Assignments are considered to be
late if the student and the instructor have made no prior arrangement and the
assignment is not handed in on time. All late assignments will receive a 5 point
deduction for every day that the assignment is late. The objective is not to lower
grades for assignments so please make every effort to contact me prior to the
assignment grade being lowered.
APA Criteria for Written Assignments: All paper assignments should be in
APA format. Papers should be typewritten (double-spaced, 12 point font, with 1
inch margins) and free of spelling and grammatical errors. Please ask the
instructor or consult with the CSUS Writing Center for further assistance. All
citations of materials must follow APA criteria as well.
PLAGIARISM:
Plagiarism is the use of distinctive ideas or works belonging to another person without
providing adequate acknowledgement of that person's contribution. Regardless of the
means of appropriation, incorporating another's work into one's own requires adequate
identification and acknowledgement. Plagiarism is doubly unethical because it deprives
the author of rightful credit and gives credit to someone who has not earned it.
Acknowledgement is not necessary when the material used is common knowledge.
When the source is not noted, the following would constitute plagiarism:
1. Word-for-word copying.
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2. The mosaic (to intersperse a few words of one's own here and there while, in
essence, copying another's work).
3. The paraphrase (the rewriting of another's work, yet still using the fundamental idea or
theory).
4. Fabrication (inventing or counterfeiting sources).
5. Ghost-written material (submitting another's effort as one's own).
It is also plagiarism to neglect quotation marks on material that is otherwise
acknowledged. Plagiarism and acts associated with it are cause for disciplinary and/or
legal action.
If it is determined that a student has plagiarized the work of another, it can result in the
student being suspended or expelled from the University, depending on the
circumstances (http://www.csus.edu/admbus/umanual/UMP14150.htm). In this course
a grade of {F} can be expected by students who plagiarize.
Students with Learning Needs: Accommodations will be made for any student
who believes that they have a special learning need. The accommodations will be
made in collaboration with the Office of Services to Students with Disabilities. It
is up to each student to notify the instructor as early as possible in the semester so
that adequate accommodations can be made.
Grading Scale:
A
100-95
A94-92
B82-80
C+
77-79
Below 70…See the Instructor.
B+
C
87-91
76-73
B
C-
83-86
72-70
GRADING POLICY
Active Participation and Attendance
Paper #1:
Visit to the Department of Health and Human Services
Paper #2:
Visit to a Social Service Agency that works with the Homeless
Paper #3:
Poverty and the Measure of Quality of Life
Final Paper #4
The Solution
Final Exam
10%
10%
10%
15%
25%
30%
OUTLINE OF STUDY
Week 1:
January24th:
Introduction and Course overview
Presentations: “Sixth Street Photographers”,
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SWRK 136 Spring 2011
.
Team building and discussions
Week 2
January 31st:
Week 3
February 7th:
Week 4
February 14th:
The Politics of Poverty
Readings: Trattner – chap. 1,4, and 5-8/Chambers – Chap 2
Quality of Life paper due: February 2nd
Presentations: After The Flood / Parental Guidance
Team discussions
The Formal Governmental Responses to Homelessness
Readings: Trattner – chap. 8, 10, and 12/ Chambers pg. 120
Presentations: “Social Engineering” (audio)
Team discussions
The Community Response to Homelessness
Readings: Trattner – chap. 13 – 16/Chambers – Pg 131-139
Presentation: Citizen Ruth
Team discussions
Week 5
February 21
Field: Agency field trip/reaction paper due.
Week 6
February 28
Field: Social service field trip/reaction paper due.
Week 7
March 7
Group report back on Agency field trip
Week 8
March 14
Group report back on community Social Services field trip
******************* SPRING BREAK MARCH 21-MARCH 25 *********
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Week 9
March 28
Week 10
April 4
Week 11
April 11
Week 12
April 18
Week 13
April 25
Week 14
May 2
Week 15
May 9
Guest Speaker: Grantland Johnson, Former Secretary of Health
and Human Services (Davis Adminstration)/Region IX Director of
Health and Human Services (Clinton Adminstration)
Presentation: Going Big (audio)
Reading: Chambers – Chapter 7
Discussion: Myth of the Welfare Queen
Presentation: The Pursuit of Happyness (video)
Presentation: The Warning (audio)
Discussion: Corporate Welfare
Presentation: The Giant Pool of Money (audio)
Discussion: The face of the New Poor
Presentation: Return to the Giant Pool of Money (audio)
Discussion: Still Looking Back from the Abyss
Presentation: The Boys of Barack (video)
Review: Traitner – Chapter 16 (War on the Welfare State)
Course Review/wrap-up
Week 16
May 16
FINAL EXAMINATION WEEK
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