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University of Arkansas at Little Rock School of Social Work

Graduate Social Work Program Course Outline – Fall 2015

Course Number: SOWK 7350 Title of Course: Social Welfare Policies and Services

Instructors: Peters, Griffin, Shufeldt, and Smith Semester Credits: 3

Prerequisite: Admission to the Graduate Program in Social Work

I. Description of Course Social Welfare Policy & Services describes and analyzes policies and services rendered by local, state, regional, and national agencies as well as the policy implications for social work practice. Students prepare to analyze existing policy and advocate for social welfare policy changes designed to improve social conditions, promote social and economic justice, and to empower at-risk populations. This course helps students develop a framework for understanding social problems and social welfare policies so they may function as informed and competent practitioners in providing social services, and as committed participants in efforts to achieve change in social policies and programs (competency #5, advance human rights and social and economic justice).The course examines the current structure of social welfare programs in the United States, their historical evolution, and the role ideological, political, economic, and social forces have played in the development of the social welfare system and its present character. In particular, the course examines the ways in which discrimination and oppression have affected the structure of social welfare policies and the impact of those policies on the poor, minorities, women, the disabled, and other populations-at-risk (competencies #4, engage diversity and difference, and #5, advance human rights and social/economic justice). To facilitate understanding of the social welfare system, students will learn approaches to social policy analysis (competency #3, critical thinking). The course explores the political process in the United States and how involvement in this process can advance the goals of the profession of social work. The historical development of the profession of social work and its role within the social welfare system is another focus of study. Students will examine the values and ethics of the profession, such as self-determination and respect for individuals and human diversity, in the context of the development and implementation of social policy (competency #1, identification as a professional social worker). The course looks at how social policy and the institutions implementing that policy can be made more responsive to the needs of people (competencies #8, policy practice, and #10, evaluation).

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II. Course Level Learning Objectives Upon successful completion of this course, students will be able to:

1. Explain and discuss the current social welfare system in the United States and of the impact of social welfare policies on individuals, families, organizations, and communities (content for competency #8, practice behaviors 8.1-8.3).

2. Describe the historical evolution of the social welfare system in the U.S. and an understanding of how ideological, political, economic, and social forces have shaped its development and character (content for competency #8, practice behaviors 8.1-8.2).

3. Distinguish and translate the extent to which a culture’s structures and values may oppress, marginalize, alienate, create or enhance privilege and power (practice behavior 4.1 for competency #4), with particular attention to the problems faced by women and people of color and the response of the social welfare system to these problems (practice behavior 2.1 for competency #2),

4. Describe the historical evolution of the profession of social work and an understanding of its role within the social welfare system (content for competency #1, practice behavior 1.2).

5. Detail and explain forms and mechanisms of oppression and discrimination and of the political process and how this process can be used to further the profession’s goals and objectives for the advancement of human rights as well as social and economic justice (content for competency #5, practice behaviors 5.1, 5.2, & 5.3).

6. Analyze, using critical thinking, a social problem, both historically and currently, and in the analysis of the policies developed to address that problem, for the purpose of assessment, prevention, intervention, and evaluation (content for competency #3, practice behavior 3.2 and competency #10, practice behavior 10.11). Present these analyses through effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues (practice behavior 3.4 for competency #3)

7. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom (content for competency #3, practice behavior 3.1), and to use these skills to advance social work practice throughout their careers (practice behavior 1.4 for competency #1).

8. Demonstrate the relationship between policy and service delivery, and how active engagement in policy practice is integral to the profession, including the ability to analyze, formulate, and advocate for policies that advance social well-being (content for competency #8, practice behavior 8.2), through identifying, learning from, and fostering collaboration with a range of stakeholders (practice behavior 8.1 and 8.3 for competency #8).

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III. Course Content and Unit Activities Learning methods used in this course will include class and small group discussions,

presentations, audio/video media, preparation of papers, and group projects. Excellence is expected from all students, demonstrated by thoroughly preparing for each class, listening and actively participating in class discussions, and by thoughtfully completing each assignment, whether required individually or as part of a group.

Timeline Topics & Readings Activities/Assignments Week 1

Introduction: • Review of syllabus, assignments, and

expectations • Policy / Social Policy / Social Welfare Policy • Why should social workers care about social

policy? • What are the inherent tensions – conflicts in

values, theories, assumptions – in social policies that contribute to debates about their merit?

• Which social policies should social workers care about?

• Social work as the “policy-based profession”. BLOG PROMPT: How does Social Welfare Policy impact Social Work’s service delivery and how might policy analysis affect that impact?

The Political Compass – personal reflection activity Class Discussion Readings: Text, Chapters 1 & 2 Blog & Blog Responses

Week 2

Basic Concepts in Policy Analysis Policy Analysis Outline / Frameworks Historical Analysis & Political Analysis Child Welfare’s Foster Care / Adoption System evolution BLOG PROMPT: What do you think about the practice of “rehoming”? What informs your answer? Detailed explanation of Group Presentation, Groups will be determined during this class period.

Text, Chapters 3 & 4; Swann, C.A. & Sylvester, M. (2006). The foster care crisis: What caused caseloads to grow? Demography, 43 (2) 309-335. Videos: Orphan Train & Failure to Protect Documents Blog / Blog Response

Week 3

Historical and Political Analysis Outline / Frameworks Class Discussion on history and current policy of Foster Care and Adoption Case Study – Child Welfare

Text: Chapters 3 & 4 Readings: Adoptions & Safe Families Act Group Determination Forming a Coalition – Case Study

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Group topics to be chosen by the beginning of class.

Week 4

Class Discussion – Your Extra Assignment Basic Concepts in Policy Analysis continued Social Analysis & Economic Analysis – Class Discussion Clery Act and Title IX Policy must be chosen by each student for the Policy Analysis Paper assignment due in the 12th Week. BLOG PROMPT: How does Social Welfare Policy affect programs and interventions that address sexual assault and gender-based violence on college campuses? What informs your answer?

Text, Chapter 5 Class Discussion Submit chosen policy for Policy Analysis Paper to instructor. Clery Act Title IX Videos: Why domestic violence victims don’t leave; Violence Against Women – It’s a men’s issue; Payne,D. & Wermeling, L. (2009). Domestic violence and the female victim: The real reason women stay! Journal of Multicultural, Gender and Minority Studies, 3 (1). Clery Act, Title IX as it protects against sexual assault on college campuses Blog, Blog Response

Week 5

Human Trafficking PowerPoint Reproductive Rights Child Sex Trafficking Labor Trafficking The Legislative Process

Readings: Attorney General Report re: Human Trafficking in Arkansas, Human Trafficking Acts; Legislative Process Document Videos: Legitimate Rape song; Human Trafficking Very Short Doc; The Making of A Girl; Video: I’m Just a Bill Web: Polaris Project Podcast: Federal Strategic Action Plan on Services for Victims of Human Trafficking Arkansas HB 811 Group Projects – Discovery and Reporting on Policy Issues – presentations

Week 6

The Politics of Policy Making The Legislative Process (cont.) Theories of Human Behavior as theory relates to the

Text, Chapter 6 Group Projects (assignment 1)

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models and making of Social Welfare Policy. On or before this class, your group must have decided upon and signed up for a policy for group Debate during Week 14.

Week 7

The Politics of Policy Making and Social Values / Theories of Social Values – Class Discussion Healthcare and the Affordable Care Act Mental Health / Drug & Alcohol Abuse / Behavioral Health – The Role stigma plays BLOG PROMPT: In what way does the political context/climate relate to content in Social Welfare Policy and Health Care? How might this affect populations social workers serve and the type of care we provide? What informs your answer?

Text, Chapter 9 Health Care The Affordable Care Act Shaffer, E.R. (2013, June). The Affordable Care Act: The value of systemic disruption. American Journal of Public Health, 103 (6), 969-972. Busch, S.H. (2012). Implications of the Mental Health Parity and Addictions Equity Act. American Journal of Psychiatry, 169, 1-3. Blogs / Blog Responses

Week 8

MIDTERM

Week 9

LGBT Rights & Theories of Human Behavior Discrimination Marriage LGBT Policy Case Study

Readings: Defense of Marriage Act ; Respect for Marriage Act Lind, A. (2004). Legislating the family: Heterosexist bias in social welfare policy frameworks. Journal of Sociology and Social Welfare, 31, 21-35. Case Study Video: All Children, All Families Blogs, Blog Responses

Week 10

Class Discussion (Case Studies) Criminal Justice: Focus on Juveniles

Week 11

Criminal Justice: Focus on adults Racial profiling; criminalization of mental illness, hate crimes, war on drug BLOG PROMPT: How do Social Values affect the nation and the State of Arkansas as they relate to LGBT Marriage / racial profiling / hate crimes (choose one)? How so?

Readings: Violent Crime Control & Law Enforcement Act Local Law Enforcement Hate Crimes Prevention Act Blogs / Blog Responses

Week 12

Submit Policy Analysis Paper Poverty

Text, Chapter 7 SPENT: playspent.org Abramovitz, M. (2001). Everyone is still on welfare: The role of redistribution in

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Play SPENT, The Poverty Game social policy. Social Work, 46, 297-308 Berlin, G. (2010). Rethinking Welfare In the Great Recession: Issues in the Reauthorization of Temporary Aid to Needy Families. Washington, DC: MDRC Lindhorst, T., & Mancoske, R. (2006). The social and economic impact of sanctions and time limits on recipients of Temporary Assistance for Needy Families. Journal of Sociology and Social Welfare, Vol. XXXIII, No.1, 93-114. Policy Analysis Paper Due

Week 13

Policies on Aging Social Security / Medicare Entitlements

Text, Chapter 8 Herd, P. (2009), June). The problem of poverty among older people in America. Benefits: The Journal of Policy & Social Justice, 17 (2), 125-135.

Week 14

Class Presentations Discovering and reporting on social policy issues.

Class Discussion / Feedback

11/25/15 THANKSGIVING HOLIDAY – NO CLASS HELD

Week 15

Action Mobilization / What can I do? Skills: Analytical, Interactional, Political

Text, Chapter 12 Article, Blogs, Blog Responses.

Week 16

Final: Summary of Learning Reflection Paper Submitted

HAPPY HOLIDAYS! SEE YOU NEXT YEAR!!

Please note: University Student Holidays include:

September 7th, 2015 – Labor Day

October 12th and 13th, 2015 – Fall Break

November 25th – November 27th, 2015 – Thanksgiving Break

CSWE / EPAS Course Core Competencies, Practice Behaviors & Assignments:

Competencies Addressed in Practice Behaviors Addressed Assignment(s) Measuring

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this Course in this Course Behavior 1.1 Identify as a professional social worker and conduct oneself accordingly

1.1.2 Social workers practice personal reflection and self-correction to assure continual professional development

Blogs, Blog responses Class attendance and participation, Reflection essay Midterm Debate Case Studies Group Presentation Sessions: 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 14

1.2 Apply SW ethical principles to guide professional practice

1.2.1 Social workers recognize and manage personal values in a way that allows professional values to guide practice.

Blogs, Blog Responses, Case study, Midterm, Debate, Group Presentations Sessions: 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 14

1.3 Apply critical thinking to inform and communicate professional judgments.

1.3.1 Social workers distinguish appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom; 1.3.3 Social workers demonstrate effective oral and written communication

Policy Paper, Blogs Midterm, Debate Sessions: 1, 2, 4, 7, 8, 10, 14

1.4 Engage diversity and difference in practice

1.4.1 Social workers recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; 1.4.4 Social workers view themselves as learners and engage those with whom they work as informants

Policy Paper, Case Study, Midterm, Debate Sessions: 3, 8, 10, 14

1.5 Advance human rights and social and economic justice

1.5.1 Social Workers understand the forms and mechanisms of oppression and discrimination

Case Study, Policy Paper, Blogs, Blog responses, Midterm, Debate, Group Presentation Sessions: 1, 2, 3, 4, 5, 6, 7, 8, 10, 14

1.6 Engage in research-informed practice and practice informed research

1.6.2 Social Workers use research evidence to inform practice

Blogs, Policy Analysis Paper, Midterm, Debate Sessions: 1, 2, 4, 5, 6, 7, 8, 10, 14

1.7 Apply knowledge of human behavior and the social environment

1.7.2 Social workers critique and apply knowledge to understand person and environment

Blogs, Blog Responses, Policy Paper, Midterm, Debate, Midterm, Group Presentation Sessions: 1, 2, 4, 5, 6, 7, 10, 14

1.8 Engage in policy practice to advance social and economic well-

1.8.1 Social workers analyze, formulate, and advocate for policies

Policy analysis paper, Case Study, Midterm, Debate

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being and to deliver effective social work services.

that advance social well-being; 1.8.2 Social workers collaborate with colleagues and clients for effective policy action

Session: 3, 8, 10, 14

1.9 Respond to contexts that shape practice

1.9.1 Social workers continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services.

Blogs, Blog Responses, Midterm, Group Presentation Session:1, 2, 4, 5, 6, 7, 8,

1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.

1.10.4(d) Evaluation: Social workers critically analyze, monitor, and evaluate interventions.

Policy Analysis Paper, Case Studies Sessions: 3, 10

Methods of Instruction

Learning methods that may be used in this course will include class and small group discussions, presentations, audio/video media, guest lecturers, assignments, and group projects. Students are expected to read all assignments prior to class. Excellence is expected from all students, demonstrated by thoroughly preparing for each class, listening and participating actively in class discussions, and by thoughtfully completing each assignment, whether required individually or as part of a group.

This is a fully online class using both Blackboard and Adobe Connect. You must use both tools and attend the live (synchronous) online meetings as well as the web-based BlackBoard work. We will meet synchronously 5 times during the term on Wednesday evenings from 6:00 pm to 8:00 pm.

Required Textbook

Popple, P.R. & Leighninger, L. (2014). The policy-based profession: An introduction to social welfare policy analysis for social workers (6th Ed.). Boston: Allyn and Bacon.

Additional readings assigned for this course are either available online in full-text version through the UALR Ottenheimer Library, or be provided a full-text .pdf document of the reading. Because of the dynamic nature of Social Welfare Policy & Services, the instructor may add or revise readings as new resources are located or published, but the assignments and grading system will not change.

Interactive Activities (Discussions, Group Work, etc.)

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Interactive activities will include class discussion, response to peer blog posts, collaborate on group project, and other activities as determined by instructor.

Self-check, Practice, Reflection

You will have multiple opportunities for self-check, practice, and reflection activities by completing the required course requirements for which you will receive a grade. Additional opportunities are available at the end of each chapter in the required textbook. It is strongly recommended you avail yourself of these opportunities to check your comprehension of important reading material and to measure your own progress. If you would meaningful and timely feedback, please share with the instructor after completion.

VI. Methods of Evaluation

1) A group assignment, to be presented in the fifth and sixth weeks of the course: Discovering and reporting on social policy issues. (Assignment attached.) Value: 15% of the final grade.

2) An in-class examination in the eighth week of the course, covering the material in sessions 1-7. Value: 30% of the final grade.

3) A paper, due in the 12th week of the course, presenting the student’s analysis of a social problem and the policy practices that have been – and/or should be – developed to respond to that problem.. (Assignment attached.) Value: 30% of the final grade.

4) A group assignment to be presented in the 14th week of the course: An in-class debate on issues in social welfare policy. (Assignment attached.) Value: 15% of final grade.

5) Policy Blog. Throughout the semester, the instructor will post a question related to a social welfare problem or social welfare policy in the form of a blog. Each student will post, on Blackboard Blog, a thorough reflection or position related to the question. Reflections / positions are to be informed by investigation in journals such as, but not limited to: The National Review, The Public Interest, The Economist, National Journal, Congressional Digest, The Atlantic Monthly, The New Republic, Mother Jones, Sojourners, The American Prospect, The Nation, and In These Times. Students must respond to at least one of your classmates’ blog posts as blogs are posted. Find a blog idea that interests you. Your responses should be thoughtful and good examples of critical thinking. Responses must be respectful and must be meaningful to the issues being raised. Value: Policy Blogs 7%; Blog Responses 3%. (See assignment detail) Attendance and class participation. Students are expected to prepare for and attend each class session and to participate in class discussion and activities in order to promote shared adult learning. See Section VII.

Grading Criteria

1. Completeness: Comprehensively and thoroughly addresses all parts of the assignment per assignment detail

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2. Competence: Demonstrates understanding of the concepts (can define / describe in your own words) and the ability to apply them in practice (can cite specific examples that illustrate the concept).

3. Presentation and Organization: Products have correct formatting and professional appearance and thoughts are communicated clearly and concisely.

4. Sensitivity: Demonstrates an awareness of diversity and issues around social and economic justice.

5. Depth / Critical Thinking: An “A” is earned by superior work and indicates the assignment excelled in both the level of thinking and the communication of concepts. A “B” is earned by work that is clearly satisfactory at the graduate level and indicates acceptable thinking and communication.

6. APA Manual Style: Written work must conform to the Publication Manual of the American Psychological Association (APA) style for in-text citations, formatting, references, headings / subheadings, and running head.

Late and Make-up Work

Late work will not be accepted without approval from the instructor. Failure to turn in any part of an assignment by the due date will result in the loss of two points for each day late unless the instructor has given prior approval of late submission. Late submission results in the loss of two points for each day late.

Grading Standards:

Each method of evaluation will be graded on a 100-point scale, with specific point values assigned to examination items and to aspects of the group assignment, the social problem and policy analysis, and the policy debates as described in their separate assignments' individual grading standards. Course grades are computed by calculating a weighted average of grades on the exam, the social problem analysis, the group assignment, and the debate.

Grading Scale:

A = 92–100 The high passing grade of A is earned by superior work.

B = 82–91 The passing grade of B is earned by work that clearly is satisfactory at the graduate level.

C = 72–81 The low passing grade of C is earned by work that is minimally acceptable at the graduate level.

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F = Below 72 The failing grade of F is earned by work that is unsatisfactory at the graduate level.

Note: Expectations for written work: Assignments should be carefully proofed for grammar and spelling. Points will be deducted from assignments containing poor grammar and spelling. Text citations and reference lists must be in correct APA (6th edition now available) format. All sentences should be carefully comprised of a student’s own words. Ideas, information and concepts that originated with any other source, as well as quotations (which should be used sparingly) must be correctly cited in APA style. Material that is not correctly cited is considered to be plagiarized and provides grounds for academic discipline.

Note: Plagiarism is a grave violation of academic integrity. Students must know what constitutes plagiarism, and must not commit it, either knowingly or unknowingly. Plagiarism may constitute grounds for failure on the assignment, failure in the course, and filing of an academic grievance against the student.

VII. Class Attendance:

Attendance and class participation: Students are expected to prepare for and attend each class session and to participate in class discussion and activities in order to promote shared adult learning. “Learning in a graduate professional program is based in large part on the interaction that occurs between instructor and students in the classroom. Regular attendance is an expected professional responsibility of the student. Absences of greater than 20% of the total class time can constitute grounds for course failure (Social Work Master’s Program policy)

VIII. Honor Code:

All students in the School of Social Work are expected to adhere to the UALR code of student conduct and to the NASW Code of Ethics. An essential feature of these codes is a commitment to maintaining intellectual integrity and academic honesty. This commitment insures that a student of the School of Social Work will neither knowingly give nor receive any inappropriate assistance in academic work, thereby affirming personal honor and integrity.

IX. Students with Disabilities:

It is the policy of the University of Arkansas at Little Rock to create inclusive learning environments. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or to accurate assessment of achievement–such as time-limited exams, inaccessible web content, or the use of non-captioned videos–please notify the instructor as soon as possible. Students are also welcome to contact the Disability Resource

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Center, telephone 501-569-3143 (v/tty). For more information, visit the DRC website at http://ualr.edu/disability/.