Scwk260, Policy Practice in Child and Family Welf Are, Section 1

San José State University

School of Social Work

ScWk260, Policy Practice in Child and Family Welf are, Section 1,

Course Code: 28604

Spring 2013

Instructor: Emily Bruce, Ph.D., LCSW

Office Location: Washington Square Hall, Room 217M (WSQ217M)

Telephone: (408) 924-5810

Email:

Office Hours: Mondays, 2:00pm to 4:00pm; and by appointment

Class Days/Time: Tuesdays, 6:00pm to 8:45pm Classroom: Sweeney Hall 345 (SH345) Prerequisites: Social Work 204

Catalog Description

Critical analysis of the impact of social policies on children and families, particularly those who are Latino, African American, and Asian American. Assessment of child welfare organizational structures and implementation of policy. Development of strategies to promote well-being and social change.

(3 Units, Prerequisite: ScWk204).

Course Description

This course focuses on the analysis of child welfare and family policy from a sociological, political, and economic perspective. The adequacy of current policies, services and legislation is examined with specific attention to the impact of these policies on people of color, women, gays and lesbians, the disenfranchised and other marginalized groups. Students will apply a policy analysis framework to a particular child welfare issue in the context of legislative administrative and/or judicial approaches designed to alleviate or ameliorate that issue and the impact of those policy decisions on the target population of children and families. Students must also discuss the implications of program services and child welfare policies in the context of the Transcultural Perspective.

Course Competencies & Practice Behaviors (Student Learning Objectives)

The following Competencies are realized through this course:

3. Apply critical thinking to inform and communicate professional judgments.

4. Engage diversity and difference in practice

5. Advance human rights and social and economic justice

8. Engage in policy practice to advance social and economic well-being and to delivery effective social services

Upon completion of ScWk260 students will be able to:

1. Demonstrate skillful written and oral communication that is clear, focused and relevant to the policy context. Practice Behavior (PB): 3(c).

2. Apply a transcultural perspective in policy practice, including understanding of structural contexts and dynamics of power, privilege and oppression that influence interactions in the policy environment. PB: 4(a), 5(a).

3. Demonstrate an understanding of historical, social, political, and economic factors affecting clients and communities in the context of a field of practice, including dynamics related to stigma and discrimination. PB: 5(a, b, c).

4. Demonstrate understanding of policies and programs in the children and families field of practice, as well as skills for developing, analyzing, and influencing policies and programs. PB: 8(a).

5. Demonstrate ability to collaborate with stakeholders to influence policy and program changes in a field of practice. PB: 8(b).

6. Understand and apply the concepts of child and family well-being as key policy goals.

Title IV‐E Competencies

This class addresses the following IV-E Competencies: [1.1, 4.1, 5.1, 6.1, 8.1, 10b.1, 10c.1]

Required Texts/Readings

The following textbooks are required:

Pecora, P. J., Whittaker, J. K., Maluccio, A. N., Barth, R. P., DePanfilis, D. and Poltnick, R. D. (2009). The child welfare challenge: Policy, practice and research (3rd Ed.). Piscataway, NJ: Transaction Publishers. ISBN-13: 9780202363141.

Recommended Sources:

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN 9781557987914. Available at Spartan Bookstore.

Reader. Available at Maple Press by 2/4/13.

Additional readings maybe provided throughout the course to supplement in-class discussions and brief writes.

Library Liaison

For assistance in the library go to the King Library Reference Desk (2nd floor; 808-2100) and/or utilize the Social Work Research Guide available at http://libguides.sjsu.edu/scwk. The Social Work Library Liaison is: Teresa Slobuski, or

408-808-2318.

Classroom Protocol

Students are expected to arrive on time, participate in class discussions and exercises, and to be attentive to lectures and discussions. It is important for everyone in this class to be courteous to each other (i.e., the instructor and the students). Students are asked to refrain from using cell phones, earphones or other devices that are not relevant to the course. Use of laptops, ipads, or other electronic devices during class is a privilege; students are expected to use these devices

for note taking or other relevant course related tasks.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Refer to the current semester’s Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic calendar web page located at http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.

Assignments and Grading Policy

Your grade in this course will be based on your presentations, written work, tests and participation as follows:

Table 1: Assignments and Grading

Assignment / Points / Due Date / Course Student Learning
Objectives (SLO)
Brief Writes / 2% / Periodic / SLO: 1,2,4
Response Paper #1 / 15% / 2/26/13 / SLO; 1,2,3,6
Letter to the Editor / 3% / 3/19/13 / SLO: 5
Response Paper #2 / 15% / 4/9/13 / SLO; 1,2,3,6
Child Welfare Policy:
Group Paper / 30% / 4/30/13 / SLO: 1,2,3,4,5
Final Group
Presentation / 30% / 5/7/13 / SLO: 1
Participation / 5% / Each class day / SLO: 1,2,3,4,6
Total / 100%

Penalty for Late Work

All assignments are due at the beginning of class on the due date. If the assignment is not turned in at that time, the assignment is late. If an assignment is turned in after 5:00 pm on the day it is due – that assignment is late. Students are responsible for submitting assignments on time. If you are unable to submit an assignment by the date and time indicated on this syllabus (or announced in class), please discuss your situation with me no less than 24 hours prior to the time the assignment is due. Points will be deducted from your grade for each day that an assignment is late. Further, if you submit an assignment after the due date and time without making prior arrangements with me, additional points will be deducted from the grade for the assignment. For example, if an assignment is worth 30 points, points will be deducted from the assignment grade for each day the assignment is late. In addition, 5% of the total grade will be deducted from the grade if arrangements are not made prior to the initial due date. Additional late points can be avoided by planning ahead and contacting me to make alternative arrangements.

Brief Writes

Periodically, there may be an unannounced writing exercise where students will be asked to provide a brief in-class written response to a question regarding the material covered in the content of the course. The goal of the assignment is to think critically about the issues presented in class and to integrate points that have emerged over the course of the class (i.e., readings, videos, presentations, lectures, group discussions).

Response Papers #1 and #2

Utilizing critical thinking skills, a transcultural practice framework, an advanced multi-system perspective and personal reflection, students will prepare two response papers. The due date for each paper is indicated below. The papers will be two to three pages in length, incorporating the readings, discussion and field and/or other work experience. The context of the papers will be child and family well-being which has been covered in class up to the point of the respective due dates with a focus on the administrative, legislative, and/or judicial decisions that have an impact on children and families.

Letter to the Editor

Students will be expected to monitor current issues of concern to the well being of children and families in Northern California in order to advocate for resolution of concerns for the well-being of children and famlies. A concise exposition of the concern, no more than 300 words, will be submitted in class as the assignment. After the exposition statement is reviewed and graded, the document can be sent to the Northern California newspaper of choice (i.e., San Francisco Chronicle, San Jose Mercury, Oakland Tribune), the final grade will be given with evidence that the letter has been sent to the identified newspaper editorial board.

Child Welfare Policy Group Paper

Four groups of 4 individuals (and 2 groups of 5 individuals) will be responsible for identifying a child welfare policy issue and completing a policy analysis using the format presented in class. Specifically, identify the history of the problem and previous attempts to resolve the concerns, and explain the policy that is currently in place. Quantify the problem, the numbers, the costs, and where the problem exists (i.e., at which level of jurisdiction; federal, state, or locally). Indicate the intended goals of the current policy, how the current policy is being implemented and the variable impact the policy may or may not have on various communities and populations of children and families receiving services; including a discussion of the outcomes of the policy in the lives of children and families in the context of the Transcultural Perspective. Finally evaluate the policy and provide recommendations for changes in the policy. This policy paper should be at least 10 pages and not more than 15 pages (that does not include title or reference pages). Each person will be responsible for specific portions of the paper and individual contributions will be graded individually; thus the grade for this assignment will not be based on the work of the group.

Group Presentations

This will be a presentation of each group’s findings from their research on the preparation of their group paper. Be sure to provide an outline of your presentation to be handed out to your audience. Groups can use poster boards, power point or other media in addition to having an outline for their audience. Again, each person will be responsible for their portion of the presentation, so that individual contributions will be graded individually. Students will be provided with a grading rubric for each individual’s presentation.

Extra Credit Assignment

NASW Sponsored Lobby Days (4/21-22/13; Sacramento, CA): The California Chapter of the NASW sponsors an opportunity for social work students and social work practitioners to meet at the Capital and to meet with California state Legislators or their representatives and advocate on behalf of clients and consumers of social work services to state decision makers . The purpose of these meetings is for the members of the legislature to understand that social workers take issues of advocacy seriously. Students are required to attend, and prepare a brief

summary of the experience and a brief assessment of the legislation that was discussed for extra credit (Max 5 points). This assignment is due May 7, 2013.

Class Participation

Each student is expected to attend all classes. Students are expected to share ideas, listen to the ideas of others and participate in class discussions in a respectful and professional manner. As part of class participation, students are expected to critically analyze information that is presented/discussed, bring examples and applications of the concepts being covered in class. Note: If you are not attending class, you are not participating.

APA Format and Writing Requirements

All papers must follow current American Psychological Association (APA) format guidelines (6th edition). All papers must use standard, 12-point fonts (e.g., Times Roman) and be free of typographical, formatting, spelling, and content errors, as the quality of the writing will be evaluated as part of the grade for all written assignments. Be sure to carefully review and edit all drafts prior to submission. All ideas, quotes, and information taken or derived from other sources must be appropriately cited and referenced in accordance with APA rules.

Table 2: Grading

The grading and evaluation distribution for the class is outlined below.

Percentage / Grade
97-100% / A +
93-96% / A
90-92% / A -
87-89% / B +
83-86% / B
80-82% / B -
77-79% / C +
73-76% / C
70-72% / C -
67-69% / D +
63-66% / D
60-62% / D -
Below 60% / F

University Policies

Academic Integrity

Your commitment as a student to learning is evidenced by your enrollment at San Jose State University. The University’s Academic Integrity policy, located at http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sa.sjsu.edu/judicial_affairs/index.html.

Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism

(presenting the work of another as your own, or the use of another person’s ideas without

giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include your assignment or any material you have submitted, or plan to submit

for another class, please note that SJSU’s Academic Policy S07-2 requires approval of instructors.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03

requires that students with disabilities requesting accommodations must register with the Disability Resource Center (DRC) at http://www.drc.sjsu.edu/ to establish a record of their disability.

School of Social Work Policies

School of Social Work Writing Policy

The Instructor will return selected assignments (as specified elsewhere in the syllabus) ungraded if at least five unique errors are found in grammar, punctuation, sentence structure, spelling, typos, APA style, or other basic writing errors. Late penalty points may apply, as specified in the syllabus. A unique error is an error that will be counted 1 time. For example, if a possessive apostrophe is left off of a word 5 times in a paper, it will be counted as 1 error (i.e. a possessive apostrophe error). It is the student’s responsibility to make corrections throughout the paper and ensure there are no additional instances of the error in the paper before re-submitting the paper and submitting next assignments.