Study of societal responses to human needs, forces shaping social welfare systems, introduces frameworks for analyzing social policies and services.

Transcription

1 University of Central Florida School of Social Work SOW W62 Social Welfare Policies and Services Instructor: Dr. Julie Steen, PhD, MSW Term: Fall 2014 Office Phone: Class Day: Online Office Location: HPA I Room 253 Meeting Time: Online Office Hours: Wed (11-12), Thur (1-3), Fri (1:30-3:30) Class Location: Online julie.steen@ucf.edu Credit Hours: 3 COURSE DESCRIPTION Study of societal responses to human needs, forces shaping social welfare systems, introduces frameworks for analyzing social policies and services. COURSE LEARNING OBJECTIVES By the end of the semester, students should be able to: 1. Delineate the relationship between social policy and the delivery of public and private services. (PB 25) 2. Analyze significant historical events in the evolution of American social welfare. 3. Examine the role of values and ethics in the formulation of social policy. (PB 14 & 25) 4. Select a model for policy analysis and demonstrate its application to a current social program, policy or issue. (PB 25) 5. Demonstrate advocacy skills that advance human rights and social and economic justice for historically oppressed populations. (PB 19 & 25) 6. Apply a collaborative model to policy practice that includes colleagues and clients. (PB 26) Note: Many of these course objectives are specifically linked to practice behaviors (PB) that are embedded in the accreditation process for social work programs. A more in-depth description of the relationship between this course and the accreditation process can be found in the next section of the syllabus. SOCIAL WELFARE IN THE CONTEXT OF SOCIAL WORK EDUCATION The MSW program within the School of Social Work is accredited by the Council on Social Work Education (CSWE). In order to maintain our accreditation status, we engage in ongoing curriculum assessment to demonstrate compliance with CSWE s Education Policies and Accreditation Standards (EPAS). Several of the courses within our curriculum are part of this assessment process. Below is a list of the Educational Policies (EP) and Practice Behaviors (PB) that are assessed within this specific course. The complete EPAS can be found in your Student Handbook.

2 Competency Practice Behavior (PB) Course Objective* Engage diversity and difference in practice Advance human rights and social and economic justice Engage in policy practice to advance social and economic well-being and to deliver effective social work services. PB 14. Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. PB 19. Advocate for human rights and social and economic justice. PB 25. Analyze, formulate, and advocate for policies that advance social well-being. PB 26. Collaborate with colleagues and clients for effective policy action Session/Module Covered Objective 3 Sessions 2, 3, 4, 7, 8, 9, 12, 13, 14 Objective 5 Sessions 11, 12, 13, 14 Objectives 1, 3, 4, and 5 * Note: These objectives can be found in the preceding section of the syllabus. Sessions 2, 3, 4, 6, 7, 8, 9, 11, 12, 13, 14 Assignment Policy Formulation Paper Policy Advocacy Paper Policy Formulation Paper Policy Analysis Paper Policy Advocacy Paper Objective 6 Sessions 12, 13, 14 Policy Advocacy Paper LEARNING METHODS Class structure will be built around lecture and student participation. Students are expected to complete the readings prior to the class and participate through discussion and interaction with the instructor and the other students in the class. Students are expected to create discussion based on critical thinking skills and project the values and ethics of social work education. Critical to this class will be the student s ability to perform based on research and writing. REQUIRED TEXTS Chapin, R. K. (2014). Social policy for effective practice: A strengths perspective (3 rd ed.). New York, NY: Routledge/ Taylor & Francis. 2

3 ASSIGNMENTS AND POINTS Policy Formulation Essay 30 points Due September 21 Based on Chapin s concept of claimsmaking (Chapters. 1, 5, and 6), analyze a newspaper article that describes claims made in the policy development process. The New York Times, the Washington Post and the Wall Street Journal provide detailed articles on current policies and issues. The article might focus on claims made while the policy is being considered by a legislative body or claims made by advocates who are trying to change law that has already been adopted. In your paper, describe the policy, the claims made by advocates, and whether the claims meet the third and fourth principles found in Chapin s Principles of Strengths Perspective Policy (Box 5.1). This is a 1-2 page paper. Include a copy of the newspaper article with your paper. Example of a newspaper article that includes claimsmaking - (Note: The New York Times is available free through our library. Search for New York Times in Online Journals and choose free e-journals. ) (PB 14 & 25) Policy Analysis Essay 25 points Due October 26 Provide a brief analysis of a policy using the policy analysis framework presented in Chapter 5 of the Chapin text. You should choose a policy that is not already featured in the policy analysis boxes of the Chapin text (Example: Box 7.2). This is a one page paper. (PB 25) Policy Advocacy Essay 35 points Due December 5 Create an action plan that could be used to advocate for a policy you support. In your paper, briefly describe the policy, identify the claims you would use in advocating for the policy, describe the possible allies you could approach in coalition-building (client populations, community-based groups, professional associations, etc.), describe your media plan, and describe your plan for approaching legislators (who would you approach and how would you approach them). For an example, see Chapin s advocacy action plan in Chapter 6. (PB 19, 25, & 26) Community Event 10 points Due Before Finals Week Attend one event in the community that is related to policy and/or social justice. When the details of these events are available, I will send the information out to the class. After you have attended the meeting, write a brief summary of the event. Describe how the event is linked to material in this class. This paper is limited to one page. Class Attendance Attendance will be based on two activities: downloading the weekly lecture and supplementary readings and responding to the weekly discussion board. You will join one discussion board based on a single topic and keep this topic throughout the semester. These boards are set for Weeks 1, 2, 3, 4, 6, 7, 8, 9, 11, 12, 13 and 14. Instructions for the weekly discussion boards can be found at the end of each week s lecture. You will be marked for Present or for Absent. When a student reaches two absences, the final grade will be dropped by 10 points. Every absence after this will result in a loss of 5 points. You must download all weekly material and respond to the discussion board. Half-credit will not be given for partial attendance. Meeting with Professor An information session will be held at the beginning of the semester. If you are unable to attend this meeting, schedule a meeting with the professor to go over the syllabus and course expectations. 3

4 GRADING SCALE A B D A C D B C D B C F 59 or less POLICIES In addition to the information below, the student should become familiar with The School of Social Work Student Handbook and The Golden Rule Handbook for UCF Students. All policies included in these handbooks apply to this class. Documentation of Course Engagement As of Fall 2014, all faculty members are required to document students' academic activity at the beginning of each course. In order to document that you began this course, please complete the following academic activity by the end of the first week of classes, or as soon as possible after adding the course, but no later than August 27. Failure to do so will result in a delay in the disbursement of your financial aid. This activity will be measured through your downloading of the first week s lecture, downloading of the first week s supplemental reading, and making one post in a course discussion board during the first week of class. This activity will be recorded in the gradebook in the Week 1 category. A checkmark indicates satisfactory activity. Cell phones, pagers, and recorders Students are asked to turn off cell phones and beepers during class sessions. Permission to audiotape a class meeting(s) must be obtained from the instructor in advance. While the use of laptops is convenient for students to take class notes, it is expected that students WILL NOT engage in other laptop activities during class time that may include internet activities, reading and responding to , balancing a checkbook, etc. If this should occur, the instructor reserves the right to request that the student not use a laptop during class. Classroom Decorum Side conversations are discouraged because they distract the class. The instructor expects students to respect the culture, values, beliefs, and rights of their classmates. During class sessions, alternate points of view are encouraged and should be received by others with respect. Students should feel free to express their opinions and to refer to relevant personal situations without fear of disapproval or disrespect; however, the classroom is not the place where students should indulge in personal venting or support seeking. Attendance and Participation Student attendance and participation are integral parts of this course. Students are expected to assume responsibility for their own learning and to involve themselves in class discussions and exercises. Since this course is strictly online, attendance will be measured through the downloading of all weekly material and participation in the weekly discussion boards. Discussion board responses must be posted before the due date in order to receive credit for participation. Late discussion board responses will only be accepted if the student has a documented extraordinary circumstance (e.g., student hospitalization, severe illness, death in the family, car accident) preventing the student from posting. In that case, the student must present written documentation to the instructor. 4

5 Attendance during Finals Week: It is university policy that all classes MUST meet for either a final exam or a class session. Since this is an online course, we will meet during finals week in the q&a discussion board. Written Assignments Effective written communication skills are essential to professional social work practice. Thus, students are expected to present their ideas clearly and properly and to adhere to accepted standards of writing. Grammar, punctuation, and spelling are to be correct in all written materials submitted and will be considered in grading written assignments. All written assignments must be typed in a 12-font print, and all margins must be one inch. The cover page of a paper is not considered to be a page of text. Work not conforming to these standards or demonstrating serious deficiencies in common English usage will be returned ungraded. When required, references should be included in the APA documentation style. Students are encouraged to use the University Writing Center (UWC) for assistance in preparing written assignments. The UWC is located in MOD 608 (near the Communications Building). UWC staff may be reached at (407) or The assignments will emphasize the integration of interviewing, verbal, conceptualization and writing skills in practice. All assignments will be evaluated and graded on the following criteria. 1. Appropriate use of APA writing style. 2. Adequate number of references cited. 3. Organization and clarity of ideas presented. 4. Ability to integrate theory and practice appropriately. 5. Ability to use analytical skills throughout the assignment. 6. Creative ways of responding to the instructions beyond the requirements. LIBRARY RESOURCES Students will be expected to utilize UCF library resources to search library databases for required readings. The following web sites which can help students find information, navigate through databases and learn how to use the library: 1. Library Instruction sessions Library Research Tutorials Streaming videos Research Guides Ask a Librarian service Consult with the librarian familiar with Social Work Mr. Hal Mendolsohn The UCF Libraries has a full array of paper and electronic resources available for students and their research needs. In addition to paper copies of books and journals, UCF students have the ability to access a vast selection of journals and books in electronic format while on or off campus. The web address to the library's catalog is The Ask A Librarian service provides students the ability to contact a library professional either by phone, on-line chat or , and ask for assistance on "how to" locate, research, and obtain library materials. The web address for Ask A Librarian is A series of streaming videos, showing students how to search for a book or journal article, has been developed and are available at Research Guides for different majors, that list books, journals, databases, and web sites have been developed and are available in electronic format at Another service to help students conduct library research is called Research Consultation. After a student has conducted his/her research and is in need of additional information, s/he can work with a librarian to locate material with the help of his/her expert searching capabilities. To set-up a Research 5

6 Consultation, students can either come into the library and sign-up at the Reference Desk or call the library Reference Office at Finally, students are always encouraged to visit the library and ask a Reference Librarian how best to conduct one's research. If a student has a simple question on how to locate either a book or journal title, the UCF Reference Libraries are happy to provide this type of service too. Late Assignments All assignments must be turned in to the instructor on the due date. No assignments will be accepted by fax unless the instructor has given explicit prior approval. For each paper submitted late, the student s final course grade may be reduced by 5 points (for example, from 92 to 87). No assignment will be accepted after the last day of class. It is the student s responsibility to make arrangements with the instructor regarding late assignments. Incomplete Grades In exceptional circumstances, an incomplete grade may be given per School and University policies. Individual arrangements must be made with the instructor for the completion of the course requirements, but in no case will the date set extend beyond the end of the following semester. Students who experience chronic medical or personal problems that prevent them from attending class regularly are encouraged to review policies relating to securing a leave of absence from their university studies. Academic Integrity/Plagiarism Social workers must demonstrate high standards of integrity. Every student is expected to do his or her own work and all of the work produced will be expected to be completed in its entirety by the student who turns it in. Cheating and plagiarism will not be tolerated. Any acts of plagiarism, including not acknowledging sources of information appropriately and in accordance with APA guidelines, may result in a failing grade in the course. School and University policies on academic integrity will be strictly enforced. Students found to have cheated or plagiarized will receive no credit for the exam or assignment, receive a failing grade for the course and may be subject to appropriate referral to the Office of Student Conduct for further action. (See the UCF Golden Rule for further information.) Students who observe others violating this policy are expected to report this to the instructor. Plagiarism and Cheating of any kind on an examination, quiz, or assignment will result in an "F" for that assignment. The student may also receive an "F" for the entire course and may be subject to appropriate referral to the Office of Student Conduct for further action. (See the UCF Golden Rule for further information.) It is assumed for this course that students will adhere to the academic creed of the University and will maintain the highest standards of academic integrity. In other words, do not cheat by giving answers to others or taking them from anyone else. The instructor also adheres to the highest standards of academic integrity, so please do not ask for your grade to be changed without just cause or to bend or break rules for one person that will not apply to everyone. Turnitin.com The instructor reserves the option to use turnitin.com, an online system that can determine if work has been copied from another source. The instructor will provide information on submitting assignments through this system at the beginning of the semester. For a more detailed look at this process, please visit Disability Access Statement The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the instructor at the beginning of the semester to discuss needed 6

7 accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Ferrell Commons, Room 185, phone (407) , TTY/TDD only phone (407) , before requesting accommodations from the professor. THE UCF CREED Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct, performance, and decisions. Integrity: I will practice and defend academic and personal honesty. Scholarship: I will cherish and honor learning as a fundamental purpose of my membership in the UCF community. Community: I will promote an open and supportive campus environment by respecting the rights and contributions of every individual. Creativity: I will use my talents to enrich the human experience. Excellence: I will strive toward the highest standards of performance in any endeavor I undertake. COURSE OUTLINE & SCHEDULE Session 1 August Introduction to Course Introduction to Policy Formulation Students will be introduced to the course and all assignments and expectations will be discussed. In addition, students will be introduced to the first segment of the course that focuses on claims made during policy formulation. Claims arising out of the social work profession, a diversity framework, and a person-in-environment perspective will be addressed in this first segment of the course. Topics of discussion will include: Course overview Stages in the policy development process Claims-making in the policy formulation stage Readings for Session 1: Chapin Text Chapter 1, pages , and pages (Note that page numbers vary across editions.) Session 2 August Policy Formulation Claims arising out of the social work profession This session will focus on policy-based claims that arise out of the social work profession. Topics of discussion will include: Connection between policy and the practice courses Claims surrounding the historical foundations of US social policy (Child-Saving Movement, Charity Organization Society Movement, and Settlement House Movement) Claims inherent in the current-day ethical codes of NASW and IFSW Claims inherent in the empirically-based practice model Readings for Session 2: Chapin Text Chapter 2 Session 3 Sept 1-7 Policy Formulation Claims arising out of a diversity framework 7

8 This session will focus on policy-based claims that arise out of a diversity framework. Topics of discussion will include: Connection between policy and the diversity course Assessments of policy discriminatory intention and discriminatory outcomes Discrimination in early poverty policies Readings for Session 3: Chapin Text Chapter 3 Session 4 Sept 8-14 Policy Formulation Claims arising out of a person-in-environment perspective This session will focus on policy-based claims that arise out of a person-in-environment perspective. Topics of discussion will include: Connection between policy and the human behavior course (Assessing I and II) Economic and political contexts as one layer in the person-in-environment perspective Conditions in the person-environment transaction that allow for optimal development Governmental duties to create habitats that reduce stress and promote development Readings for Session 4: Chapin Text Chapter 4 Session 5 Sept Policy Formulation - Preparation for Essay This week is reserved for seeking assistance regarding the policy formulation essay. Please post your questions in this week s course discussion board. Policy Formulation Paper Due Sept 21 Session 6 Sept Introduction to Policy Analysis This session will focus on frameworks for policy analysis. Topics of discussion will include: Chapin s framework for policy analysis Outcomes-based analysis of policy (impact analysis and cost-benefit analysis) Ethical analysis of policy Readings for session 6: Chapin Text Chapter 5 Session 7 Sept 29-Oct 5 Policy Analysis Current-Day Child Welfare and Juvenile Justice Policy This session will focus on the analysis of policies affecting children and families, including the Child Abuse Prevention and Treatment Act, Adoption and Safe Families Act, Multi-Ethnic Placement Act, Chafee Foster Care Independence Act, and the Juvenile Justice and Delinquency Prevention Act. Topics of discussion will include: Role of policy in service delivery for the child welfare and juvenile justice fields Chapin s analysis of child welfare and juvenile justice policies Analysis of the outcomes of child welfare and juvenile justice policies Analysis of the ethical issues within child welfare and juvenile justice policies 8

9 Comparison of US child welfare and juvenile justice policy with the UN Convention on the Rights of the Child, the Beijing Rules and the Riyadh Guidelines. Collaboration with clients and stakeholders in the policy process The child s participation rights according to the CRC Readings for session 7: Chapin Text Chapter 9 Session 8 Oct 6-12 Policy Analysis Current-Day Health and Mental Health Policy This session will focus on the analysis of policies regarding health and mental health services, including Medicare, Medicaid, Patient Protection and Affordable Care Act, Mental Retardation and Community Mental Health Centers Construction Act, and the Mental Health Parity and Addiction Equity Act. Topics of discussion will include: Role of policy in service delivery for the health and mental health fields Chapin s analysis of health and mental health policies Analysis of the outcomes of health and mental health policies Analysis of the ethical issues within health and mental health policies Cross-country comparisons of health and mental health policies Comparison of US health policy with the UN International Covenant on Economic, Social and Cultural Rights Comparison of US mental health policy with the UN Principles for the Protection of Persons with Mental Illness and the Improvement of Mental Health Care Collaboration with clients and stakeholders in the policy process The participation rights of people with mental illness in the legal process for involuntary treatment Readings for session 8: Chapin Text Chapter 10 Session 9 Oct Policy Analysis Current-Day Aging Policy This session will focus on the analysis of policies affecting older adults, including Social Security, Medicare, and the Older Americans Act. Topics of discussion will include: Role of policy in service delivery for the aging field Chapin s analysis of aging policies Analysis of the outcomes of aging policies Analysis of the ethical issues within aging policies Comparison of US aging policy with the UN Principles for Older Persons Collaboration with clients and stakeholders in the policy process Elders participation in the Silver-Haired Legislature Readings for session 9: Chapin Text Chapter 11 Session 10 Oct Policy Analysis Preparation for Essay This week is reserved for seeking assistance regarding the policy analysis essay. Please post your questions in this week s course discussion board. Policy Analysis Essay Due October 26 9

10 Session 11 Oct 27-Nov 2 Introduction to Policy Advocacy This session will focus on efforts to change policy. Topics of discussion will include: Efforts directly focused on the legislative system (legislative advocacy) Efforts focused on public opinion (media-based action) Efforts focused on societal change (social change movements) Readings for session 11: Chapin Text Chapter 6 Session 12 Nov 3-9 Policy Advocacy Civil Rights This session will focus on social change movements that sought to change civil rights policy. Topics of discussion will include: Universal Declaration of Human Rights Political rights and civil liberties Actors and activities of the Civil Rights Movement Civil Rights Act of 1964 Voting Rights Act of 1965 Readings for session 12: Chapin Text Chapter 7 Universal Declaration of Human Rights: Session 13 Nov Policy Advocacy Poverty This session will focus on social change movements that sought to develop and/or change poverty policy, such as TANF, Social Security, and Unemployment Insurance. Topics of discussion will include: University Declaration of Human Rights Social and Economic Rights Poor People s Movements from the perspective of Piven and Cloward Actors and activities within the Poor People s Campaign Actors and activities within economic rights movements in Central and South America Proposals for reform Readings for session 13: Chapin Text Chapter 8 Universal Declaration of Human Rights: Session 14 Nov Policy Advocacy- Other Social Movements This session will focus on social change movements that sought to develop and/or change other areas of policy, such as the Violence Against Women Act, the Rehabilitation Act, the Education for All Handicapped Children Act, and the Americans with Disabilities Act. Topics of discussion will include: Social change movements in the field of disability Disability Rights Movement Social change movements in the field of family violence Women s Rights Movement Social change movements in the field of mental health Psychiatric Survivor Movement Collaboration with clients and stakeholders in the policy process Client participation in social change movements 10

11 Session 15 Nov Thanksgiving Holiday No Class Session 16 Dec 1-5 Policy Advocacy Preparation for Essay This week is reserved for seeking assistance regarding the policy advocacy essay. Please post your questions in this week s course discussion board. Policy Advocacy Essay Due December 5 (Note Friday deadline!) BIBLIOGRAPHY Alinsky, S. (1971). Rules for radicals. New York, NY: Random House. Arnold, R. D. (1992). The logic of Congressional action. New Haven, CT: Yale. Baumgartner, F., & Jones, B. (1993). Agendas and instability in American politics. Chicago, IL: University of Chicago. Briar-Lawson, K., Lawson, H. A., Hennon, C. B., & Jones, A. R. (2001). Family- centered policies and practices. New York, NY: Columbia University Press Day, S. (2008). A new history of social welfare (6 th ed.). Boston, MA: Allyn and Bacon. DiNitto, D. (2010). Social welfare: Politics and public policy (7 th ed.). Boston, MA: Allyn and Bacon. Dye, T. (2010). Understanding public policy (13 th ed.). Upper Saddle River, NJ: Prentice Hall. Haynes, K. S., & Mickelson, J. S. (2002). Affecting change: Social workers in the political arena (4 th ed.). Boston, MA: Allyn and Bacon. Hofstadter, R. (1955). Social Darwinism in American thought. Boston, MA: Beacon Press. Jansson, B. (2013). Becoming an effective policy advocate: From policy practice to social justice (7 th ed.). Belmont, CA: Brooks/Cole. Jenson, J. M. & Fraser, M.W. ( 2006) Social policy for children and families: A risk and resilience perspective. Thousand Oaks, CA: Sage. Karger, H. J., & Stoesz, D. (2013). American social welfare policy: A pluralist approach (7 th ed.). Upper Saddle River, NJ: Pearson. Kingdon, J. W. (2010). Agendas, alternatives, and public policies (2 nd ed.). Upper Saddle River, NJ: Pearson. Lindblom, C. (1977). Politics and markets. New York, NY: Basic Books. 11

12 Lowi, T. (2009). The end of liberalism (40 th Anniversary Edition). Boston, MA: Norton. Mills, C. W. (1956). The power elite. New York, NY: Oxford University Press. Mills, C. W. (1959). The sociological imagination. New York, NY: Oxford University Press. Peterson, P. (1995). The price of federalism. Washington, DC: Brookings. Rawls, J. (1971). A theory of justice. Cambridge, MA: Belknap Press. Riker, W. (1982). Liberalism against populism. New York, NY: Waveland Press. Rosenberg, G. (2008). The hollow hope: Can courts bring about social change? (2 nd ed.). Chicago, IL: University of Chicago. Schneider, R. L., & Lester, L. (2001). Social work advocacy: A new framework for action. USA: Wadsworth. Segal, E. (2012). Social welfare policy and social programs: A values perspective (3 rd ed.). Belmont, CA: Cengage. Straussner, S., & Phillips, N. (2002). Urban social work: An introduction to policy and practice in the cities. Boston, MA: Allyn and Bacon. Trattner, W. (1999). From poor law to welfare state: A history of social welfare in America (6 th ed.). New York, NY: The Free Press. Wilson, C. (2006). Public policy: Continuity and change. Boston, MA: McGraw Hill. 12