University of Minnesota School of Social Work Syllabus. SW 5801-Policies and Programs in American Social Welfare

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1 University of Minnesota School of Social Work Syllabus SW 5801-Policies and Programs in American Social Welfare Part I: Course information SW 5801-Policies and Programs in American Social Welfare 2 credits Faculty contact: Name: Phone: Office Location: Course descriptions: Short version: Introduces major policies and programs of social welfare, distinguishing between programs of social insurance and public assistance. Develops skills for analyzing social problems and the policies that respond to those problems. Introduces concepts for defining and measuring poverty and social disparity. Long version: Contrasting approaches to the welfare state are examined within their historical contexts. Students learn a process for identifying, defining, and examining social problems, paying attention to how social values/ideologies shape the articulation of problems. Students learn a framework for analyzing social welfare policies, and apply that framework to a social welfare policy of their choice. The framework introduces elements essential to all social welfare policies, and examines forms these elements might take, considering social values that influence choices and the fit of the policy to an identified social problem. Students also learn the broad outline of the American social welfare policies, contrasting programs of social insurance and public assistance. Theories on the causes of poverty, along with challenges in defining and measuring poverty, are explored. Students examine the impact of social welfare policies on population subgroups, particularly on those who experience economic, social and political marginalization, or who have been historically oppressed. Clinical Licensure Hours: Page 1 of 13

2 Area This course contains some clinical content, as required by the Minnesota Board of Social Work for eligibility for the Licensed Independent Clinical Social Worker (LICSW). The number of hours in each required category is listed below: Differential Diagnosis Assessment based treatment planning Clinical Intervention Methods Evaluation methodologies SW values and ethics Culturally specific clinical assessment Other areas Hours Part II: Course outcomes COURSE OBJECTIVES Upon successful completion of this course, students are able to: Demonstrate an understanding of the role of social welfare policy in creating a just society, through the consideration of contemporary policies, programs and issues related to social welfare and social justice. Identify and define a social problem, and apply an analytical framework to the policy(ies) that address the problem in order to assess whether the policy is good, and whether it addresses the identified social problem Demonstrate understanding of the social welfare system in the United States through knowledge of policies and programs of social insurance, public assistance, and distinguishing among public and private provision. Provide conceptual and operational definitions of poverty, including changing notions of poverty over time as they relate to social, political and economic contexts. Articulate how poverty is measured in the United States, and to identify challenges and dilemmas in defining and measuring poverty. Understand and articulate causal theories and factors associated with poverty, particularly as these relate to population sub-groups. Understand and analyze critically the ways in which the oppression and powerlessness of populations at risk are initiated and maintained through social policies and programs, as well as the ways in which such groups initiate, change or create alternatives to policy in ways that promote social justice. Explore, access and use a range of Internet-based resources available for studying, understanding and analyzing social welfare policies and programs. Page 2 of 13

3 Describe the roles and demonstrate the skills that social workers and the profession can/should take in the development of social welfare policy. Social Work Practice Competencies Successful completion of this foundation course implies that the student has achieved competency in the following practice behaviors: Competency: Apply social work ethical principles to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers: Practice Behavior Tolerate ambiguity in resolving ethical conflicts Covered in class through (i.e., activity, reading, content) Policy Module 2 Tools for Problem Analysis Policy Module 3 Tools for Policy analysis Assessed Social Policy study paper Competency: Apply critical thinking to inform and communicate professional judgments Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers: Practice Behaviors Distinguish, appraise, and integrate multiple sources of knowledge, including researchbased knowledge and practice wisdom Analyze models of assessment, prevention, intervention and evaluation Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. Covered in class through (i.e., activity, reading, content) Policy Module 5 investigating poverty on the Internet In-class exercises on problem and policy analysis Quizzes 1 and 2, on policy modules 1-7. In-class exercises and discussions, particularly exercises on problem and policy analysis Assessed EP Engage diversity and difference in practice Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers: Page 3 of 13

4 Practice Behavior Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; Covered in class through (i.e., activity, reading, content) Policy modules 3 and 4 on problem analysis on problem and policy analysis Policy module 5 Poverty and Social Disparity Assessed EP Advance human rights and social and economic justice Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers: Covered in class through (i.e., Practice Behaviors Assessed Understand the forms and mechanisms of oppression and discrimination Advocate for human rights and social and economic justice Engage in practices that advance social and economic justice activity, reading, content) Policy modules 1, 5-7, including readings Policy Module 5, including readings In class exercise on problem and policy analysis Policy module 5. Including readings Quiz 2 EP Engage in policy practice to advance social and economic well-being and to deliver effective social work services Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers: Practice Behaviors Analyze, formulate, and advocate for policies that advance social well-being Collaborate with colleagues and clients for effective policy action Covered in class through (i.e., activity, reading, content) In-class exercise on problem and policy analysis Policy module 4 Tools for Policy analysis, including reading In-class exercise on problem and policy analysis In-class discussions Assessed Part III: Course requirements CLASS FORMAT Page 4 of 13

5 This 2-credit class covers 7 learning modules that are organized by topics. Some of the modules will be presented in class, with outside activities to support the learning (for examples, readings, or films, etc.). Others will be delivered online. This course is taught primarily through lecture format, whether in person or online. The class also makes use of in-class and online work groups and discussion, guest speakers, web resources and assignments, quizzes and papers. Class-related discussion will be limited and based on assigned reading, lecture material, and online activities. REQUIRED TEXTS: Chambers, Donald E., and Wedel, Kenneth R. (2005). Social policy and social programs: A Method for the practical public policy analyst, (4 th edition) Boston: Pearson Education, Inc. Karger, Howard, and Stoesz, David. (2010). American social welfare policy: A pluralist approach, (6 th edition) Boston: Pearson Education, Inc. Additional required and recommended readings are available through e-reserve or through electronic journals through the University of Minnesota library system. ASSIGNMENTS/EXAMS: Online Quiz 1-20 points Students will complete a brief (20 minute) short-answer quiz following completion of Policy Module 4. Content will cover all material through module 4. Measuring Poverty on the Web This assignment is a part of Policy Module 5 - Poverty, Discrimination and Social Disparity. This module will begin in class. Students complete the module independently by exploring several Internet sites relevant to measuring poverty, including pages from government agencies, think tanks and advocacy groups. This exercise includes a self-quiz that will not count toward the student s overall grade. However, material from this module will be included in the last quiz. Quiz 2-20 points Students will complete a brief (20 minute) short-answer quiz covering content from policy modules 4 through 6, and material from the Measuring Poverty on the Web assignment (Policy Module 5). Social Policy Study 50 points All students will submit a hard copy and electronic copy of a paper (15 typewritten pages maximum, excluding references, appendices), that analyzes a specific social problem and the major policy(ies) designed to solve it. Principles to be used in the analysis will be covered in during modules 2 and 3. All students should submit a hard copy and an electronic copy of their papers. Copies cannot be accepted by fax. Page 5 of 13

6 Class participation and discussion, In class and online 10 points Engaged participation in course learning activities, including classroom exercises, discussions and online discussions is expected of all students, and will be assessed as part of the final semester grade. Participation includes coming to class, arriving on time and staying for the entire class, being prepared for classroom discussions by being thoroughly familiar with assigned readings or activities, keeping comments and questions focused on the course content and linking questions and comments to assigned readings as well as to contributions of other students. Students will receive feedback on their participation grade approximately halfway through the semester. GRADE DISTRIBUTION The grade weight for each assignment is listed below: Assignment Due Date Grade Value Quiz 1 Available during week 4 20 points Quiz 2 Week points Social Policy Study End of semester exam week 50 points Class participation and discussion Varies depends on collection 10 points Grading Scale: A = A- = B+ = B = B- = C+ = C = C- = D+ = D = To complete the course successfully a student must complete and receive a passing grade for each assignment. You must take this class for a grade. This class is offered on an A-F basis only. COMPLETING ASSIGNMENTS AND INCOMPLETES Assignments should be typed, double-spaced, and use inclusive language. Students should use the Publication Manual of the American Psychological Association, (6th edition), as a guide for writing papers and citing sources. The instructor will give general instructions in class for citing primary source materials. The instructor asks that students not use special folders or covers when submitting assignments. Assignments are due in class on the date assigned. Failure to turn in an assignment on the due date will result in a lowered grade: students will lose one point for each day the assignment is past due. Page 6 of 13

7 Course Policies There are many University and School of Social Work policies that govern this course. Please go to to see a complete description of all the policies. Part IV: Course content Session One Course Introduction Policy Module 1 Introduction to Social Welfare Policy Course Introduction Introductions Syllabus Assignments Course website Policy Module 1 Introduction to Social Welfare Policy What is policy? What is social welfare policy? The nature of the American welfare state Levels of governance; levels of policy (federal, state, local and agency) Public and private social provision Special interests in shaping social welfare policy Institutional and residual social welfare Required readings: Chapin, Rosemary Kennedy. (2007). Social Work and Social Policy: A Strengths Perspective. In Social Policy for Effective Practice: A Strengths Approach. New York: McGraw-Hill. (pp. 1-21). Karger H. & Stoesz, D. (2010). Chapter 1: Social policy and the American welfare state. American social welfare policy: A pluralist approach. 6 th Edition, (pp. 1-26). Boston: Pearson Education, Inc. Sessions Two and Three Policy Module 2 Approaches to Social Welfare Perspectives and approaches to studying and understanding policy Social needs perspective Subjugation and social control Political interest Justifying the welfare state Page 7 of 13

8 Social welfare policy and social work practice Class lecture Small group discussion Required readings: Chambers, D. E., and Wedel, K. R. ((2005). Chapter 1: Analyzing the Social Problem Background of Social Policies and Social Programs, and Chapter 2: The Judiciary as a Shaper of Social Policy, Program, and Practice. Social Policy and Social Programs: A Method for the Practical Public Policy Analyst, 4 th Edition, (pp. 1-46). Boston: Pearson Education, Inc. Beland, D. (2011). The Politics of Social Policy Language, Social Policy and Administration, 45(1), Linhorst, D. M. (2002). Federalism and social justice: Implications for social work. Social Work, 47(3), O Connor, B. (2004). Liberalism and welfare: The Ideological and political roots of the American welfare system. In O Connor, A Political History of the American Welfare System, (pp ). Lanham, MD: Rowman and Littlefield Publishers. Pearlmutter, S. (2002). Achieving political practice: Integrating individual need and social action. Journal of Progressive Human Services, 13(1), Myles, J., & Quadagno, J. (2002). Political theories of the welfare state. Social Service Review, 76(1), Beland, D., & Waddan, A. (2007). Conservative ideas and social policy in the United States. Social Policy and Administration, 41(7) Sessions Four and Five Policy Module 3 Tools for Social Problem Analysis Case example: Social Problem Analysis Wisconsin Child Support Program Bring to class: Copy of the Nichols-Casebolt & Garfinkle article Policy Module 3 - Tools For Social Problem Analysis What is a social problem? Problems versus needs Page 8 of 13

9 Chambers & Wedel: Components of problem analysis Class lecture Small group exercise: Use the Nichols-Casebolt & Garfinkle article on the Wisconsin Child Support Program to apply the 4-step process of social problem analysis. Required readings: Chambers, D. and Wedel, K. (2005). Chapter 3: An overview of a style of policy analysis: A valuecritical approach, Chapter 4: The analysis of policy goals and objectives in social programs and policies, Chapter 5: Who gets what: The analysis of types of benefits and services, (pp ). Social policy and social programs: A method for the practical public policy analyst, 4 th edition, (pp. 1-46). Boston: Pearson Education, Inc. Karger, H., and Stoesz, D. (2010). Chapter 1: Social policy and the American welfare state. American social welfare policy: A pluralist approach, 6 th Edition, (pp. 1-26). Boston: Pearson Education, Inc. Also assigned in Module 1. Nichols-Casebolt, & Garfinkle, I. (1987). New child support assurance program: the Wisconsin demonstration. Social Work, 32, Sept-Oct., Also assigned in Module 3. Sessions Six and Seven Policy Module 4 Tools for Social Policy Analysis Case example: Social Problem Analysis Wisconsin Child Support Program Bring to class: Copy of the Nichols-Casebolt & Garfinkle article Copy of the Social Policy Assignment you ll find this on the course website Policy Module 4 Tools for Social Policy Analysis Characteristics of policies and their evaluative criteria The relationship between problem definition and policy The value-critical approach to policy analysis Traditional criteria policy analysis Class lecture Exercise with Wisconsin Child Support article Required readings: Chambers, D. and Wedel, K. (2005). Chapter 6: Who gets what, how much, and under what conditions: Analysis of eligibility rules, Chapter 7: Analysis of service-delivery systems and social policy Page 9 of 13

10 and program design, and Chapter 8: How do we pay for social welfare policies and programs? Analysis of financing (pp ). Boston: Pearson Education, Inc. Karger, H., and Stoesz, D. (2010). Chapter 2: Social welfare policy research: A framework for policy analysis. American social welfare policy: A pluralist approach. 6 th edition, (pp ). Boston: Pearson Education, Inc. Nichols-Casebolt, & Garfinkle, I. (1987). New child support assurance program: The Wisconsin demonstration. Social Work, 32, Sept-Oct., Also assigned in Module 2. QUIZ: MODULES 1-4: Available online in the coming week Sessions Eight and Nine Policy Module 5 Poverty and Social Disparity Policy Module 5- Poverty, Discrimination, and Social Disparity Measuring poverty Theories on the causes of poverty Income disparity and discrimination Lecture Exercise: Measuring Poverty Internet resources on the contemporary debate Required readings: Identified in exercise: Measuring Poverty on the Web Blank, Rebecca M. (2008). How to improve poverty measurement in the United States. Journal of Policy Analysis and Management, 27(2), (The link for this article is available through the course e-reserve. See page 6 of the syllabus.) Glennerster, Howard. (2002). United States poverty studies and poverty measurement: The past twenty-five years. Social Service Review, 76(1), (The link for this article is available through the course e-reserve. See page 6 of the syllabus.) Karger, Howard. & Stoesz, David. (2010). Chapter 4: Discrimination in American Society, (pp ); Chapter 5: Poverty in America, (pp ). American social welfare policy: A pluralist approach, 6 th edition. Boston: Pearson Education, Inc.. Loprest, P., & Nichols, A. (2011). Characteristics of Low-Income Single Mothers Disconnected from Work and Public Assistance. Report of the Urban Institute. Page 10 of 13

11 McKernan, S-M., Ratcliffe, C., Simms, M., & Zhang, S. (2011). Private transfers, race and wealth. Report of the Urban Institute. Sessions Ten and Eleven Policy Module 6 - Income Support Programs Policy Module 6 Income Support Programs Income support programs OASDI - social insurance Unemployment insurance social insurance TANF public assistance Other income support programs SSI Earned Income Tax Credit Required Readings: Cancian, Maria, Haveman, Robert H., Meyer, Daniel R., and Wolfe, Barbara. (2002). Before and after TANF: The economic well-being of women leaving welfare. Social Service Review, 76(4), Garrett, B., Buettgens, M., Doan, L., Headen, I., Holahan, J. (2010). The Cost of Failure to Enact Health Reform: Report of the Robert Wood Johnson Foundation, March Karger, H. & Stoesz, D. (2010). Chapter 10: Social insurance programs, (pp ) and Chapter 12: The American health care system, (pp ). Kingson, E. R. & Williamson, J. B. (1998). Understanding the debate over the privatization of social security. Journal of Sociology and Social Welfare, 25(3), Pavetti, L, Trisi, D., Schott, L. (2011). TANF Responded Unevenly to Increase In Need During Economic Downturn. Center on Budget and Policy Priorities. January 25, House Ways and Means Committee Green Book Go to This will take you to different chapters outlining different social service programs that receive federal funding. Recommended: The Center on Budget and Policy Priorities ( provides an excellent summary of many of our major programs of social insurance and public assistance. Check out the Policy Basics link at this website, for a quick overview of Page 11 of 13

12 policies, and a short podcast on many different policies and programs. Sessions Twelve and Thirteen Policy Module 7 Medical and Nutrition Programs Medicare and Medicaid State Health Insurance Programs SNAP and Programs of Nutrition Assistance Required Readings: Karger, H. & Stoesz, D. (2010) Chapter 11: Public assistance programs. (pp ). Cancian, Maria, Haveman, Robert H., Meyer, Daniel R., and Wolfe, Barbara. (2002). Before and after TANF: The economic well-being of women leaving welfare. Social Service Review, 76(4), Garrett, B., Buettgens, M., Doan, L., Headen, I., Holahan, J. (2010). The Cost of Failure to Enact Health Reform: Report of the Robert Wood Johnson Foundation, March Van de Water, P. (2011). Raising Medicare s Eligibility Age Would Increase Overall Health Spending and Shift Costs to Seniors, States and Employers. Report of the Center on Budget Priorities. August 23, Zedlewski, S., & Loprest, P. (2011). What Role is Welfare Playing in this Period of High Unemployment? Report of the Urban Institute. Page 12 of 13

13 Additional Bibliography Karger, Howard, and Kindle, Peter. (2010). Chapter 3: Religion and Social Welfare Policy. In Karger and Stoesz, American social welfare policy: A pluralist approach. 6 th edition, (pp ). Boston: Pearson Education, Ltd. Burtless, Gary and Smeeding, Timothy. (2001). The Level, trend and composition of poverty. In S. H. Danziger and R. H. Haveman (Eds.), Understanding Poverty, (pp ). Cambridge: Harvard University Press. Segal, Elizabeth, and Peck, Laura. (2006). The Sequential costs of poverty: What traditional measures overlook. Journal of Sociology and Social Welfare, 33(1), (The link for this article is available through the course e-reserve. See page 6 of the syllabus.) Wilson, William. J. (l991). Public policy research and the truly disadvantaged. In C. Jencks and P. Peterson (Eds.), The urban underclass. Washington: Brookings Institute, Herd, P. (2009). Women, public pensions and poverty: What can the United States learn from other countries? Journal of Women Politics and Poverty, 30(2-3), , Blank, R. (l997). It takes a nation: A new agenda for fighting poverty. Princeton, NJ: Princeton University Press. Gilder, G. (1981). Wealth and Poverty. New York: Basic Books, Handler, J., and Hasenfeld, Y. (1997). We the poor people: Work, poverty, and welfare. New Haven: Yale University Press. Handler, J., and Hasenfeld, Y. (1991). The moral construction of poverty. Newbury Park: Sage. Danziger, S., & Gottschalk, P. (l995). America Unequal. Cambridge: Harvard University Press. Danziger, S., & Haveman, R. H. eds. (2002) Understanding Poverty. Cambridge: Harvard University Press. Lang, Kevin. (2007). Poverty and Discrimination. Princeton, NJ: Princeton University Press. Wilson, W. J. (l996). When work disappears: Work and the new urban poverty. New York: Random House. Wilson, W. J. (l991). Public policy research and the truly disadvantaged. In C. Jencks and P. Peterson (Eds.), The urban underclass. Washington: Brookings Institute, Page 13 of 13