Dominican University Graduate School of Social Work SWK 514 Social Welfare Policy Semester, Year

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1 Instructor Office Phone Office hours: Class times: Course Description This course examines the social problem of poverty in the United States and the policy response to it. Students will learn the basics of social welfare policy provision in the US, the history of the US response to poverty, the basics of social welfare policy in at least four areas (aging, health care, family policy, and incarceration), and an understanding how ideological values, politics, and power shape the racialized and gendered social construction of social problems Course Prerequisite(s) None Dee Fink Model/Team Based Learning Application in this Course This course is based upon the Dee Fink Integrative Learning model and uses team- based learning through class activities (Policyville, TANF Budget Exercise, and Causal Story Exercise) that apply course concepts, graded in- class reading assessment tests, and a final project that has a mix of individual and team based activities. Group work through group reading presentations allows for students to work together with their teams to develop and share expertise on various readings and course concepts. CSWE Competency Outcomes Addressed in the course CSWE Competencies Associated Practice Behaviors Assignments Measuring Behavior

2 2.1.1 Identify as a Professional Social Worker and Conduct Oneself Accordingly Apply Critical Thinking to Inform and Communicate Professional judgments 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 Respond to Contexts that Shape Practice 2.1.1a Advocate for client access to the services of social work 2.1.3c Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues b Advocate for human rights and social and economic justice 2.1.8a Analyze, formulate, and advocate for policies that advance social well- being 2.1.8b Collaborate with colleagues and clients for effective policy action b Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. 1. Policy Brief 1. Group reading presentations 2. Mock Congressional Hearing 1. Policy Brief 2. Personal Social Welfare Values Essay 3. Social Problem Analysis 1. Social Problem Analysis 2. Policy Brief 1. Mock Congressional Hearing 2. Group reading presentations 1. Policy Brief 2. Mock Congressional Hearing Course Learning Objectives Reflected in Significant Learning Types (SLT) At the end of this course, students should be able to 1. Explain non- individual causes and consequences of poverty. (Foundation Knowledge)

3 2. Explain the need for social welfare policy and the welfare state. (Application) 3. Develop, write, and present an effective policy brief advocating for specific policy changes. (Application) 4. Compare and contrast different ideological perspectives on the welfare state. (Integration) 5. Develop a basic framework for policy analysis. (Application) 6. Understand the racialized and gendered historical development of the American welfare state. (Foundational Knowledge) 7. Understand the basics of social welfare policy in four key areas. (Foundational Knowledge) 8. Understand the individual, family, and communal consequences of changes in social welfare policy. (Caring) Methods of Instruction The course will be taught through instructor led lectures and class discussions, as well as the group and team- based learning activities noted above. Course Readings Chambers, D. Social Policy and Social Programs: A Method for the Practical Public Policy Analyst, 8 th Editions DeParle, Jason American Dream: Three Woman, Ten Kids, and a Nation s Drive to End Welfare Course Requirements # Assignment Title Assignment Criteria Learning Objective (SLT) 1 Group Reading Responses (6) See descriptions Foundational Knowledge Possible Points 24 (total)

4 2 Reading Summary Paper 3 Personal Social Welfare Values Paper 4 Individual Reading Assessment Tests (2) 5 Social Problem Analysis Paper (Group) Foundational Knowledge 5 Application/Caring 5 Foundational Knowledge (Individual/Team) Foundational Knowledge (Individual) 6 Policy Brief Paper Application (Individual) 7 Mock Congressional Hearing Application (Team) Team Ideological Response Integration 10 Description of Assignments Personal Social Welfare Values Essay (5): This essay is a reflection on the student s own experiences, ideological formation, and understanding of the problem of poverty and the appropriate social welfare policy response to it. Students will reflect on readings, their conception of professional social work, and their own identities. The paper should be between and refer to course readings. Social Problem Literature Review and Problem Analysis on Federal Level (15 points): Students will select a social problem that affects the United States on a national (federal) level that has a poverty component. Students will conduct a literature review that will explore the following: Introductory Description of the Selected Social Problem based entirely on information found in the literature which includes a History of the Social Problem (avoid

5 generalized statements such as poverty has been around since the beginning of time) all information should be drawn from the literature Comprehensive Description of Social Problem - Based upon literature o Identify the way(s) the problem is defined (it is impossible to discuss causes of a problem without first comprehensively defining it) (See Chambers) Causes and Consequences - Identify the cause(s) to which the problem is attributed (its antecedents and/or risk factors) and its most serious consequences. (See Chambers) Identify the ideology (the values) that makes the causes and consequences come to be defined as a problem (See Chambers) Identify who benefits (gains) and who suffers (loses) from the existence of the problem (See Chambers). The more comprehensive the social problem analysis, the easier your policy analysis will be. Papers must: Comply with APA formatting (6 th edition) Be written in formal academic tone All sources MUST be scholarly and peer- reviewed. No general website sources permitted. Use EBSCO and Sage, government agency publications (good for demographics), and advocacy organization websites (scholarly publications) All statements of fact must be supported by a citation At least 10 sources that fit the criteria above. Length body to be 7-10 pages SW Policy Analysis Brief on TANF (Federal Level) (20 points): This final assignment is also related to the social problem literature review to give students direct practice in the policy analysis of a specific social welfare legislation policy and/or program on a federal level. Students will critically analyze Personal Responsibility and Work Opportunity Reauthorization Act (PRWORA) of 1996 and its Temporary Assistance to Needy Families (TANF) with regard to its adequacy, equity and efficiency using Chambers analytical framework. Although each student will be analyzing PRWORA and TANF, each analysis will be different because each student will be analyzing its effectiveness in responding to varying social problems. Papers should be words with a minimum of 10 sources.

6 Your Final Policy Analysis Brief will by written as a policy brief (single space) using Chamber s Value- Critical Approach exploring the adequacy, equity and efficiency and will include following elements: Executive Summary (750 words, does not count in final word count) Problem Statement (one to two paragraphs) Background of the social problem (no more than a 750 word brief summary of your first paper) Policy Analysis: o Goals and objectives (contained in PRWORA) o Forms of benefits or services delivered (TANF) o Eligibility rules (for TANF) o Administrative or organizational structure for service delivery (TANF) o Financing method (of TANF) o Interactions among the foregoing elements Recommendations (of both the legislation and program components) References *Note: make sure to review Chambers thoroughly since each element of the policy/program has additional criteria for analysis Mock Congressional Hearing and Team Ideological Response (15 points and 10 points): The final class session will be a mock Congressional hearing to debate the reauthorization of TANF. Each team will gather their individual policy briefs together and prepare a 20 minute presentation will present the pros and cons of TANF as related to social problems each team member has written about to the class as if you were presenting to Congress at a congressional hearing. You will have 20 minutes to present and 15 minutes to answer questions. It is your job to educate Congress on the nature of the social problem, the basics of their policy analysis, focusing on areas in need of change, ending with a request for what you want changed if TANF is to be reauthorized. Each team will also be assigned an ideological perspective based on the readings and discussions of Week 4. Responding will be expected to develop questions for the

7 presenting teams as if they were congressmen or congresswomen representing that perspective. Reading Response Activities (24 points) Students will be divided into three groups. Six times during the semester, their group will be in charge of presenting one reading to the entire class. The group will be given the first half hour to develop a brief presentation that outlines the reading, describes the argument of the piece and the evidence the author provides (if applicable) and/or the important facts, figures, or tools for analysis the piece provides. Group Reading Quiz (5 points): Individual Reading Quiz (5 points) Grading Policy Grading will follow the grading system (current MSW Student Handbook) with percentage marks associated with corresponding letter grades. Course Policies Grade Grade Point Value Description A 4.0 (96-100%) Excellent A (92-95%) B+ 3.5 (88-91%) B 3.0 (84-87%) Standard B (80-83%) C+ 2.5 (76-79%) C 2.0 (72-75%) C (68-71%) F 0 (below 68%) All course policies are listed in the Student Handbook located online. Please click on the link listed below:

8 Course Outline Sequence of Learning Activities Session Date In Class Topics and Activities 1 Topics: Introduction TBL Activities: Policy Ville 2 Topics: Inequality Group Activities: Group Reading Response A: State of Working America B: Jencks C: Smeeding Mishel, Bernstein, and Allretto: State of Working America Jencks, Christopher. Does Inequality Matter Smeeding, 2006: Poor People In Rich Nations: The US In Comparative Perspective 3 Topics: Policy and Poverty TBL Activities: Smeeding & WaldfogeL: Fighting Child Poverty in the US and the UK: an Update Chambers, Chapter 1 Reading Summary Paper Due 4 Topics: Values and History Underlying the Welfare State in the US Group Activities: Group Reading Activity: A: DeParle B: Duncan & Moore C: Martin

9 DeParle, Chapter One (skim 2-4) Duncan & Moore: Catholic and Protestant Social Discourse and the American Welfare State, Journal of Poverty 7(3) Martin, M.E. Philosophical and Religious Influences on Social Welfare Policy in the US 5 Topics: The Beginnings of the Welfare State and Social Work Profession TBL Activities: Patterson, J.T The Poor in the Depression. Patterson, J.T The Early Welfare State Ehrenreich, The Origins of American Social Policy Ehrenreich, Casework and the Emergence of Social Work as a Profession 6 Topics: AFDC and the War on Poverty Group Activity: Group Reading Response A: DeParle, 5 B: DeParle, 6 C: Patterson DeParle, 5 DeParle, 6 Patterson, The Revolution in Social Welfare Personal Social Welfare Values Paper Due 7 Topics: Welfare Reform and TANF TBL Activities: TANF Budget Exercise DeParle, 7 DeParle, 8 DeParle, 9 MARCHEVSKY, A., & THEOHARIS, J. (2008). Dropped From the Rolls: Mexican Immigrants, Race, and Rights in the Era of Welfare Reform. Journal of Sociology & Social Welfare, 35(3), 71-96

10 8 Topics: Social Construction of Social Problems TBL Activities: IRAT Test Chambers, Chapter 2 Fraser and Gordon (1994). A Genealogy of Dependency: Tracing a Keyword of the U.S. Welfare State 9 Topics: Causal Stories and Social Policy TBL Activities: Causal Story Exercise D. Stone (1989). Causal Stories and the Formation of Policy Agendas 10 Topics: Social Security and Aging Policy TBL Activities: Individual Reading Assessment Test Robert Ball: The Nine Guiding Principles of Social Security Oliver & Lee: The Medicare Modernization Act Kingson, Cornman & Torre-Norton: The Future of Social Insurance: Values and Generational Independence Chambers, Chapter 3 Social Problem Analysis 11 Topics: Incarceration/Types of Benefits & Services Group Activity: Group Reading Response A: Chambers 4 B: Pager C: Raphael and Stoll D. Pager, 2004: The Mark of a Criminal Record S. Raphael and M. Stoll, Do Prisons Make Us Safer? The Benefits and Costs of the Prison Boom Chambers, Chapter 4 12 Topics: Families/Eligibility Rules Group Activity: Group Reading Response A: Bernstein

11 B: Chambers, 5 C: Edin and Kissane Edin and Kissane, 2010: Poverty and the American Family Bernstein, Jared. The Limits of Marriage as a Path Out of Poverty. New York Times, - limits- of- marriage- as- a- path- out- of- poverty/?_php=true&_type=blogs&_php=true&_type= blogs&_php=true&_type=blogs&partner=rss&emc=rss &_r=2 Chambers, Chapter 5 13 Topics: Health Care/Program Design Group Activity: Group Reading Response A: Dorn B: Long & Graves C: Chambers, 6 Dorn, Stan How Human Services Programs and Their Clients Can Benefit from National Health Reform Legislation Long & Graves Why Do People Lack Health Insurance? Chambers, Chapter 6 14 Topics: Wrap- Up + Financing TBL Activities: Chambers, Chapter 7 15 Policy Brief (Individual) Policy Briefing (Team) Ideological Response (Team)

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