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Social Work 310 Social Welfare Policies and Services; 4 credits Fall 2013
Tuesday and Thursday, 9:10 – 11:00pm
Faculty: Department
11 Jeanette Rankin Hall,
Office Hours: Tuesday 10:00-11:30 and by appointment
This class uses an online supplement through Moodle. If you need technical help throughout the semester please contact UM Tech Support
UMOnline Tech Support: (406)243-4999
IT Central Help Desk: (406)243-4357
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Social work is a profession that requires an understanding of how public policies are made and the ability to influence the political decision-making process. The field has a responsibility to promote social justice and shape public policy by being politically active and by mobilizing disenfranchised populations to influence decisions that impact their lives. This is a challenging prospect given our limited political clout and the power of special interest groups.
COURSE DESCRIPTION
In this course we will involve ourselves in the process by which public policies are formulated and see the resulting impact on various segments of American society. We will explore the role of non-governmental agencies and governmental agencies, interest and advocacy groups in resolving social problems. We also will see how different constituencies and individuals influence the policy-making process, both in terms of the issues that are addressed and the parameters established to deal with such issues. As we shall see, no political process is neutral in its impacts; some groups tend to benefit far more than others through social policy development and implementation. Throughout this course we will be actively involved in a process of community change.
To facilitate an understanding of the political process we will review and critically analyze major social issues and policies that impact citizens. Students will work in small teams throughout the semester to research a specific social policy and the social problem(s) the policy was developed to address. Students will then develop and implement an action plan to promote the changes students deem necessary. Our focus of inquiry will be on issues and policies that impact Montanans, but the research involved will also explore resources and policies at the federal and possibly the international level as well.
Engaged citizens in any functioning democracy are active participants in their communities and you are expected to actively contribute to building knowledge in this course. While the professor shares perspectives, knowledge, and experiences in policy-related areas, you will offer your observations and the knowledge you gain during your research with the rest of the class. This highly interactive classroom will be academically challenging and students are required to work diligently throughout the semester.
You will also be required to critique current programs as they address the needs of marginalized and traditionally oppressed social work populations while examining strategies to provide effective, culturally sensitive programs. Similarly, you will need to demonstrate an understanding of the values that shape policy and critically analyze how the policies affect citizens marginalized from the political decision-making process.
The class will be conducted as a participatory action policy research and change effort. Therefore, it is imperative that students come to class prepared to discuss reading assignments and work in small and large teams. You will be engaging the community in the community so present yourself professionally each day. I will provide material as needed, but for the most part the class will be an opportunity for us to reflect upon and analyze questions about social problems and community change through civic participation and policy development. Students are encouraged to bring their experiences as they relate to topic themes.
RELATION TO OTHER COURSES
This course builds on SW 100 and SW 200, and is generally taken concurrently with SW 360. It builds on SW350 in helping to understand how social policies impact individuals and families and provides a foundation for SW 360 in helping to understand how social policies impact group work services. It prepares students to understand the social policies and services they will encounter in their practicum.
PROGRAM OBJECTIVES ADDRESSED IN THIS COURSE
PO 1 Apply critical thinking skills within the context of professional social work practice.
PO 2 Understand the value base of the profession and its ethical standards and principles, and practice accordingly.
PO 3 Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice.
PO 4 Practice without discrimination and with respect, knowledge, and skills related to client’s age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.
PO 5 Demonstrate understanding of the history of the social work profession and its contemporary structures and issues.
PO 6 Apply the knowledge and skills of generalist social work practice with systems of all sizes, while exhibiting effective practice in a range of professional social work roles.
PO 7 Use theoretical frameworks supported by empirical evidence to understand and apply to practice individual development and behavior across the life span and the interactions among individuals and families, groups, organizations, and communities.
PO 8 Demonstrate the ability to analyze, formulate, and influence social policies, including understanding the connections between social problems and social policies.
PO 12 Demonstrate appropriate professional, ethical conduct within practice settings and contribute to positive organizational maintenance, development and change.
PO 13 Practice the skills of the generalist social worker in rural settings and underserved areas of the Rocky Mountain West.
COURSE GOALS AND OUTCOMES
Learning Goals / Outcomes1. Define social policy and explain how policy is made through legislative, executive and judicial review processes. / Making Policy Presentations; Historical Review Presentation and Paper; Review of Professional Analyses Presentation and Paper
2. Analyze social welfare policies for their functional, ethical and cultural values. / VIBES Review Presentation and Paper; Political Review Presentation and Paper;
Delivery System Review Presentation and Paper; Interaction Review Presentation and Paper
3. Appreciate the cultural, economic, historical, political, social and religious influences that impact the development, implementation and revision of social welfare policies and programs. / VIBES Review Presentation and Paper; Political Review Presentation and Paper;
Delivery System Review Presentation and Paper; Interaction Review Presentation and Paper
4. Understand and analyze major policy initiatives in the areas of health care, children and families, disability/civil rights, aging and public land use issues. / All Review Papers and Presentations; Summary Analysis and Action Plan Paper; Discussion Boards
5. Exercise critical thinking and clear writing when analyzing social welfare policies and programs. / Discussion Boards; All Policy Review Papers; Summary Analysis and Action Plan Paper
6. Understand and articulate the impact social welfare policies and services have on social work practice, individuals, families, groups, and communities. / Discussion Boards; Policy Review Papers; Analysis Summary and Action Plan Presentation and Paper
7. Understand the opportunities available to social workers for advocacy work in the areas of social welfare policy and program development and administration. / Discussion Boards; Review of Alternative Solutions Presentation and Paper; Making Policy Presentation; Delivery System Review Presentation and Paper; Analysis Summary and Action Plan Presentation and Paper
ASSIGNED READINGS & BOOKS
Required Books
Ellis, R. A. (2003). Impacting social policy a practitioner’s guide to analysis and action. Australia: Thomson Brooks/Cole
Publication manual of the American psychological association (2001). Washington: American Psychological Association.
Additional Readings
Articles are posted to Moodle.
· Additional articles may be added throughout the semester
Daily Newspaper reading to include:
· A local source such as the Missoulian, Great Falls Tribune, Billings Gazette, etc.
· A national source such as The New York Times, Washington Post, etc
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ASSIGNMENTS
A. Moodle Discussion Postings
Each class member is required to submit a brief (max. 1 pg) comment, reflection, and/or analysis based on the week’s readings and or video to the class Moodle discussion board by Tuesday of the assigned week. These submissions will help us engage in focused, relevant, and professional discussions of the issues/topics raised; class members are expected to submit contributions for each of the four assigned discussion boards over the course of the semester. This will also allow for assessment of your individual writing skills. These are public contributions sent to all class members and online discussion between students is required (See the instructions below. Submissions are due between the following dates/times:
· Week Two: Fast Food Inc.
o Discussion board will open Monday, September 3 at 8:00am (MST) and close Sunday, September 9, at 5:00pm (MST).
· Week Five: Propaganda and Persuasion and VIBES
o Discussion board will open Monday, September 24, at 8:00am(MST) and close Sunday, September 30, at 5:00pm (MST)
Each discussion board is worth 35 points.
The following instructions pertain to each discussion board assignment.
· SW 310 students must use academic writing style (proper capitalization, punctuation, spelling and grammar) in all messages.
o Do not use emoticons, e-mail acronyms such as lol (laugh out loud), imho (in my humble opinion), tl;dr (too long; didn’t read) and other informal, abbreviated forms of electronic writing. Students in any of your courses may be using screen readers or other assistive devices that will not properly read such abbreviations. Be courteous and write in ways that are accessible and understandable to all members of your class.
· Submit your first discussion post early in the week (no later than Wednesday) so that others have time to read and respond. Check the discussion board daily so you remain engaged in the conversation.
· Students need to participate in meaningful discussions throughout the week. This means:
o Provide comments, questions, thoughts ideas in response to other students’ posts throughout the week. A flurry of posts the day the discussion board closes is not meaningful participation. It does not allow other the time to read your posts and comment.
o A statement of I agree or I disagree is not meaningful. Why do you agree or disagree?
· Be sensitive to the perspective of others when expressing ideas. Do not use an authoritarian or judgmental style of writing that discourages open group discussion and trust.
· Stick to the topic and contribute with comments/questions that move the dialogue forward or into deeper reflection.
· Be concise.
· Base comments on the assigned readings/video and make sure to refer to them as needed.
· Engage others in the discussion. Respond to comments and encourage responses. Student-to-student interaction is essential.
· Debate and humor are welcome here.
There are three weeks of Moodle discussion boards. Each discussion board is worth 25 points.
B. Team Social Problem and Policy Review Papers
Social problems and their resulting policies impact social workers, social welfare agencies and those we serve in far reaching ways. State and Federal legislators enact policies that have the potential to change various aspects of social services in Montana, thus impacting social workers, social services agencies, individuals, families, groups and communities. To help students understand and appreciate the impact of social problems and policies students will work in teams throughout the semester and actively research a social problem and the policy(s) developed to address the problem. A set of four policy review papers will provide the ground work for a final analysis summary and action plan.
Utilizing the workbook features of the course text, teams will review a variety of areas of their social problem/policies in four team papers. Full instructions will be covered in class and written instructions will be posted in Moodle. The due dates for the papers are:
· Friday, October 5 by 5:00pm (MST)
o Topics: Identifying Social Problems and Historical Review
· Friday, October 26 by 5:00pm (MST)
o Topics: VIBES Analysis and Political Review
· Friday, November 16 by 5:00pm (MST)
o Topics: Delivery System Review and Review of Alternative Solutions
· Tuesday, November 27, by 5:00pm (MST)
o Topics: Professional Analysis and Interaction Review
Each paper is worth 50 points.
C. Analysis Summary and Action Plan
Upon completion of the policy review papers each team will sort through the information they gathered and prepare a final analysis summary and a proposal for change. Teams will further develop a product that will help them convince others to act on their proposal and an action plan outlining the steps necessary to win support for their proposal.
Students will use the workbook pages of the course text to complete this assignment. Full instructions will be covered in class and written instructions will be posted in Moodle. The analysis summary and action plan paper is worth 100 points and is due Monday, December 10, 2012 at 5:00pm (MST).
D. Team Presentations
As the old adage goes, knowledge is power. As such, you will share the knowledge you gain with your fellow students. Student teams will complete five presentations over the course of the semester. They are explained below.
1. How the Government Works Presentation
To fully participate in policy review, analysis and advocacy students must understand how the government works and how policy is made and financed. To accomplish this, student teams will be assigned one of the six areas listed below and develop a 15 minute educational presentation to be given in class.
· Legislative organization and the law making process
· Understanding committees
· Understanding legislative budget, spending and appropriations
· What is the judicial (court) role in policy?
· The Executive Role in Policy Making
· Ballot Initiatives
The presentations will take place in class on September 18 & 20 and are worth 30 points
2. Team Social Problem and Policy Review Presentations
The goal is for students to leave this course with in-depth, thorough knowledge about six social problem/policy areas and be prepared to act on all topics. As students complete their policy review papers they will make three short (15 minute) team presentations about the results of their research. The due dates and topics for these presentations are:
· October 2 & 4
o Topics: Identifying Social Problems and Historical Review
· October 23 & 25
o Topics: VIBES Analysis and Political Review
· November 13 & 15