California State University, Sacramento
Division of Social Work
Dr. Jude M. Antonyappan
Spring 2011
Office: 3019 Mariposa Hall
Office Hours: Thursdays 2:005:00pm
e mail: judea@csus.edu
Tel: 916-278-4091
SW 150 - Welfare in America
CSUS Catalog Course Description
Examines the history, purpose, structure and costs of current American social welfare
policy and programs and the role of social work in policy and program development.
Instructor’s Extended Course Description
This course is designed to educate undergraduate social work students and those aspiring
to gain a deeper understanding of the American welfare system- in the history,
philosophy and functioning of welfare policies and programs in the United States.
Students will obtain this knowledge in the context of current patterns of social welfare
service delivery systems and the underlying values and conflicts in the domains of
allocation, delivery and financing of the welfare state. Instruction is focused on:
 understanding of the institutional arrangements for the allocation, delivery and
financing of the welfare system in America
 application of course concepts to specific policy topics
 appropriate application of the concepts from course readings
 specific methods of introspection and critiquing their own ideas and values
 methods of understanding the perspectives, actions and values of others
 creativity in developing suggestions and goals for improved policies and
programs
 to think about the controversial areas of social welfare policy, particularly
those areas that affect the disenfranchised and the oppressed groups in
America and in the international arena.
 clarifications of the process of policy formulation
 knowledge on socially responsible and equitable modes of allocation,
delivery and financing
Students will examine their values and the values of their respective groups and societies
in shaping the policies of the government at the macro level. The course is also designed
to guide the students toward critically evaluating the programs of the welfare state and
the social welfare policy-making processes in the historical, social, political and global
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contexts. This course will strengthen student's understanding of the various institutional
arrangements through which social welfare activities are delivered to vulnerable groups
and individuals in vulnerable life conditions at the local, national and international levels.
Furthermore, by analyzing the philosophy of contemporary American welfare state in
responding to the needs and problems of varying pockets of the society, students will be
prepared to face the challenges in their professional and personal interactions that are
direct consequences of inadequate or poor implementation of policies and programs.
Course Objectives & Outcomes
Objective 1. Demonstrate an understanding of the history and philosophy of the
American Welfare state with regard to current social welfare services and policies, both
universal and selective, with particular emphasis on populations-at- risk and individuals
in vulnerable life conditions.
Outcome 1: Students will demonstrate this understanding of the policy trends and
organization of the services through assimilation of materials presented via
lectures, assigned readings, and by completing the assigned projects that are
significant for critical analysis of policies related to specific policy area of their
interest.
Objective 2. Know the evolution of current policies and services for client systems of
various sizes- individuals, families, oppressed groups, organizations and communities
inclusive of ethnic minorities.
Outcome 2. Active participation in the class exercises designed for this purpose,
written summaries of readings followed by discussion postings, reactions to films
on relevant issues.
Objective 3. Understand from a policy perspective how the current political trends and
ideological themes impact the provision of social welfare services to clients who need the
services most and yet are unable to utilize them in a timely manner.
Outcome 3: Students will demonstrate a broad knowledge base of controversies in
social welfare policy particularly the conceptual underpinnings of the different
policies developed in the twentieth century by actively participating in the
discussion postings, by providing constructive written criticism of materials
posted on discussion boards and assigned readings at the end of each class.
Objective 4. Develop clarity about the role of social welfare policy in shaping peoples’
lives, particularly their sense of well being and degree of participation in the processes
that govern the functioning of the society.
Outcome 4: Students will demonstrate this competency by assimilating the needed
knowledge concerning the multifaceted problems faced by population-at-risk and
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groups that are targets of racism, sexism and economic oppression by engaging in
study of the problems faced by these groups and by developing critical thinking
skills with regard to complications involved in developing social policies that
address the needs of these groups. The 15 page group policy analysis paper, the
written summaries of readings and discussions will demonstrate this competency.
Objective 5: Demonstrate policy analysis skills and learn to apply policy analysis
frameworks to analyze social welfare policies for the purposes of developing viable
programs and recommendations that can be sustained in the real world. Integrated into
this objective is the expectation of identifying the key elements of social welfare policy
that deeply impact the practice of professional social work at the three levels and learn to
develop policy based strategies that will help initiate and sustain social change.
Outcome 5: Students will demonstrate the ability to analyze policies and
understand the wide gap between rationally constructed policies and politically
motivated incremental policies through the 15 page group policy analysis paper.
This project involves: 1) choosing a social problem of their interest, 2)
researching the current policies in that area, 3) detailing the historical trends of
policy formulation and implementation in their area of interest, 4) critically
analyzing the policies using one of the frameworks studied in class, 5) providing
viable recommendations to cure, ameliorate and prevent the problem chosen for
study, 6) and arriving at conclusions based on facts and critical analysis,
differentiating truth from belief.
Objective 6. Identify current global trends and international issues in the context of
American social policies with special emphasis on the interconnections of nations in
impacting the lives of citizens all over the world. Students will understand that economic
and social justice is a global issue.
Outcome 6: Students will learn to internalize the concept of global development
and global economic and social justice by reading and studying about the social
welfare policies and the social systems of both developed and the developing
nations.
Objective 7. Understand the role of social advocacy in policy formulation and
implementation processes by identifying the contemporary socio-economic factors that
affect the quality and extent of services provided to varying client systems.
Outcome 7: Students will learn the values of social advocacy by developing a
mini social advocacy proposal idea and presenting it in class or via SacCT.
Videos and other presentation tools might be used for this purpose.
Course Format
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Classes will be a combination of lecture with detailed power point slides, web sites for
additional readings and referrals, discussions on relevant films, journals, and interactive
quizzes. Students not completing any of the required assignments will receive a “Fail”
grade in the class. Following are the assignments that need to be completed.
1) Linking Readings with Discussions that will be in two formats: individual in- class
responses to readings, lectures and films based on policy issues; and small group
discussions on the dynamics of policy issues.
2) An advocacy presentation focusing on a policy or program, the resources and the key
people that are needed in dealing with the issue, the target groups impacted by the
problem/policy and the benefits to the target group , the issue, how the societal structure
helped or prevented developing a successful intervention to ameliorate and/or prevent the
issue of the policy or program. This can be presented either in class or on the class site on
Sac CT.
3) Mid Term examination that requires conceptual and analytical understanding of
policies and services and the institutional arrangements for the delivery of social welfare
services
4) The group policy analysis paper explained under course objective The group
presentation of this paper constitutes the final examination in this class.
Group Discussions
Group Discussions are an integral part of this course. Students must strive to create an
atmosphere that includes a sense of belonging, feeling respected, valued and accepted for
who they and their fellow students are. Students have the right to receive a level of
supportive energy and commitment from others, particularly the right of not being
interfered or disrupted with their learning.
Grading
The course grade will be determined from grades secured by students in each of the
following six components:
Mid-term Examination
: 20% March 8th
Group Discussions
: 20%
15 Page Group Policy Analysis Paper draft due
: 20% May 3rd
Advocacy presentation
Final examination/Group Policy Analysis
Presentation
: 20% April 5th
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: 20% May 10th
Policies about Reading and Assignments
You are expected to read all assigned material and complete all written assignments after
the class in which they will be assigned or reviewed.
Failure to complete assigned readings, exercises, or written journals/ assignments will
affect your learning and consequently your grade.
Expecting your group members to do your work is not permitted.
Trying to dominate the in- class discussions and online postings with irrelevant
comments to compensate for the incomplete assignments will not be allowed.
Completing the pre-assigned exercises in class with the help of classmates is not allowed.
Participation: Class participation is essential to your learning. Sleeping in class and/or
failure to actively participate actively in class discussions or class activities. Disturbing
other students with tasks and gimmicks that are distractive to / or demeaning of fellow
students
Writing is a learning process that requires deliberate, analytical skills development.
Students having difficulty in writing should visit the Writing Resource Center of the
College of Health and Human Services located in Solano Hall or the Reading and Writing
Resource Center of the University. I will be glad to provide additional information and
specific instructions on accessing resources that address your writing needs.
Teaching Philosophy and Methods
I consider my teaching role in the context of a reflective practitioner who continually
assesses the impact of my teaching on my students with regard to their enthusiasm and
choices for further learning.
I purposefully and actively present situations that act as catalysts to my students’
learning. I consider it my responsibility to provide you with opportunities to grow
professionally in a consistent manner. I believe in fostering a loving and unstrained
learning environment in my class where the relationships among students and with me
are inspirational forces for further learning. It is my hope that when you leave my class
you would leave it with an aspiration for continuous learning and mastery of activities
that are part of your work as professionals. I consistently endeavor and do act with
fairness, total respect for my students, their time and an inherent faith in their ability to
excel.
I will certainly provide the needed structure and framework for learning through my
lectures augmented by Power Point slides, films and handouts. My teaching strategies
include reflection, active listening, and stimulating students to think through class
discussion, lectures, assignments, group and individual consultation and a regularly
maintained Sac CT site specifically for this class for you to access a good deal of the
class materials.
Student Responsibilities
Students are required to:
Take initiative with a reflective attitude and appreciation for potential for learning.
Seek opportunities for learning in consultation with the instructor, community personnel,
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field instructors and fellow students.
Develop creative responses to the class assignments and challenge the instructor
respectfully for further learning.
Have a plan for enhancing one’s own learning through exemplary professional conduct
and contributions in class, such as respect for class activities as manifested by the
enthusiasm for learning and the assignments
Engage in rational problem-solving and courteous interaction with me and other students,
with a keen respect for the great power that lies within each human being.
Students experiencing difficulties with class materials, assignments, exams, and/or other
aspects of the course, must seek assistance from the instructor and such students are
ensured that whatever assistance may be required from the instructor will be provided
with utmost respect for the student and his/her learning process.
University Policies:
The University rules regarding academic honesty will be strictly enforced. These rules
are outlined in the current university catalogue. Students who are unfamiliar with them
should review them or consult the instructor.
If you have a documented disability that affects your participation in this course and/or if
you have a disabling condition which requires special consideration, educational services
and specific arrangements for examinations and assignments for this class, please contact
me and provide the necessary documentation from the Office of Disability to submit
your request.
Required Text Books
Students should purchase:
DiNitto, D. (2007). Social welfare: Politics and public policy. Seventh edition.Boston:
Allyn & Bacon.
Available at the Hornet (Sacramento State) bookstore.
Course Outline
Week 1 1/25/11
Course Review & Introduction
Lecture: Role of politics in welfare policies and programs
Background
Evolving Concept
Current Situation
Outlook
Required Readings
DiNitto: Chapter 1
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Recommended Readings
Frank, R.H. (2007). Falling behind: How rising inequality harms the middle class.
University of California Press.
Schmitt, J. (2007). The Good, the Bad, and the Ugly: Job Quality in the United States
over the three most recent Business Cycles. Center for Economic and Policy Research,
November 2007. www. Cepr.net/documents/publications/goodjobcycles.pdf.
Web Sites for more information:
Brookings institution
www.brookings.edu
Center on Budget and Policy Priorities
www.cbpp.org
Pew Research Center
www.pew.research.org
Week 2 February 1, 2011
Lecture:
Welfare State: Historical perspectives
Social welfare policy as a response to social problems
Theory and Practice of social planning
Mutual aid groups
Occupational welfare in the nexus of social policy
Required Readings
DiNitto: Chapter 2
Recommended Readings
Krugman, P. (2008). The return of depression economics and the crisis of 2008. W.W.
Norton.
Web Sites for more information
U.S. Chamber of Commerce
www.uschamber.com
Middle class task force
www.whitehouse.gov/strongmiddleclass
Group discussion
Pitied but not entitled: Discuss the perception of single parenthood and welfare
Week 3 February 8, 2011
Lecture:
How poor are America’s Poor?
Vanishing Jobs and welfare prescriptions
Poverty and Public Assistance: The changing paradigms
Poverty -the central factor in social welfare policy issues
Groups affected by poverty
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Required Readings:
DiNitto: Chapter 3
Toldson, L.A. & Scott, E.L. (2006). Poverty, Race and Policy. Congressional Black
Caucus Foundation, 2006.
Recommended Readings
Meyer, B.D. & Sullivan, J.X.( 2006). Three decades of Consumption and Income
Poverty. National Poverty Center Working Paper Series, September, 2006.
Wayne, V. ( 2009). Unemployment Insurance current situation and potential reforms.
Urban Institute. Feb.3, 2009.
Lerman, R.L. (2008). Are skills the problem? Reforming the Education and the Training
System in the United States. Upjohn Institute for Employment Research.
Web Sites for more information
Economic Policy Institute.
www.epi.org
National Employment Law project
www.nelp.org
U.S. Bureau of Labor Statistics
www.bls.gov
Week 4
February 15, 2011
Lecture:
Has welfare reform reduced poverty?
Should the government replace lost income for individuals? Bail out Corporations?
Forgive loans for certain groups?
Provision of social welfare services-Welfare, Social Insurance and Poverty
Social programs & the disenfranchised groups in America
Required Readings:
DiNitto: Chapter 4
Recommended Readings
Sheldon, H.D., & Haveman, R.H.(2001). Understanding Poverty. Russell Sage
Foundation and Harvard University Press.
Carsey Institute, ( 2006). Sub prime and Predatory Lending in Rural America. Policy
Brief No.4, Carsey Institute, University of New Hampshire, Fall 2006.
Web Sites for more information
Joint Center for Housing Studies
www.jchs.harvard.edu/index.htm
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Center for responsible lending
www.responsiblelending.org
Advocacy presentations either in class or on Sac CT
Week 5 February 22, 2011
Lecture:
The process of policy formulation and the role of politics: SSI
The strategies and underlying philosophies of policy making
Women, Children & Welfare
The impact of welfare reform
Individual responsibility Vs Social Provision of Resources
Required Readings:
DiNitto: Chapters 5, 6 & 11
Pew commission on Children in foster care. (2004). Fostering the future safety,
permanence and well being for children in foster care. May 18, 2004. Available at
http://pewfostercare.org/research/docs/FinalReport.pdf.
Recommended Readings
Brohl, K. (2004). The new miracle workers: Overcoming contemporary challenges in
child welfare work. CIWA Press.
Stangler, G. & Shirk, M. (2004). On their own: What happens to kids when they age out
of the foster care system. West View Press.
Week 6 March 1, 2011 Mid Term Examination
Week 7 March 8, 2011
Lecture:
Globalization and human rights
Human rights and welfare
Reproductive rights
Insurance coverage and fertility decisions
Required Readings
DiNitto: Chapter 7 & 9
Recommended readings
U.S Conference of Mayors. (2000), A status report on hunger and homelessness in
America’s cities. December 2000.
Ronald, M.G. (2007). Babies by Design. Yale University Press.
Evan B. Donaldson Adoption Institute. ( 2009). Old lessons for a new world: Applying
adoption research and experience to assisted reproductive technology. February, 2009.
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Weeks 8 March 15
Dimensions of policy analysis: Finance, modes of allocation, delivery and values
Lecture:
Sources of Revenues for Welfare
Policy analysis in the context of welfare functions
Three models for policy analysis
Child Welfare: Controversies, Services & Programs
Group discussion:
Who benefits from policy analysis? What is the role of values in policy analysis?
Required Readings:
DiNitto: Chapter 10
Recommended Readings:
Posted on Sac CT site
Spring Break March 21-26
Weeks 10 & 11 April 5 & 12
American Welfare State - an international perspective using health care as the focus.
Lecture:
The uninsured and health care tragedy
Slippery Slope to National Health Care
The national health care program : A matter of benevolence or control?
The Lyndon Johnson Plan- Programs of Medicaid and Medicare –Historical
analysis
The failed Clinton Plan: Factors that prevented it from being passed
The current Obama Plan: Key features and its future
The Canadian system of health care
The British model of health care
Group Discussion:
Why is fixing American health care to be more affordable for all Americans such an
issue?
Required Reading
DiNitto: Chapter 8
Recommended Readings
Derickson, A. (2005). Health care for all: Dreams of universal health care in America.
Johns Hopkins University Press.
Fein, R. Richmond, J.B. (2005). The health care mess: How we get into it and what it will
take to get out. Harvard University Press.
Useful Web Sites
National Coalition on Health care
www.nchc.org
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Economic Research Institute on the uninsured
www.umich.edu/-eriu
Week 12 April 19th
Lecture:
Factors that make people homeless
Federally Assisted Housing Programs
The Older Persons and Housing Needs
Substance Abuse: A factor in homelessness?
Group Discussion:
Homelessness in the United states and the human right to housing
Required Reading
DiNitto: Chapter 10
Williams, M. E. (2004). Poverty and the homeless. Greenhaven Press.
Recommended readings
Hopper, K. (2003). Reckoning with homelessness. New York: Cornell University Press.
Hurley, J. ( 2002). The homeless: Opposing viewpoints. Greenhaven Press.
Useful web sites for more information
Beyond Shelter
www.beyondshelter.org
National Alliance to end Homelessness
www.naeh.org
National Coalition for the Homeless
www.nationalhomeless.org
U,S, Conference of Mayors Task Force on Hunger and Homelessness
http://usmayors.org
Week 13: April 26
Policy Analysis Paper due.
Course review with self reports on critical thinking skills and meta cognition of issues
Deriving realistic and objective assessment devoid of sentimentality
Weeks 14 & 15
Policy analysis paper presentations begin.
Each group presents its policy analysis paper in class as a group. All the group
members must participate in the presentation. No exceptions allowed.
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The “Group Policy Analysis Paper Presentation” rubric presented on the Sac CT site
must be used as guideline for presentations.
The class evaluates each group’s presentation using the rubric listed on the Sac CT site.
For this purpose the instructor shall provide each of you with multiple copies of the
rubric in class on these 2 days so that you could conveniently assess each of the group’s
presentations on separate sheets of papers.
Any additional constructive comments you may wish to provide regarding the
presentations are welcome. Please complete the assessment of each group’s presentation
and turn it in to the instructor at the end of the class.
Congratulations!
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