Scwk120; Social Welfare Institutions and Policies I;
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San José State University 1. School of Social Work 2. ScWk120; Social Welfare Institutions and Policies I; 3. Class #49627; Section 3; Fall, 2013
Instructor: Emily Bruce, Ph.D., LCSW Office Location: Washington Square Hall 217M Telephone: (408) 924-5810 Email: [email protected] Office Hours: TBA Class Days/Time: Tuesdays, noon to 2:45pm Classroom: Engineering Building (ENG) 303
CANVAS AND MYSJSU MESSAGING Our course is FA13: SCWK120-Sec 03 - Social Welfare and Institutions and Policies I. However, the course is listed incorrectly in the Course Catalog, so you will see it listed in Canvas as FA13: SCWK-120 Sec 03 - Soc SW Practice I. Despite that little glitch you will find all you need regarding this course using San Jose State’s online learning management system, Canvas as Soc SW Practice I during this Fall semester. I will use a mix of in class processes and on-line processes to implement this policy course. To use Canvas, follow the instructions below: Login URL: https://sjsu.instructure.com Please note that unlike many other websites, this web-address should NOT have the “www” at the start of the website address. Username: Your SJSU 9-digit ID number. Password: Self-generated password for your SJSUOne account. Courses: Once logged into Canvas, you will see your course or courses listed in the Courses Heading on the top of the page. From the dropdown menu, click on the name for this course, and you will be entered into the course. Note: That link will not be active until the start date of the course.
NOTE: I recommend that you visit the eCampus Canvas website at http://www.sjsu.edu/at/ec/canvas/. This website offers a number of Quick Start Learning Guides to help you navigate Canvas tools. Also, detailed guides can be found at http://guides.instructure.com/. For questions regarding the course or course materials, please contact me, the instructor.
For issues related to Canvas, please contact the eCampus Help Desk. The Help Desk can give technical support for issues encountered in Canvas Courses. • Phone: (408) 924-2337 • Submit a help ticket using the following URL: https://isupport.sjsu.edu/ecampus/ContentPages/Incident.aspx. • While logged into Canvas, click on the word Help on the upper right corner of the screen.
You are responsible for regularly checking with the messaging system through MySJSU (or other communication systems as indicated by the instructor).
Catalog Description Development of social work as a profession, including mission, values, ethics. Development and changes in the philosophy, legislative base and structures for social services as these affect social and economic justice and impact health and well-being. (3 units)
Course Description This course is a foundation course that examines of the general policies, conditions, legislative basis, institutions, and broad range of services relevant to contemporary social welfare. Major areas covered are: income maintenance, civil rights, health, mental health, economic development, child welfare, services to the elderly and to the physical and developmentally disabled. Each is viewed from a historical perspective and emphasis is given to social work value and ethics, diversity, economic and social justice, and populations-at-risk.
Course Competencies and Practice Behaviors (Student Learning Objectives)
Core Competencies The following Core Competencies are realized through course: 1. Identify as a professional social worker and conduct oneself accordingly. 3. Apply critical thinking to inform and communicate professional judgments 4. Engage diversity and difference in practice. 8. Engage in policy practice to advance social and economic well-being, and to deliver effective social services
Students Learning Objectives (SLOs) and Practice Behaviors for Competencies
Upon completion of ScWk120 students will be able to implement the following Practice Behaviors: 1. Demonstrate an ability to attend to professional roles and boundaries (PB1c)
2. Demonstrate an ability to carry self professionally in behavior, appearance and communication (PB1d).
3. Distinguish, appraise, and integrate multiple sources of knowledge, including research based knowledge and practice wisdom, to critically analyze the social policies (PB3a).
4. Understand policies, culture’s structures and values which may oppress, marginalize, alienate or create or enhance privilege and power (PB4a) 5. Recognize and communicate their understanding of the importance of difference in shaping life experiences (PB4c).
6. Analyze and review social policies that advance social well being (PB8a). Required Texts/Readings The following textbooks are required: Day, P. J. (2008). A new history of social welfare. (6th Ed.). Boston, MA: Allyn and Bacon
Myers-Lipton, S. [Ed.] (2006). Social solutions to poverty: America’s struggle to build a just society. Boulder, CO: Paradigm Publishers.
American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN 9781557987914. Available at Spartan Bookstore.
Assignments and Grading Policy Your grade in this course will be based on your written work, tests and participation in class, as follows: Assignment Points SLOs Brief Writes 2 #1, #2 One Page Policy Review #1 10 #1, #3,#4, #5, #6 One Page Policy Review #2 10 #1, #3, #4, #5, #6 One Page Policy Review #3 10 #1, #3, #4, #5, #6 Midterm 25 #3 End of Semester Summary 5 #1, #2 Final Exam 30 #3 Class Participation 8 #1, #2, #3, #4, #5, #6
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.
Submitting Assignments I do not accept assignments e-mailed as attachments. Often students have contracted computer viruses and I am trying to limit the degree to which the computers on which I work are vulnerable to computer viruses, worms, phishing and the like. Papers must be turned in the day they are due in class. If you cannot make it to class, please make arrangements to have a hard copy turned in by a classmate or turn it early. If a student has an emergency, please let me know that you will not be able to attend class, and be prepared to bring evidence of the emergency (i.e., the hospital band from your stay in the hospital, notes from a doctor, etc).
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).
Class Participation Each student is expected to attend all classes; and complete the readings. Students are expected to share their ideas, in a respectful manner, listen to the ideas of others, and work to understand the material. One of the ways to participate in class is to be on time for class to critically analyze information that is presented/discussed, bring examples and applications of the concepts being covered, be prepared to discuss the readings, and provide additional insights on the issues. Students should notify instructor in advance if they are not able to attend class or if they need to leave class early.
Policy Reviews Review of a policy issue discussed in a newspaper article (not an article from a magazine, newsletter, or professional journal) from the previous week. You will be preparing a brief review (one page) of a policy that will include an: (1) explanation of what the issues are regarding the proposed policy, specifically who is affected and how; (2) identification of who the proponents would be and their arguments -- why they believe what they believe about the issue; (3) identification of who the opponents would be and their arguments -- why they believe what they believe about the issue; and (4) use the transcultural perspective in analyzing the policy issue that is being presented in the newspaper article. Attach the article or a copy of the article (with the name of the paper, the date and the page on which it was found) to your one page review. The format for your written assignments should follow these minimum standards: No more than two typed page of narrative. Title page with title (centered on the page), your name, the name of the university, the course and the date These assignments are due on the following dates (no late assignments accepted): September 10th October 8th and November 12th
Midterm (10/1/2013) The midterm will be a multiple choice comprehensive exam of the material covered in the class up to this point; there will be between 40 to 50 questions. After the midterm, the class will continue with the scheduled class. End of the Semester Summary (12/3/2013) For this final assignment you are expected to reflect upon your coursework in this class over the semester and provide a one page of assessment of your learning. This is to be written evidence of what you have learned in this course over the semester.
Final Exam (12/3/2013) Comprehensive exam of the material covered in the class over the course of the entire semester; there will be between 65 and 75 questions.
Extra Credit Options: All extra credit is due December 3rd: Write one review of one of the additional readings. You can choose either one of the recommended readings or you can read both of them. Prepare a five-page paper as a review of the book(s) you choose to read. Explain the essential thesis of the book, and explore the major themes discussed by the respective authors; and identify a minimum of two social welfare policy issues discussed in the book. The paper is not to be longer than 5 pages of narrative with an additional page for the title page. The paper must be turned in by the last day of the course in order to receive the extra credit (Total possible amount of extra credit available: 1 point for each paper written regarding recommended readings.)
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.
Writing Formatting Specifics to Structure Papers for this Class You must use appropriate grammar and style for a college paper; specifically, this is not a journaling assignment, therefore limit the use of first person personal (i.e., I, me, my, we, us, our, etc.) Include a title page on top of the body of your paper. The title page should include (centered on the page): the title, your name, the name of the university, the course and the date Word-processed using #12 Font (Using Arial or Times New Roman font) and double- spaced with one inch margins OR typed using double-spacing with one-inch margins -- NO handwritten papers will be accepted, except for in-class tasks You will lose points if you use a font other hand Arial or Times New Roman; or if you do not use one-inch margins and double spacing. Please prepare an APA formatted title page for each written assignment turned in to me
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..
Special Note If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangement in case the building must be evacuated, please make a special appointment with me as soon as possible, or see me during office hours.
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. Due to the increase of scholarly works being plagiarized, San José State University and its faculty are beginning to implement safeguards, one of which is an electronic anti- plagiarism service called Turnitin.com. For the protection and education of all students, using an anti-plagiarism service will add your scholarly papers to the academic database so that others cannot plagiarize your hard work. Details will be discussed in class.
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 Accessible Education Center (AEC), formerly known as the Disability Resource Center (DRC). The Accessible Education Center or AEC will continue to function as a comprehensive department featuring distinct yet interconnected programs, services, and accommodations aimed at the strategic removal of barriers that inhibit students with disabilities’ full physical and curricular access, co-curricular engagement and learning, and effective communication. The new name reflects the broad scope of attention and support for our students with disabilities and the University’s continued commitment to increasing accessibility and inclusivity on campus. You can find information about the AEC at the following website address: http://www.sjsu.edu/drc/.
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.
Resources: SJSU and College of Applied Sciences and Arts (CASA) Student Technology Resources Computer labs for student use are available in the SJSU Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors. SJSU Peer Connections The Learning Assistance Resource Center (LARC) and the Peer Mentor Program have merged to become SJSU Peer Connections. Peer Connections is the new campus-wide resource for mentoring and tutoring. Our staff is here to inspire students to develop their potential as independent learners while they learn to successfully navigate through their university experience. Students are encouraged to take advantage of our services which include course-content based tutoring, enhanced study and time management skills, more effective critical thinking strategies, decision making and problem-solving abilities, and campus resource referrals.
In addition to offering small group, individual, and drop-in tutoring for a number of undergraduate courses, consultation with mentors is available on a drop-in or by appointment basis. Workshops are offered on a wide variety of topics including preparing for the Writing Skills Test (WST), improving your learning and memory, alleviating procrastination, surviving your first semester at SJSU, and other related topics. A computer lab and study space are also available for student use in Room 600 of Student Services Center (SSC).
Peer Connections is located in three locations: SSC, Room 600 (10th Street Garage on the corner of 10th and San Fernando Street); at the 1st floor entrance of Clark Hall; and in the Living Learning Center (LLC) in Campus Village Housing Building B. Visit the Peer Connections website at http://peerconnections.sjsu.edu for more information.
SJSU Writing Center The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven SJSU colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff/.
The CASA Student Success Center The School of Social Work is located in the College of Applied Sciences and Arts (CASA). While the CASA Student Success Center focuses on providing advising for undergraduate students majoring or wanting to major in programs offered in CASA Departments and Schools, graduate students in CASA are also able to use the resources of the CASA Student Success Center.
All CASA students and students who would like to be in CASA are invited to stop by the Center for general education advising, help with changing majors, academic policy related questions, meeting with peer advisors, and/or attending various regularly scheduled presentations and workshops. Looking for academic advice or maybe just some tips about how to navigate your way around SJSU? Check out the CASA Student Success Center! It’s also a great place to study, and you can check out laptops. Location: MacQuarrie Hall (MH) 533 - top floor of MacQuarrie Hall; phone: 408.924.2910; e-mail address: [email protected] ScWk120 - Section 3: Welfare Institutions and Policies I Fall 2013 Course Schedule This schedule is subject to change with fair notice. I will announce any changes in class.
Table 1 Course Schedule
Week Date Topics, Readings, Assignments, Deadlines
1 8/27/13 Introductions Overview of the Course) Introductions Overview of the BA in Social Work Review of syllabus . Discussion of course and assignments
2 9/3/13 SOCIAL ASSISTANCE TO THE POOR Defining Social Welfare Policy Introduction of the Transcultural Model Each group reviews sample news paper articles to practice policy review assignment (break down into small groups Dimensions of Social Welfare Policy: Universal vs. Selective, Public vs. Private, Categorical vs. Block Grant; The Role of Politics (PB3a)
3 9/10/13 Defining Social Welfare Policy ♦ Dimensions of Social Welfare Policy: Review of previous lecture ♦ The role of “Politics” in setting policy ♦ Definitions ♦ Class discussion to review baseline understanding of social welfare policies Readings: Day, (2006). Chapter 1 and 2. Assignment #1: One page policy review (PB1d; PB8a) 4 9/17/13 History of Social Welfare – Part I From the Beginning to the establishment of British Traditions, Establishment of the Poor Law Readings: Day, (2006). Chapters 3 to 7. Myers-Lipton, (2006). pp. 1-6; 29-38 Video and Discussion re: Life in Jamestown/Jefferson’s Plantation (PB1c; PB4a)
5 9/24/13 Social Welfare from the Revolution to the Civil War Week Date Topics, Readings, Assignments, Deadlines
Establishment of private assistance Transition from colonies to a federated republic Freedman’s Bureau Myers-Lipton, (2006). pp. 31-38; 56-60 Discussion of how understanding this period fits Transcultural Model: Cultural Knowledge (PB4a; PB4c) 6 10/1/13 Midterm (PB3a) The Role of Women and the Promise of Social Welfare Policy (PB4a; PB4c) Readings: Day, (2006). Chapter 6 – 8 Myers-Lipton, (2006). . 61-69; 107-110; 111-122; 151-157 Video: Legacies of Change (Part I) Women of power and substance ◦ Ida B. Wells and Mary Church Terrell ◦ Mary Richmond and Jane Addams 7 10/8/13 The Progressive Era – Prior to World War I to 1930’s Readings: Day, (2006). Chapter 9 Myers-Lipton, (2006). pp. 159-167; 204-210 Discussion: ◦ The Great Depression ◦ The Dustbowl ◦ The Policy Response: The New Deal Programs Transcultural Model – Power, Privilege and Oppression in the development of the welfare state Assignment #2: One page policy review (PB1d; PB8a) 8 10/15/13 The Policy Response to the Great Depression Readings: Day, (2006). Chapter 9 Myers-Lipton, (2006). pp. 159-167; 204-210. Discussion: ◦ New Deal Programs ◦ The Beginning Development of the Welfare State Transcultural Model – Power, Privilege and Oppression (PB4a, PB4c) 9 10/22/13 The Beginning of the US Welfare State Readings: Day, (2006). Chapter 9 Myers-Lipton, (2006). ). pp. 159-167; 204-210 Discussion ◦ The role of World War II ◦ The House Committee on UnAmerican Activities Video: Legacies of change (Part II) (PB8a) Week Date Topics, Readings, Assignments, Deadlines 10 10/29/13 The Cold War to Reaganomics The Beginning of Philosophical Shift Discussion: Nixon and Social Welfare Policy ◦ Focus on the worthy poor Discussion regarding the values imbedded in Reaganomics Welfare Reform Leaning to the Right: Transcultural Model – Power, Privilege and Oppression (PB4a) Readings: Day, (2006). Chapter 10 – 11 Myers-Lipton, (2006). ). pp. 211-220; 251-257 Video and Discussion re: “We were here” (PB1c; PB4a; PB4c; PB8a)
11 11/5/13 Reviewing Social Security and Medicare Readings: Day, (2006). Chapter 12 -13 Myers-Lipton, (2006). pp. 259-272; 306-313 Video: “Ending Welfare As We Know It” Assignment #3: One page policy review (PB1d; PB8a)
12 11/12/13 Health Care Policies Day, (2006). Chapter 13 Public and Private Health Insurance Public and Private Systems of Medical Insurance Managed Care Video: “Sicko” (PB8a)
13 11/19/13 History of Mental Health Care Policies Day, (2006). Chapter 13 History of Child Welfare Reading: Handout – McGowan, B. G. (2005). Historical evolution of child welfare services. In G.P. Mallon and P. M Hess (Eds.). Child welfare for the 21st Century: A handbook of practices, policies and programs (pp. 10-46). New York, NY: Columbia University Press. History of child welfare History of Adoption (PB8a) Week Date Topics, Readings, Assignments, Deadlines 14 11/26/13 Current Child Welfare Policy Reading: Handout – McGowan, B. G. (2005). Historical evolution of child welfare services. In G.P. Mallon and P. M Hess (Eds.). Child welfare for the 21st Century: A handbook of practices, policies and programs (pp. 10-46). New York, NY: Columbia University Press. Public Financing of Child Welfare Current Child Welfare Services Summarizing Social Welfare Policies from a Transcultural Perspective (PB4a; PB4c; PB8a)
15 12/3/13 Final Exam (PB3a) Due: End of the Semester Summary (PB1d)
Social Welfare Policy Reading Resources
Theory of Responding to Need Caputo, R. K. (1997). Family poverty and public dependency. Families in Society: The Journal of Contemporary Human Services, 78(1), 13-25.
Dionne, E.J., Jr. (2000, May) Keeping promises: What we owe the working poor. Commonweal, 127(10), 8.
Dodenhoff, D. (1998). Is welfare really about social control? Social Service Review, 72(3), 310- 336.
A. History Almgren, G., Kemp, S. P. & Eisinger, A. (2000). The Legacy of Hull House and the Children's Bureau in the American mortality transition. Social Service Review, 74(1), 1.
Cauthen, N. K. & Amenta, E. (1996). Not for widows only: Institutional politics and the formative years of aid to dependent children. American Sociological Review, 61(3), 427-448.
Katz, M. B. (1998). Segmented visions: Recent historical writing on American welfare. Journal of Urban History, 24(2) 244-255.
Loseke, D. R. (1997). 'The whole spirit of modern philanthropy': the construction of the idea of charity, 1912-1992. Social Problems, 44(4), 425-444.
Quadagno, J. (1994). The color of welfare: How racism undermined the war on poverty. NY: Oxford University Press.
B. Residual approaches Moretti, E. & Perloff, J. M. (2000). Use of public transfer programs and private aid by farm workers. Industrial Relations, 39(1), 26-47
Stoesz, David. (1996). Aiding the poor without a safety net. Social Policy, 27(1), 27-31.
Development of the Welfare State Headey, B., Goodin, R. E., Muffels, R. & Dirven, H. (1997). Welfare over time: Three worlds of welfare capitalism in panel perspective. Journal of Public Policy, 17(3), 329-359.
Kautsky, J. H. (1996). Contexts of conservatism, liberalism, and socialism (differences between the U.S. and Europe; European culture of aristocracy). Society, 33(3), 48-52.
Myles, J. & Quadagno, J. (2000). Envisioning a 'third way': The welfare state in the twenty-first century. Contemporary Sociology, 29(1), 156. Areas of Social Welfare Policy: Social insurance policy, health care policy, mental health policy, child welfare, and welfare reform Anderberg, D. & Andersson, F. (2000). Social insurance with risk- reducing investments. Economica, 67(265), 37-56.
Braun, B., Bauer, J. W. & Olson, P. (1999). Managing at the margin: Families moving off welfare. Journal of Family and Consumer Sciences. 91(4), 88-90.
Giroux, H. A. (2003). Zero tolerance, domestic militarization, and the war against youth. Social Justice, 30(2), 59-65.
Guendelman, S., Schauffler, H. H., & Pearl, M. (2001). Unfriendly shores: How immigrants children fare in the U.S. health system. Health Affairs, 20(1), 257-266
Halperin, R. , & Harris, J. L. (2004). Parental rights of incarcerated mothers with children in foster care: A policy vacuum. Feminist Studies, 30(2), 339-352.
Kronebusch, K., & Elbel, B. (2004). Simplifying children's Medicaid and SCHIP. Health Affairs, 23(3), 233-246.
Mallon, G. P. (2000). Gay men and lesbians as adoptive parents. Journal of Gay and Lesbian Social Services, 11(4), 1.
Maluccio, A. N. (2000). The future of child and family welfare: Selected readings. Child Welfare, 79(1), 115-122.
McGowan, B. G.& Walsh, E. M. (2000). Policy challenges for child welfare in the new century (Special Issue: Future Challenges and Opportunities in Child Welfare). Child Welfare, 79(1), 11-27.
Morton, T. D. (1999). The increasing colorization of America's child welfare system: The overrepresentation of African-American Children. Policy & Practice of Public Human Services, 57 (4), 23.
O'Beiren, K. A. (2000, June). Politician steps up - Why Bush decided to do it (private retirement accounts). National Review. 52(10).
Rose, N. E. (2000). Scapegoating poor women: An analysis of welfare reform. Journal of Economic Issues, 34(1), 143-157.
Smits, S. J. (2004). Disability and employment in the USA: The quest for best practices. Disability and Society, 19(6), 647-662.
Snowden, L. (2005). Racial, cultural and ethnic disparities in health and mental Health: Toward theory and research at community levels. American Journal of Community Psychology, 35(1 – 2), 1-8. Snell, R. & Madrid, G. (2000). Social security reform poses problems for states. State Legislatures, 26(1), 28.
Wulczn, F. W. (2000). Federal fiscal reform in child welfare services. Children and Youth Services Review, 22(2), 131-159.
Yip, K. S. (2000). The community care movements in mental health services: Implications for social work practice. International Social Work, 43(1), 33-78.
San José State University Social Work Programs: Evaluation and Grading Criteria Instructors in the Social Work program promote and evaluate critical thinking1 and communication2 skills to help students achieve academic and professional excellence. These skills encompass one’s ability to organize ideas, reason concretely and abstractly, and apply objective and subjective reasoning to ideas, situations, and theories. One method to evaluate students’ critical thinking and communication skills is via written assignments. To evaluate your writing, the social work faculty will uses the writing guidelines established in the Publications Manual of the American Psychological Association (5th Ed.). If you need writing or editing assistance, please consult with your instructor. Plagiarism3 is unacceptable. It may be monitored by your instructor with commercial plagiarism detection services4. Any student who plagiarizes will be dealt with according to San José State University policies and procedures, which may include expulsion from the University. ______1Critical thinking is the use of intellectual skills that address relevance, accuracy, clarity, depth, and breadth of ideas, situations, and theories. It enables one to self-assess mindfully her or his understanding and thought processes; it includes analyzing an issue or situation, its context, and its elements from multiple perspectives; and it generates self-improvement as one becomes sophisticated in theorizing, conceptualizing, and communicating. 2Communication is fundamental to social work and occurs in written, oral, and nonverbal forms. All communications, including case notes, reports and proposals, should be clear and cohesive. Effective communication is essential to effective and efficient social work practice on micro, mezzo, and macro levels. 3According to SJSU Academic Senate policy F88-10, “. . . plagiarism is the act of representing the work of another as one’s own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at SJSU includes but is not limited to, 1.2.1 The act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another’s work, without giving appropriate credit, and representing the product as one’s own work” (http://www.cob.sjsu.edu/FACSTAFF/KWAN_S/conduct.htm). 4 See Academic Senate policy on plagiarism detection (http://www.sjsu.edu/senate/So2- 4.htm). San José State University School of Social Work ScWk 121, Social Welfare Institutions and Policies II, Section 5 (29716), Spring 2014
Instructor: Julie Williamson, MPH Office Location: WSQ 215J Telephone: 510-823-7201 Email: [email protected] Office Hours: By appointment Class Days/Time: Thursday 12:00-2:45 Classroom: Sweeney Hall 312 Prerequisites: SCWK 120
Catalog Description
Methodology and frameworks for analyzing social policy and understanding institutional discrimination, particularly related to populations at risk and other disenfranchised groups. Political and organizational processes to influence policy development.
Course Description This course focuses on the analysis of social policy within the political, economic, societal values and ethnic minority perspectives, the adequacy of current policies, services and legislation having impact on people of color, women, gays, lesbians the disenfranchised and other marginalized groups. The student will apply a policy analysis framework to a particular social problem that has legislation designed to alleviate or ameliorate that problem. (Prerequisite: SCWK120)
Course Competencies and Practice Behaviors (Student Learning Objectives)
Core Competencies The following Competencies are realized through this course: 2. Apply social work ethical principles to guide professional practice 3. Apply critical thinking to inform and communicate professional judgments 5. Advance human rights and social and economic justice 8. Engage in policy practice to advance social & economic well-being and to deliver effective social services
Students Learning Objectives (SLOs) and Practice Behaviors for Competencies Upon completion of SCWK 121 students will be able to:
1. Demonstrate the ability to understand the underlying causes and mechanisms of oppression and discrimination though identifying and analyze a social problem with respect to its definition, affected population, and cause and consequences. PB: 5(a) (Social and economic justice)
2. Demonstrate the ability to identify public policies related to social and economic well-being and collaborative work together with colleagues. PB: 8(b) (Policy practice)
3. Analyze current public policies within historical, political, and societal perspectives as well as oppression. PB: 5(a) (Social and economic justice)
4. Identify the application of societal, political, religious values and beliefs in relation to oppression and marginalization to the analysis of a particular public policy by appraising and integrating multiple sources of knowledge. PB: 3(a) (Critical thinking); 5(a) (Social and economic justice)
5. Demonstrate the ability to collaboratively work with colleagues in order to identify the different sources of policies which have an effect on service delivery, specifically the differential impact of agency policies, local policies, state policies and/or federal policies. PB: 8(b) (Policy practice)
6. Explain the processes of policy formulation from problem identification through legislative and administrative action to advance social and economic well-being. PB: 8(a) (Policy practice)
7. Demonstrate understanding of controversial social issues related to social and economic well-being by reviewing positions of different stakeholders including similar, different, opposite values, ideology and religious beliefs; thus demonstrate ability to advocate for the client populations affected by the controversial issues. PB 5 (b) (Social and economic justice)
8. Demonstrate effective professional, oral and written communication skills in analyzing social problems and related public policies. PB: 3(c) (Critical thinking)
Required Texts/Readings Textbook Ellis, R. A. (2003). Impacting social policy: A practitioner’s guide to analysis and action. Pacific Grove, CA: Brooks/Cole, Inc. ISBN-13: 978-0534549657 Popple, R. P., & Leighninger, L. (2010). The policy-based profession: An introduction to social welfare policy analysis for social workers. (5th ed.). Boston, MA: Allyn and Bacon. ISBN-13: 978-0205763719 * The textbooks are available SJSU Spartan Bookstore (www.spartanbookstore.com) Other Readings (Recommended) American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, D.C.: American Psychological Association. ISBN-13: 978-1433805615
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 408.808.2318 or [email protected].
Classroom Protocol Each student is expected to attend all class sessions on time, complete all readings before coming to class and participate in class discussion. Students are expected to share ideas, listen to the ideas of others and participate in class discussions. There will be periodic in- class assignments of written review/summary of presentations, discussions and debates. Note: If you are not attending class, you are not participating. According to University policy F69-24, “Students should attend all meetings of their class, not only because they are responsible for material discussed therein, but because active participation is frequent essential to insure maximum benefit for all members of the class. Attendance per se shall not be used as a criterion for grading.” Students are required to have TWO meeting with the instructor (in week 8 or 9 and week 13 or 14) to discuss their policy analysis outlines. Exact date and time for meetings will be arranged. During the class session, personal business is the secondary priority. This includes cell phone conversation, text messaging, emailing, web surfing, making social plans, or reading/studying for other classes. Laptops are allowed for note-taking only. For expectations about classroom behavior, see Academic Senate Policy S90- 5 on Student Rights and Responsibilities found at: http://www.sjsu.edu/senate/s90-5.htm BASW is a professional degree and appropriate professional behavior expected. Chronic tardiness, more than one unexcused absence, and/or disruptive behavior (including the use of laptops for other than class-related activities and texting/tweeting/Facebook reading etc. during the class) will be reflected in the participation grade. Class attendance will be usually taken and recorded during the first part of class sessions. Timely communication with the instructor is expected. All class time is valuable, and if a student needs to leave due to illness or emergency, I expect to be informed.
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.
Assignments and Grading Policy Your grade in this course will be based on your two written assignments, presentation, debate exercise and participation as follows:
Assignment Points Course Student Learning Objective/Competency (SLO) 1. Social problem analysis 20 SLO: 1,2 2. Policy analysis 20 SLO; 2,3,4, 5, 6 3. Oral presentation 15 SLO: 1, 2, 3, 4, 5, 6, 8 4. Two in-class debates 30 SLO: 5, 7, 8 5. Class Participation 15 SLO: 8
Penalty for Late Work Late submission will result in deduction in points and delayed review. If you submit an assignment after the due date and time without discussing with me, 10% of the total assignment point value will be deducted automatically. For example, if an assignment is worth 20 points, 2.0 points will be deducted prior to grading. Another 10% of the total grade will be deducted for each additional week, or fraction thereof, that the assignment is late. You can avoid the late deduction(s) by planning ahead and contacting me to make alternative arrangements. If you are unable to submit an assignment by the date and time indicated on this syllabus (or announced in class), you must discuss your situation with me at least 48 hours prior to the time the assignment is due.
Notes about Written Assignments All students are expected to complete two written assignments, social problem analysis and policy analysis. The written assignments can be the results of individual work OR the joint effects of two students. If students decide to complete the written assignments as a group, it is expected that all group members will contribute equally to the success of the project. Each student must fill out Peer Evaluation Form and submit it along with each assignment. The form is available in Appendix A of the syllabus.
All student papers must be submitted electronically through Canvas. If you cannot submit through Canvas, you are still responsible for submitting your paper electronically to the instructor by email to: [email protected]. Acceptable file formats include Microsoft Word (for PC or Mac) or PDF. Your email and attachment should include: . Title of an email should include course title, assignment #, and your names (e.g., Scwk 121 assignment #1by John Doe & Jane Smith). . The title of your document should also include assignment # and your names. . In addition to a sender, remaining group members should be included in the email with Cc option – this way the instructor can follow up with all group members, if necessary. . The email with an attached paper must be in the instructor’s account before midnight (11:59 pm) on the due date.
1. Social problem analysis A draft for peer review is due on February 20, and the final paper for grading is due on February 27, maximum of 5 pages, 20 points. Students are expected to review and comment on at least one (1) peer paper in Canvas by February 23. Analyze a social problem of your choice and identify a policy/program addressing the social problem. For detailed instruction, see Appendix B. If you are completing a paper as a group, you are expected to complete and turn in the Group Project Peer Evaluation Sheet in Appendix A along with your final paper submission on February 27.
2. Policy analysis A draft is due for peer review on March 27. The final paper for grading is due on April 3, maximum of 5 pages, 20 points. Students are expected to review and comment on at least one peer paper in Canvas by March 30. Using one of the policy analysis frameworks covered in the course, analyze the policy you identified in the “social problem analysis.” For detailed instructions, see Appendix C. If you are completing a paper as a group, you are expected to complete and turn in the Group Project Peer Evaluation Sheet in Appendix A along with your final paper submission on April 3, 2014.
Note: Revision opportunity You will have one time opportunity to revise each of your written assignments (social problem analysis and policy analysis). Your revision should be based on the instructor’s written feedbacks AND discussion during consultation meetings. All revisions are due by 5pm, May 15.
3. Oral presentation May 1 or 8, 15 points. You will need to prepare an oral presentation of your social problem and policy analyses. The presentation will be a summary of your written assignments. The presentation is arranged to be 12-minute long (10 minutes for presentation and 2 minutes for Q & A). Prepare any visual aids for your presentation (e.g., poster, transparencies or PowerPoint presentation). If you do not use any visual aids, make an outline of your presentation and bring enough copies for the class. See Appendix D for a grading sheet of oral presentation.
4. Two in-class debates On an assigned date, 30 points (15 points each). You will participate in TWO debate exercises with a partner and be assigned to the topic and the position (pro and con). You are expected to make the most convincing argument in favor of your assigned position about your topic. See Appendix E for more details about debate exercise. See Appendix F for a grading sheet of debate exercise.
5. Class Participation
Students will be assessed on the frequency, quality, and depth of their in-class participation in class discussions. 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, be prepared to discuss readings, and provide additional insights on issues from their own special knowledge and expertise. Students should notify the instructor in advance if they are not able to attend class or if they need to leave class early. Also see “Classroom Protocol” in page 3 for classroom expectations.
APA Format and Writing Requirements:
All papers must follow current American Psychological Association (APA) format guidelines (6th edition) with the following exceptions: the use of running heads is optional. 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.
You must use appropriate grammar and style for a college paper; specifically, this is not a journaling assignment, therefore limit the use of first person personal (i.e., I, me, my, we, us, our, etc.).
Include a title page on top of the body of your paper. The title page should include (centered on the page): the title, your name, the name of the university, the course and the date.
Word-processed and double-spaced with one inch margins OR typed using double- spacing with one-inch margins.
You will lose points if your written assignments do not follow these minimum requirements. The instructor will hand back each assignment with suggestions for clarification. Keep these returned assignments for your future revisions. 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. University Resources Student Technology Resources Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. A wide variety of audio-visual equipment is available for student checkout from Media Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems, wireless microphones, projection screens and monitors.
SJSU Peer Connections The Learning Assistance Resource Center (LARC) and the Peer Mentor Program have merged to become Peer Connections. Peer Connections is the new campus-wide resource for mentoring and tutoring. Our staff is here to inspire students to develop their potential as independent learners while they learn to successfully navigate through their university experience. Students are encouraged to take advantage of our services which include course-content based tutoring, enhanced study and time management skills, more effective critical thinking strategies, decision making and problem-solving abilities, and campus resource referrals.
In addition to offering small group, individual, and drop-in tutoring for a number of undergraduate courses, consultation with mentors is available on a drop-in or by appointment basis. Workshops are offered on a wide variety of topics including preparing for the Writing Skills Test (WST), improving your learning and memory, alleviating procrastination, surviving your first semester at SJSU, and other related topics. A computer lab and study space are also available for student use in Room 600 of Student Services Center (SSC).
Peer Connections is located in three locations: SSC, Room 600 (10th Street Garage on the corner of 10th and San Fernando Street), at the 1st floor entrance of Clark Hall, and in the Living Learning Center (LLC) in Campus Village Housing Building B. Visit Peer Connections website at http://peerconnections.sjsu.edu for more information.
SJSU Writing Center The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven SJSU colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff/.