Social Work 534
Policy and Practice in Social Service Organizations
3 Units
VAC - 2013
Overcome the angry by non-anger; overcome the wicked by goodness; overcome the miser by
generosity; overcome the liar by truth.
Instructor:
Professor Margaret Evans
E-Mail: [email protected]
Office Hours:
By Appointment
I. COURSE PREREQUISITES
None
II. CATALOGUE DESCRIPTION
Study of social work organizations with emphasis on their policy contexts, organizational theory, and the
development of delivery systems.
Ill. COURSE DESCRIPTION
This course focuses on the development of macro practice skills for social workers whose primary
assignments are clinical. The purpose of this course is to prepare students to work more effectively within
complex political, organizational and community social service settings. It seeks to educate and develop
informed practitioners capable of successful practice in organizational and policy contexts.
The course is designed to help students understand and analyze the policy context of practice and to
review organizational and administrative theory, as well as examine their practical implications for social
service delivery systems and social work practice within them. Several methods of systematic observation
are compared. Organizations are described and analyzed within their policy sector and inter
organizational network in order to help students appreciate the constraints and forces within which the
organization must adapt. This perspective is applied to the analysis of communities and social service
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organizations, and the understanding of community and organizational characteristics that affect the
delivery and design of services.
The course employs a general systems approach as a framework for learning about policies,
organizations, problem solving and change. Issues pertaining to adequacy, equity, access, and the
direction of social services are considered in defining practitioner's roles and strategies The course
addresses issues of social and organizational accountability, program development, organizing on behalf
of clients and professionals, and the ethics of policy and administrative practice. It focuses on preparing
social workers for innovative, effective and integrated social work practice in diverse, complex, and urban
environments.
IV. COURSE OBJECTIVES
The Policy and Practice in Social Service Organizations course (SOWK 534) will:
Objective# Objectives
1 Provide students with a framework for studying the history of social welfare in the US
and analvzinq the evolution of current welfare policies.
2 Teach basic skills of community assessment and the impact of social welfare policies
on communities.
3 Provide information and methods for learning how to understand the legislative
sources of social welfare services provided by organizations at the local, state, and
national levels as well as legal mandates and organizational structures designed to
deliver social services at the international level.
4 Provide opportunities for students to understand and practice the skills needed for macro practice with orqanizations, communities, and qovernments.
5 Teach and provide ways to practice effective team building, conflict resolution, and
oraanizational goal setting.
V. COURSE FORMAT/ INSTRUCTIONAL METHODS
A combination of lecture, class discussion, and experiential exercises will be used in class. These
exercises may include the use of videotapes, role-play, debates, or structured small group exercises.
Material from the Community Immersion program as well as the student's field placement will be used to
illustrate class content and to provide integration between class and field. As class discussion is an
integral part of the learning process, students are expected to come to class ready to discuss required
reading and its application to theory and practice. Attendance will be taken at each class.
VI. STUDENT LEARNING OUTCOMES
Student learning for this course relates to one or more of the following ten social work core competencies:
Social Work Core Competencies
L 1,:: . 1 !i'rQf ;"1al: l ,q Jty
Course SOWK 534 Objective
Research Based Practice
7 Human Behavior
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8 Policy Practice
9 Practice Contexts 1,2,3,4,5
10 En a e, Assess, Intervene, Evaluate 2,3,4
* Highlighted in this course
The following table explains the highlighted competencies for this course, the related student learning
outcomes, and the method of assessment.
Competencies/
Knowledge, Values, Skills Student Learning Outcomes Method of Assessment
Professional Identity-Identify as a 1. Advocate for client access to Oral presentation and professional social worker and conduct the services of social work. written assionment
oneself accordingly. 2. Practice personal reflection xxx
Social workers competent in Professional and self-correction to ensure
Identity: continual professional development.
• Serve as representatives of the 3. Attend to professional roles profession, its mission, and its core and boundaries. values. 4. Demonstrate professional
• Know the profession's history. demeanor in behavior,
• Commit themselves to the profession's appearance, and
enhancement and to their own communication.
xxx
xxx
professional conduct and growth. 5. Engage in career-long xxx learninn.
6. Use supervision and xxx
consultation.
Critical Thinking-Apply critical thinking
to inform and communicate professional
judgments.
Social workers competent in Critical Thinking:
• Are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment.
• Use critical thinking augmented by creativity and curiosity.
• Understand that critical thinking also requires the synthesis and
communication of relevant information.
7. Distinguish, appraise, and
integrate multiple sources of
knowledge, including
research-based knowledge,
and oractice wisdom.
xxx
xxx 8. Analyze models of
assessment, prevention,
intervention, and evaluation.
9. Demonstrate effective oral
and written communication in
working with individuals,
families, groups,
organizations, communities,
and colleaoues.
xxx
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Diversity in Practice-Engage diversity
and difference in practice.
Social workers competent in Diversity in
Practice:
• Understand how diversity characterizes and shapes the human experience and
is critical to the formation of identity.
• Recognize that the dimensions of
diversity reflect 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.
• Appreciate that, as a consequence of
difference, a person's life experiences
may include oppression, poverty,
marginalization, and alienation as well as privileqe, power. and acclaim.
10. Recognize the extent to
which a culture's structures
and values may oppress,
marginalize, alienate, or
create or enhance privilege
and power.
Oral presentation and
written assignment
11. Gain sufficient self-
awareness to eliminate the
influence of personal biases
and values in working with
diverse arouos.
xxx
12. Recognize and communicate
understanding of the
importance of difference in
shapinq life experiences.
xxx
13. View themselves as learners
and engage those with
whom they work as
informants.
xxx
Human Rights & Justice-Advance
human rights and social and economic
justice.
Social workers competent in Human Rights
& Justice:
• Acknowledge that 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.
• Recognize the global interconnections
of oppression and are knowledgeable
about theories of justice and strategies
to promote human and civil rights.
• Incorporates social justice practices in organizations, institutions, and society
to ensure that these basic human rights
are distributed equitably and without
prejudice.
14. Understand the forms and
mechanisms of oppression
and discrimination.
Written assignment
15. Advocate for human rights
and social and economic
iustice.
Written assignment
16. Engage in practices that
advance social and
economic justice.
Written assignment
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Policy Practice-Engage in policy
practice to advance social and economic
well-being and to deliver effective social
work services.
Social workers competent in Policy
Practice:
• Understand that policy affects service
delivery, and they actively engage in
policy practice.
• 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.
17. Analyze, formulate, and
advocate for policies that
advance social well-beina.
Written assignment
18. Collaborate with colleagues
and clients for effective
policy action.
Written assignment
VII. COURSE ASSIGNMENTS, DUE DATES & GRADING
35%
Class Participation and Oral resentation 10%
Each of the major assignments is described below.
Assignment 1
Assignment #1 is a research-based paper in which the student will apply theory and information from the
professional literature to the community immersion experience and utilize a community assessment
framework to analyze and describe the community visited during community immersion. Specific
guidelines for the assessment are presented in a separate written document.
Due: on or before our class in week 3
This assignment relates to student learning outcome 2, 3, 4.
Group Oral Presentations
Assigned workgroups will provide a short presentation and lead a class discussion about one aspect of
the communities visited during the immersion experience using guidelines that will be shared in a
separate document.
Due: during our Week 4 class
This assignment relates to student learning outcome 2, 3, 4.
Assignment 2
This assignment is a research paper focused on a specific policy chosen by the student from a list
provided by the professor. The student will identify and critically assess current key issues and aspects of
the chosen policy, discuss the impact of the policy on communities, compare and contrast opposing
points of view in responding to the policy question and provide his/her own opinion about an appropriate
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response to the policy question, with evidence to support the position taken. Written guidelines for the
assessment are presented in a separate document.
Due: on or before our class in week 10
This assignment relates to student learning outcome 1, 2, 3, 4, 5.
Assignment 3
Assignment 3 is a research based paper in which the students will describe the field agency in which they
are placed (or another agency as determined with the instructor), identify the primary policies impacting
the delivery of services in the agency, identify the various structural components of the agency and
program services, discuss organizational culture and management style, and include an assessment of
effectiveness of the agency's service delivery response to clients. Students may also identify an unmet
agency need and discuss an appropriate response to that unmet need. Written guidelines for the
assessment are presented in a separate document.
Due: on the day exactly one week after our last class.
This assignment relates to student learning outcome 1, 2, 3, 4, 5.
Class Participation (10% of Course Grade)
Students are expected to contribute to the development of a positive learning environment and to
demonstrate their learning through written and oral assignments and through active, oral class
participation. Class participation should consist of meaningful, thoughtful, and respectful participation
based on having completed required and independent readings and assignments prior to class. When in
class, students should demonstrate their understanding of the material and be prepared to offer
comments or refiections about the material and actively engage in experiential exercises. Alternatively,
students may have a set of thoughtful questions about the material. Class participation and reading are
worth 1O points of the final grade.
Students are further expected to complete assignments on or before the due date and notify the instructor
if they are having difficulty comprehending the course material or keeping up with the assignments.
Failure to meet these expectations may result in the reduction of grades.
Grading
Grading in this course will be based on class participation, compliance with the assignments and quality
of the work produced. Within the School of Social Work, grades are determined in each class based on
the following standards which have been established by the faculty of the School:
Grades of A or A· are reserved for student work which not only demonstrates very good mastery of
content but which also shows that the student has undertaken a complex task, has applied critical
thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the
assignment. The difference between these two grades would be determined by the degree to which these
skills have demonstrated by the student.
A grade of B+ is given to work which is judged to be very good. This grade denotes that a student has
demonstrated a more-than-competent understanding of the material being tested in the assignment.
A grade of B is given to student work which meets the basic requirements of the assignment. It denotes
that the student has done adequate work on the assignment and meets basic course expectations.
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A grade of B- denotes that a student's performance was less than adequate on an assignment, reflecting
only moderate grasp of content and/or expectations.
A grade of C reflects a minimal grasp of the assignments, poor organization of ideas and/or several
significant areas requiring improvement.
Grades between C- and F denote a failure to meet minimum standards, reflecting serious deficiencies in
all aspects of a student's performance on the assignment.
Class grades will be based on the following:
Class Grades Final Grade 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-
VIII. REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES
Required Textbooks
Gilbert, N. & Terrell, P. (2010). Dimensions of social welfare policy (8th ed.). Boston, MA: Allyn & Bacon.
(Instructor Note: The online version can be secured at www.coursesmart.com.)
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Social work macro practice (5th ed.). Boston, New
York, San Francisco: Pearson. (Instructor Note: This text is available in the bound paperback version-ideal for inclusion in a
Social work professional library-or online as an e-text at www.coursesmart.com.)
Note: Additional readings may be identified in the Course Outline for individual class sessions. Most
readings will be posted on ARES. Students may access ARES at http://usc.ares.atlas-sys.com/. Readings
will be posted under instructor Jane Allgood; the password allowing access to ARES is "SW534."
Readings not posted on ARES can be located at the websites identified in the course outline. The
instructor may assign additional readings during the semester in response to student interest and/or the
emergence of policy or program issues in the news.
Recommended Guidebook for APA Style Formatting
American Psychological Association (2009). Publication manual of the American Psychological
Association (61
ed.). Washington: APA.
Recommended Websites
National Association of Social Workers
http://www.naswdc.org
USC Guide to Avoiding Plagiarism
http://www.usc.edu/student-affairs/student-conducUug plaq.htm
Note: Additional required and recommended readings may be assigned by the instructor throughout the
course .
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Course Schedule-Detailed Description
Part 1: Introduction to Macro Practice: Values and Significance
Unit 1: Evolution of Social welfare Policy and Macro Practice
in Social Services
This Unit relates to course objectives 1, 2, 4.
Required Readings
Gilbert, N. & Terrell, P. (2010). The field of social welfare policy. In Dimensions of social welfare policy (7'h
ed., chap. 1, pp. 1-27). Boston, MA: Allyn & Bacon.
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). An introduction to macro practice in social work. In Socia/ work macro practice (4
1 ed., chap. 1, pp.2-34). Boston, New York, San Francisco:
Pearson.
Recommended Readings
Kirst-Ashman, K. K. (2008). Introduction to human behavior in the macro social environment. In Human
behavior, communities, organizations, and groups in the macro social environment: An
empowerment approach (2"" ed., chap. 1, pp.1-42). United States: Thomson: Books/Cole
Publishers.
Part 2: Social Welfare: An Historical Perspective
Unit 2: The Roots of Social Welfare Policy: History, Part 1
This Unit relates to course objectives 1.
Required Readings
Day, P. J. (2006). Social welfare moves to the Americas. In A new history of social welfare (51
ed., chap.
5, pp. 125-162). Boston, MA: Pearson-Allyn & Bacon.
Takaki, R. (1993). A Different Mirror. In A different mirror: A history of multicultural America (chap. 1, pp.
1-17). Boston, MA: Little, Brown & Company.
Unit 3: Disenfranchised Populations and Macro Practice: History, part 2
• First graded assignment due - research paper focused on community
This Unit relates to course objectives 1, 2, 3, 4.
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Required Readings
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). The historical roots of macro practice. In Social work
macro practice (41
ed., chap. 2, pp. 35-76). Boston, New York, San Francisco: Pearson.
Cummins, L. K., Byers, K. V., & Pedrick, L. ( 2011). History of policy practice in social work. In Policy
practice for social workers: New strategies for a new era (chap. 2, pp. 26-49). Boston, MA: Allyn
& Bacon, Pearson.
Jansson, B. S. (2009). Making the American welfare state more humane-Past, present and future. In The reluctant welfare state: Engaging history to advance social work practice in contemporary
society (61
ed., chap 2, pp.22-54). United States: Brooks/Cole, Cengage. Recommended Readings
Dolgoff, R. & Feldstein, D. (2007). Social work: The emergence of a profession. In Understanding social
welfare: A search for social justice (chap. 12, pp. 299-318). Boston, MA: Allyn & Bacon, Pearson.
Haynes, K. S. & Michelson, J. S. (2010). The emergence of a social work policy. In Affecting change:
Social workers in the political arena (7'" ed., chap. 3, pp. 23-45). Boston, MA: Allyn & Bacon.
Part 3: Understanding Communities:
Problems, Populations and the Process Of Change
Unit 4: Understanding Communities as Arenas of Change and Service Integration
• Group Oral Presentations-Immersion Community
This Unit relates to course objectives 1, 2, 3, 4
Required Readings
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding communities. In Social work macro
practice (41
ed., chap. 5, pp. 128-166). Boston, New York, San Francisco: Pearson.
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Assessing communities. In Social work macro
practice (41
ed., chap. 6, pp. 167-210). Boston, New York, San Francisco: Pearson. Recommended Readings
Harper, C. J., Echohawk, L., Bigpond, P., Iron Cloud-Koenen, E., & Spotted Eagle, F. (2002). Listening to
the people: Designing and implementing a community-led needs assessment. Protecting
Children, 17(2), 12-29.
Kretzmann, J.P. & McKnight, J. L. (1993). Introduction. In Building Communities from the inside out
(chap. 1, pp. 1-11). Chicago: ACTA Publications.
Michael, J. (2007). Creating parent rich communities: A tale of three cities. Children's Voice, 16(3).
Retrieved from http://www.cwla.org/voice/0705parentingrich.htm
Salcido, R. (2007). Latino population growth, characteristics and language capacities: Implications for
society, services and social justice. Journal of Ethnic and Cultural Diversity, 16(3/4).
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
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Part 4: Social Welfare Policy: Impact on Communities, Service
Organizations and Disenfranchised Populations
Unit 5: Impact of Education Policies
This Unit relates to course objectives 1, 2, 3, 4.
Required Readings
Sipple, J. W. (2007). Major issues in American schools. In Social Work Services in Schools (51
ed., chap.
1, pp. 1-21). Boston, MA: Allyn & Bacon, Pearson.
Recommended Readings
Astor, R. A. & Benbenishty, R., (2007). Zero tolerance of zero knowledge: Empowering schools and
communities with data and democracy. Urban Policy Brief, Urban Initiative University of Southern
California.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.) Astor, R. A., Benbenishty, R. Estrada, J. (2007). School violence: An overview. Urban Ed Magazine, 16-
22.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
Harris, M. B. & Allgood, J. (2008). Adolescent pregnancy prevention: Choosing a program that fits the school and community. Children & Youth Services Review.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
Harris, M. B. (2006). Best school-based practices for primary prevention of adolescent pregnancy. In C.
Franklin, M. B. Harris, & P. Allen-Meares (Eds.), The school services sourcebook: A guide for school-
based professionals. New York: Oxford University Press.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
Koffman, S., Ray, A, Berg, S., Covington, L., Albarran, N. B., & Vasquez, M. (2009). Impact of a
comprehensive whole child intervention and prevention program among youths at risk of gang
involvement and other forms of delinquency. Children and Schools, 31(4), 239-245.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
Unit 6: The Modern Welfare State and Policy Analysis
This Unit relates to course objectives 1, 2, 3, 4.
Required Readings
Gilbert, N. & Terrell, P. (2010). The modern welfare state. In Dimensions of social welfare policy(?'" ed.,
chap. 2, pp. 28-55). Boston, MA: Allyn & Bacon.
Gilbert, N. & Terrell, P. (2010). A framework for social policy analysis. In Dimensions of social welfare
policy(?'" ed., chap. 3, pp. 56-87). Boston, MA: Allyn & Bacon.
Gilbert, N. & Terrell, P. (2010). The basis of social allocation. In Dimensions of social welfare policy (7'" ed., chap. 4, pp. 88-127). Boston, MA: Allyn & Bacon.
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Recommended Readings
Abramovitz, M. (2005). The largely untold story of welfare reform and the human services. Socia/ Work.
50(2), 175-186.
DiNitto, D. M. (2007). Defining poverty: Where to begin. In Social welfare: Politics and public policy (chap.
3, pp. 80-123). Boston, MA: Allyn & Bacon, Pearson.
Dreier, P., Mollenkopf, J., & Swanstrom, T. (2001). The costs of economic segregation and sprawl. In
Place matters (chap. 3, pp. 51-91). Lawrence, KS: University Press of Kansas.
Salcido, R. M. (2005). Para los ninos: A children and youth services agency. Child Welfare Section
Connection, NASW, 6-9.
Seccombe, K. (2011). Historical and persisting dilemmas: How do we explain poverty, what should we do
about it? In So you think I drive a Cadillac? Welfare recipients' perspectives on the system and its
reform (3"' ed., chap. 2, pp. 27-46). Boston, MA: Allyn & Bacon, Pearson.
Surface, D. (2006). Aging in the workplace-New visions for older workers. Social Work Today, 6(1), 36-
42. http://www.socialworktoday.com/archive/swjan2006p36.shtml
Wong, Y. I., Park, J.M., & Nemon, H. (2006). Homeless service delivery in the context of continuum of
care. Administration in Social Work, 30( 1), 67-93.
Unit 7: Impact of Social Provision and Health Policy
This Unit relates to course objectives 1, 2, 3, 4.
Required Readings
Gilbert, N. & Terrell, P. (2010). The nature of social provision. In Dimensions of social welfare policy (7'h
ed., chap. 5, pp. 128-153). Boston, MA: Allyn & Bacon.
Provisions of the Patient Protection and Affordable Care Act by Year. (n.d.). Retrieved from
http://www.healthcare.gov/law/about/legislation/order/bvvear.html
Recommended Readings
Andrews, M. (2010). Pregnant women, new mothers get more protections under healthcare law. Kaiser
Health News.
Baernstein, A., Bostwick, W., Carrick, K., Dunn, P., Goodman, K., et al (2006). Lesbian and bisexual
women's public health. In M. Shankle (Ed.), The handbook of lesbian, gay, bisexual, and
transgender public health (pp. 97-102). New York: Harrington Park Press.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
Dreier, P., Mollenkopf, J., & Swanstrom, T. (2001). The costs of economic segregation and sprawl. In
Place matters (chap. 3, pp. 66-75). Lawrence, KS: University Press of Kansas.
Durkin, M. (2002). An organizational analysis of psychosocial and medical services in outpatient drug
abuse. Socia/ Service Review, 76(3), 406-429.
Ell, K. & Vourlekis, B. (2005). Social work in health care in 2025: The landscape and paths to
transformation. Advances in Social Work, 6(1),182-192.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
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Unit 8: Impact of Mental Health Systems and Design of Delivery Systems
This Unit relates to course objectives 1, 2, 3, 4.
Required Readings
Gilbert, N. & Terrell, P. (2010). The design of the delivery system. In Dimensions of social welfare policy
(71
ed., chap. 6, pp. 154-192). Boston, MA: Allyn & Bacon.
Recommended Readings
Barrio, C., Palinkas, L. A., Yamada, A. M., Fuentes, D., Criado, V., Garcia, P., & Jeste, D. V. (2008).
Unmet needs for mental health services for Latino older adults: Perspectives from consumers,
family members, advocates, and service providers. Community Mental Health Journal, 44(1 ), 57-
74. (Instructor Note: This is a published article by faculty of the USC School of Social Work.)
Currey, R. (2007). PTSD in today's war veterans: The road to recovery. Social Work Today, 7(4), 12-16.
http://www.socialworktoday.com/archive/julyaug2007p13.shtml
Currey, R. (2007). Surviving professional stress in a military setting. Socia/ Work Today, 7(6), 24-28.
Retrieved from http://www.socialworktoday.com/archive/novdec2007p24.shtml
Folsom, D. P., Gilmer, T., Barrio C., Moore, D. J., Bucardo, J., Garcia, P., Hawthorne, W., Hough, R. L.,
Patterson, T., & Jeste, D. V (2007). Spanish-speaking Latinos differ from English-speaking
Latinos and Caucasians in care for serious mental illness. American Journal of Psychiatry,
164(8), 1173-1180.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
Mennen, F. E. & Trickett, P. (2007). Mental health services to urban minority children. Children and Youth
Services Review, 27, 577-593.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
Unit 9: Impact of Strengths and Limitations of the Child Welfare System
This Unit relates to course objectives 1, 2, 3, 4.
Required Readings
Gilbert, N. & Terrell, P. (2010). The mode offinance: sources of funds. In Dimensions of social welfare
policy(71hed., chap. 7, pp. 193-230). Boston, MA: Allyn & Bacon.
Recommended Readings
Mccroskey, J. (2007). Using child and family indicators to influence communities and policy in Los
Angeles County. Social Indicators Research, 83, 125-148.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
Popple, P. & Vecchiolla, F. (2007). Child welfare in the United States: A brief history. In Child welfare
social work: An introduction (chap. 2, pp. 29-60). Boston, MA: Pearson-Allyn Bacon.
Sanders, D. (2009). Safely reducing the number of children in foster care. Children's Voice. Retrieved
from http://www.cwla.org/voice/0905fostercare.htm
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Unit 10: Criminal Justice • Assignment 2 due
This Unit relates to course objectives 1, 2, 3, 4, 5.
Required Readings
Karger, H.J. & Stoesz, D. (2010). American social welfare policy: A pluralist approach (6th ed.). Boston:
Allyn & Bacon, Pearson. Chapter 14: Criminal Justice
Recommended Readings
Dreier, P., Mollenkopf, J., & Swanstrom, T. (2001). Place Matters. Lawrence, KS: University Press of
Kansas. Chapter 3: The Costs of Economic Segregation and Sprawl, pages 82-90
Part 5: Assessing Human Service Organizations Within the Context of
Community and the Influence of Policy
Unit 11: Organizational Structure and Personnel Management- Theories and Practice
This Unit relates to course objectives 1, 2, 3, 4, 5.
Required Readings
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding organizations. In Socia/ work macro
practice (4th ed., chap. 7, pp. 212-257). Boston, New York, San Francisco: Pearson.
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Analyzing human service organizations. In Socia/ work macro practice (4th ed., chap. 8, pp. 258-305). Boston, New York, San Francisco: Pearson.
Recommended Readings
Findler, L., Wind, L., & Mor Barak, M. E. (2007). The challenge of workforce management in a global
society: Modeling the relationship between diversity, organizational culture, and employee well
being, job satisfaction and organizational commitment. Administration in Social Work, 31(3), 63-
94.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
Gibelman, M. (2003). The work environment. In Navigating human service organizations: Essential
information for thriving and surviving in agencies (chap. 6, pp. 103-123). Chicago: Lyceum Books,
Inc.
Jaskyte, K. & Dressler, W.W. (2005). Organizational culture and innovation in nonprofit human service
organizations. Administration in Social Work, 29(2), 23-41.
Parsons, R. D. (2001). Ethical conflicts: The system and the interests of others. In The ethics of
professional practice (chap. 5, pp. 83-99). Boston, MA: Allyn and Bacon.
Schmid, H. (2004). The role of nonprofit human service organizations in providing social services: A
prefatory essay. Administration in Social Work, 28(3/4), 1-21.
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Part 6: Managing Change in Social Service
Agencies and Communities
Unit 12: Macro Change-Planning Change and Developing Intervention Strategies
This Unit relates to course objectives 1, 2, 3, 4, 5.
Required Readings
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding community and organizational
problems. In Socia/ work macro practice (4th ed., chap. 3, pp. 78-106). Boston, New York, San
Francisco: Pearson.
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Building support for the proposed change. In Socia/
work macro practice (4th ed., chap. 9, pp. 308-337). Boston, New York, San Francisco: Pearson.
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Selecting appropriate strategies and tactics. In Social work macro practice (4th ed., chap. 10, pp. 338-367). Boston, New York, San Francisco: Pearson.
Recommended Readings
Effective Intervention in Domestic Violence & Child Maltreatment Cases: Guidelines for Policy and
Practice. (1999). Introduction. Retrieved from
http:l/www.thegreenbook.info/documents/Greenbook.pdf
Effective Intervention in Domestic Violence & Child Maltreatment Cases: Guidelines for Policy and
Practice. (1999). Chapter 1: Guiding framework. Retrieved from
http://www.thegreen book.info/docu ments/Greenbook. pdf
Effective Intervention in Domestic Violence & Child Maltreatment Cases: Guidelines for Policy and Practice. (1999). Chapter 3: Child protection system. Retrieved from
http://www. thegreen book.info/documents/Green book.pdf
Effective Intervention in Domestic Violence & Child Maltreatment Cases: Guidelines for Policy and
Practice. (1999). Chapter 4: Domestic violence services for families. Retrieved from
http://www.thegreenbook.info/documents/Greenbook.pdf
Haynes, K. S. & Michelson, J. S. (2010). Affecting change: Social workers in the political arena (?'h ed.).
Boston, MA: Allyn & Bacon(chap 3., pp. 23-45).
Hayti, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Defining the problem: The scope and
causes of DMC. In Pathways to juvenile detention reform: Reducing racial disparities in juvenile
detention (pp. 17-30). Annie Casey Foundation. Retrieved from
http://www.aecf.org/upload/PublicationFiles/reducing%20racial%20disparities.pdf
Hoyt!, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Efforts to reduce racial
disparities-Overview. In Pathways to juvenile detention reform: Reducing racial disparities in
juvenile detention (pp. 30-52). Annie Casey Foundation. Retrieved from
http://www.aecf.org/upload/PublicationFiles/reducinq%20racial%20disparities.pdf
Hoytt, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Case study: Cook County, Illinois. In
Pathways to juvenile detention reform: Reducing racial disparities in juvenile detention (pp. 33-
39). Annie Casey Foundation. Retrieved from
http://www.aecf.org/upload/Publicationfiles/reducing%20racial%20disparities.pdf
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h
h
Hoyt!, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Case study: Sacramento, California. In
Pathways tojuvenile detention reform: Reducing racial disparities in juvenile detention (pp. 39-
46). Annie Casey Foundation. Retrieved from
http:l/www.aecf.orqluploadlPublicationFiles/reducing%20racial%20disparities.pdf
Hoyt!, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Case study: Santa Cruz, California. In
Pathways tojuvenile detention reform: Reducing racial disparities in juvenile detention (pp. 46-
52). Annie Casey Foundation. Retrieved from
http://www.aecf.org/upload/PublicationFiles/reducinq%20racial%20disparities.pdf Hoyt!, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Lessons learned. In Pathways to juvenile
detention reform: Reducing racial disparities in juvenile detention (chap. 5, pp. 65-70). Annie
Casey Foundation. Retrieved from
http://www.aecf.org/upload/PublicationFiles/reducing%20racial%20disparities.pdf Kirst-Ashman K. K. & Hull, G. H. (1997). Using micro skills in the macro environment. In Generalist
Practice with Organizations and Communities (chap. 2, pp. 45-90). Chicago: Nelson Hall. The Greenbook Initiative. (2005). Changes in policy and practice among family serving agencies enhance
safety and well being. The Greenbook national evaluation team. Retrieved from
http://www.thegreenbook.info/documents/GB newsletter 1.pdf
Unit 13: Implementing and Monitoring Organizational Changes-Ensuring Access to Service for Diverse Populations
This Unit relates to course objectives 1, 2, 3, 4, 5.
Required Readings
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding populations. In Socia/ work macro
practice (41
ed., chap. 4, pp. 107-125). Boston, New York, San Francisco: Pearson.
Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Planning, implementing, monitoring, and evaluating
intervention. In Socia/ work macro practice (41
ed., chap. 11, pp. 368-404). Boston, New York,
San Francisco: Pearson.
Recommended Readings
Aranda, M. P., Villa, V. M., Trejo, L., Ramirez, R., & Ranney, M. (2003). El portal Latino Alzheimer's
project: Model program for Latino caregivers of Alzheimer's disease-affected people. Social
Work, 48(2), 259-271 .
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
Larrison, C. R., Schoppelrey, S., Hadley-Ives, E., & Ackerson, B. J. (2008). Organizational climate and
treatment outcomes for African-American clients receiving services at community mental health
agencies. Administration in Social Work, 32(3): 111-138.
Lewis, S. & Crook, W. P. (2001). Shifting sands: An AIDS service organization adapts to a changing
environment. Administration in Social Work, 25(2), 1-20.
Linhorst, D. M., Eckert, A., & Hamilton, G. (2005). Promoting participation in organizational decision
making by clients with severe mental illness. Social Work, 50(1), 21-30.
Perlmutter, F. D. & Crook, W. P. (2004). Administrative advocacy and the management of change. In
Changing hats while managing change: From social work practice to administration (chap. 5, pp.
59-74). Washington, D.C.: National Association of Social Workers.
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Unit 14: The Global Community-Impact of International
Social Welfare Issues on Communities and Agencies
This Unit relates to course objectives 1, 2, 3, 4, 5.
Required Readings
Gilbert, N. & Terrell, P. (2010). Policy dimensions: International trends in the twenty-first century. In
Dimensions of social welfare policy (7'" ed., chap. 9, pp. 267-281 ). Boston, MA: Allyn & Bacon.
Haverkamp, E. (2008). What every social worker should know about immigration law. Socia/ Work Today,
8(1), 26-29. http://www.socialworktoday.com/archive/janfeb2008p26.shtml
The Millennium Development Goals Report 2008. United Nations. New York. Retrieved from
http://www.undp.org/publications/MDG Report 2008 En.pd!
National Association of Social Workers. (2010). International social work - Fact sheet. Retrieved from:
NASWDC
Recommended Readings
Ferguson, K. (2006). Responding to children's street work with alternative income generation strategies. International Social Work, 49(6), 705-717.
(Instructor Note: This is a published article by faculty of the USC School of Social Work.)
United States Department of Labor. (2002). Trafficking in Persons: A Guide for Non-Governmental
Organizations. Women's Bureau, U.S. Department of Labor.
http://www.dol.gov/wb/media/reports/traflicking.htm
Unit 15: Ethical Issues for Practitioners in Organizations
• Assignment 3 due one week after final class session
This Unit relates to course objectives 1, 2, 3, 4, 5.
This class session will involve a review of all of the course objectives and a summary of how the
objectives have been achieved.
Recommended Readings
Greif, G. (2004). When a social worker becomes a voluntary commissioner and calls on the code of ethics. Social Work, 49(2), 277-280.
Hardina, D. (2004). Guidelines for ethical practice in community organization. Social Work, 49(4), 595 -
604.
STUDY DAYS I NO CLASSES
FINAL EXAMINATIONS
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University Policies and Guidelines
IX. ATTENDANCE POLICY
Students are expected to attend every class and to remain in class for the duration of the unit. Failure to
attend class or arriving late may impact your ability to achieve course objectives which could affect your
course grade. Students are expected to notify the instructor by email (see instructor for email) of any
anticipated absence or reason for tardiness.
University of Southern California policy permits students to be excused from class for the observance of
religious holy days. This policy also covers scheduled final examinations which confiict with students'
observance of a holy day. Students must make arrangements in advance to complete class work which
will be missed, or to reschedule an examination, due to holy days observance.
Please refer to Scam pus and to the USC School of Social Work Student Handbook for additional
information on attendance policies.
X. STATEMENT ON ACADEMIC INTEGRITY
USC seeks to maintain an optimal learning environment. General principles of academic honesty include
the concept of respect for the intellectual property of others, the expectation that individual work will be
submitted unless otherwise allowed by an instructor, and the obligations both to protect one's own
academic work from misuse by others as well as to avoid using another's work as one's own. All students
are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains
the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix
A: http://www.usc.edu/depUpublications/SCAMPUS/qov/. Students will be referred to the Office of Student
Judicial Affairs and Community Standards for further review, should there be any suspicion of academic
dishonesty. The Review process can be found at: http://www.usc.edu/student-affairs/SJACS/.
Additionally, it should be noted that violations of academic integrity are not only violations of USC
principles and policies, but also violations of the values of the social work profession.
XI. STATEMENT FOR STUDENTS WITH DISABILITIES
Any student requesting academic accommodations based on a disability is required to register with
Disability Services and Programs (DSP) each semester. A letter of verification for approved
accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as
early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m.,
Monday through Friday.
Students from all academic centers (including the Virtual Academic Center) may contact Ed Roth,
Director of the DSP office at 213-740-0776 or [email protected].
XII. EMERGENCY RESPONSE INFORMATION
Note: The following Emergency Response Information pertains to students on campus, but please note
its importance should you be on campus for a temporary or extended period. When not on campus: Call
the 911 listing in your local community for any emergency.
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To receive information, call the main number (213) 740-2711, press #2. "For recorded announcements,
events, emergency communications or critical incident information."
To leave a message, call (213) 740-8311
For additional university information, please call (213) 740-g233
Or visit university website: http://emergency.usc.edu
If it becomes necessary to evacuate the building, please go to the following locations carefully and using
stairwells only. Never use elevators in an emergency evacuation.
Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications
on their cell phone, pager, PDA, or e-mail account. Register at https://trojansalert.usc.edu.
UNIVERSITY PARK CAMPUS ACADEMIC CENTERS
City Center Front of Building
1121
& Olive) "
Orange County Faculty Parking Lot
MRF Lot B San Diego Buildinq Parkinq Lot
swc Lot B Skirball Front of BuildinQ
VKC McCarthv Quad WPH McCarthy Quad
Do not re-enter the building until given the "all clear" by emergency personnel.
XIII. STATEMENT ABOUT INCOMPLETES
The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a
documented illness or some other emergency occurring after the 12th week of the semester. Students
must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be
instituted by the student and agreed to be the instructor and reported on the official "Incomplete
Completion Form."
XIV. POLICY ON LATE OR MAKE-UP WORK
Papers are due on the day and time specified. Extensions will be granted only for extenuating
circumstances. If the paper is late without permission, the grade will be affected.
XV. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS
It may be necessary to make some adjustments in the syllabus during the semester in order to respond to
unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students
both verbally and in writing.
XVI. CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS (OPTIONAL)
Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly
[http:llwww.socialworkers.org/pubs!Codelcode.asp]
Preamble
The primary mission of the social work profession is to enhance human wellbeing and help meet the
basic human needs of all people, with particular attention to the needs and empowerment of people who
are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the
profession's focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to
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social work is attention to the environmental forces that create, contribute to, and address problems in
living.
Social workers promote social justice and social change with and on behalf of clients. "Clients" is used
inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are
sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other
forms of social injustice. These activities may be in the form of direct practice, community organizing,
supervision, consultation administration, advocacy, social and political action, policy development and
implementation, education, and research and evaluation. Social workers seek to enhance the capacity of
people to address their own needs. Social workers also seek to promote the responsiveness of
organizations, communities, and other social institutions to individuals' needs and social problems.
The mission of the social work profession is rooted in a set of core values. These core values, embraced
by social workers throughout the profession's history, are the foundation of social work's unique purpose
and perspective:
• Service • Social justice
• Dignity and worth of the person
• Importance of human relationships
• Integrity
• Competence
This constellation of core values reflects what is unique to the social work profession. Core values, and
the principles that flow from them, must be balanced within the context and complexity of the human
experience.
XVII. COMPLAINTS
If you have a complaint or concern about the course or the instructor, please discuss it first with the
instructor. If you feel you cannot discuss it with the instructor, contact one of the co-chairs of the
sequence, Sam Mistrano, at [email protected] or Jane Allgood at [email protected]. If you do not
receive a satisfactory response or solution, contact your advisor or Dr. Paul Maiden, Vice Dean and
Professor of Academic and Student Affairs, at [email protected]. Or, if you are a student of the VAC,
contact June Wiley, Director of the Virtual Academic Center, at (213) 821-0901 or [email protected] for
further guidance
XVIII. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE (OPTIONAL)
.r Be mindful of getting proper nutrition, exercise, rest and sleep!
.r Come to class .
.r Complete required readings and assignments before coming to class.
.r Before coming to class, review the materials from the previous Unit and the current Unit, and scan the topics to be covered in the next Unit.
.r Come to class prepared to ask any questions you might have.
.r Participate in class discussions .
.r After you leave class, review the materials assigned for that Unit again, along with your notes from that Unit.
.r If you don't understand something, ask questions! Ask questions in class, during office hours, and/or through email!
.r Keep up with the assigned readings.
Don't procrastinate or postpone working on assignments.