Fordham University GRADUATE SCHOOL OF SOCIAL … · Fordham University GRADUATE SCHOOL OF SOCIAL SERVICE ... They know the profession’s history. ... Exploring the history of social

Social Policy 1– Master Syllabus | AY 2015-2016 1

Fordham University

GRADUATE SCHOOL OF SOCIAL SERVICE SWGS 6006 Social Policy I: Policy and the Profession

COURSE DESCRIPTION The course introduces students to the underlying values, assumptions and philosophical perspectives as well as the social, economic and political factors that have influenced the development of this country’s social welfare system, including its goals, policies and programs. Content from this course is intended to help students: 1) learn the history, mission, and philosophy of the social work profession and the evolution of social welfare policy; 2) develop a beginning understanding of major social policies that have been created specifically to address the needs of individuals, families, groups, and communities—particularly those that live in poverty; 3) be able to apply to practice the policies and services rendered by local, state, regional, national, and international agencies using comprehensive frameworks with special attention to human rights and social justice; 4) understand that improving wellbeing is the goal of effective policy change; and 5) recognize policy implications for social work practice. PLACE OF COURSE IN THE CURRICULUM This is the first course in the required two course Social Policy sequence in the foundation area. This first course in the policy sequence introduces students to the ways in which society in the United States, in particular, has responded to social issues during different eras including the current social welfare system.

RELATIONSHIP OF COURSE TO HUMAN RIGHTS, SOCIAL JUSTICE AND WELL BEINGS Throughout the course special attention is given to the ways in which interests are represented or

excluded in the policy process and the implications for human rights and social justice.

COURSE COMPETENCY OUTCOMES

CSWE Competencies Practice Behavior (PB)

2.1.1 Identify as a professional social worker and conduct oneself accordingly

PB 1 Identify as a professional social worker and conduct oneself accordingly. Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers advocate for client access to the services of social work.

2.1.3 Apply critical thinking to inform and communicate professional judgments

PB 1 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom

2.1.5 Advance human rights and social and economic justice

PB 1 Social workers understand the forms and mechanisms of oppression and discrimination.

2.1.8 Engage in policy practice to advance social and

PB 1 Analyze, formulate, and advocate for policies that advance social well-being.

Social Policy 1– Master Syllabus | AY 2015-2016 2

economic well being and to deliver effective services.

* For more information on the specifics of the CSWE’s educational policy related to competencies, go to http://www.cswe.org/File.aspx?id=13780. COURSE OBJECTIVES

CSWE Competencies & PB

Course Objective

2.1.1 PB 1 Appreciate the role that social workers and social work profession have played in American social welfare history and the implementation of social policy.

Identify the major policy concepts that underlie the historical development of the social welfare system.

2.1.3 PB 1 Begin to analyze the impact of many of the political, global, economic, and social forces that lead to inequities and injustices in society’s social welfare provisions and impact human rights.

2.1.5 PB1 Demonstrate understanding of various forms of poverty and social injustices and how policy responses have affected poverty and injustice.

2.1.8 PB 1

Be able to identify and analyze a social problem and identify the policies associated with it for a specific population or area.

Keep abreast of the changes occurring in the United States regarding social welfare policy and services and understand how the changes reflect policy concepts, values, and historical development here and in other countries.

READINGS Required Text Suggested Texts (it is recommended that faculty select a general text from this list and may want to supplement historical readings with one of the recommended texts below) Chapin, R. K. (2011). Social Policy for Effective Practice: A Strengths Approach (2nd ed.). New York: Routledge. DiNitto, D. (2011) Social Welfare: Politics and Public Policy, 7th Edition, New York, Allyn and Bacon.

Social Policy 1– Master Syllabus | AY 2015-2016 3

Dolgoff, R. and Feldstein, D (2009). Understanding Social Welfare (8th Edition). Boston: Allyn and Bacon. Segal, Elizabeth (2010). Social Welfare Policy and Social Programs: A Values Perspective, 2nd Edition. Brooks/Cole. History Texts Stern, H. and Axinn, J. (2012). Social Welfare: A History of the American Response to Need. (8th Edition). Pearson. Day, P. J. (2009). A New History of Social Welfare 6th Edition, Boston, Allyn & Bacon. Trattner, Walter (1999). From Poor Law to Welfare State, Sixth Edition. New York: Free Press. Other Required Reading Healy, L.M. (2008). Exploring the history of social work as a human rights profession, International Social Work, 51(6), pp. 735-46. The New York Times, The Wall Street Journal, or other newspaper. You must read at least one newspaper regularly (articles on social welfare policy, programs, legislation and social demographics.) Supplemental Readings – SEE APPENDIX A COURSE REQUIREMENTS

Assignment Practice Behavior Contribution to

final grade

Final Exam * EPAS 2.1.1 PB 1 EPAS 2.1.3 PB 1 EPAS 2.1.5 PB 1 EPAS 2.1.8 PB 1

40%

Other assignment (Suggestions in Appendix C)

To be determined by Instructor

Guided Instruction

*Common assignment is one assignment for all sections of the course. Individual instructor will develop additional assignment(s). See Appendix B for common assignment and/or grading rubric. Guided Instruction To successfully complete this course, students are expected to participate in 15 sessions of one hour and

fifty minute class and 10 hours of guided instruction time. Below are a few suggested Guided instruction

assignments and in parentheses are the suggested time to be credited for each.

● Benefits fair (5 hours) ● How does a universal approach to social welfare on a selected policy (health, income maintenance,

housing) differ from the U.S. approach? How do people fare differently in those two systems. Provide a rationale for your argument. (500 words – 3 hours)

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● Choose one of the Fireside Chats listed in the link below. Draw parallels between the Great

Depression Era and today. Contrast the response of government during the Great Depression and the current administration. (2 hours) http://www.presidency.ucsb.edu/medialist.php?presid=32

● Explore the Website: http://www.healthcare.gov. Review information on the new Healthcare Law

(look under the Yellow Tab - Understand the Law). Choose someone from your immediate family or friends and give a brief description (gender, age, employment, etc.). Based on your review of the Healthcare Law, what positive/negative impacts would it have on this individual? (2 .5 hours)

● Visit the Tenement Museum on the LES. Compare the lives of immigrants then with those of

immigrants today. Be sure to include similarities and differences (3-5 hours depending on number of tours taken)

● Selected films on social policy- list will be provided (2 hours) ● Visit a public benefits office. Identify a policy that is being implemented at the office. Discuss how

persons might feel about applying for assistance and why. Identify obstacles to assistance and discuss what might be done to overcome these obstacles (3 hours)

● Attend learned lunch related to social policy (1 hour) ● Other activity agreed upon with the individual instructor Grading Guide

The criteria for grading the common assignments for this course are included in Appendix B

Tk20 You are required to use the TK20 system to submit your common assignment paper. If the common assignment is an exam, no action needs to be taken in the TK20 system. Your instructor will also provide a competency rating for your common assignment.

Social Policy 1– Master Syllabus | AY 2015-2016 5

COURSE OUTLINE

Module 1 Social Work and Social Policy

Description of

Module

Connecting social work practice and social policy Social Work Values and Policy Practice

Competencies to be mastered in this Module

EPAS 2.1.1 PB 1: Articulate the values that shape the social welfare institution, with special emphasis on those values that inform and result in policies intended to meet the needs of vulnerable populations.

Readings Chapin, Chapter 1

Module 2 Historical Context

Description of

Module

The Historical Context: Basic Concepts and Early Influences. How has our historical legacy regarding social welfare shaped our current policies? Social Work and Human Rights Implications of our history on social justice and human rights in the U.S. today Review of key economic and political concepts. How do economic and politics effect social policy? Basic Concepts and Early Influences

o Religious Traditions, Economic and Political Influences o English Poor Law o Colonial Era o From Independence to Civil War o Post Civil War o Progressive Era

▪ Social Work and Human Rights Evolution of U.S. Social Welfare System

o The Great Depression and the New Deal o WW II o Evolution of the Modern Welfare State

▪ The awakening of civil rights ▪ War on Poverty & Great Society

o The 1970s and continuation of civil rights o New Federalism and beyond

Competencies to

be mastered in

this Module

EPAS 2.1.1 PB 1: Appreciate the role that social workers and social work profession have played in American social welfare history and the implementation of social policy. EPAS 2.1.3 PB 1: Identify the major policy concepts that underlie the historical development of the social welfare system.

Readings Chapin, Chapters 2, 3, 4, and 7

Healy, L.M. (2008). Exploring the history of social work as a human rights profession.

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International Social Work, 51(6), pp. 735-46.

Module 3 FRAMEWORK FOR ANALYZING SOCIAL POLICIES

Description of

Module

· Define the problem

· Gather evidence

· Identify causes

· Evaluate a policy

· Develop alternative solutions

· Select best solution

Competencies to be

mastered in this

Module

EPAS 2.1.3 Apply critical thinking to inform and communicate professional judgments.

EPAS 2.1.5 Advance human rights and social and economic justice.

Readings Cummins, Ch 9 Social Problem and Policy Analysis: An Ethic of Care Approach

or

Chambers, Ch. 3, A Style of Policy Analysis for the Practical Public Policy Analysis,

Ch. 4, The Analysis of Policy Goals and Objectives in Social Programs and Policies,

Ch. 5, Analysis of Types of Benefits and Services, Ch. 6, Who Gets What, How

Much, and Under What Conditions

or

Dobelstein, Ch. 4 A Framework for Policy Analysis and Development

Module 4 Income Based Policies and Programs

Description of Module

Defining Poverty and understanding who is poor

o Changing definitions of poverty – social exclusion, human rights, multidimensional

Social Insurance (OASDI, UE benefits, Workers comp, Veteran’s Benefits)

Social Assistance (TANF, SSI, EITC)

Tax Expenditures (EITC, tax deductions and exemptions)

Competencies to be

mastered in this

EPAS 2.1.5 Advance human and rights and social and economic justice.

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Module EPAS 2.1.8 Engage in policy practice to advance social and economic well being and to deliver effective services.

Readings Chapin, Chapter 8

Module 5 Policies and Programs for Children and Families

Description of Module

Child Welfare/Protection

Juvenile Justice

Competencies to

be mastered in

this Module

EPAS 2.1.5 Advance human rights and social and economic justice. EPAS 2.1.8 Engage in policy practice to advance social and economic well being and to deliver effective services.

Readings Chapin, Chapter 9

Module 6 Health and Mental Health Policies and Programs

Description of

Module

History and Current Health Care Policy (including Medicaid, Medicare, 2010 Health Care Reform, SCHIP) Mental Health Policies and Programs

Competencies to

be mastered in

this Module

EPAS 2.1.5 Advance human and rights and social and economic justice. EPAS 2.1.8 Engage in policy practice to advance social and economic well being and to deliver effective services.

Readings Chapin, Chapter 10

Bloom, S. & Farragher, B. (2011). Destroying sanctuary: The crisis in human service delivery systems. New York: Oxford University Press, Chapter 1. Stroul, B,.&. Blau, G. (Eds.) (2008), The system of care handbook. Baltimore, Maryland: Paul Brookes Publisher.

Module 7 Programs and Policies for Older Adults

Description of

Module

Changing demographics and evolving policies Public and private pensions, SSI, Mental Health, Long-term care

Competencies to

be mastered in

this Module

EPAS 2.1.5 Advance human and rights and social and economic justice. EPAS 2.1.8 Engage in policy practice to advance social and economic well being and to deliver effective services.

Social Policy 1– Master Syllabus | AY 2015-2016 8

Readings Chapin, Chapter 11

Companion readings:

Curl, A. L., & Hokenstad, M. C., Jr. (2006). Reshaping retirement policies in post-

industrial nations: The need for flexibility. Journal of Sociology and Social Welfare,

33(2), 85-106.

Addis, S., Davies, M., Greene, G., MacBride-Stewart, S., Shepherd, M. (2009). The health, social care and housing needs of lesbian, gay, bisexual and transgender older people: a review of the literature, Health & Social Care in the Community, 17(6), pp. 647–658.

O'Connor D, Little F, McManus R. (2009). Elders with serious mental illness: lost

opportunities and new policy options, Journal of Aging Social Policy, Apr-Jun., 21(2),

pp. 144-58.

Module 8 Wrap up

Description of

Module

Focus on Our Future: Policy Challenges

What are some of the challenges social workers will face in the future?

Competencies to

be mastered in

this Module

EPAS 2.1.8 Engage in policy practice to advance social and economic well being and to deliver effective services.

Readings Chapin, Chapter 12

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APPENDIX A: SUPPLEMENTAL READINGS

Module 2 Historical Context

Historical Text (Suggested books listed above)

Gordon, L. (1994). How welfare became a dirty word, The Chronicle of Higher Education, July 20.

http://chronicle.com/article/How-Welfare-Became-a-Dirty/92631/

Cnaan, R. and Boddie, C. (2002). Charitable Choice and Faith-based Welfare: A Call for Social Work,

Social Work, 47 (3) pp. 224-235.

Lowe, T.B. (2006). Nineteenth Century Review of Mental Health Care for African Americans: A

Legacy of Service and Policy Barriers, Journal of Sociology & Social Welfare 33 (4), pp. 29-50.

Linhorst, D.M. (2002). Federalism and Social Justice: Implications for Social Work, Social Work, July,

47(3) pp.201-8.

Module 3 Income Based Policies and Programs

Meyer, J., Masa, R.D., & Zimmerman, J.M. (2010). Child Development Accounts:

Theory, Evidence, and Policy Potential, Children and Youth Services Review, 32(11)

November, pp. 1561-1569.

Adams, D., & Scanlon, E. (2009). Do assets affect well-being?: Perceptions of youth in

a matched savings program. Journal of Social Service Research, 35 (1), pp. 33-46.

Suggested Activities ● NPR stories on outdated poverty threshold—Stories from 2006 and 2009 about

the need to reform federal poverty measures ● Poverty USA—Interactive website, poverty tour video, and quiz ● Living Wage Calculator—Students determine a living wage in their communities ● Both sides of the privatization debate—Compare arguments for and against

Social Security privatization, students may debate the pros and cons

Module 4 Policies and Programs for Children and Families Atkinson, M. (2008). Aging out of foster care: towards a universal safety net for former foster care youth, Harvard Civil Rights-Civil Liberties Law Review, Winter. Morris, A. & Gelsthorpe, L. (2006). Towards Good Practice in Juvenile Justice Policy in

the Commonwealth , Commonwealth Law Bulletin, 32 (1), pp. 27-58.

Hines, A., Lemon, K. & Wyatt, P. (2004). Factors related to the disproportionate

Social Policy 1– Master Syllabus | AY 2015-2016 10

involvement of children of color in the child welfare system: a review and emerging

themes, Children and Youth Services Review, 26 (6): 507-527.

Suggested Activities National Urban Indian Family Coalition video on ICWA www.youtube.com/watch?v=xd5rIbTe6JE Youth Violence Myths and Realities —Contrast media portrayals of youth violence with statistical reality. http://www.aecf.org/KnowledgeCenter/Publications.aspx?pubguid={834F7A36-2714-428D-9AC5-FE1C227787B9} Interracial Adoption: One Couple’s Story —First-person story of a white couple adopting multiracially. http://www1.salon.com/aug97/mothers/adoption970804.html

Module 5 Health and Mental Health Policies and Programs

Davis, K., Schoen, C., Schoenbaum, S.C., Doty, M., Holmgren, A., Kriss, J.L. & Shea, K.

(2007). Mirror, Mirror on the Wall: An International Update on the Comparative

Performance of American Health Care, The Common Wealth Fund, May 15 (59).

Bloom, S. & Farragher, B. (2011). Destroying sanctuary: The crisis in human service delivery systems. New York: Oxford University Press, Chapter 1. Davidson, L, Rakfedt, J. & Strauss, J. (2010). The roots of the recovery movement in psychiatry. Wiley. Stroul, B,.&. Blau, G. (Eds.) (2008), The system of care handbook. Baltimore, MD: Paul Brookes Publisher. Lightburn, A. and Sessions, editors (2006). Handbook of community-based clinical practice. New York: Oxford University Press. Chapters 1 &2 (What is community-based clinical practice: Traditions and transformation, Recreating the culture of care). Suggested Activities Religion & Ethics Newsweekly on Homeless Mentally Ill—Personal stories of those experiencing mental illness and homelessness http://www.pbs.org/wnet/religionandethics/week1152/profile.html Mental Health America—Students use the site to navigate resources http://www.nmha.org/ Time to Change —Discussion of an anti-stigma program related to those with mental illness. http://www.time-to-change.org.uk/

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Module 6 Programs and Policies for Older Adults

Curl, A. L., & Hokenstad, M. C., Jr. (2006). Reshaping retirement policies in post-industrial

nations: The need for flexibility. Journal of Sociology and Social Welfare, 33(2), 85-106.

Addis, S., Davies, M., Greene, G., MacBride-Stewart, S., Shepherd, M. (2009). The health, social care and housing needs of lesbian, gay, bisexual and transgender older people: a review of the literature, Health & Social Care in the Community, 17(6), pp. 647–658.

O'Connor D, Little F, McManus R. (2009). Elders with serious mental illness: lost

opportunities and new policy options, Journal of Aging Social Policy, Apr-Jun., 21(2), pp.

144-58.

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APPENDIX B. COMMON ASSIGNMENT & GRADING RUBRIC

Common Assignment

All students are required to take an in-class, closed book final exam (common assignment) that is worth 40% of the final grade for the course.

Grading Rubric

Practice Behavior

Not

Competent

Developing

Competenc

y Competent

Advanced

Competence

2.1.1 PB 1 Social workers advocate for client access to the services of social work.

Scores <70 on the exam.

Scores 70-79% on the exam.

Scores 80-89% on the exam.

Scores ≥90% on the exam.

2.1.3 PB 1 Social workers distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.

2.1.5 PB 1 Social workers understand the forms and mechanisms of oppression and discrimination

2.1.8 PB 1 Analyze, formulate and advocate for policies that advance social well-being

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APPENDIX C: SUGGESTED OTHER ASSIGNMENTS (to be determined by instructor):

A. Interactive Cases Assignment (see Chapin book for examples) In small groups or individually, students are to complete the assessment, intervention, and evaluation components of interactive cases and/or exercises. Students can focus on the policy options and ramifications of cases. Instructors may chose to assign a presentation, as well, in order to develop students’ practice skills related to policy presentation. B. Historical Perspective Paper on Social Issue Using a policy related to practicum or an area of student interest, students write a paper in which they trace the historical development of that policy. The paper should define the policy; how values and self-interest shaped the definition and documentation; the social, economic, political and other factors contributing to the evolution of the policy; and current challenges. C. Midterm Examination/Quizzes

D. Paper on Social Work Pioneer

E. Group presentation of a Contemporary Social Issue Students present a contemporary social issue, tracing its historical antecedents and alternative definitions of the issue to stimulate class discussion and critical thinking about the way social issue are currently framed.