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SocialWork536

PolicyandAdvocacyinProfessionalSocialWork

ThreeUnits

Thepurposeofthesocialworkprofessionistopromotehumanandcommunitywell-being.Guidedbyaperson-in-environmentframework,aglobalperspective,respectforhumandiversity,andknowledgebasedonscientificinquiry,thepurposeofsocialworkisactualizedthroughitsquestforsocialandeconomicjustice,thepreventionofconditionsthatlimithumanrights,theeliminationofpoverty,andtheenhancementofthequalityoflifeforallpersons,locallyandglobally.

—CouncilonSocialWorkEducation,March2015

Instructor:

E-Mail: CourseDay:

Telephone: CourseTime:

Office: CourseLocation:

OfficeHours:

I. COURSEPREREQUISITES

PolicyandAdvocacyinProfessionalSocialWork(SOWK536)isbuiltuponaliberalartsundergraduatefoundation.StudentsareexpectedtohaveabasicunderstandingofhowAmericangovernmentworksatthelocal,state,andnationallevelsandarudimentaryfamiliaritywiththeexistenceofsocialwelfarepolicies.

II. CATALOGUEDESCRIPTION

Socialworkerspracticewithincomplexandinterconnectingsystemsofpolicy,programs,andcommunitiesthatdirectlyandindirectlyimpacttheirclients’lives.Thiscoursestudiesandassessestheimpactofantipovertyprograms,security-buildinginsurancesystems,andopportunity-creatingpublicpoliciesonclientsseekingtonavigatewithinandacrossthesesystems,andonthesocialworker’sroletherein,attheprogrammatic,community,andstate-widelevels.

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III. COURSEDESCRIPTION

ThiscourseprovidesasubstantiveunderstandingoftheAmericansocialwelfarepoliciesandprogramsdevelopedandimplementedbyalllevelsofgovernmentthatseektolimitpoverty,providesecurity,andcreateopportunityforpeople,families,andcommunities.Theseprograms,systems,andpolicieswillbeassessedfortheiradequacy,effectiveness,andfairness.Advocacyefforts—pastandpresent—willbeexploredandevenjoinedinsomeofthesesubjectareas.

Thecoursewillalsohelpdevelopstudents’analytic,writing,andpresentationskills,whicharecrucialforsuccessfulsocialworkpracticeacrossthesystems,fundingstreamsandcommunitiesthatmakeupAmerica.Thecourseseekstoinspirestudentstodevelopacase-level,program-level,andmacro-levelpolicyadvocacyorientation,sothat—regardlessoftheirprofessionalspecialization—USCgraduateswillbemotivatedtoredresssocialandeconomicinjusticeandempowerless-advantagedgroups.

Thiscourseisdividedintothreemodules:(1)thefirstmoduleexaminesandassessesprogramsseekingtoalleviatepoverty,suchastheEarnedIncomeTaxCredit,TANF,foodstamps,andMedicaid;(2)thesecondmodulestudieshowAmericausesvarioussocialinsurancestocreateandreinforcefamilyandcommunity-levelsecurity,andincludesfocusesonSocialSecurity,unemploymentanddisabilityinsurances,andMedicare(includingtheimpactsthereonoftheAffordableCareAct);and(3)thethirdmoduleexamineshowoursocietyseekstocreateopportunitythroughitseducation,progressivetaxation,andothersystems.Eachofthesemodulesfocusesonunderstandingthepolicydecisions,financing,programimplementation,andadvocacyinterventionscreatingandimpactingthesevariousprograms,andtherolesocialworkershavewithinandacrossthem.

SOWK536providesafoundationforconcentration-specificcoursesacrosstheclinicalandpolicyarenas,inwhichstudentscanapplytheirknowledge,analysis,andskilltodevelopspecificimprovementsacrosssectors.

IV. COURSE OBJECTIVES

StudentsinthePolicyandAdvocacyinProfessionalSocialWorkcourse(SOWK536)will:

Objective # Objectives

1 Demonstrateunderstandingofthegeneralprovisionsandcurrentpivotalissuescentraltomajorsocialwelfarepoliciesinseveralkeyinstitutionalsectors,andtheimpactthesehaveonthelocalcommunity;criticallyassessvarioussubstantiveandadvocacy-basedoptionsforimproving/reformingthesesocialwelfarepolicies.

2 Analyzethepolitical,social,andeconomichistoriesthathaveshapedthedeliveryandfinancingofmajorsocialwelfarepolicies,andassessthedifferingimpacts(positive,neutral,ornegative)thatthesehistoriesanddeliveryandfinancingregimeshaveonvulnerablepopulationsinAmericansociety.

3 Effectivelyadvocateforservices,rights,socialjustice,andequalprotectionforandwithindividuals,groups,and/orcommunities.Inpreparationfortheiradvocacywork,studentswillalsoproactivelyidentifycommon,repetitiveandpredictableproblemsacrossmultiplepracticesettingsandsubstantiveissueareasthatcouldtriggerpotentialadvocacyinterventions.

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Objective # Objectives

4 Distinguish,appraise,andattendtodifferenceswithinandbetweencommunities,agencysettingsandbudgets,scientificresearch,technologicaldevelopments,andemergingsocietaltrendsinordertoreformthefinancinganddeliveryoftargetedservicesatthemezzolevel.

5 Demonstrateknowledgeofthevalues,purpose,androlesthesocialworkprofessionpracticeswithinthecontextsofpolicysystemsandprogramadministrationatmultiplelevelsofgovernmental(national,state,local);andunderstandhowsocialworkersinterveneandengageinmicro,mezzo,andmacroadvocacyineachofthesemilieus.

V. COURSE FORMAT / INSTRUCTIONAL METHODS

Thisclasswillincludeavarietyofteaching/learningmodalities.Theinstructorwillprovidelectures,withparticularfocusonfacultyareaofexpertise;andclasseswillalsobeinteractive,withstudentsencouragedtodiscusstheirideasandexperiences.Selectedsessionswillfeaturevideos,in-classexercises,and/orspeakerstoillustratethetopicsunderexamination.Materialfromthefieldandindividualfaculty-practitionerexpertisewillbeusedtointegratetheoryandintentionwithpracticeandimpacts.Asclassdiscussionisanintegralpartofthelearningprocess,studentsareexpectedtocometoclassreadytodiscusstherequiredreadingsandtheirapplicationtotheoryandpractice.

VI. STUDENT LEARNING OUTCOMES

Studentlearningforthiscourserelatestooneofmoreofthefollowing9socialworkcorecompetencies:

SocialWorkCoreCompetencies SOWK536Course

Objective

1 DemonstrateEthicalandProfessionalBehavior

* 4&5

2 EngageinDiversityandDifferenceinPractice

3 AdvanceHumanRightsandSocial,Economic,andEnvironmentalJustice

* 1,2,&3

4 EngageinPractice-InformedResearchandResearch-InformedPractice

5 EngageinPolicyPractice * 1–5

6 EngageWithIndividuals,Families,Groups,Organizations,andCommunities

7 AssessIndividuals,Families,Groups,Organizations,andCommunities

* 2,3,&4

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8 InterveneWithIndividuals,Families,Groups,Organizations,andCommunities

* 3

9 EvaluatePracticeWithIndividuals,Families,Groups,Organizations,andCommunities

*Highlightedinthiscourse

Thefollowingtablesexplainthehighlightedcompetenciesforthiscourse,therelatedstudentlearningoutcomes,andthemethodofassessment:

Competencies/Knowledge,Values,Skills StudentLearningOutcomes MethodofAssessment

DemonstrateEthicalandProfessionalBehavior:

§ Understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels.

§ Understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas.

§ Recognize personal values and the distinction between personal and professional values and understand how their personal experiences and affective reactions influence their professional judgment and behavior.

§ Understand the profession’s history, its mission, and the roles and responsibilities of the profession.

§ Understand the role of other professions when engaged in inter-professional teams.

§ Recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective.

§ Understand emerging forms of technology and the ethical use of technology in social work practice.

MakeethicaldecisionsbyapplyingthestandardsoftheNASWCodeofEthics,relevantlawsandregulations,modelsforethicaldecision-making,ethicalconductofresearch,andadditionalcodesofethicsasappropriatetocontext.

In-classparticipation;andreviewofassignment2

(whichexplicitlyrequiresanassessmentanddiscussionof

ethics)

Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.

In-classparticipation;reviewofassignment2;andreviewofthepresentationaspectof

assignment3

Use technology ethically and appropriately to facilitate practice outcomes.

Use supervision and consultation to guide professional judgment and behavior.

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AdvanceHumanRightsandSocial,Economic,andEnvironmentalJustice:

§ Understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education.

§ Understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected.

Applytheirunderstandingofsocial,economic,andenvironmentaljusticetoadvocateforhumanrightsattheindividualandsystemlevels.

In-classparticipation;andreviewofassignments1,2,

and3

Engage in practices that advance social, economic, and environmental justice.

Reviewofassignments2and3

EngageinPolicyPractice:

§ Understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels.

§ Understand 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.

§ Understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings.

§ Recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy.

§ Knowledgeable about policy formulation, analysis, implementation, and evaluation.

Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.

Reviewofassignments1and2

Assess how social welfare and economic policies impact the delivery of and access to social services.

In-classparticipation;andreviewofassignments1,2,

and3

Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

In-classparticipation;andreviewofassignments1,2,

and3

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AssessIndividuals,Families,Groups,Organizations,andCommunities:

§ Understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities.

§ Understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities.

§ Understand methods of assessment with diverse clients and constituencies to advance practice effectiveness.

§ Recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process.

§ Understand how their personal experiences and affective reactions may affect their assessment and decision-making.

Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.

Reviewofassignments1and3

Apply knowledge of human behavior and the social environment, person in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.

Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies.

In-classparticipation;andreviewofassignments2and3

Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

In-classparticipation;andreviewofassignments2and3

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InterveneWithIndividuals,Families,Groups,Organizations,andCommunities:

§ Understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities.

§ Knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities.

§ Understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies.

§ Understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals.

§ Value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and interorganizational collaboration.

Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies.

In-classparticipation;andreviewofassignment2

Apply knowledge of human behavior and the social environment, person in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies

In-classparticipation;andreviewofassignments2and3

Use interprofessional collaboration as appropriate to achieve beneficial practice outcomes

Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.

In-classparticipation;andreviewofassignments2and3

Facilitate effective transitions and endings that advance mutually agreed-on goals.

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VII. COURSE ASSIGNMENTS, DUE DATES, AND GRADING

Assignment DueDate%of

FinalGrade

Assignment1: CommunityAssessment Class3 20%

Assignment2: ExperientialActivitytoSupporttheSafetyNet Class10 35%

Assignment3:ReconfiguretheBudget:Paper(15%)andOralPresentation(20%)

Class15 35%

ClassParticipation:In-classparticipation,preparation,andengagement

Ongoing;facultywillcheckinduringwk6

10%

Assignment1:CommunityAssessment(20%ofcoursegrade,dueclass3)

Assignment1isasix-tonine-pageresearch-basedpaperbasedonthecommunityeachstudentvisitedduringImmersion.ItisassignedduringtheCommunityImmersionworkshops,priortothefirstregularclass.Thepurposeofthisassignmentisforyoutodemonstrateaprofessionalunderstandingofthecommunityandassesssomeoftheimportantaspectsthereof,especiallyasregardsissuesofpoverty,health,andsecurity.Thisassignmentisnotajournalofyourwalk-about;rather,itisaresearchpaperanalyzingthecommunityusingspecificdata,on-groundobservations,follow-upinterviewsandvisits,andtheoriesofcommunity.

Theassignmentisbrokenintothefollowingsectionsinordertohelpguidestudentsinsharingaprofessionalperspectiveregardingthecommunity:Demographics;CommunityCulture;Decision-making;andReflections.Gradingcriteriaincludecompliancewiththeassignment,professionalpresentation(conformingtothebasicrulesofAPA,Englishgrammar,spellingandpunctuation),andqualityofcontentincludingevidenceofcriticalthinkingandbasicunderstandingofconcepts.Asthispaperisthestudent’sfirstinourSchool’sprogram,itmaybesharedwiththeSchool’swritingcoachesforungradedassessmentandfeedback.

Assignment2:ExperientialActivitytoSupporttheSafetyNet(35%ofcoursegrade,duebyclass10)

Thesecondassignmentinvolvesperformingastudent-chosenactivity(writinganop-edorlobbyinganelectedofficial),alongwithpreparinganeight-toten-pageresearchpaperdescribingandanalyzingtheactivityandthestudent’sroletherein.Itisassignedduringclass4.

Studentsmaychoosebetweenperformingthefollowingtwoactivities:(1)research,write,andsubmitforpublicationanop-edinalocal,statewide,ornationalmediaoutletonasocialwelfareGrandChallengepolicyissueofconcerntoyouasaprofessionalsocialworker;or(2)arrangeandperformalobbyvisitwithanelectedofficialonasocialwelfareGrandChallengepolicyissueofconcerntoyou;thisoptionmaybedoneingroupsofuptothreestudents.

Thepaperdescribingandanalyzingthisprojectwillincludethefollowingsections:PolicyBackground;ScopeofIssue;Perspective;ActionNarrative;andEthicalandTheoreticalConsiderations. Gradingcriteriawillincluderesponsivenesstotheassignment;organizationandclarityoftheinformationpresented;demonstratedeffortinresearchingthemedia

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outletortheadvocacycampaign;demonstratedeffortinovercomingunexpectedissues;criticalthinkinganduseofevidencetosupportconclusions;andthethoughtfulcongruenceofyouractivityandperspectivewiththeNASWCodeofEthics.

Assignment3:ReformingaBudget:writtenandoralassessment(35%ofcoursegrade,dueclass15)

Assignment3isasmall-groupprojectfocusedonaprogram,agency,orgovernmentbudget:studentswillworkinteamstoreformaspecificbudgettorespondtoaspecificscenariowhilestillseekingtoimpactitsobjective(s),usingtheNASWCodeofEthicstohelpguidespendingdecisions.Thisassignmentwillbegivenoutduringclass12andisdueduringclass15.

Facultywillpresentstudentswithabudget,aswellasseveralpossiblescenariosthatimpactthatbudget.Thestudentswillproducearevisedbudgetmeetingtheneedsofthescenario,writeapapernarrativelydescribingandanalyzingtheirfundingdecisions(worth15%ofcoursegrade),andorallypresenttheirrevisedbudgetandrationaletotheirclass(worth20%ofcoursegrade).Theparticularbudgettobereviewedwillbehandedoutinclassandwillbefromasocialserviceagency,aprogramwithinalargergovernmentdepartmentsuchasDCFS,orelseofagovernmententitysuchasacityorstate.Thescenariospresentedwillvarybutusuallywilleitheraddfundingtoserveanewclienteleorelsedepletefundingduetoexternalcircumstance.Thedetailswillbehandedoutinclass.

Gradingcriteriaforthepaperincluderesponsivenesstotheassignment;theorganization,clarity,andspecificityofthematerial;ademonstratedunderstandingofthebudgetitself,aswellashowtherevisionswilladdresstheidentifiedissues;thequalityofanalysisandtheuseofevidencetosupportanyassertions;andtheprofessionalizationofthepaper’s“tone.”Gradingcriteriafortheoralpresentationincludestheeffectivenessaswellastheprofessionalismofthein-classdeliveryofthesubstantiveaspectsoftheteam’sreport,includingself-presentation,conciseness,engagementofaudience,supportingassertions,teamwork,andtonalquality.

NoteonLateAssignments:Professionalpracticedictatesthatdeadlinesbemet.Allassignmentsthataredeliveredlatewillexperienceagradereduction.Theseverityofthegradereductionwilldependonthecircumstancesandonthequalityandprofessionalismofthestudent’scommunicationregardingthesecircumstancestohis/herinstructor.

ClassParticipation(10%ofcoursegrade,assessedintotalityover15classes)

Studentinvolvementinthisclassisconsideredessentialtoyourgrowthasapractitioner.Youwillbeaskedtodiscussthematerialassigned,participateinrole-playingandin-classgroupexercises,shareinall-classdiscussions,andthelike.Facultywillcheckinwithstudentsaroundweek6ofthesemestertogivefeedbackaboutparticipation.Thefollowinggrading-rangecriteriawillbeused:

14–15points:OutstandingContributor:Contributionsinclassreflectexceptionalpreparation,andparticipationissubstantial.Ideasofferedarealwayssubstantive,providesoneormoremajorinsightsaswellasdirectionfortheclass.Challengesarewellsubstantiated,persuasivelypresented,andpresentedwithexcellentcomportment.Ifthispersonwerenotamemberoftheclass,thequalityofdiscussionwouldbediminishedmarkedly.

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12–13:VeryGoodContributor:Contributionsinclassreflectthoroughpreparationandfrequencyinparticipationishigh.Ideasofferedareusuallysubstantiveandprovidegoodinsightsandsometimesdirectionfortheclass.Applicationtoin-classmaterialisusuallyontargetandontopic.Challengesarewellsubstantiated,oftenpersuasive,andpresentedwithexcellentcomportment.Ifthispersonwerenotamemberoftheclass,thequalityofdiscussionwouldbediminished.

10–11:GoodContributor:Contributionsinclassreflectsolidpreparation.Ideasofferedareusuallysubstantiveandparticipationisveryregular,providesgenerallyusefulinsightsbutseldomofferanewdirectionforthediscussion.Sometimesprovidesapplicationofclassmaterialtocasesheld.Challengesaresometimespresented,fairlywellsubstantiated,andaresometimespersuasivewithgoodcomportment.Ifthispersonwerenotamemberoftheclass,thequalityofdiscussionwouldbediminishedsomewhat.

7–9:AdequateContributor:Contributionsinclassreflectsomepreparation.Ideasofferedaresomewhatsubstantive,providesomeinsightsbutseldomofferanewdirectionforthediscussion.Participationissomewhatregular.Challengesaresometimespresentedandaresometimespersuasivewithadequatecomportment.Ifthispersonwerenotamemberoftheclass,thequalityofdiscussionwouldbediminishedslightly.

6–7:Inadequate:Thispersonsayslittleinclass.Hence,thereisnotanadequatebasisforevaluation.Ifthispersonwerenotamemberoftheclass,thequalityofdiscussionwouldnotbechanged.Doesnotparticipateactivelyinexercisesbutsitsalmostsilentlyanddoesnoteverpresentmaterialtotheclassfromexercises.Doesnotappeartobeengaged.Attendsclassonly.

0–5:UnsatisfactoryContributor:Contributionsinclassreflectinadequatepreparation.Ideasofferedareseldomsubstantive,providefewifanyinsights,andneveraconstructivedirectionfortheclass.Integrativecommentsandeffectivechallengesareabsent.Comportmentisnegative.Ifthispersonwerenotamemberoftheclass,valuableairtimewouldbesaved.Isunabletoperformexercisesanddetractsfromtheexperience.

Grading

Classgradeswillbebasedonthefollowingnumericalstandards:

ClassGrades FinalGrade

3.85–4 A 93–100 A

3.60–3.84 A- 90–92 A-

3.25–3.59 B+ 87–89 B+

2.90–3.24 B 83–86 B

2.60–2.87 B- 80–82 B-

2.25–2.50 C+ 77–79 C+

1.90–2.24 C 73–76 C

70–72 C-

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WithintheSchoolofSocialWork,gradesaredeterminedineachclassbasedonthefollowingstandards,whichhavebeenestablishedbythefacultyoftheSchool:

GradesofAorA-arereservedforstudentworkwhichnotonlydemonstratesverygoodmasteryofcontentbutwhichalsoshowsthatthestudenthasundertakenacomplextask,hasappliedcriticalthinkingskillstotheassignment,and/orhasdemonstratedcreativityinherorhisapproachtotheassignment.Thedifferencebetweenthesetwogradeswouldbedeterminedbythedegreetowhichtheseskillshavedemonstratedbythestudent.

ThegradeofB+willbegiventoworkwhichisjudgedtobeverygood.Thisgradedenotesthatastudenthasdemonstratedamore-than-competentunderstandingofthematerialbeingtestedintheassignment.

ThegradeofBwillbegiventostudentworkwhichmeetsthebasicrequirementsoftheassignment.Itdenotesthatthestudenthasdoneadequateworkontheassignmentandmeetsbasiccourseexpectations.

ThegradeofB-willdenotethatastudent'sperformancewaslessthanadequateonanassignment,reflectingonlymoderategraspofcontentand/orexpectations.

ThegradeofCreflectsaminimalgraspoftheassignments,poororganizationofideas,and/orseveralsignificantareasrequiringimprovement.

GradesbetweenC-toFwillbeappliedtodenoteafailuretomeetminimumstandards,reflectingseriousdeficienciesinallaspectsofastudent'sperformanceontheassignment.

VIII. REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS AND RESOURCES

Required:

• Stern,M.J.(2015).Engagingsocialwelfare:Anintroductiontopolicyanalysis.Boston,MA:Pearson.

• Jansson,B.(2015).Socialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors.LosAngeles,CA:Sage.

• Multiplereadings,videos,andonlinematerialmayalsobeassignedand/orhandedoutonaclass-by-classbasis,assharedbytheinstructor.

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Course Schedule—Overview

Unit Topics

1 Adequacy, Security, and Justice Programs to alleviate poverty Insurances to create security Policies to create opportunity

2 Programs to Alleviate Poverty EITC, TANF, SNAP, Medicaid Ø History Ø Scope of need Ø Adequacy of programs Ø Role of social workers

3 Fiscal Systems: Means-Tested Programs EITC, TANF, SNAP, Medicaid Ø Funding levels Ø Fairness of financing compared with need Ø Role of social workers

4 The Power of Advocacy EITC, TANF, SNAP, Medicaid Ø Persuasive oral & written communication (case study)

5 Insurances and Programs to Create Security Social Security, SSI, Disability, and Unemployment

Insurance; Affordable Housing Ø History Ø Scope of need Ø Adequacy of programs Ø Roleofsocialworkers

6 Fiscal Systems: Paying for Security Social Security, SSI, Disability, Unemployment Insurance Ø Funding levels Ø Fairness of financing compared with need Ø Role of social workers

7 Physical Health: Medicare, Affordable Care Act Ø History Ø Scope of need Ø Adequacy of programs/ACA reforms Ø Role of social workers

8 Behavioral Health: Medicare, Affordable Care Act Ø History Ø Scope of need Ø Adequacy of programs / ACA reforms Ø Role of social workers

9 Fiscal Systems: Paying for Health Medicare parts A–D and ACA Ø General funding regimes, including history of Medicare

funding expansions Ø Fairness of financing compared with need Ø Role of social workers

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Unit Topics

10 The Power of Advocacy Health care–related case study: How to Survive a Plague

11 Systems to Create Opportunity Education (K-12, colleges), Children Initiatives (Head

Start, et al.) Ø History Ø Scope of need Ø Adequacy of programs Ø Role of social workers

12 Fiscal Systems: Paying for Children’s Success Ø General funding regimes, including special topics as

current Ø Fairness of financing compared with need Ø Role of social workers

13 Taxation and Government Budgets Review of federal incomes and disbursement Tax policy, including at individual level

14 The Power of Advocacy: American Society Doing Big Things Examples of successful reform in America, including (but

not limited to) Ø Civil rights Ø Cigarette smoking Ø Car safety Ø VAWA Ø PTSD Ø Marriage equality

15 Reforming the Budget: In-class presentations

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Course Schedule―Detailed Description

Unit 1: Adequacy, Security, and Justice

Topicsencompass:

• Conceptualframework:theongoingefforttocreateAdequacy,Security,andJustice.• Howoursocialsafetynetisstructured:federaltolocalimplementation;cross-systemintersectionality

o Programstoalleviatepoverty:EITC,SNAP,Medicaid,TANFo Insurancestocreatesecurity:SocialSecurity,Disability,Unemployment,Medicare,&ACAo Policiestocreateopportunity:education,andtaxation

• RoleofSocialWorkindevelopingandadministeringassistance:pre-NewDealtotoday’sdisappearance• Conceptual framework for roleofSocialWork: thedifferencebetweencharity-givingandprofessionalism;

culturalcompetence;theimportanceofcontext;nontraditionalsocialwork.• Hopeforthepresentandfuture:Americansocietyasflexible,empowered,andcapableofvastchange.

RequiredReading:

Stern,M.J.(2015).Anapproachtopolicypractice.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.1–22).Boston,MA:Pearson.

Jansson,B.(2015).Advancingsocialjusticein8policysectors.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.2–26).LosAngeles,CA:Sage.

FirstModule:ProgramstoAlleviatePoverty

Unit 2: Programs: Family Income, Nutrition, and Health Topicsencompass:

• EITC,TANF,SNAP,andMedicaid• Examinationofthescopeofneedinthecommunity,ontheaspectsostensiblycoveredbythese

programs(i.e.,income,foodsecurity,health).Examine(i)theapplicationprocess;(ii)thebenefitsavailable;(iii)theparticipationneededtoreceivebenefits;and(iv)thebestexpectedoutcomes.

• Examinetheadequacyoftheprogramscomparedwiththeneed,andtheimplementationthereof.• Examineanddiscusstherolethatsocialworkersdoandshouldplayinthesesafety-netprograms.

RequiredReading:

Stern,M.J.(2015).Trendsinpovertyandincomeinequality.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.79–94).Boston,MA:Pearson.

Stern,M.J.(2015).Foodinsecurity.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.95–114).Boston,MA:Pearson.

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Stern,M.J.(2015).Publicassistance.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.187–202).Boston,MA:Pearson.Jansson,B.(2015).Becomingpolicyadvocatesinthesafetynetsector.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.245–287).LosAngeles,CA:Sage.

Unit 3: Fiscal Systems: Means-Tested Programs Topicsencompass:

• EITC,TANF,SNAP,andMedicaid• Explorehistoricityofhoweachprogramcameabout,andtheresultingsilos,politicization,andspecial

interests.• Explorehowtheprogramsarefundedatthefederallevel,andotherrelevantlevels.• Discussthejustness(i.e.,equality,fairness)oftheprograms’financing,comparedwiththescopeof

need,aswellasrelevantlargersocialfactors.• Discusstheroleofsocialworkers:onthemacrolevel,tounderstandhowthesiloscanbemadetowork

together,andwhatwouldbeneededtoreformthesilos;andatthemezzolevel,tofairlyallocatelimitedresourcestopersons/familiesinneed.

RequiredReading:Stern,M.J.(2015).Politicsandeconomics.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.23–34).Boston,MA:Pearson.

Unit 4: The Power of Advocacy: Writing, Speaking, and Activism lab

Topicsencompass:

• ChoosingfromoneoftheEITC,TANF,SNAPorMedicaidprograms,thisclasswillbeginfocusingoneffectivelycommunicatingtodifferentaudiencesyourperspectiveabouthowtoimprovetheprogram.

• Thisclasswillfocusonelementsofpersuasiveoralandwrittencommunication;reviewexamplesthereof;introduceadvocacyacrossdifferentplatformsandtheeffectivenessthereof.

• Thesecondgradedassignmentwillbesharedinthisclass.

RequiredReading:

Jansson,B.(2015).Decidingwhentochallengethestatusquo.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.29–53).LosAngeles,CA:Sage.Jansson,B.(2015).Acaseexampleofmezzopolicy.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.130–134).LosAngeles,CA:Sage.Jansson,B.(2015).Acaseexampleofmezzopolicy.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.137–150).LosAngeles,CA:Sage.

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SecondModule:InsurancestoCreateSecurity

Unit 5: Programs: Social Security, Unemployment, Disability,

Affordable Housing

Topicsencompass:

• SocialSecurity,SSI,Disabilityinsurance,unemploymentinsurance,andaffordablehousing• ExaminethescopeofneedfacedbyAmericansand/orresidentslivingintheselectedlevelof

community(local,state,national)whoareimpactedbypovertyinoldageorasasurvivor,whobecomeorarealreadydisabled,and/orwhobecomeunemployed.Assess(i)theresourceswhichareavailable;(ii)theapplicationprocess;(iii)theresultingbenefits;and(iv)thebestexpectedoutcomesforparticipants.

• Discusstheadequacy(breadthanddepth)oftheprograms’servicescomparedwiththescopeofneed.• Examineanddiscusstherolethatsocialworkersdoandshouldplayinthesesafety-netprograms.

RequiredReading:

Jansson,B.(2015).Becomingpolicyadvocatesinthegerontologysector.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.203–239).LosAngeles,CA:Sage.

Stern,M.J.(2015).ProvidingincomeandservicestoolderAmerican.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.231–252).Boston,MA:Pearson.

Stern,M.J.(2015).Disabilityanddependence.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.221–227).Boston,MA:Pearson.

Allen,F.(2012,Jan/Feb).SocialSecurity:separatingfactfromfiction.TheSaturdayEveningPost.

Unit 6: Fiscal Systems: Paying for Security

Topicsencompass:

• SocialSecurity,SSI,Disabilityinsurance,unemploymentinsurance.• Explorehistoricity/expansions/reductionsofeachprogram• Explorehowtheprogramsarefundedatthefederallevel,andotherlevels.Assessthescopeofneed

intendedtobeimpacted.Discussrecentissues(suchasthesocialsecurityTrustFund“runningoutofmoney”).

• Assessthejustness(i.e.,equality;fairness)ofprograms’financing,comparedwithlargersocialfactors• Discusstheroleofsocialworkerstounderstandtheseinsurancescanbemadetoworktogether,be

sustainable,andbewell-implemented.

RequiredReading:

Aaron,H.(2011,June).SocialSecurityreconsidered(pp.385–414).NationalTaxJournal.

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Crumby,P.(2012,summer).FromSocialSecuritytosocialinsecurity(pp.117–127).CareerPlanningandAdultDevelopmentJournal.

Unit 7: Programs: Medicare and the Affordable Care Act: Physical Health

Topicsencompass:

• Medicare(PartsAthroughD);AffordableCareAct&variousstate-levelimplementationthereof(i.e.,CoveredCalifornia);examplesofsuccessfulhealth-deliveryalternatives.

• ExaminethescopeofneedfacedbyAmericans,and/orresidentsinthelocalcommunity,impactedbyphysicalhealthissues.Assess(i)theexistingprogramservices/resources,(ii)theapplicationprocess;(iii)thebenefits;and(iv)comparewhatexpectedoutcomesshouldbevs.whattheactualhealthoutcomesare.

• DescribethereformsandproceduresandsystemscreatedbytheAffordableCareAct;theimplementationthereof;andanyresultstherefrom.

• Discusstheadequacy(breadth&depth)oftheprograms’coverages,comparedwiththescopeofneed.Specialcasesmaybeexplored,suchasveterans’accesstoqualitymedicalcare.

• Examineanddiscusstheincreasingrolesocialworkershave,andshould,playinhealthcaresystems.

RequiredReading:

Jansson,B.(2015).Becomingpolicyadvocatesinthehealthcaresector.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.163–196).LosAngeles,CA:Sage.

Stern,M.J.(2015).Physicalandbehavioralhealth.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.152–172).Boston,MA:Pearson.

Unit 8: Programs: Medicare and the ACA: Behavioral Health Topicsencompass:

• MedicareandtheAffordableCareActastheypertaintomentalhealthissuesandsubstanceabuse;includingdiscussionoftheMentalHealthParity&AddictionEquityActof2008,andtheroleof“integration.”

• DescribethescopeofneedfacedbyAmericans,and/orresidentsinthelocalcommunity,impactedbymentalhealthissues,andsubstanceabuse.Assess(i)theexistingprogramservices/resources;(ii)theapplicationprocess;(iii)thebenefits;and(iv)comparewhatexpectedoutcomesshouldbevs.whatactualhealthoutcomesare.

• Specialissuesmaybediscussed,suchastheroleofpoliceandjailsasdefactosystemsofcare.• Describethereforms,proceduresandsystemscreatedbytheAffordableCareAct;theimplementation

thereof;andanyresults.• Discusstheadequacy(breadth&depth)oftheprograms’coverages,comparedwiththescopeofneed;

includinganassessmentofinnovativesolutionsimpactingtheseproblems

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• Examineanddiscusstherolesocialworkershaveplayed,andshouldplay,inthementalhealthandsubstanceabusesystems.

RequiredReading:Jansson,B.(2015).Becomingpolicyadvocatesinthementalhealthsector.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.291–317).LosAngeles,CA:Sage.

Stern,M.J.(2015).Mentalhealth.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.172–176).Boston,MA:Pearson.Salasin,S.(2005,July).Evolutionofwomen’strauma-integratedservicesatSAMHSA.JournalofCommunityPsychology.

Unit 9: Fiscal System: Paying for Health

Topicsencompass:• Medicare(PartsA–D)&theAffordableCareAct.• Explorehistoricity/expansions/reductionofeachprogram;includeasacasestudytheBush

administration’sexpansionofPartD,aswellastheObamacreationoftheACA.• Explorehowtheseprogramsarefundedatfederallevel,flowingthruandamongststate,corporate,and

localplayers.• Discussthejustness(i.e.,equality,fairness)oftheprograms’financingandpriorities,comparedwith

largersocialfactorsandvariouspopulations’healthoutcomes• Discusstheroleofsocialworkersininteractingwiththefinancingandpaymentsystemsforhealthcare

RequiredReading:

Tobehandedoutinclass.Unit 10: The Power of Advocacy: Case Study of Making

Change and Saving Lives

Topicsencompass:

• Studentsinformallysharetheirsecond-assignmentpolicy,activityandanyoutcomes• ScreenanddiscussthemultipleaspectsofthedocumentaryHowtoSurviveaPlague,including:

o howdecisionsaremade,andhowtheycanbeinfluencedo “inside”advocacyvs.direct-action“in-your-face”activismo treatmentadvocacy(wewantbetterdrugtreatment)vs.socialadvocacy(wewantequalrights)o roleofpersonalempowerment,aswellascollaborativeempowerment,andhowtheymixo roleofscienceasadrivingforce

RequiredReading:

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Jansson,B.(2015).Initiatingpolicyadvocacyatthreelevels.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.58–73).LosAngeles,CA:Sage.

ThirdModule:SystemstoCreateOpportunity

Unit 11: Programs: Education and Children Initiatives

Topicsencompass:

• HeadStart;publicK-12education&charterschools;childwelfare&transitionalyouthprograms;community&four-yearcolleges.DiscusstheAmericanidealinwhicheducationisthecornerstoneofpersonalopportunity.

• DescribethemechanismsandscopeoftheAmericanpubliceducationsystem.Assess(i)theeducationprogramsthatexist;(ii)historythereof;(iii)howtheprogramsperform;(iv)whatthebestexpectedoutcomescould(andshould)be.

• Specialissuestobediscussed,dependingoncurrentevents:theroleofthefamilyunitasaunitofopportunitycreation;childwelfare&transitionalyouthprogramsthatpromote(orhinder)educationalsuccess;measuringteachingandstudentsuccess;charterschools;and/ortheplaceoffor-profiteducation.

• Examineanddiscusstherolethatsocialworkersdoandshouldplayinthesevariouseducationarenas,fromschoolsocialworkertocreatingyourownschool.

RequiredReading:

Jansson,B.(2015).Becomingpolicyadvocatesinthechildandfamilysector.Insocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.323–328and333–357).LosAngeles,CA:Sage.Jansson,B.(2015).Becomingpolicyadvocatesintheeducationsector.Insocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.363–396).LosAngeles,CA:Sage.

Unit 12: Fiscal System: Paying for Children’s Success:

Education and Children Initiatives

Topicsencompass:

• HeadStart;publicK-12education;relevantchildwelfaresystems;communityandpubliccolleges;privatecollegesandfor-profitcolleges.

• Explorethehistoricityandcurrentstandingofthefundingfortheseprograms–forexample,propertytaxevolutionforK-12;voucherproposals;statesupportforcommunitycolleges.

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• Discussthejustnessofeducationalfunding,itspriorities(whicharesometimesgeographicalandsocio-economically-based),andcompareitwithlargersocialfactorsandvariouspopulations’educationaloutcomes.

RequiredReading:

Jansson,B.(2015).Understandingthepoliticaleconomyofthechildandfamilysector.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.328–333).LosAngeles,CA:Sage.

Unit 13: Taxation and Government Budget Priorities

Topicsencompass:

• Basicgovernmentbudgetingatthefederallevel,includingareviewofthesourcesoffederalincomeanditsdisbursement,andaspectsoftaxexpendituresandloopholes.Statebudgetsmaybeused,dependingoncurrenteventsandrelevance.

• Describetaxpolicyattheindividuallevel:howtoreadyourpaycheckandunderstandyourtaxes.Theexistenceandimpactofdeductions,OASDI&FICA&Medicare.

• Examinetherolebetweentaxpolicyandsocialservicefunding,adequacyandfairness.• Discussspecialissuesaspercurrentevents,possiblyincludingtheroleof501c3non-profitsand501c4

politicalgroups;governmentcontractingandprivatization;and/oranexaminationoftheflowofwealthandresourcesthroughoutsociety.

• Examinewhetherandtheextenttowhichsocialworkersshouldfocusontaxpolicyandbudgets.

RequiredReading:

Jansson,B.(2001).Onthemagnitudeoffailednationalpriorities.InThesixteen-trilliondollarmistake(pp.349–390).NewYork:ColumbiaUniversityPress.

Payne,M.(2005).Systemsandecologicalperspectives.InModernsocialworktheory(pp.142–160).NewYork:PalgraveMacmillan.

Musell,R.M.(2008).Understandinggovernmentbudgets:Apracticalguide(chapters2and3).NewYork:Routledge.

Unit 14: The Power of Advocacy: American Society Doing Big Things

Topicsencompass:• Americansociety–ofwhichgovernmentisonlyonepart–isnimbleinreformingcertainoften-

extremelycontroversialissuesinordertoincreasethesecurityofandprovideopportunitytopeopleandcommunities.

• Thisclasswillexploreanumberofthesesuccessfulefforts,mostofwhichwereledandadvancedbydifferentsectorsofsocietyworkingcomplimentarilyovertime,andaccomplishedthroughaninterplayofactivism,corporateefforts,governmentregulation,publiceducation,andmediacoverage.

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• Casestudieswillincludecivilrights;loweringthesmokingrate;increasingcarsafety;reducingdrunkdriving;marriageequality;legalizedmedicalmarijuana;thecreationoftheViolenceAgainstWomenacts;thecreationofPTSD;and/ortherecentevolutionofcriminaljusticepolicy.

• Assessthe“new”issuesthatoursocietyisfocusingupontoday,whichcouldincludeaccordingtocurrenteventsclimatechange,reducingchildhoodobesity,guncontroland/ortheavailabilityofnutritiousfoods.

RequiredReading:

Stern,M.J.(2015).Socialworkers’roleinsocialwelfarepolicy.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.286–302).Boston,MA:Pearson.Bird,M.(2015,June).Socialjusticeadvocacyinthebellyofthebeast.JournalofWomenandSocialWork.

Unit 15: Reforming the Budget: In-Class Presentations

• Thisclassisagradedin-classseriesofpresentationsanddefensesofstudents’assignment#3,theirteam’srecreationofanexistingstatebudget.

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University Policies and Guidelines

VIII. ATTENDANCE POLICY

Studentsareexpectedtoattendeveryclassandtoremaininclassforthedurationoftheunit.Failuretoattendclassorarrivinglatemayimpactyourabilitytoachievecourseobjectiveswhichcouldaffectyourcoursegrade.Studentsareexpectedtonotifytheinstructorbyemailofanyanticipatedabsenceorreasonfortardiness.

UniversityofSouthernCaliforniapolicypermitsstudentstobeexcusedfromclassfortheobservanceofreligiousholydays.Thispolicyalsocoversscheduledfinalexaminationswhichconflictwithstudents’observanceofaholyday.Studentsmustmakearrangementsinadvancetocompleteclassworkwhichwillbemissed,ortorescheduleanexamination,duetoholydaysobservance.

PleaserefertoScampusandtotheUSCSchoolofSocialWorkStudentHandbookforadditionalinformationonattendancepolicies.

IX. ACADEMIC CONDUCT

Plagiarism–presentingsomeoneelse’sideasasyourown,eitherverbatimorrecastinyourownwords–isaseriousacademicoffensewithseriousconsequences.PleasefamiliarizeyourselfwiththediscussionofplagiarisminSCampusinSection11,BehaviorViolatingUniversityStandardshttps://scampus.usc.edu/1100-behavior-violating-university-standards-and-appropriate-sanctions/.Otherformsofacademicdishonestyareequallyunacceptable.SeeadditionalinformationinSCampusanduniversitypoliciesonscientificmisconduct,http://policy.usc.edu/scientific-misconduct/.

Discrimination,sexualassault,andharassmentarenottoleratedbytheuniversity.YouareencouragedtoreportanyincidentstotheOfficeofEquityandDiversityhttp://equity.usc.edu/ortotheDepartmentofPublicSafetyhttp://capsnet.usc.edu/department/department-public-safety/online-forms/contact-us.ThisisimportantforthesafetywholeUSCcommunity.Anothermemberoftheuniversitycommunity–suchasafriend,classmate,advisor,orfacultymember–canhelpinitiatethereport,orcaninitiatethereportonbehalfofanotherperson.TheCenterforWomenandMenhttp://www.usc.edu/student-affairs/cwm/provides24/7confidentialsupport,andthesexualassaultresourcecenterwebpagesarc@usc.edudescribesreportingoptionsandotherresources.

X. SUPPORT SYSTEMS

AnumberofUSC’sschoolsprovidesupportforstudentswhoneedhelpwithscholarlywriting.Checkwithyouradvisororprogramstafftofindoutmore.StudentswhoseprimarylanguageisnotEnglishshouldcheckwiththeAmericanLanguageInstitutehttp://dornsife.usc.edu/ali,whichsponsorscoursesandworkshopsspecificallyforinternationalgraduatestudents.TheOfficeofDisabilityServicesandProgramshttp://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.htmlprovidescertificationforstudentswithdisabilitiesandhelpsarrangetherelevantaccommodations.Ifanofficiallydeclaredemergencymakestraveltocampusinfeasible,USCEmergencyInformationhttp://emergency.usc.edu/willprovidesafetyandotherupdates,includingwaysinwhichinstructionwillbecontinuedbymeansofblackboard,teleconferencing,andothertechnology.

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XI. STATEMENT ABOUT INCOMPLETES

TheGradeofIncomplete(IN)canbeassignedonlyifthereisworknotcompletedbecauseofadocumentedillnessorsomeotheremergencyoccurringafterthe12thweekofthesemester.StudentsmustNOTassumethattheinstructorwillagreetothegradeofIN.RemovalofthegradeofINmustbeinstitutedbythestudentandagreedtobetheinstructorandreportedontheofficial“IncompleteCompletionForm.”

XII. POLICY ON LATE OR MAKE-UP WORK

Papersaredueonthedayandtimespecified.Extensionswillbegrantedonlyforextenuatingcircumstances.Ifthepaperislatewithoutpermission,thegradewillbeaffected.

XIII. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS

Itmaybenecessarytomakesomeadjustmentsinthesyllabusduringthesemesterinordertorespondtounforeseenorextenuatingcircumstances.Adjustmentsthataremadewillbecommunicatedtostudentsbothverballyandinwriting.

XIV. CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS

Approvedbythe1996NASWDelegateAssemblyandrevisedbythe2008NASWDelegateAssembly[http://www.socialworkers.org/pubs/Code/code.asp]

PreambleTheprimarymissionofthesocialworkprofessionistoenhancehumanwellbeingandhelpmeetthebasichumanneedsofallpeople,withparticularattentiontotheneedsandempowermentofpeoplewhoarevulnerable,oppressed,andlivinginpoverty.Ahistoricanddefiningfeatureofsocialworkistheprofession’sfocusonindividualwellbeinginasocialcontextandthewellbeingofsociety.Fundamentaltosocialworkisattentiontotheenvironmentalforcesthatcreate,contributeto,andaddressproblemsinliving.

Socialworkerspromotesocialjusticeandsocialchangewithandonbehalfofclients.“Clients”isusedinclusivelytorefertoindividuals,families,groups,organizations,andcommunities.Socialworkersaresensitivetoculturalandethnicdiversityandstrivetoenddiscrimination,oppression,poverty,andotherformsofsocialinjustice.Theseactivitiesmaybeintheformofdirectpractice,communityorganizing,supervision,consultationadministration,advocacy,socialandpoliticalaction,policydevelopmentandimplementation,education,andresearchandevaluation.Socialworkersseektoenhancethecapacityofpeopletoaddresstheirownneeds.Socialworkersalsoseektopromotetheresponsivenessoforganizations,communities,andothersocialinstitutionstoindividuals’needsandsocialproblems.

Themissionofthesocialworkprofessionisrootedinasetofcorevalues.Thesecorevalues,embracedbysocialworkersthroughouttheprofession’shistory,arethefoundationofsocialwork’suniquepurposeandperspective:

§ Service§ Socialjustice§ Dignityandworthoftheperson§ Importanceofhumanrelationships§ Integrity§ Competence

Thisconstellationofcorevaluesreflectswhatisuniquetothesocialworkprofession.Corevalues,andtheprinciplesthatflowfromthem,mustbebalancedwithinthecontextandcomplexityofthehumanexperience.

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XV. COMPLAINTS

Ifyouhaveacomplaintorconcernaboutthecourseortheinstructor,pleasediscussitfirstwiththeinstructor.Ifyoufeelcannotdiscussitwiththeinstructor,contactthechairofthe536,SamMistranoatmistrano@usc.edu.Ifyoudonotreceiveasatisfactoryresponseorsolution,contactyouradvisorand/orViceDeanDr.PaulMaidenforfurtherguidance.

XVI. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE

ü Bemindfulofgettingpropernutrition,exercise,restandsleep!ü Cometoclass.ü CompleterequiredreadingsandassignmentsBEFOREcomingtoclass.ü BEFOREcomingtoclass,reviewthematerialsfromthepreviousUnitANDthecurrentUnit,ANDscanthetopics

tobecoveredinthenextUnit.ü Cometoclasspreparedtoaskanyquestionsyoumighthave.ü Participateinclassdiscussions.ü AFTERyouleaveclass,reviewthematerialsassignedforthatUnitagain,alongwithyournotesfromthatUnit.ü Ifyoudon'tunderstandsomething,askquestions!Askquestionsinclass,duringofficehours,and/orthrough

email!ü Keepupwiththeassignedreadings.

Don’tprocrastinateorpostponeworkingonassignments.