SOCIAL WELFARE AND SOCIAL WORK - Loyola University 社会福利与社会工作-洛约拉大学

SOCIAL WELFARE AND SOCIAL WORK - Loyola University 社会福利与社会工作-洛约拉大学 LOYOLA UNIVERISTY CHICAGO SCHOOL OF SOCIAL WORK SOCIAL WELFARE AND SOCIAL WORK Social Work 507 Fall, 2006 Course Description: This course deals with the societal and social policy content that impact upon professionals in their service roles. The general aim is to develop an analytic and critical approach to the study of how society politically and economically structures its caring responses. Since the course focuses upon the varied aspects and definitions of humanity and social responsibility, it addresses many topics which are examined within the humanities and social sciences. The course traces the development of and the interrelationships between social welfare policy and social work practice in the United States. It explicates the interests, values, belief systems, and assumptions that underlie the American social welfare system, providing the student with the opportunity to explore his or her own beliefs and values as well. The evaluation of social welfare policies and programs is placed in socio-historical context and the social forces unique to the American experience are examined. Major questions of social choice and the criteria that underlie different approaches to the funding and delivery of social services are considered. Alternative contemporary views of the nature, purpose and functions of the social welfare system are considered and related in an examination of the social work profession and social work practice. The focus of this course is on foundation level knowledge. Content is structured to provide an basic understanding of the policy making process, current social welfare policies, programs and systems within which the student will function in the provision of service, and present controversies and issues. Various theoretical approaches to policy analysis are explored (e.g., rational actor, pluralist and elitist models) and political and economic theories (Keynesian versus free market economics) are reviewed. In addition, theoretical explanations of poverty are examined and critically analyzed in light of current data. Course Objectives: Through class discussions, exams and assignments, students are expected to demonstrate mastery of the following objectives all of which are at the basic, foundation level: Knowledge 1. Ability to conceptualize the importance and relevance of social welfare policy, and the interrelationships between social welfare policy and social work practice. Outcome: Students will be able to identify key social welfare policies and the programs that have evolved as a result of these policies. Course content focuses on specific areas such as 1 poverty policy, child welfare, mental health, health and employment policies and programs, among others. Students are also expected to have a familiarity with the structure and distinguishing features of major social welfare policies and programs at the completion of the course. 2. Ability to comprehensively evaluate and critique social problems and their relationship to social welfare policies. Outcome: Students will display an understanding of the workings of the welfare state and the processes by which social problems are translated into social policies. Early course readings and course content emphasize the process by which social problems become social policies, the legislative mechanisms at work (i.e., how a bill becomes a law), and the implementation process. Students then apply this understanding in a final paper where they must pick a social problem and analyze the attendant policy which was designed to address it. 3. Understanding of some of the major historical, philosophical, religious, spiritual, sociological, economic and ideological issues involved in social welfare policy, social services and the profession of social work, , especially as they relate to special populations. Outcome: Students will be able to identify the various forces that have shaped policy responses from the sources listed above (i.e., historical, philosophical, religious, economic and so on) and how these have interacted to shape our response historically and currently. This includes providing students with an understanding of the historical development of social welfare institutions and an awareness of the evolution of the social work profession within the society of the United States. The mid-term examination is designed to assess this along with class discussion. Values 1. A value commitment to the profession’s responsibility to promote social & economic justice for people and groups in need, at risk and oppressed. Outcome: Students will understand their own values as they relate to the values of the profession. They will also understand how policies may promote or hinder social and economic justice for various groups and people in need, at risk and oppressed. 2. Development of an appreciation of the role of values, interests and ideology in shaping problem-policy-service responses. Outcome: Students will understand how competing values and ideologies shape policy and service responses. They will have to complete a paper at the end of the semester which includes an analysis of the values that have shaped a specific policy of interest. 3. A commitment to the professional responsibility to be informed of social policy issues as they affect clinical practice. 2 Outcome: Students will be aware of the professions commitment to social policy issues and how such a commitment is an integral part of the profession, whether they eventually engage in individuals or macro-level work. In addition, they will need to consider how social work values and ethics are reflected in the chosen policy they chose to analyze in their final papers. Skills 1. Ability to analyze social policy and social services in terms of distribution and fairness with special emphasis on poor persons racial/ethnic/gender/minority groups. Outcome: Students will complete a final paper which involves analysis of a social welfare policy. One component of this analysis includes a discussion of the impact of the policy in terms of social justice, equity and accountability. 2. Ability to apply social policy frameworks to the resolution of social problems. Outcome: Students final paper involves application of a social policy framework, as developed by Karger and Stoesz, to a social problem and the policy developed to address that problem. 3. Ability to identify social, structural, political, economic and cultural factors that shape social policy. Outcome: This skill will be demonstrated in both the mid-term material and in the final policy assignment which requires students to analyze a chosen policy in terms of a framework that includes consideration of political, economic and administrative feasibility. Further, they must identify the historical, social, structural and cultural factors that have shaped the nature of the particular policy they select. Teaching Methodology The major approach used in this course will be lecture-discussion. Guest speakers, and video materials may also be used. It is important to come to class regularly, having read the assignments and prepared to discuss the material. Throughout this course, the social institution will be a primary focus of discussion. Institutions are created by society to meet basis social needs. Institutions are organized around certain norms and ideas to develop social structures to fulfill certain functions. Patterned human activities are generated by institutions, these activities in turn shape and modify social institutions. Society may be viewed as being composed of several major institutions, e.g., family, economy, government, religion, and social welfare. We will focus on the history of the social welfare institution and the development of the social work profession as the key profession in the social welfare institution. The shape and character of the social welfare institution is always influenced by the other institutions just mentioned. In addition, social and intellectual trends and perhaps most importantly, values, influence what the social welfare institution is. 3 We will study how need is defined and who gets what services and why. Throughout our discussion we will pay particular attention to the changing character of social work as it evolves as a helping profession. Any discussion of the history of social welfare in America is incomplete without a consideration of the residual and primary conceptions of social welfare. Of particular interest is why American society has frequently been reluctant to institutionalize its response to those in need, particularly the poor. We will also examine the history of specific fields of practice in social work including child welfare, health and mental health, and public welfare. This is instructive in enabling us to see how much progress has been made but also to remind us of unresolved issues with which we continue to struggle. We will also consider the political and public policy components of social welfare in contemporary American society. Before policy can be formulated, society must be able to identify and define social problems and agree there is a need to resolve these problems. As we shall see, the definition of social problems is influenced by culture (both norms and values), history, special interest, and key figures. The policy process ideally helps a society move from problem awareness to some specific attempts (programs) to meet specific goals. Not surprisingly, this policy process is both rational and irrational, political and non-political. The policy process is often filled with compromises and incompatibilities, so that policy can serve multiple purposes or functions. In the final analysis, not everyone is satisfied with social policy. The specific areas of debate frequently revolve around 1) purpose and function (to develop people fully, to control them, to meet other social needs) and 2) the nature of allocation (to whom, for whom, with what benefits/provisions, at what costs, to whom, with what results.) We will pay particular attention to the major cultural constraints upon American social welfare policy. These include our cultural and value system concerning work, dependency, individualism, special populations and the role of government and the primacy of local and private over national and public responses. To explore in depth any social welfare policy and program intervention, it is important to have an understanding of the analytical process. Therefore we will examine the steps of the process: problems definition, resource analysis and goal setting and program strategies. The purpose of this part of the course is to become familiar with several elements useful in critiquing policy, as well as becoming familiar with major, specific policy/program formulations (e.g. Social Security, SSI, etc.) Course assignments, which include a mid-term exam and final policy analysis paper are designed to reinforce understanding of the social, historical, structural, political, cultural and economic factors shaping social welfare policies and programs and the application of a policy analysis framework. 4 Respect for Diversity The instructors are committed to the recognition and respect for variations in racial, ethnic, and cultural backgrounds and in class, gender, age, physical and mental ability, religion, and sexual orientation. The instructors value ethnically sensitive and culturally competent social work education and practice. The instructors uphold the ethical standards set forth by the profession and the Jesuit ideals of the university. This is demonstrated through readings, lectures, case presentations and assignments. The instructors expect that students will demonstrate comparable respect for diversity of their classmates, faculty and clients, and commit to address issues of marginalization, oppression, prejudice and discrimination. Students With Special Needs Any student with special needs or difficulties in learning and completing course assignments is strongly encouraged to see the instructor as son as possible. Please refer to the Graduate School of Social Work Student Handbook for student rights and available resources pertaining to assistance with special needs or disabilities. Academic Integrity Academic integrity is essential to a student’s professional development, their ability to serve others, and to the University’s mission. Therefore, students are expected to conduct all academic work within the letter and the spirit of the Statement on Academic Honesty of Loyola University Chicago, which is characterized by any action whereby a student misrepresents the ownership of academic work submitted in his or her name. Responsibilities of Academic Honesty and Academic Integrity are detailed in Graduate Manual of Loyola University Chicago and The Graduate School of Social Work Student Handbook. This commitment ensures that a student of the School of Social Work will neither knowingly give nor receive any inappropriate assistance in academic work, thereby, affirming personal and professional honor and integrity. Students may not plagiarize or use the same assignment content to fulfill different course requirements. Textbooks and Reading Materials (Instructors may choose from the following texts which all cover the same subject areas outlined in the syllabus. This syllabus uses Karger and Stoesz and Trattner’s texts). th ed.). Englewood Cliffs, NJ: Prentice Hall. Day, P. (2005). A New History of Social Welfare (5 (Recommended for a historical perspective on treatment of special populations) On reserve in the library. thJansson, B.S. (2004). The Reluctant Welfare State (5 ed.). Pacific Grove, CA: Brooks/Cole. (Also recommended for additional historical material and on reserve at the library). 5 th Karger, H.J. and Stoesz, D. (2006). American Social Welfare Policy- A Pluralist Approach (5 ed.). New York: Allyn & Bacon. REQUIRED Segal, E.A. and Brzuzy, S. (1998). Social Welfare Policy, Programs and Practice. Itasca, IL: F.E. Peacock. thTrattner, W. (1999). From Poor Law to Welfare State (6 ed.). New York: Free Press. REQUIRED Handouts will also be distributed in class and are part of the required readings. Required books are on reserve at the library and a number of supplemental items are on regular course reserves under the Instructor’s name. In addition, several of the readings are available full-text from electronic journals on-line and these are indicated in the syllabus. Finally, there are a number of required and suggested readings that are available directly from the internet. The URLs for these readings are listed in the syllabus. There are also some additional references at the end of the syllabus with site information that may be of interest to you or useful for your policy papers. Assignments and Grading The final course grade is based on the following: - Mid Term In-class exam 35% of grade - Group project (40%) & presentation (5%) 45% of grade - Class participation 20% of grade Exam: An mid-term exam will be given on Week 8/9 . The exam will cover the assigned readings, class lectures, and discussions. It will consist of essay and short answer questions. The purpose of the exam is to make sure you understand the historical material that has been covered and can apply it to current policies and programs. Policy Paper Early in the semester (about Week 5 or 6) students will be asked to select a social problem and its resulting social policy for discussion and analysis in terms of the major content of the course. This will give you the opportunity to apply many of the concepts we have explored throughout the semester and demonstrate your understanding of how policies are made and their impact. Students will also be asked to find at least one more but no more than three other students who are interested in the same problem with whom they can complete the assignment. An expanded framework for analysis is attached at the end of the syllabus. In general you will be asked to discuss and analyze; 1) The nature of the social problem necessitating the policy; 2) The historical background of the policy itself; 3) The nature of the policy; and 4) The political, economic and administrative feasibility of the policy. The group will be responsible for preparing a 12 to 15 page paper covering these issues which will be due on the last day of class. In addition to the paper, each group will be asked to give a 6 presentation related to their social problem and findings. Presentations will take place the last class session. In addition, students will be asked to complete a feedback form based on their experience with the group. The form will ask each group member to rate his or her own effort and the efforts of the other group members related to work on the paper. The instructor will maintain confidentiality regarding the feedback. Unless it is apparent from this feedback form that there has been a wide discrepancy in group participation, the same grade will be given to each member of the group. Late submission of an assignment, without the instructor’s prior consent, will result in a drop of one letter grade on the assignment. Class Participation: Class participation is an important element of the course. Students are expected to attend all classes and to have completed all assigned readings. Students should come to class prepared to discuss the issues, ideas, and questions raised in the readings. I will assign a final grade for participation which will comprise 20% of your total grade. Students who miss more that two classes without discussing absences with the instructor will have their final grades reduced by one letter grade per absence. 7 Course Schedule Unit 1. COURSE INTRODUCTION AND DISCUSSION OF BASIC CONCEPTS IN SOCIAL WELFARE POLICY AND THE POLICY MAKING PROCESS Week 1: Overview of Course. Social Problems and Social Work. Readings - ‘Troubles and Issues’ -C. Wright Mills--handout ‘Social Institutions’—handout. Week 2 Understanding the Relationship between Social Work, Social Problems, and the Policy Response. Readings – Karger, H.J. & Stoesz, D. (2006). Chapter 1: Social Policy and the th American Welfare State. In American Social Welfare Policy: A Pluralist Approach (5 ed.). New York: Allyn & Bacon. Recommended: Segal, E.A. and Brzuzy, S. (1998). Chapter 1: What is Social Welfare and Why Is It Important. In Social Welfare Policy, Programs and Practice. Itasca, IL: F.E. Peacock. Available through regular course reserves Segal, E.A. and Brzuzy, S. (1998). Chapter 3: Theories and Concepts in Social Welfare Policy. In Social Welfare Policy, Programs and Practice. Itasca, IL: F.E. Peacock. Available through regular course reserves (In addition to the required readings, students are expected to read 1-2 articles/chapters from the list of readings included for each class. Many of these readings are available full-text on-line through electronic versions of the journal, as indicated on the syllabus. Almost all the books are on regular Reserves under my name. In addition, many of the journals themselves are available in hard copy at the library). Dear, R.B. (1995). Social welfare policy. In R.L. Edwards et al. (Eds.), Encyclopedia of Social Work (19th ed., pp. 2226-2237). Washington, DC: NASW Press. Dolgoff, R. & Feldstein, D. (2002). Understanding Social Welfare (5th ed.). New York : Allyn & Bacon. Frumkin, M., & Lloyd, G.A. (1995). Social work education. In R.L. Edwards et al. th(Eds.), Encyclopedia of Social Work (19 ed., pp. 2238-2247). Washington, DC: NASW Press. Katz, M. (1995). The welfare state. In Improving Poor People: The Welfare State, the ‘Underclass,’ and Urban Schools as History (pp. 19-59). Princeton, NJ: Princeton University Press. 8 Myles, J. & Quadagno, J. (2002). Political theories of the welfare state. Social Service Review, 76, 34-57. (Available full-text on line). Piven, F.F. and Cloward, R.A. (1971). Regulating the Poor: The Function of Public Welfare. New York: Random House. Walinsky, A. (1995). The crisis of public order. Atlantic Monthly, 39-54. (Available full text on line) Wilensky, H.I. and Lebeaux, C.N. (1965). Industrial Society and Social Welfare. New York: The Free Press. Week 3: Models for Policy Analysis. Readings - Karger, H.J. & Stoesz, D. (2006). Chapter 2: Social Welfare Policy Research: A Framework for Policy Analysis. In American Social Welfare Policy: A th ed.). New York: Allyn & Bacon. Pluralist Approach (5 Karger, H.J. & Stoesz, D. (2006). Chapter 8: The Making of Governmental Policy. In thAmerican Social Welfare Policy: A Pluralist Approach (5 ed.). New York: Allyn & Bacon. Brodkin, E.Z. (1997). Inside the welfare contract: Discretion and accountability in state welfare administration. Social Service Review, 71, 1-33. (Available full- text on line). thDye, T.R. (2004). Understanding Public Policy (11 ed.). Engelwood Cliffs, NJ: Prentice Hall. Haynes, K. and Mickelson, J. (2005). Affecting Change: Social Workers in the thPolitical Arena (6 Edition). New York: Allyn & Bacon Kingdon, J.W. (1984). Agendas, Alternatives and Public Policies. Boston: Little Brown. Lindbloom, C.E. (1959). The science of muddling through. Public Administration, 19, 79-88. Lipsky, M. (1983). Street Level Bureaucrats. New York: Russell Sage Foundation. McInnis-Dittrich. (1994). Integrating Social Welfare Policy and Social Work Practice. Belmont, CA: Brooks Cole. Segal, E.A. and Brzuzy, S. (1998). Chapter 12: Sources of Information for Social Welfare Policy Analysis. In Social Welfare Policy, Programs and Practice. Itasca, IL: F.E. Peacock. 9 U.S. House of Representatives (1986). How Our Laws Are Made. No. 99-158, Washington, D.C: U.S. Government Printing Office. Week 4 Poverty –Definitions. Causes and Demographics and Policies Readings - Karger, H.J. & Stoesz, D. (2006). Chapter 5: Poverty in America. In th ed.). New York: Allyn & American Social Welfare Policy: A Pluralist Approach (5Bacon. Karger, H.J. & Stoesz, D. (2006). Chapter 9: Tax Policy and Income Distribution. In thAmerican Social Welfare Policy: A Pluralist Approach (5 ed.). New York: Allyn & Bacon. Readings - Poverty Handouts Readings - Abramovitz, M. (2001). Everyone is still on welfare: The role of redistribution in social policy. Social Work, 46(4), 297-312. Available full-text on line. (revised ed.). Boston: South Abramovitz, M. (1996). Regulating the Lives of Women . End Press. Danziger, S.H., Sandefur, G.D. and Weinberg, D.H. (1994). Confronting Poverty: Prescriptions for Change. New York: Russell Sage Foundation. Daugherty, R.H. & Barber, G.M. (2001). Self-sufficiency, ecology of work and welfare reform. Social Service Review, 75, 662-675. Available full-text on line. Ellwood, D.T. (1989) Poor Support: Poverty in the American Family. New York: Basic Books. Karger, H.J. & Stoesz, D. (2006). Chapter 18: The American Welfare State in International Perspective. In American Social Welfare Policy: A Pluralist Approach th(5 ed.). New York: Allyn & Bacon. Katz, Michael B. (1995). The underclass. In Improving Poor People: The Welfare State, the ‘Underclass,’ and Urban Schools as History (pp. 60-98). Princeton, NJ: Princeton University Press Mowbray, C.T. & Bybee, D. (1996). Services Provided by a Homeless Intervention: Policy and Planning Implications. Journal of Sociology and Social Welfare, 23(4),129-46. Unit 2. HISTORY OF THE SOCIAL WELFARE INSTITUTION AND THE DEVELOPMENT OF THE SOCIAL WORK PROFESSION. 10 Week 5: Welfare in History: The Elizabethan Poor Laws and Their Influence on Welfare in America Readings-- Trattner, W. (1999). Chapter 1: The Background. In From Poor Law to th ed.). New York: Free Press. Welfare State (6 Trattner, W. (1999). Chapter 2: Colonial America. In From Poor Law to Welfare State th(6 ed.). New York: Free Press. Trattner, W. (1999). Chapter 3: The Era of the American Revolution. In From Poor thLaw to Welfare State (6 ed.). New York: Free Press. Boswell, J.E. (1984). Exposito and oblatio: The abandonment of children and the ancient medieval family. America Historical Review, 89, 10-33. (Full text on line) Elder, W. (1964). Speenhamland revisited. Social Service Review 38, 294-302. Ellwood, D.T. (1989). Poor Support: Poverty in the American Family. New York: Basic Books. Galper, J. (1970). The Speenhamland scales: Political, social or economic disaster? Social Service Review 44, 54-62. Guest, G. (1989). The boarding of the dependent poor in colonial America. Social Service Review, 63, 92-112. Resch, J.P. (1982). Federal welfare for revolutionary war veterans. Social Service Review, 56, 171-95 Williams, H.V. (1944). Benjamin Franklin and the poor laws. Social Service Review, 18, 77-91. Wisner, E. (1945). The Puritan background of the New England poor laws. Social Welfare in the South, 19, 381-90. Week 6 The Trend Toward Indoor Relief in the Eighteenth Century. The Rise of Scientific Charity after the Civil War. The Settlement House Movement. Readings – Trattner, W. (1999). Chapter 4: The Trend Toward Indoor Relief. In From thPoor Law to Welfare State (6 ed.). New York: Free Press. Trattner, W. (1999). Chapter 5: The Civil War & After--Scientific Charity. In From thPoor Law to Welfare State (6 ed.). New York: Free Press. Trattner, W. (1999). Chapter 8: The Settlement House Movement. In From Poor Law thto Welfare State (6 ed.). New York: Free Press. 11 Becker, D.G. (1964). Exit lady bountiful: The volunteer and the professional social worker. Social Service Review, 38, 57-72. Bremner, R. (1956). Scientific philanthropy. Social Service Review, 30, 168-73. Chambers, C.A., and Hinding, A. (1968). Charity workers, the settlements, and the poor. Social C, 49, 96-101. Day, P. (2005). The American welfare state begins. In A New History of Social Welfare th ed., pp. 197-234). Englewood Cliffs, NJ: Prentice Hall. (5 y, P. (2005). The Progressive era, war, and recovery. In A New History of Social DathWelfare (5 ed., pp. 235-269). Englewood Cliffs, NJ: Prentice Hall. Week 7: The Professionalization of Social Work; The Great Depression and New New Deal (Part 1). Readings - Trattner, W. (1999). Chapter 3: Religion and Social Welfare Policy. In thFrom Poor Law to Welfare State (6 ed.). New York: Free Press. Trattner, W. (1999). Chapter 10: Social Insurance Programs. In From Poor Law to thWelfare State (6 ed.). New York: Free Press. Trattner, W. (1999). Chapter 13: Depression and a New Deal. In From Poor Law to thWelfare State (6 ed.). New York: Free Press. Readings - Social Security Administration. History of Social Security. Available on line at: This is a nice overview of the history of social security from its inception through 2000. Reisch, M. (1998). The sociopolitical context and social work method: 1890-1950. Social Service Review, 73, 161-181. (Available full-text on line). Costin, L.B. (1983). Edith Abbott and the Chicago influence on social work education. Social Service Review, 57, 94-111. Diner, S.J. (1970). Chicago social workers and blacks in the Progressive era. Social Service Review, 44, 393-410. Ehrenreich, J.H. (1985). The Altruistic Imagination: A History of Social Work and Social Policy in the United States. Ithaca, NY: Cornell University Press. Franklin, D.L. (1986). Mary Richmond and Jane Addams: From moral certainty to rational inquiry in social work practice. Social Service Review, 60, 504-25. 12 Haynes, K.S. (1998). The one hundred-year debate: Social reform versus individual treatment. Social Work, 43, 501-509. (Available full-text on-line) Reamer, F.G. (1983). The concept of paternalism in social work. Social Service Review, 57, 254-71. White, G.C. (1959). Social settlements and immigrant neighbors, 1886-1914. Social Service Review, 33, 55-66. Week 8: Social Work in America from the 1930s to the 1960s. The Great Depression, The New Deal (Part 2) and the Great Society. Readings – Trattner, W. (1999). Chapter 11: Public Assistance Programs. In From thPoor Law to Welfare State (6 ed.). New York: Free Press. Trattner, W. (1999). Chapter 14: From World War to Great Society. In From Poor Law thto Welfare State (6 ed.). New York: Free Press. Chambers, C.A. (1963). Social service and social reform: A historical essay. Social Service Review, 37, 76-90. New Day, P. (2005). The Great Depression and Social Security for Americans. In AthHistory of Social Welfare (5 ed., pp. 274-313). Englewood Cliffs, NJ: Prentice Hall. Ehrenreich, J.H. (1985). The Altruistic Imagination: A History of Social Work and Social Policy in the United States. Ithaca, NY: Cornell University Press Garfinkel, I. and McLanahan, S.S. (1986). Chapter 4: A Review of American Welfare Policy: Colonial Era to 1980. In Single Mothers and Their Children. Washington, DC: Urban Institute. Hamilton, D.C. (1984). The National Urban League and New Deal programs. Social Service Review, 58, 227-43. Kahn, A. (1965). Social services in relation to income security. Social Service Review, 39, 381-89. Week 9: In-Class Mid-Term Examination Week 10: Social Welfare in America After the War on Poverty. Transition to a Harsh Conservatism. Readings - Trattner, W. (1999). Chapter 16: War on the Welfare State. In From Poor 13 th ed.). New York: Free Press. Law to Welfare State (6 Readings - Packet of Materials on the Personal Responsibility Work Opportunity Reconciliation Act distributed in class. Readings - There are a number of websites which contain information about various provisions of TANF, reauthorization or proposed increases in funding to various areas and issues related to the impact of TANF on various populations. You should look at one or two short articles on these sites of interest to you. The sites include the Welfare Information Network website at Center for Law and Social Policy website at . Aaronson, S. and Hartmann, H. (1996). Reform, not rhetoric: A critique of welfare policy and charting of new directions. American Journal of Orthopsychiatry, 66, 583-598 Atherton, C.A. (1969). The social assignment of social work. Social Service Review, 43, 421-29. Bane, M.J. and Ellwood, D.T. (1996). Welfare Realities: From Rhetoric to Reform. Boston: Harvard University Press. Day, P. (2005). Civil and welfare rights in the new reform era. In A New History of thSocial Welfare (5 ed., pp. 308-342). Englewood Cliffs, NJ: Prentice Hall. thDay, P. (2005). The return to the past. In A New History of Social Welfare (5 ed., pp. 343-371). Englewood Cliffs, NJ: Prentice Hall. thDay, P. (2005). The reactionary vision. In A New History of Social Welfare (5 ed., pp. 372-408). Englewood Cliffs, NJ: Prentice Hall. thDay, P. (2005). The synergistic cycle. In A New History of Social Welfare (5 ed., pp. 372-408). Englewood Cliffs, NJ: Prentice Hall. Greenberg, M., Rahmanou, H., & Patel, N. (2004). Proposed TANF extension would pressure states to cut TANF caseloads and place states at risk of penalties. Available on line at Kaplan, J. (2002). TANF reauthorization and time limits. Available on line at: Lynn, L.E. (2002). Social services and the state: The public appropriation of private charity. Social Service Review, 76, 58-82. Available full-text on line. 14 Lynn, L.E. (1996). Welfare reform: Once more into the breach: An essay review. Social Service Review, 70, 305-317. Unit 3. UNDERSTANDING THE SOCIAL WELFARE POLICY RESPONSE TO SOCIAL PROBLEMS Week 11: Key Content Areas of Social Welfare Policy – Child Welfare Policy. Nov. 9 Readings - Trattner, W. (1999). Chapter 6: Child Welfare. In From Poor Law to th ed.). New York: Free Press. Welfare State (6 Trattner, W. (1999). Chapter 15: Child Welfare Policy. In From Poor Law to Welfare thState (6 ed.). New York: Free Press. Readings - Children’s Defense Fund. Available online at: Once you link to this site, go to Data and look at the facts about children. You can also link from here to specific information you are interested in related to child health, mental health and poverty as well as other child welfare issues. Readings: Class Handouts on Child Welfare Issues Brooks, D., Barth, R.P., Bussiere, A. and Patterson, G. (1999). Adoption and race: Implementing the Multiethnic Placement Act and the Interethnic Adoption provisions. Social Work, 44, 167-79. Available full text on-line. Downs, S.W. and Sherraden, M.W. (1983). The orphan asylum in the nineteenth century. Social Service Review, 57, 272-90. Flynn, F.T. (1954). Judge Merritt W. Pinckney and the early days of the Juvenile Court in Chicago. Social Service Review, 28, 20-30. Garfinkel, I., Hochschild, J.L, and McLanahan, S.S. (1996). Social Policies for Children. Washington, DC: Brookings Institution. Golden, R. (1997). Disposable Children. Belmont, CA: Wadsworth Press. Kotlowitz, Alex (1991). There Are No Children Here. New York: Doubleday. Lenroot, K.F.(1948). Friend of children and the Children’s Bureau. Social Service Review, 22, 427-30. Whittaker, J.K. & Maluccio, A.N. (2002). Rethinking child placement: a reflective essay. Social Service Review, 76, 108-134. (Available full-text on line). 15 Week 12: Key Content Areas of Social Welfare Policy- Mental Health and Health Care Policy. Readings - Trattner, W. (1999). Chapter 7: The Public Health Movement. In From th ed.). New York: Free Press. Poor Law to Welfare State (6 Trattner, W. (1999). Chapter 9: The Mental Health Movement. In From Poor Law to thWelfare State (6 ed.). New York: Free Press. Trattner, W. (1999). Chapter 12: The American Health Care System. In From Poor thLaw to Welfare State (6 ed.). New York: Free Press. Trattner, W. (1999). Chapter 13: Mental Health and Substance Abuse Policy. In From thPoor Law to Welfare State (6 ed.). New York: Free Press. Readings - U.S Department of Health and Human Services. (1999). Mental Health: A Report of the Surgeon General- Executive Summary. Available on line at Bazelon Center for Mental Health Law. Policy Paper on Mental Health Issues. Available on line at the home page for this site and see if there are other issues of interest to you related to mental health. Fellin P. (1996). Chapter 4: History of Mental Health Policies and Services. In Mental Health and Mental Illness: Policies, Programs, and Services. Itasca, IL: F.E. Peacock. Fellin P. (1996). Chapter 5: Mental Health Programs, Services, and Service Delivery. In Mental Health and Mental Illness: Policies, Programs, and Services. Itasca, IL: F.E. Peacock. Jimenez, M.A. (1988). Community mental health: A view from American history. Journal of Sociology and Social Welfare, 15, 121-37 Raffoul, P.R. and McNeece, C.A. (Eds.). (1996). Future Issues for Social Work Practice. Needham Heights, MA: Allyn and Bacon. Ridgely, M.S., Goldman, H.H. and Weinberg, M. (1990). Barriers to the care of persons with dual diagnoses: Organizational and financing issues. Schizophrenia Bulletin, 16, 123-132. Skocpol, T. (1996). Boomerang: Clinton’s Health Security Effort and the Turn Against Government in U.S. Politics. New York: W.W. Norton and Co. Week 13: Key Content Areas of Social Welfare Policy- Discrimination and 16 Social Stigma Readings - Karger, H.J. & Stoesz, D. (2006). Chapter 4: Discrimination in American th ed.). New York: Society. In American Social Welfare Policy: A Pluralist Approach (5Allyn & Bacon. Readings - Violence Against Women Act ( Distributed in Class) Americans With Disabilities Act (Distributed in Class) Adams, B.D. (1995). The Rise of a Gay and Lesbian Movement. Twayne Publishers. Curry, G.E. and West, C. (Eds.). (1996). The Affirmative Action Debate. New York: Addison Wesley. Human Rights Campaign. (2002?). Documenting Discrimination. Available on line at If you go this URL which is the home page for the Human Rights Campaign, and type in the title of the report on the search location, it will link you to the report which you can download as a PDF file and read using Adobe Acrobat Reader. Kay, H. S. (2001?) The Status of People with Disabilities in the United States. Disability Rights Advocates, Inc. Available on line at Kozol, J. (1991). Savage Inequalities: Children in America’s Schools. New York: Crown Publishers. Lens, Vicki. (2003). Reading between the lines: Analyzing the Supreme Court’s views on Gender Discrimination in Employment, 1971-1982. Social Service Review, 77, 25-50. (Available full-text on line). Lyon, E. (1998). Poverty, Welfare and Battered Women: What does the Research Tell Us?. Available on line at National Coalition of Anti-Violence Programs (NCAVP). (1998). Annual Report on Lesbian, Gay, Bisexual, Transgendered Domestic Violence. Available on line at Nosek, M.A. and Howland, C.A. (1998) Abuse and Women with Disabilities. Available on line at 17 Shilts, R. (1988). And the Band Played On. New York: Penguin. Week 14: Key Content Areas of Social Welfare Policy : Housing Policy Readings - Karger, H.J. & Stoesz, D. (2006). Chapter 16: Housing Policies. In th ed.). New York: Allyn & American Social Welfare Policy: A Pluralist Approach (5 Bacon. Readings - Handouts on housing policy. Also please go to the website for the Chicago Coalition for the homeless at facts and figures about housing and homelessness in Chicago and nationally. National Housing Law Project (1997). . Latest decision on Gautreaux versus Chicago Housing Authority. National Law Bulletin, 27. Available on line at: National Coalition for the Homeless. (1999). The McKinney Act. (NCH Fact Sheet#18). Available on line at Week 15: Wrap Up and Presentation of Social Welfare Policies In-class presentations of social welfare policy papers. Course Evaluation 18 Website References and Information This list is a very short list of some sites I found helpful in staying up to date on some of the issues covered in class. It is by no means comprehensive, but may be useful to you. I will also distribute a handout that has some general websites on it that are useful for social workers. 1) Sites related to information about Welfare Reform. a. Welfare Information Network. This is one of the best sites in terms of information about reauthorization and reports on the impact of welfare reform in a number of areas and for a number of populations (mentally ill, homeless, women, etc.). The website is b. You can also sign up to receive emails from the site related to current research and reauthorization if you are interested. c. Center for Law and Social Policy. This is a great website also related to welfare and poverty policy. The URL is . 2) The Children’s Defense Fund has a very good site with statistics on children and other related information and links. The address is 3) The Bazelon Center for Mental Health Law. This site has information about a number of issues affecting persons with mental illness. It includes many publications, including some that relate to housing for persons with mental illness and another on the impact of welfare reform. It includes a link to the ADA watch organization and has a lot of information on the implications of the ADA for persons with mental illness. The address is : 4) A site that was especially helpful in terms of research on domestic violence was the Violence Against Women Office of Resources website at the University of Minnesota. The URL is This site has many articles based on research and evaluations of programs for abused women and for batterers. Reports providing data on specific populations and abuse such as gay, lesbian, bi-sexual and transgendered individuals are also available. It also has studies related to abuse and persons with disabilities as well as abuse among immigrant populations. In addition, there are a number of papers on poverty and welfare reform related to domestic violence. 5) The Human Rights Campaign which is an advocacy organization for gay, lesbian, bisexual and transgendered people also has a website with several reports related to discrimination among gays and lesbians as well as gay and lesbian families. The address is: . 19 Policy Paper Early in the semester (about Week 5 or 6) students will be asked to select a social problem and resulting social policy for discussion and analysis in terms of the major content of the course and to find at least one more but no more than three other students who are interested in the same problem with whom they can complete the assignment. There are many policy analysis models which have been developed. Several of these models will be discussed in the course. Karger and Stoesz also provide an overview of selected models and include a framework for analysis which can be used to complete this assignment. Significant questions which need to be considered (most of which are found in Karger and Stoesz) are listed below. You do not need (and may not be able) to answer all the sub-points listed under each of the main sections. You are also free to rearrange things if you think some of the sub-points are more relevant to different sections. You must, however, cover the main questions in your analysis (these are highlighted in bold). If you pick a problem for which there is no policy, you will need to talk about why this may be. You may also propose a policy to address the problem, describe it as indicated under question 3 and analyze it according to the four areas listed under question 4. 1) What is the problem that necessitated the policy? Think about: How is the problem conceived? Who is affected by the problem and how? How widespread is the problem? What are the causes of the problem? Who is instrumental in problem definition? Whose values and interests seem to be significant? How important has this problem been historically? 2) What is the historical background of the policy? Think about: How was the problem previously handled (if at all)? What is the legislative history of the policy? When did the policy originate and how (law, court decision, executive order, etc). How has the original policy changed over time (if at all?) What unresolved social welfare history issues are present in the policy? What major social welfare issues seem implicitly or explicitly present? How will the policy address the problem? 3) What is the policy? Think about: How is the policy intended to work? What types of resources or opportunities is it expected to provide (cash, job training, in-kind services and so on)? Who will be covered by the policy and what are the criteria for inclusion? 20 What is/are the social programs that will be implemented as a result of the policy? What are the intended short and long-term goals and outcomes of the policy? What is the funding mechanism for the policy including long- and short-term funding commitments? Who will administer the policy - i.e. what is the role of the private sector as well as local, state and federal governments in the development and implementation of the policy? Who has responsibility for overseeing, evaluating and coordinating the policy? Is there an evaluation process present? Critique it. What role did social work play in the development of policy? In the delivery of services? What is the knowledge base or scientific grounding on which the policy rests? 4) What is your analysis of the policy in terms of: a) Goals - Are the goals just? Do the goals contribute to a better quality of life for the target group? Are the goals consistent with the values of social work? How do groups at risk relate to the target group in the policy? b) Political Feasibility- Are there hidden agendas? Who supports the policy and who opposes it? Is a large portion of the public concerned about the policy? Does the policy threaten fundamental social values? Is the policy compatible with the present social and political climate? What is the general public opinion toward the policy? c) Economic Feasibility - Do you think that adequate funding for the policy exists? What are the future funding needs likely to be? d) Administrative Feasibility - Is the policy likely to accomplish it’s goals? Are the side effects of the policy likely to cause other social problems? Does the policy represent a wise use of resources? Are there alternative policies that would be preferable? What barriers, if any exist to full implementation of the policy? The group will be responsible for preparing a 12 to 15 page paper covering these issues which will be due on (last class date). In addition to the paper, each group will be asked to give a presentation related to their social problem and policy. Presentations will take place the last class session. Late submission of an assignment, without the instructor’s prior consent, will result in a drop of one letter grade on the assignment. 21 In addition to your paper, group members are required to complete a feedback form based on their experience with the group. The form will ask you to rate your own effort and the efforts of each group member related to work on the paper. The instructor will maintain confidentiality regarding the feedback. 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