The University of Texas at Arlington School of Social Work

THE UNIVERSITY OF TEXAS AT ARLINGTON

SCHOOL OF SOCIAL WORK

Instructor: / Heather R. Edwards, BSW, MSW
Preparing Future Faculty Fellow/Lecturer
Office Location: / Social Work Complex, Building A Room 101A
Office Telephone: / 817.272.5105
Email Address: /
Office Hours: / Tuesdays 8:15 am – 9:15 am and Thursdays 10:45 am – 11:45 am
I am also available by appointment to meet in person or talk via telephone outside of these times.
Class Hours: / Tuesdays and Thursdays: 9:30 am - 10:50 am
Location: / Social Work Complex, Building A, Room 115

SOCIAL Welfare POLICY & SERVICES

Spring SEMESTER 2010

SOCW 3303-001, Course # 23216

The content of this course is consistent with the requirements of the CSWE Educational Policy and standards (EPAS) Section 4.4 for Social Policy:

4.4 Social Welfare Policy and Services

‘Programs provide content about the history of social work, the history and current structures of social welfare services, and the role of policy in service delivery, social work practice, and attainment of individual and social well-being. Course content provides students with knowledge and skills to understand major policies that form the foundation of social welfare; analyze organizational, local, state, national, and international issues in social welfare policy and social service delivery; analyze and apply the results of policy research relevant to social service delivery; understand and demonstrate policy practice skills in regard to economic, political, and organizational systems, and use them to influence, formulate, and advocate for policy consistent with social work values; and identify financial, organizational, administrative, and planning processes required to deliver social services’ CSWE EPAS pp9-10 Section 4.4.

Undergraduate Catalog Description SOCW 3303 SOCIAL WELFARE POLICY AND SERVICES

(This course) Examines how social goals are met by social welfare institutions. Conceptual schemes are developed for analyzing the structure of social welfare institutions and evaluating social welfare sub-systems. The social work profession is also examined in the context of the evolution and function of the contemporary American social welfare system. Prerequisite: SOCW 2311. Components: Lecture

Description of Course Content:

This course introduces students to the foundations of Social Policy. Topics include: the history and current structures of social welfare services; the role of policy in service delivery, social work practice, and attainment of individual and social well being; comparative and international social welfare and other topics. Models for analyzing social welfare policy are introduced, and students apply these models to past policy decisions and current issues. The course emphasizes understanding of current developments in social welfare, including the neo-conservative perspective and the trend towards the privatization of social welfare services. Factors affecting the structure and dynamics of social welfare policies and services and the important role of the social work profession within that framework are identified. Course content builds on a liberal arts foundation and includes social philosophy, values and ethics, social and economic justice, oppression, diversity, populations at risk, and welfare as well-being. Critical thinking skills are emphasized and where available, the course employs an evidence informed practice approach.

Student Learning Outcomes:

By the end of the course, students will be able to:

1. Analyze and evaluate social welfare policies and policy processes.

2. Understand the values that serve as the underpinning for American society and social welfare policy and discuss the implications and applications in social policy and social work.

3. Apply knowledge of historical influences in social welfare to contemporary issues in social welfare policies, and services.

4. Evaluate the impact of the privatization of social welfare, and the neo-conservative perspective and other perspectives, including the impact of devolution of service delivery.

5. Understand the role and influence of the social work profession in respect to social welfare policies and services and conversely, their impact on the social work profession.

6. Demonstrate skills of policy analysis as a means of evaluating past, present and proposed social policies, particularly as they apply to diverse populations and populations at risk.

7. Demonstrate knowledge of a comparative and international perspective on social welfare.

8. Understand and demonstrate the ethical mandate for advocacy and empowerment in social work, particularly as it relates to oppression, impoverishment and populations at risk.

9. Demonstrate familiarity with researching policy source materials from government documents and other sources.

Course Format:

The role of the instructor in this course is diverse, including such roles as lecturer, facilitator, consultant, learner, and resource person to students. Students will actively participate in course activities, engage in independent learning, think critically (including higher order thinking skills of comparison, application, analysis, evaluation and synthesis of materials relating to policy issues), read conscientiously and thoughtfully, learn from as well as teach others, and conduct effective library research. Contributions to class discussions are essential for a fruitful and productive learning experience.

Requirements:

The prerequisite is SOCW 2311, Introduction to Social Work.

Required Textbooks and Other Course Materials:

This course requires the use of textbooks, articles, reports, and other materials.

A student can determine what he or she is responsible for reading by reviewing the Schedule of Class Meetings and Required Readings on this syllabus.

Many readings will be held on electronic reserve through the UTA library. Students may access reserve items by visiting http://pulse.uta.edu/vwebv/enterCourseReserve.do.

Required

Karger, H. J. & Stoesz, D. (2010). American social welfare policy: A pluralist approach, (6th ed.). Boston: Allyn & Bacon. ISBN-13:978-0-205-62708-0 (hardcover); ISBN- 10:0-205-62708-0 (hardcover).

Category / Learning Outcomes / # of points / Total # of points / Date(s)
1. Homework / 1, 2, 3, 5, 6, 8, 9 / 20 points
a. Syllabus scavenger hunt / 1 / 1/22
b. Course questionnaire / 1 / 1/22
c. Historical timeline / 3 / 2/9
d. Legislative history / 3 / 2/11
e. Poverty and discrimination essay map / 4 / 2/18
f. Privatization essay outline / 4 / 3/2
g. Social insurance or Public assistance essay / 4 / 3/5
2. Advocacy assignment / 2, 5, 8 / 20 points / 3/4/10
a. Assignment Plan / 2 / 2/11
b. Advocacy Activity Submission / 18 / 3/4
3. Policy Analysis / 1, 3, 4, 6, 7, 9 / 35 points / 3/11/10
a. Submit possible paper topics / .5 / 1/28
b. Submit policy analysis paper group information / .5 / 2/2
c. Signed Group contract / .5 / 2/9
d. Selection of policy for the paper / .5 / 2/9
e. Paper outline / .5 / 2/23
f. Group work distribution plan / .5 / 2/23
g. Mid-term peer evaluation / 4 / 3/11
h. Draft of sections I-III / .5 / 3/26
i. Class peer review of final paper draft / 1.5 / 4/22
j. Group member review / 5 / 5/11
k. Self-review / 1 / 5/11
l. Policy Analysis Paper / 20 / 5/11
4. Group presentations / 1, 3, 4, 6, 7, 9 / 15 points / 4/22/10 – 5/6/10
5. Class participation and attendance / 10 points / Every Week
a. WebCT access / 2
b. Class participation / 4
c. Attendance / 4

Total Points

/ 100

The grade for work in this course is determined by the point total accrued in the five designated assignment areas, as outlined above.

The semester grade is determined as follows:

A = 90-100 points

B = 89-80 points

C = 79-70 points

D = 69-60 points

Fail = less than 60 points

Guidelines for assignments:

1. Policy Analysis Paper: Due 5/11/09

You should start this assignment early in the semester. Apply the policy analysis model provided in the assignment description handout to a social policy. Library research is essential for this assignment, and you should follow the library research guidelines given by Mr. John Dillard, Social Sciences Librarian (See week 2).

A grading rubric is available in WebCT for your guidance. The ribric will be discussed in detail in class and as questions arise throughout the semester. Papers are to be completed in groups of three or four (groups of three are preferred). It is the group’s responsibility to ensure equitable input from each member. You are encouraged to engage in co-operative learning with classmates, share resources, and discuss your work with each other.

2. Class Presentation of the Policy Analysis Topic. The group that you selected for your policy analysis paper will make a compelling presentation of your paper content in a mock congressional briefing. The presentations will be twenty-five minutes in length, and they will be followed by a ten-minute question and answer period. Skills of teamwork, ability to articulate, ability to represent a point of view, and communication are all tested by this assignment. Please plan to be creative and interesting in your presentation. Presentations will be graded by peer-evaluation and by the instructor. Criteria for evaluation will be provided. Presentations will be held during the 4/22/10, 4/27/10, 4/29/10, 5/4/10, & 5/6/10 class sessions.

3. Advocacy Assignment: Due 3/8/10

To fulfill the requirements for this assignment, students should work individually to complete one of the following activities.

a) Send a letter to an elected official (local, state, or federal). The letter should clearly identify the policy or piece of legislation, should demonstrate a carefully thought out and well framed and supported position. The letter should feature data and the reasons why you think the representative should support your request. For full points, you must include a separate document that states your rationale for targeting the official that you chose. You should also describe your process for locating his or her contact information.

b) Make a statement at a City Council, County Commission, or School Board Meeting. Write a report that includes your rationale for selecting this meeting, your process for determining the meeting time and location, your observations, a description of the impact of your statement, and advice for advocates interested in affecting change at a future meeting.

c) An advocacy activity that meets course goals 2, 5, and 8, and is pre-approved by the course instructor. Some ideas include: conducting a letter writing campaign, creating a Facebook group about a policy or policy topic, creating a YouTube video persuading people about a topic, meeting with an elected official, organizing a march or sit-in, etc.

4. Homework: Due throughout the semester 2009

Homework will include short papers, group discussion activities, and other exercises that the instructor feels are necessary to assist students in grasping and synthesizing course content. Homework will be assigned by the instructor throughout the semester.

5. Class Participation and Attendance:

Both class attendance and participation are considered to be seminal components of the course. Be in class when the session begins. Punctuality is important in social work, and as well in social work education. If you are going to be late or absent, please email (preferred) or call the instructor to request prior approval. Please also do the following if you plan to leave class early.

A student missing two (2) classes without prior approval may receive a one letter drop in their final grade for the semester. Examples of excused absences include illness, hospitalization, and death of a close relative. If you miss more than four (4) classes you will fail the course. Attendance will be recorded during the first ten minutes of the class session. A student must attend the entire class in order to be considered in attendance.

For unusual circumstances, students can complete makeup assignments to have their absence classified as an excused absence. Examples of unusual circumstances include a sick child, a court appointment, and a doctor’s appointment. Students may have up to three excused absences during the semester.

Participation grades will be given with the following criteria in mind: punctuality and seriousness, demonstrating the ability to read carefully, and think critically and conceptually, being prepared to grow in knowledge, to give and accept feedback, and respecting and encouraging the comments and opinions of fellow students, even if they are markedly different from your own.

Students should access WebCT at least weekly. In addition, students should consult with the instructor to prevent difficulties in the course. These activities will also be considered when calculating the participation grade.

Additional Course Information:

Drop Policy:

If you choose to drop the class, you have the responsibility to complete the paperwork according to the University’s schedule. Not doing so may result in a failing grade.

Americans With Disabilities Act:

The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 - The Rehabilitation Act of 1973 as amended. With the passage of federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.

As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at www.uta.edu/disability.Also, you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 272-3364.

Academic Integrity: