SOCW 654: Social Policy for Children and Youth George Mason University Department of Social Work

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1 Course Approval Form For approval of new courses and deletions or modifications to an existing course. registrar.gmu.edu/facultystaff/curriculum Action Requested: Course Level: X Create new course Delete existing course Undergraduate Modify existing course (check all that apply) X Graduate Title Credits Repeat Status Grade Type Prereq/coreq Schedule Type Restrictions Other: College/School: HEALTH AND HUMAN SERVICES Department: SOCIAL WORK Submitted by: CATHLEEN LEWANDOWSKI Ext: clewando@gmu.edu Subject Code: SOCW Number: 654 Effective Term: X Fall (Do not list multiple codes or numbers. Each course proposal must have a separate form.) Spring Year 2011 Summer Title: Current Banner (30 characters max including spaces) New Social Policy for Children and Youth Social Policy: Children/Youth Credits: (check one) X Fixed 3 or Repeat Status: Not Repeatable (NR) Variable to (check one) X Repeatable within degree (RD) Repeatable within term (RT) Maximum credits allowed: 3 Grade Mode: (check one) X Regular (A, B, C, etc.) Schedule X Lecture (LEC) Independent Study (IND) Satisfactory/No Credit Type Code(s): Lab (LAB) Seminar (SEM) Special (A, B C, etc. +IP) (check all that Recitation (RCT) Studio (STU) apply) Internship (INT) Prerequisite(s): Corequisite(s): Instructional Mode: Completion of MSW foundation coursework X 100% face-to-face Hybrid: 50% electronically delivered 100% electronically delivered Special Instructions: (list restrictions for major, college, or degree;hard-coding; etc.) Are there equivalent course(s)? Yes X No If yes, please list Catalog Copy for NEW Courses Only (Consult University Catalog for models) Description (No more than 60 words, use verb phrases and present tense) Notes (List additional information for the course) Examines social policies, programs, and services on behalf of children and youth with implications for social work; including child welfare, child and adolescent health and mental health, juvenile justice, and school social work. Explores how societal norms regarding family and definitions of children s wellbeing influenced these policies over time. Indicate number of contact hours: Hours of Lecture or Seminar per week: 3 Hours of Lab or Studio: 0 When Offered: (check all that apply) X Fall X Summer X Spring Approval Signatures Department Approval Date College/School Approval Date If this course includes subject matter currently dealt with by any other units, the originating department must circulate this proposal for review by those units and obtain the necessary signatures prior to submission. Failure to do so will delay action on this proposal. Unit Name Unit Approval Name Unit Approver s Signature Date For Graduate Courses Only Graduate Council Member Provost Office Graduate Council Approval Date For Registrar Office s Use Only: Banner Catalog revised 2/2/10

2 SOCW 654: Social Policy for Children and Youth George Mason University Department of Social Work Prerequisite: Completion of MSW foundation coursework Course Description. Examines social policies, programs, and services on behalf of children and youth with implications for social work; including child welfare, child and adolescent health and mental health, juvenile justice, and school social work. Explores how societal norms regarding family and definitions of children s well-being influenced these policies over time. Objectives: Understand the historical development of social welfare policy for children and youth in the United States. Analyze the influencing factors and available policy options as they pertain to welfare policies for children and youth. Analyze the unique social policies relevant for child welfare, juvenile justice, mental health and health, and school social work. Critically assess the interrelations between child welfare, juvenile justice, mental health and health, and school social work polices. Differentiate the role of social work and other helping professionals in influencing social welfare policies for children and youth across a range of settings and organizational contexts. Analyze the underlying value assumptions inherent in child welfare policies. Assess the impact of social welfare policies for children and youth in fostering social justice. Topical Outline and Readings The course is divided into four units: child welfare, children s mental health, juvenile justice, and school social work. Unit 1 Child Welfare Addresses the historical development of child welfare services and examines critical policy issues relevant for the government s role in promoting the safety and security of minors, and for various forms of adoption (interracial, international, closed, open, and those involving single, gay and lesbian couples. Special attention will be given to policy implications of the implementation of the Adoption and Safe Families Act. Berebitsky, J. (2000). Like our Very Own, Adoption and the Changing Culture of Motherhood, , University Press of Kansas, Lawrence, Kansas. Curry, L. (2007). The DeShaney Case: Child Abuse, Family Rights, and the Dilemma of State Intervention. University Press of Kansas, Lawrence, Kansas. Additional Suggested Readings Bagdasaryan, S. (2005). Evaluating family preservation services: Reframing the question of effectiveness. Children and Youth Services Review, 27(6), doi: /j.childyouth

3 Bates, B., English, D., & Kouidou-Giles, S. (1997). Residential treatment and its alternatives: A review of the literature. Child and Youth Care Forum, 26(1), doi: /bf Bell, M., & Wilson, K. (2006). Children's Views of Family Group Conferences. Br J Soc Work, 36(4), doi: /bjsw/bch421 Berzin, S. C., Cohen, E., Thomas, K., & Dawson, W. C. (2008). Does Family Group Decision Making Affect Child Welfare Outcomes? Findings from a Randomized Control Study. Child Welfare, 87(4), doi:article Crampton, D., & Natarajan, A. (2006). Connections Between Group Work and Family Meetings in Child Welfare Practice: What Can We Learn from Each Other? Social Work With Groups, 28(1), 65. doi: /j009v28n01_05 Dagenais, C., Bégin, J., Bouchard, C., & Fortin, D. (2004). Impact of intensive family support programs: a synthesis of evaluation studies. Children and Youth Services Review, 26(3), doi: /j.childyouth Jackson, K. F. (2009). Building cultural competence: A systematic evaluation of the effectiveness of culturally sensitive interventions with ethnic minority youth. Children and Youth Services Review, 31(11), doi: /j.childyouth Kolko, D. J., Herschell, A. D., Costello, A. H., & Kolko, R. P. (2009). Child welfare recommendations to improve mental health services for children who have experienced abuse and neglect: A national perspective. Administration and Policy in Mental Health and Mental Health Services Research, 36(1), doi: /s y Lewandowski, C.A. & Briar-Lawson, K. (2009). Social policy context for home visiting. In: S.F. Allen and E.M. Tracy (Eds.) Delivering Home-based Services: A Social Work Perspective, New York, Columbia University Press. Lewandowski, C.A. & Briar-Lawson, K. (2009). Child welfare. In: S.F. Allen and E.M. Tracy (Eds.) Delivering Home-based Services: A Social Work Perspective, New York, Columbia University Press. Lewandowski, C. A., & GlenMaye, L. F. (2002). Teams in Child Welfare Settings: Interprofessional and Collaborative Processes. Families in Society, 83(3), Preyde, M., Adams, G., Cameron, G., & Frensch, K. (2009). Outcomes of Children Participating in Mental Health Residential and Intensive Family Services: Preliminary Findings. Residential Treatment for Children & Youth, 26(1), Rycraft, J. R., & Dettlaff, A. J. (2009). Hurdling the artificial fence between child welfare and the community: Engaging community partners to address disproportionality. Journal of Community Practice, 17(4), doi: / Sheets, J., Wittenstrom, K., Fong, R., James, J., Tecci, M., Baumann, D. J., & Rodriguez, C. (2009). Evidence-based practice in family group decision-making for Anglo, African American and Hispanic families. Children and Youth Services Review, 31(11), doi: /j.childyouth Wells, S. J., Merritt, L. M., & Briggs, H. E. (2009). Bias, racism and evidence-based practice: The case for more focused development of the child welfare evidence base. Children and Youth Services Review, 31(11), doi: /j.childyouth Unit 2 School Social Work This unit explores the interface of social work in school settings. It addresses the historical development of school social work, and examines the effectiveness of the school/community/pupil relationship model of school social work practice. Attention will be given to the IDEA Act, and school social workers role in its implementation. Constable, R., & Alvarez M. (2006). Moving into specialization in school social work: issues in practice, policy, and education. School Social Work Journal, 42(3),

4 Jonson, R. M., Kim, J., Barolak, M., Citerman, B., Laudel, C., Essma, A., Fezzi N., Green, D., Kontak, D., Mueller, N., & Thomas, C. (2007). Maltreated children in schools: the interface of school social work and child welfare. Children & Schools, 29(3), Kopels S., & Lindsey B.C. (2006). The complexity of confidentiality in schools today: the school social work context. School Social Work Journal, 42(3), Vetere, R., & Carley, G. (2006). Creating a new model of help in school social work. Children & Schools, 28(3), Additional Suggested Readings Bye L., Shepard M., Partridge J., & Alvarez M. (2009). School social work outcomes: perspectives of school social workers and school administrators. Children & Schools, 31(2), Early, T.J., & Vonk, M.E. (2001). Effectiveness of school social work from a risk and resilience perspective. Children & Schools, 23(1), Franklin C., & Kelly M.S. (2009). Becoming evidence-informed in the real world of school social work practice. Children & Schools, 31(1), Franklin C., Kim J.S., & Tripodi S.J. (2009). A meta-analysis of published school social work practice studies: Research on Social Work Practice, 19(6), Jonson, R. M. (2008). School social work: engaging the community. Children & Schools, 30(3), Unit 3 Children s Mental Health and Health This unit examines 1) the policy implications associated with various ways to define and measure the need for children s mental health services, 2) the impact of mental health reform on providing children s mental health care, 3) current models for providing mental health services to children and adolescents, including wrap-around, systems of care, and school-based mental health. Policies guiding the implementation of strategies to prevent mental health problems among youth will also be addressed. Bruns, E. J., & Walker, J. S. (2010). Defining practice: Flexibility, legitimacy, and the nature of systems of care and wraparound. Evaluation and Program Planning, 33(1), doi: /j.evalprogplan Costello, A. H. (2009). Child welfare recommendations to improve mental health services for children who have experienced abuse and neglect: A national perspective. Administration and Policy in Mental Health and Mental Health Services Research, 36(1), doi: /s y Glied, S, Cuellar, AE (2003). Trends and issues in child and adolescent mental health. Health Affairs, 22(5): IOM (2009). Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities. Abstract. Kerker, B. D., & Dore, M. M. (2006). Mental health needs and treatment of foster youth: Barriers and opportunities. American Journal of Orthopsychiatry, 76(1), doi: / Knitzer, J, Cooper, J (2006). Beyond Integration: Challenges For Children s Mental

5 Health. Health Affairs 25(3): Kolko, D. J., Herschell, A. D., Costello, A. H., & Kolko, R. P. (2009). Child welfare recommendations to improve mental health services for children who have experienced abuse and neglect: A national perspective. Administration and Policy in Mental Health and Mental Health Services Research, 36(1), doi: /s y Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health: An empirical guide for decision-makers. The Research and Training Center for Children s Mental Health, University of South Florida, Tampa, Florida. McGuinness, T. M. (2009). Youth in the Mental Health Void: Wraparound Is One Solution. Journal of Psychosocial Nursing & Mental Health Services, 47(6), 23. Additional Suggested Readings Farmer, E. M. Z., Burns, B. J., Phillips, S. D., Angold, A., & Costello, E. J. (2003). Pathways into and through mental health services for children and adolescents. Psychiatric Services, 54(1), doi: /appi.ps Flisher, A. J., Kramer, R. A., Grosser, R. C., Alegria, M., Bird, H. R., Bourdon, K. H., Goodman, S. H., et al. (1997). Correlates of unmet need for mental health services by children and adolescents. Psychological Medicine: A Journal of Research in Psychiatry and the Allied Sciences, 27(5), doi: /s Kataoka, S. H., Zhang, L., & Wells, K. B. (2002). Unmet need for mental health care among U.S. children: Variation by ethnicity and insurance status. The American Journal of Psychiatry, 159(9), doi: /appi.ajp Kaye, L., Warner, L., Lewandowski, C.A., Greene, R., Acker, J.K., & Chiarella, N. (2009). The role of nurse practitioners in meeting the need for child and adolescent psychiatric services: A state-wide survey. Journal of Psychosocial Nursing and Mental Health Services, 47(3), Mennen, F. E., & Trickett, P. K. (2007). Mental health needs of urban children. Children and Youth Services Review, 29(9), doi: /j.childyouth Moffit, T., and Melchior, M. (2007). Why Does the Worldwide Prevalence of Childhood Attention Deficit Hyperactivity Disorder Matter? Am J Psychiatry 164(6): Raines, J. C. (2008). Evidence-based practice in school mental health. New York: Oxford University Press. Sturm, R., Ringel, J. S., & Andreyeva, T. (2003). Geographic disparities in children's mental health care. Pediatrics, 112(4), e308. Thompson, R. (2005). The course and correlates of mental health care received by young children: Descriptive data from a longitudinal urban high-risk sample. Children and Youth Services Review, 27(1), doi: /j.childyouth U.S. Public Health Service, (2000) Report of the Surgeon General's Conference on Children's Mental Health: A National Action Agenda. Washington, DC: Department of Health and Human Services. Unit 4 Juvenile Justice

6 This unit addresses the interface between traditional child welfare, school social work, and juvenile justice. Examines the historical development of the juvenile court, and how juveniles came to be treated differently than adults in U.S. criminal justice system. Juvenile courts have jurisdiction over children in three basic kinds of situations: (1) when they are accused of conduct that would be a crime by an adult; (2) when parents or guardians abuse or neglect them or when they are in need; and, (3) when they violate rules that apply only to juveniles, called status offenses. Status offenses include unapproved absence from school. Special attention will be given to the policy issue of a juvenile s right to due process, and the juvenile court s special mandate to look after the best interests of the child. Readings: Clement, Mary. (2002). The Juvenile Justice System. 3rd ed. Woburn, MA: Butterworth Heinemann. Manfredi, C.P. (2000). The Supreme Court and Juvenile Justice, University Press of Kansas, Lawrence, KS Assignments Four Reaction Papers to readings. Students will write four reaction papers in response to readings. In each unit, identify competing values reflected in current policies. Examples include child-centered vs. family-centered policies (child welfare), rights to due process vs. best interests of the child (juvenile justice), mainstreaming vs. specialized education (schools), and targeted treatment vs. universal assessment for early intervention and prevention (children s mental health). Explain these values have impacted current policies for children and youth. Choose one aspect, that, based on your assessment of the literature on child development, is most critical in promoting child well-being and explain how policies could be changed to promote child well-being and positive youth development.