social work 536 policy and advocacy in professional social ...536... · social work 536 policy and...
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SocialWork536
PolicyandAdvocacyinProfessionalSocialWork
ThreeUnits
Thepurposeofthesocialworkprofessionistopromotehumanandcommunitywell-being.Guidedbyaperson-in-environmentframework,aglobalperspective,respectforhumandiversity,andknowledgebasedonscientificinquiry,thepurposeofsocialworkisactualizedthroughitsquestforsocialandeconomicjustice,thepreventionofconditionsthatlimithumanrights,theeliminationofpoverty,andtheenhancementofthequalityoflifeforallpersons,locallyandglobally.
—CouncilonSocialWorkEducation,March2015
Instructor:
E-Mail: CourseDay:
Telephone: CourseTime:
Office: CourseLocation:
OfficeHours:
I. COURSEPREREQUISITES
PolicyandAdvocacyinProfessionalSocialWork(SOWK536)isbuiltuponaliberalartsundergraduatefoundation.StudentsareexpectedtohaveabasicunderstandingofhowAmericangovernmentworksatthelocal,state,andnationallevelsandarudimentaryfamiliaritywiththeexistenceofsocialwelfarepolicies.
II. CATALOGUEDESCRIPTION
Socialworkerspracticewithincomplexandinterconnectingsystemsofpolicy,programs,andcommunitiesthatdirectlyandindirectlyimpacttheirclients’lives.Thiscoursestudiesandassessestheimpactofantipovertyprograms,security-buildinginsurancesystems,andopportunity-creatingpublicpoliciesonclientsseekingtonavigatewithinandacrossthesesystems,andonthesocialworker’sroletherein,attheprogrammatic,community,andstate-widelevels.
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III. COURSEDESCRIPTION
ThiscourseprovidesasubstantiveunderstandingoftheAmericansocialwelfarepoliciesandprogramsdevelopedandimplementedbyalllevelsofgovernmentthatseektolimitpoverty,providesecurity,andcreateopportunityforpeople,families,andcommunities.Theseprograms,systems,andpolicieswillbeassessedfortheiradequacy,effectiveness,andfairness.Advocacyefforts—pastandpresent—willbeexploredandevenjoinedinsomeofthesesubjectareas.
Thecoursewillalsohelpdevelopstudents’analytic,writing,andpresentationskills,whicharecrucialforsuccessfulsocialworkpracticeacrossthesystems,fundingstreamsandcommunitiesthatmakeupAmerica.Thecourseseekstoinspirestudentstodevelopacase-level,program-level,andmacro-levelpolicyadvocacyorientation,sothat—regardlessoftheirprofessionalspecialization—USCgraduateswillbemotivatedtoredresssocialandeconomicinjusticeandempowerless-advantagedgroups.
Thiscourseisdividedintothreemodules:(1)thefirstmoduleexaminesandassessesprogramsseekingtoalleviatepoverty,suchastheEarnedIncomeTaxCredit,TANF,foodstamps,andMedicaid;(2)thesecondmodulestudieshowAmericausesvarioussocialinsurancestocreateandreinforcefamilyandcommunity-levelsecurity,andincludesfocusesonSocialSecurity,unemploymentanddisabilityinsurances,andMedicare(includingtheimpactsthereonoftheAffordableCareAct);and(3)thethirdmoduleexamineshowoursocietyseekstocreateopportunitythroughitseducation,progressivetaxation,andothersystems.Eachofthesemodulesfocusesonunderstandingthepolicydecisions,financing,programimplementation,andadvocacyinterventionscreatingandimpactingthesevariousprograms,andtherolesocialworkershavewithinandacrossthem.
SOWK536providesafoundationforconcentration-specificcoursesacrosstheclinicalandpolicyarenas,inwhichstudentscanapplytheirknowledge,analysis,andskilltodevelopspecificimprovementsacrosssectors.
IV. COURSE OBJECTIVES
StudentsinthePolicyandAdvocacyinProfessionalSocialWorkcourse(SOWK536)will:
Objective # Objectives
1 Demonstrateunderstandingofthegeneralprovisionsandcurrentpivotalissuescentraltomajorsocialwelfarepoliciesinseveralkeyinstitutionalsectors,andtheimpactthesehaveonthelocalcommunity;criticallyassessvarioussubstantiveandadvocacy-basedoptionsforimproving/reformingthesesocialwelfarepolicies.
2 Analyzethepolitical,social,andeconomichistoriesthathaveshapedthedeliveryandfinancingofmajorsocialwelfarepolicies,andassessthedifferingimpacts(positive,neutral,ornegative)thatthesehistoriesanddeliveryandfinancingregimeshaveonvulnerablepopulationsinAmericansociety.
3 Effectivelyadvocateforservices,rights,socialjustice,andequalprotectionforandwithindividuals,groups,and/orcommunities.Inpreparationfortheiradvocacywork,studentswillalsoproactivelyidentifycommon,repetitiveandpredictableproblemsacrossmultiplepracticesettingsandsubstantiveissueareasthatcouldtriggerpotentialadvocacyinterventions.
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Objective # Objectives
4 Distinguish,appraise,andattendtodifferenceswithinandbetweencommunities,agencysettingsandbudgets,scientificresearch,technologicaldevelopments,andemergingsocietaltrendsinordertoreformthefinancinganddeliveryoftargetedservicesatthemezzolevel.
5 Demonstrateknowledgeofthevalues,purpose,androlesthesocialworkprofessionpracticeswithinthecontextsofpolicysystemsandprogramadministrationatmultiplelevelsofgovernmental(national,state,local);andunderstandhowsocialworkersinterveneandengageinmicro,mezzo,andmacroadvocacyineachofthesemilieus.
V. COURSE FORMAT / INSTRUCTIONAL METHODS
Thisclasswillincludeavarietyofteaching/learningmodalities.Theinstructorwillprovidelectures,withparticularfocusonfacultyareaofexpertise;andclasseswillalsobeinteractive,withstudentsencouragedtodiscusstheirideasandexperiences.Selectedsessionswillfeaturevideos,in-classexercises,and/orspeakerstoillustratethetopicsunderexamination.Materialfromthefieldandindividualfaculty-practitionerexpertisewillbeusedtointegratetheoryandintentionwithpracticeandimpacts.Asclassdiscussionisanintegralpartofthelearningprocess,studentsareexpectedtocometoclassreadytodiscusstherequiredreadingsandtheirapplicationtotheoryandpractice.
VI. STUDENT LEARNING OUTCOMES
Studentlearningforthiscourserelatestooneofmoreofthefollowing9socialworkcorecompetencies:
SocialWorkCoreCompetencies SOWK536Course
Objective
1 DemonstrateEthicalandProfessionalBehavior
* 4&5
2 EngageinDiversityandDifferenceinPractice
3 AdvanceHumanRightsandSocial,Economic,andEnvironmentalJustice
* 1,2,&3
4 EngageinPractice-InformedResearchandResearch-InformedPractice
5 EngageinPolicyPractice * 1–5
6 EngageWithIndividuals,Families,Groups,Organizations,andCommunities
7 AssessIndividuals,Families,Groups,Organizations,andCommunities
* 2,3,&4
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8 InterveneWithIndividuals,Families,Groups,Organizations,andCommunities
* 3
9 EvaluatePracticeWithIndividuals,Families,Groups,Organizations,andCommunities
*Highlightedinthiscourse
Thefollowingtablesexplainthehighlightedcompetenciesforthiscourse,therelatedstudentlearningoutcomes,andthemethodofassessment:
Competencies/Knowledge,Values,Skills StudentLearningOutcomes MethodofAssessment
DemonstrateEthicalandProfessionalBehavior:
§ Understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels.
§ Understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas.
§ Recognize personal values and the distinction between personal and professional values and understand how their personal experiences and affective reactions influence their professional judgment and behavior.
§ Understand the profession’s history, its mission, and the roles and responsibilities of the profession.
§ Understand the role of other professions when engaged in inter-professional teams.
§ Recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective.
§ Understand emerging forms of technology and the ethical use of technology in social work practice.
MakeethicaldecisionsbyapplyingthestandardsoftheNASWCodeofEthics,relevantlawsandregulations,modelsforethicaldecision-making,ethicalconductofresearch,andadditionalcodesofethicsasappropriatetocontext.
In-classparticipation;andreviewofassignment2
(whichexplicitlyrequiresanassessmentanddiscussionof
ethics)
Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.
Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.
In-classparticipation;reviewofassignment2;andreviewofthepresentationaspectof
assignment3
Use technology ethically and appropriately to facilitate practice outcomes.
Use supervision and consultation to guide professional judgment and behavior.
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AdvanceHumanRightsandSocial,Economic,andEnvironmentalJustice:
§ Understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education.
§ Understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected.
Applytheirunderstandingofsocial,economic,andenvironmentaljusticetoadvocateforhumanrightsattheindividualandsystemlevels.
In-classparticipation;andreviewofassignments1,2,
and3
Engage in practices that advance social, economic, and environmental justice.
Reviewofassignments2and3
EngageinPolicyPractice:
§ Understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels.
§ Understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development.
§ Understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings.
§ Recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy.
§ Knowledgeable about policy formulation, analysis, implementation, and evaluation.
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.
Reviewofassignments1and2
Assess how social welfare and economic policies impact the delivery of and access to social services.
In-classparticipation;andreviewofassignments1,2,
and3
Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
In-classparticipation;andreviewofassignments1,2,
and3
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AssessIndividuals,Families,Groups,Organizations,andCommunities:
§ Understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities.
§ Understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities.
§ Understand methods of assessment with diverse clients and constituencies to advance practice effectiveness.
§ Recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process.
§ Understand how their personal experiences and affective reactions may affect their assessment and decision-making.
Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.
Reviewofassignments1and3
Apply knowledge of human behavior and the social environment, person in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.
Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies.
In-classparticipation;andreviewofassignments2and3
Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.
In-classparticipation;andreviewofassignments2and3
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InterveneWithIndividuals,Families,Groups,Organizations,andCommunities:
§ Understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities.
§ Knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities.
§ Understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies.
§ Understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals.
§ Value the importance of inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, inter-professional, and interorganizational collaboration.
Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies.
In-classparticipation;andreviewofassignment2
Apply knowledge of human behavior and the social environment, person in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies
In-classparticipation;andreviewofassignments2and3
Use interprofessional collaboration as appropriate to achieve beneficial practice outcomes
Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.
In-classparticipation;andreviewofassignments2and3
Facilitate effective transitions and endings that advance mutually agreed-on goals.
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VII. COURSE ASSIGNMENTS, DUE DATES, AND GRADING
Assignment DueDate%of
FinalGrade
Assignment1: CommunityAssessment Class3 20%
Assignment2: ExperientialActivitytoSupporttheSafetyNet Class10 35%
Assignment3:ReconfiguretheBudget:Paper(15%)andOralPresentation(20%)
Class15 35%
ClassParticipation:In-classparticipation,preparation,andengagement
Ongoing;facultywillcheckinduringwk6
10%
Assignment1:CommunityAssessment(20%ofcoursegrade,dueclass3)
Assignment1isasix-tonine-pageresearch-basedpaperbasedonthecommunityeachstudentvisitedduringImmersion.ItisassignedduringtheCommunityImmersionworkshops,priortothefirstregularclass.Thepurposeofthisassignmentisforyoutodemonstrateaprofessionalunderstandingofthecommunityandassesssomeoftheimportantaspectsthereof,especiallyasregardsissuesofpoverty,health,andsecurity.Thisassignmentisnotajournalofyourwalk-about;rather,itisaresearchpaperanalyzingthecommunityusingspecificdata,on-groundobservations,follow-upinterviewsandvisits,andtheoriesofcommunity.
Theassignmentisbrokenintothefollowingsectionsinordertohelpguidestudentsinsharingaprofessionalperspectiveregardingthecommunity:Demographics;CommunityCulture;Decision-making;andReflections.Gradingcriteriaincludecompliancewiththeassignment,professionalpresentation(conformingtothebasicrulesofAPA,Englishgrammar,spellingandpunctuation),andqualityofcontentincludingevidenceofcriticalthinkingandbasicunderstandingofconcepts.Asthispaperisthestudent’sfirstinourSchool’sprogram,itmaybesharedwiththeSchool’swritingcoachesforungradedassessmentandfeedback.
Assignment2:ExperientialActivitytoSupporttheSafetyNet(35%ofcoursegrade,duebyclass10)
Thesecondassignmentinvolvesperformingastudent-chosenactivity(writinganop-edorlobbyinganelectedofficial),alongwithpreparinganeight-toten-pageresearchpaperdescribingandanalyzingtheactivityandthestudent’sroletherein.Itisassignedduringclass4.
Studentsmaychoosebetweenperformingthefollowingtwoactivities:(1)research,write,andsubmitforpublicationanop-edinalocal,statewide,ornationalmediaoutletonasocialwelfareGrandChallengepolicyissueofconcerntoyouasaprofessionalsocialworker;or(2)arrangeandperformalobbyvisitwithanelectedofficialonasocialwelfareGrandChallengepolicyissueofconcerntoyou;thisoptionmaybedoneingroupsofuptothreestudents.
Thepaperdescribingandanalyzingthisprojectwillincludethefollowingsections:PolicyBackground;ScopeofIssue;Perspective;ActionNarrative;andEthicalandTheoreticalConsiderations. Gradingcriteriawillincluderesponsivenesstotheassignment;organizationandclarityoftheinformationpresented;demonstratedeffortinresearchingthemedia
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outletortheadvocacycampaign;demonstratedeffortinovercomingunexpectedissues;criticalthinkinganduseofevidencetosupportconclusions;andthethoughtfulcongruenceofyouractivityandperspectivewiththeNASWCodeofEthics.
Assignment3:ReformingaBudget:writtenandoralassessment(35%ofcoursegrade,dueclass15)
Assignment3isasmall-groupprojectfocusedonaprogram,agency,orgovernmentbudget:studentswillworkinteamstoreformaspecificbudgettorespondtoaspecificscenariowhilestillseekingtoimpactitsobjective(s),usingtheNASWCodeofEthicstohelpguidespendingdecisions.Thisassignmentwillbegivenoutduringclass12andisdueduringclass15.
Facultywillpresentstudentswithabudget,aswellasseveralpossiblescenariosthatimpactthatbudget.Thestudentswillproducearevisedbudgetmeetingtheneedsofthescenario,writeapapernarrativelydescribingandanalyzingtheirfundingdecisions(worth15%ofcoursegrade),andorallypresenttheirrevisedbudgetandrationaletotheirclass(worth20%ofcoursegrade).Theparticularbudgettobereviewedwillbehandedoutinclassandwillbefromasocialserviceagency,aprogramwithinalargergovernmentdepartmentsuchasDCFS,orelseofagovernmententitysuchasacityorstate.Thescenariospresentedwillvarybutusuallywilleitheraddfundingtoserveanewclienteleorelsedepletefundingduetoexternalcircumstance.Thedetailswillbehandedoutinclass.
Gradingcriteriaforthepaperincluderesponsivenesstotheassignment;theorganization,clarity,andspecificityofthematerial;ademonstratedunderstandingofthebudgetitself,aswellashowtherevisionswilladdresstheidentifiedissues;thequalityofanalysisandtheuseofevidencetosupportanyassertions;andtheprofessionalizationofthepaper’s“tone.”Gradingcriteriafortheoralpresentationincludestheeffectivenessaswellastheprofessionalismofthein-classdeliveryofthesubstantiveaspectsoftheteam’sreport,includingself-presentation,conciseness,engagementofaudience,supportingassertions,teamwork,andtonalquality.
NoteonLateAssignments:Professionalpracticedictatesthatdeadlinesbemet.Allassignmentsthataredeliveredlatewillexperienceagradereduction.Theseverityofthegradereductionwilldependonthecircumstancesandonthequalityandprofessionalismofthestudent’scommunicationregardingthesecircumstancestohis/herinstructor.
ClassParticipation(10%ofcoursegrade,assessedintotalityover15classes)
Studentinvolvementinthisclassisconsideredessentialtoyourgrowthasapractitioner.Youwillbeaskedtodiscussthematerialassigned,participateinrole-playingandin-classgroupexercises,shareinall-classdiscussions,andthelike.Facultywillcheckinwithstudentsaroundweek6ofthesemestertogivefeedbackaboutparticipation.Thefollowinggrading-rangecriteriawillbeused:
14–15points:OutstandingContributor:Contributionsinclassreflectexceptionalpreparation,andparticipationissubstantial.Ideasofferedarealwayssubstantive,providesoneormoremajorinsightsaswellasdirectionfortheclass.Challengesarewellsubstantiated,persuasivelypresented,andpresentedwithexcellentcomportment.Ifthispersonwerenotamemberoftheclass,thequalityofdiscussionwouldbediminishedmarkedly.
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12–13:VeryGoodContributor:Contributionsinclassreflectthoroughpreparationandfrequencyinparticipationishigh.Ideasofferedareusuallysubstantiveandprovidegoodinsightsandsometimesdirectionfortheclass.Applicationtoin-classmaterialisusuallyontargetandontopic.Challengesarewellsubstantiated,oftenpersuasive,andpresentedwithexcellentcomportment.Ifthispersonwerenotamemberoftheclass,thequalityofdiscussionwouldbediminished.
10–11:GoodContributor:Contributionsinclassreflectsolidpreparation.Ideasofferedareusuallysubstantiveandparticipationisveryregular,providesgenerallyusefulinsightsbutseldomofferanewdirectionforthediscussion.Sometimesprovidesapplicationofclassmaterialtocasesheld.Challengesaresometimespresented,fairlywellsubstantiated,andaresometimespersuasivewithgoodcomportment.Ifthispersonwerenotamemberoftheclass,thequalityofdiscussionwouldbediminishedsomewhat.
7–9:AdequateContributor:Contributionsinclassreflectsomepreparation.Ideasofferedaresomewhatsubstantive,providesomeinsightsbutseldomofferanewdirectionforthediscussion.Participationissomewhatregular.Challengesaresometimespresentedandaresometimespersuasivewithadequatecomportment.Ifthispersonwerenotamemberoftheclass,thequalityofdiscussionwouldbediminishedslightly.
6–7:Inadequate:Thispersonsayslittleinclass.Hence,thereisnotanadequatebasisforevaluation.Ifthispersonwerenotamemberoftheclass,thequalityofdiscussionwouldnotbechanged.Doesnotparticipateactivelyinexercisesbutsitsalmostsilentlyanddoesnoteverpresentmaterialtotheclassfromexercises.Doesnotappeartobeengaged.Attendsclassonly.
0–5:UnsatisfactoryContributor:Contributionsinclassreflectinadequatepreparation.Ideasofferedareseldomsubstantive,providefewifanyinsights,andneveraconstructivedirectionfortheclass.Integrativecommentsandeffectivechallengesareabsent.Comportmentisnegative.Ifthispersonwerenotamemberoftheclass,valuableairtimewouldbesaved.Isunabletoperformexercisesanddetractsfromtheexperience.
Grading
Classgradeswillbebasedonthefollowingnumericalstandards:
ClassGrades FinalGrade
3.85–4 A 93–100 A
3.60–3.84 A- 90–92 A-
3.25–3.59 B+ 87–89 B+
2.90–3.24 B 83–86 B
2.60–2.87 B- 80–82 B-
2.25–2.50 C+ 77–79 C+
1.90–2.24 C 73–76 C
70–72 C-
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WithintheSchoolofSocialWork,gradesaredeterminedineachclassbasedonthefollowingstandards,whichhavebeenestablishedbythefacultyoftheSchool:
GradesofAorA-arereservedforstudentworkwhichnotonlydemonstratesverygoodmasteryofcontentbutwhichalsoshowsthatthestudenthasundertakenacomplextask,hasappliedcriticalthinkingskillstotheassignment,and/orhasdemonstratedcreativityinherorhisapproachtotheassignment.Thedifferencebetweenthesetwogradeswouldbedeterminedbythedegreetowhichtheseskillshavedemonstratedbythestudent.
ThegradeofB+willbegiventoworkwhichisjudgedtobeverygood.Thisgradedenotesthatastudenthasdemonstratedamore-than-competentunderstandingofthematerialbeingtestedintheassignment.
ThegradeofBwillbegiventostudentworkwhichmeetsthebasicrequirementsoftheassignment.Itdenotesthatthestudenthasdoneadequateworkontheassignmentandmeetsbasiccourseexpectations.
ThegradeofB-willdenotethatastudent'sperformancewaslessthanadequateonanassignment,reflectingonlymoderategraspofcontentand/orexpectations.
ThegradeofCreflectsaminimalgraspoftheassignments,poororganizationofideas,and/orseveralsignificantareasrequiringimprovement.
GradesbetweenC-toFwillbeappliedtodenoteafailuretomeetminimumstandards,reflectingseriousdeficienciesinallaspectsofastudent'sperformanceontheassignment.
VIII. REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS AND RESOURCES
Required:
• Stern,M.J.(2015).Engagingsocialwelfare:Anintroductiontopolicyanalysis.Boston,MA:Pearson.
• Jansson,B.(2015).Socialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors.LosAngeles,CA:Sage.
• Multiplereadings,videos,andonlinematerialmayalsobeassignedand/orhandedoutonaclass-by-classbasis,assharedbytheinstructor.
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Course Schedule—Overview
Unit Topics
1 Adequacy, Security, and Justice Programs to alleviate poverty Insurances to create security Policies to create opportunity
2 Programs to Alleviate Poverty EITC, TANF, SNAP, Medicaid Ø History Ø Scope of need Ø Adequacy of programs Ø Role of social workers
3 Fiscal Systems: Means-Tested Programs EITC, TANF, SNAP, Medicaid Ø Funding levels Ø Fairness of financing compared with need Ø Role of social workers
4 The Power of Advocacy EITC, TANF, SNAP, Medicaid Ø Persuasive oral & written communication (case study)
5 Insurances and Programs to Create Security Social Security, SSI, Disability, and Unemployment
Insurance; Affordable Housing Ø History Ø Scope of need Ø Adequacy of programs Ø Roleofsocialworkers
6 Fiscal Systems: Paying for Security Social Security, SSI, Disability, Unemployment Insurance Ø Funding levels Ø Fairness of financing compared with need Ø Role of social workers
7 Physical Health: Medicare, Affordable Care Act Ø History Ø Scope of need Ø Adequacy of programs/ACA reforms Ø Role of social workers
8 Behavioral Health: Medicare, Affordable Care Act Ø History Ø Scope of need Ø Adequacy of programs / ACA reforms Ø Role of social workers
9 Fiscal Systems: Paying for Health Medicare parts A–D and ACA Ø General funding regimes, including history of Medicare
funding expansions Ø Fairness of financing compared with need Ø Role of social workers
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Unit Topics
10 The Power of Advocacy Health care–related case study: How to Survive a Plague
11 Systems to Create Opportunity Education (K-12, colleges), Children Initiatives (Head
Start, et al.) Ø History Ø Scope of need Ø Adequacy of programs Ø Role of social workers
12 Fiscal Systems: Paying for Children’s Success Ø General funding regimes, including special topics as
current Ø Fairness of financing compared with need Ø Role of social workers
13 Taxation and Government Budgets Review of federal incomes and disbursement Tax policy, including at individual level
14 The Power of Advocacy: American Society Doing Big Things Examples of successful reform in America, including (but
not limited to) Ø Civil rights Ø Cigarette smoking Ø Car safety Ø VAWA Ø PTSD Ø Marriage equality
15 Reforming the Budget: In-class presentations
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Course Schedule―Detailed Description
Unit 1: Adequacy, Security, and Justice
Topicsencompass:
• Conceptualframework:theongoingefforttocreateAdequacy,Security,andJustice.• Howoursocialsafetynetisstructured:federaltolocalimplementation;cross-systemintersectionality
o Programstoalleviatepoverty:EITC,SNAP,Medicaid,TANFo Insurancestocreatesecurity:SocialSecurity,Disability,Unemployment,Medicare,&ACAo Policiestocreateopportunity:education,andtaxation
• RoleofSocialWorkindevelopingandadministeringassistance:pre-NewDealtotoday’sdisappearance• Conceptual framework for roleofSocialWork: thedifferencebetweencharity-givingandprofessionalism;
culturalcompetence;theimportanceofcontext;nontraditionalsocialwork.• Hopeforthepresentandfuture:Americansocietyasflexible,empowered,andcapableofvastchange.
RequiredReading:
Stern,M.J.(2015).Anapproachtopolicypractice.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.1–22).Boston,MA:Pearson.
Jansson,B.(2015).Advancingsocialjusticein8policysectors.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.2–26).LosAngeles,CA:Sage.
FirstModule:ProgramstoAlleviatePoverty
Unit 2: Programs: Family Income, Nutrition, and Health Topicsencompass:
• EITC,TANF,SNAP,andMedicaid• Examinationofthescopeofneedinthecommunity,ontheaspectsostensiblycoveredbythese
programs(i.e.,income,foodsecurity,health).Examine(i)theapplicationprocess;(ii)thebenefitsavailable;(iii)theparticipationneededtoreceivebenefits;and(iv)thebestexpectedoutcomes.
• Examinetheadequacyoftheprogramscomparedwiththeneed,andtheimplementationthereof.• Examineanddiscusstherolethatsocialworkersdoandshouldplayinthesesafety-netprograms.
RequiredReading:
Stern,M.J.(2015).Trendsinpovertyandincomeinequality.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.79–94).Boston,MA:Pearson.
Stern,M.J.(2015).Foodinsecurity.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.95–114).Boston,MA:Pearson.
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Stern,M.J.(2015).Publicassistance.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.187–202).Boston,MA:Pearson.Jansson,B.(2015).Becomingpolicyadvocatesinthesafetynetsector.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.245–287).LosAngeles,CA:Sage.
Unit 3: Fiscal Systems: Means-Tested Programs Topicsencompass:
• EITC,TANF,SNAP,andMedicaid• Explorehistoricityofhoweachprogramcameabout,andtheresultingsilos,politicization,andspecial
interests.• Explorehowtheprogramsarefundedatthefederallevel,andotherrelevantlevels.• Discussthejustness(i.e.,equality,fairness)oftheprograms’financing,comparedwiththescopeof
need,aswellasrelevantlargersocialfactors.• Discusstheroleofsocialworkers:onthemacrolevel,tounderstandhowthesiloscanbemadetowork
together,andwhatwouldbeneededtoreformthesilos;andatthemezzolevel,tofairlyallocatelimitedresourcestopersons/familiesinneed.
RequiredReading:Stern,M.J.(2015).Politicsandeconomics.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.23–34).Boston,MA:Pearson.
Unit 4: The Power of Advocacy: Writing, Speaking, and Activism lab
Topicsencompass:
• ChoosingfromoneoftheEITC,TANF,SNAPorMedicaidprograms,thisclasswillbeginfocusingoneffectivelycommunicatingtodifferentaudiencesyourperspectiveabouthowtoimprovetheprogram.
• Thisclasswillfocusonelementsofpersuasiveoralandwrittencommunication;reviewexamplesthereof;introduceadvocacyacrossdifferentplatformsandtheeffectivenessthereof.
• Thesecondgradedassignmentwillbesharedinthisclass.
RequiredReading:
Jansson,B.(2015).Decidingwhentochallengethestatusquo.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.29–53).LosAngeles,CA:Sage.Jansson,B.(2015).Acaseexampleofmezzopolicy.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.130–134).LosAngeles,CA:Sage.Jansson,B.(2015).Acaseexampleofmezzopolicy.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.137–150).LosAngeles,CA:Sage.
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SecondModule:InsurancestoCreateSecurity
Unit 5: Programs: Social Security, Unemployment, Disability,
Affordable Housing
Topicsencompass:
• SocialSecurity,SSI,Disabilityinsurance,unemploymentinsurance,andaffordablehousing• ExaminethescopeofneedfacedbyAmericansand/orresidentslivingintheselectedlevelof
community(local,state,national)whoareimpactedbypovertyinoldageorasasurvivor,whobecomeorarealreadydisabled,and/orwhobecomeunemployed.Assess(i)theresourceswhichareavailable;(ii)theapplicationprocess;(iii)theresultingbenefits;and(iv)thebestexpectedoutcomesforparticipants.
• Discusstheadequacy(breadthanddepth)oftheprograms’servicescomparedwiththescopeofneed.• Examineanddiscusstherolethatsocialworkersdoandshouldplayinthesesafety-netprograms.
RequiredReading:
Jansson,B.(2015).Becomingpolicyadvocatesinthegerontologysector.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.203–239).LosAngeles,CA:Sage.
Stern,M.J.(2015).ProvidingincomeandservicestoolderAmerican.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.231–252).Boston,MA:Pearson.
Stern,M.J.(2015).Disabilityanddependence.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.221–227).Boston,MA:Pearson.
Allen,F.(2012,Jan/Feb).SocialSecurity:separatingfactfromfiction.TheSaturdayEveningPost.
Unit 6: Fiscal Systems: Paying for Security
Topicsencompass:
• SocialSecurity,SSI,Disabilityinsurance,unemploymentinsurance.• Explorehistoricity/expansions/reductionsofeachprogram• Explorehowtheprogramsarefundedatthefederallevel,andotherlevels.Assessthescopeofneed
intendedtobeimpacted.Discussrecentissues(suchasthesocialsecurityTrustFund“runningoutofmoney”).
• Assessthejustness(i.e.,equality;fairness)ofprograms’financing,comparedwithlargersocialfactors• Discusstheroleofsocialworkerstounderstandtheseinsurancescanbemadetoworktogether,be
sustainable,andbewell-implemented.
RequiredReading:
Aaron,H.(2011,June).SocialSecurityreconsidered(pp.385–414).NationalTaxJournal.
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Crumby,P.(2012,summer).FromSocialSecuritytosocialinsecurity(pp.117–127).CareerPlanningandAdultDevelopmentJournal.
Unit 7: Programs: Medicare and the Affordable Care Act: Physical Health
Topicsencompass:
• Medicare(PartsAthroughD);AffordableCareAct&variousstate-levelimplementationthereof(i.e.,CoveredCalifornia);examplesofsuccessfulhealth-deliveryalternatives.
• ExaminethescopeofneedfacedbyAmericans,and/orresidentsinthelocalcommunity,impactedbyphysicalhealthissues.Assess(i)theexistingprogramservices/resources,(ii)theapplicationprocess;(iii)thebenefits;and(iv)comparewhatexpectedoutcomesshouldbevs.whattheactualhealthoutcomesare.
• DescribethereformsandproceduresandsystemscreatedbytheAffordableCareAct;theimplementationthereof;andanyresultstherefrom.
• Discusstheadequacy(breadth&depth)oftheprograms’coverages,comparedwiththescopeofneed.Specialcasesmaybeexplored,suchasveterans’accesstoqualitymedicalcare.
• Examineanddiscusstheincreasingrolesocialworkershave,andshould,playinhealthcaresystems.
RequiredReading:
Jansson,B.(2015).Becomingpolicyadvocatesinthehealthcaresector.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.163–196).LosAngeles,CA:Sage.
Stern,M.J.(2015).Physicalandbehavioralhealth.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.152–172).Boston,MA:Pearson.
Unit 8: Programs: Medicare and the ACA: Behavioral Health Topicsencompass:
• MedicareandtheAffordableCareActastheypertaintomentalhealthissuesandsubstanceabuse;includingdiscussionoftheMentalHealthParity&AddictionEquityActof2008,andtheroleof“integration.”
• DescribethescopeofneedfacedbyAmericans,and/orresidentsinthelocalcommunity,impactedbymentalhealthissues,andsubstanceabuse.Assess(i)theexistingprogramservices/resources;(ii)theapplicationprocess;(iii)thebenefits;and(iv)comparewhatexpectedoutcomesshouldbevs.whatactualhealthoutcomesare.
• Specialissuesmaybediscussed,suchastheroleofpoliceandjailsasdefactosystemsofcare.• Describethereforms,proceduresandsystemscreatedbytheAffordableCareAct;theimplementation
thereof;andanyresults.• Discusstheadequacy(breadth&depth)oftheprograms’coverages,comparedwiththescopeofneed;
includinganassessmentofinnovativesolutionsimpactingtheseproblems
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• Examineanddiscusstherolesocialworkershaveplayed,andshouldplay,inthementalhealthandsubstanceabusesystems.
RequiredReading:Jansson,B.(2015).Becomingpolicyadvocatesinthementalhealthsector.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.291–317).LosAngeles,CA:Sage.
Stern,M.J.(2015).Mentalhealth.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.172–176).Boston,MA:Pearson.Salasin,S.(2005,July).Evolutionofwomen’strauma-integratedservicesatSAMHSA.JournalofCommunityPsychology.
Unit 9: Fiscal System: Paying for Health
Topicsencompass:• Medicare(PartsA–D)&theAffordableCareAct.• Explorehistoricity/expansions/reductionofeachprogram;includeasacasestudytheBush
administration’sexpansionofPartD,aswellastheObamacreationoftheACA.• Explorehowtheseprogramsarefundedatfederallevel,flowingthruandamongststate,corporate,and
localplayers.• Discussthejustness(i.e.,equality,fairness)oftheprograms’financingandpriorities,comparedwith
largersocialfactorsandvariouspopulations’healthoutcomes• Discusstheroleofsocialworkersininteractingwiththefinancingandpaymentsystemsforhealthcare
RequiredReading:
Tobehandedoutinclass.Unit 10: The Power of Advocacy: Case Study of Making
Change and Saving Lives
Topicsencompass:
• Studentsinformallysharetheirsecond-assignmentpolicy,activityandanyoutcomes• ScreenanddiscussthemultipleaspectsofthedocumentaryHowtoSurviveaPlague,including:
o howdecisionsaremade,andhowtheycanbeinfluencedo “inside”advocacyvs.direct-action“in-your-face”activismo treatmentadvocacy(wewantbetterdrugtreatment)vs.socialadvocacy(wewantequalrights)o roleofpersonalempowerment,aswellascollaborativeempowerment,andhowtheymixo roleofscienceasadrivingforce
RequiredReading:
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Jansson,B.(2015).Initiatingpolicyadvocacyatthreelevels.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.58–73).LosAngeles,CA:Sage.
ThirdModule:SystemstoCreateOpportunity
Unit 11: Programs: Education and Children Initiatives
Topicsencompass:
• HeadStart;publicK-12education&charterschools;childwelfare&transitionalyouthprograms;community&four-yearcolleges.DiscusstheAmericanidealinwhicheducationisthecornerstoneofpersonalopportunity.
• DescribethemechanismsandscopeoftheAmericanpubliceducationsystem.Assess(i)theeducationprogramsthatexist;(ii)historythereof;(iii)howtheprogramsperform;(iv)whatthebestexpectedoutcomescould(andshould)be.
• Specialissuestobediscussed,dependingoncurrentevents:theroleofthefamilyunitasaunitofopportunitycreation;childwelfare&transitionalyouthprogramsthatpromote(orhinder)educationalsuccess;measuringteachingandstudentsuccess;charterschools;and/ortheplaceoffor-profiteducation.
• Examineanddiscusstherolethatsocialworkersdoandshouldplayinthesevariouseducationarenas,fromschoolsocialworkertocreatingyourownschool.
RequiredReading:
Jansson,B.(2015).Becomingpolicyadvocatesinthechildandfamilysector.Insocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.323–328and333–357).LosAngeles,CA:Sage.Jansson,B.(2015).Becomingpolicyadvocatesintheeducationsector.Insocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.363–396).LosAngeles,CA:Sage.
Unit 12: Fiscal System: Paying for Children’s Success:
Education and Children Initiatives
Topicsencompass:
• HeadStart;publicK-12education;relevantchildwelfaresystems;communityandpubliccolleges;privatecollegesandfor-profitcolleges.
• Explorethehistoricityandcurrentstandingofthefundingfortheseprograms–forexample,propertytaxevolutionforK-12;voucherproposals;statesupportforcommunitycolleges.
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• Discussthejustnessofeducationalfunding,itspriorities(whicharesometimesgeographicalandsocio-economically-based),andcompareitwithlargersocialfactorsandvariouspopulations’educationaloutcomes.
RequiredReading:
Jansson,B.(2015).Understandingthepoliticaleconomyofthechildandfamilysector.InSocialwelfarepolicyandadvocacy:Advancingsocialjusticethrough8policysectors(pp.328–333).LosAngeles,CA:Sage.
Unit 13: Taxation and Government Budget Priorities
Topicsencompass:
• Basicgovernmentbudgetingatthefederallevel,includingareviewofthesourcesoffederalincomeanditsdisbursement,andaspectsoftaxexpendituresandloopholes.Statebudgetsmaybeused,dependingoncurrenteventsandrelevance.
• Describetaxpolicyattheindividuallevel:howtoreadyourpaycheckandunderstandyourtaxes.Theexistenceandimpactofdeductions,OASDI&FICA&Medicare.
• Examinetherolebetweentaxpolicyandsocialservicefunding,adequacyandfairness.• Discussspecialissuesaspercurrentevents,possiblyincludingtheroleof501c3non-profitsand501c4
politicalgroups;governmentcontractingandprivatization;and/oranexaminationoftheflowofwealthandresourcesthroughoutsociety.
• Examinewhetherandtheextenttowhichsocialworkersshouldfocusontaxpolicyandbudgets.
RequiredReading:
Jansson,B.(2001).Onthemagnitudeoffailednationalpriorities.InThesixteen-trilliondollarmistake(pp.349–390).NewYork:ColumbiaUniversityPress.
Payne,M.(2005).Systemsandecologicalperspectives.InModernsocialworktheory(pp.142–160).NewYork:PalgraveMacmillan.
Musell,R.M.(2008).Understandinggovernmentbudgets:Apracticalguide(chapters2and3).NewYork:Routledge.
Unit 14: The Power of Advocacy: American Society Doing Big Things
Topicsencompass:• Americansociety–ofwhichgovernmentisonlyonepart–isnimbleinreformingcertainoften-
extremelycontroversialissuesinordertoincreasethesecurityofandprovideopportunitytopeopleandcommunities.
• Thisclasswillexploreanumberofthesesuccessfulefforts,mostofwhichwereledandadvancedbydifferentsectorsofsocietyworkingcomplimentarilyovertime,andaccomplishedthroughaninterplayofactivism,corporateefforts,governmentregulation,publiceducation,andmediacoverage.
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• Casestudieswillincludecivilrights;loweringthesmokingrate;increasingcarsafety;reducingdrunkdriving;marriageequality;legalizedmedicalmarijuana;thecreationoftheViolenceAgainstWomenacts;thecreationofPTSD;and/ortherecentevolutionofcriminaljusticepolicy.
• Assessthe“new”issuesthatoursocietyisfocusingupontoday,whichcouldincludeaccordingtocurrenteventsclimatechange,reducingchildhoodobesity,guncontroland/ortheavailabilityofnutritiousfoods.
RequiredReading:
Stern,M.J.(2015).Socialworkers’roleinsocialwelfarepolicy.InEngagingsocialwelfare:Anintroductiontopolicyanalysis(pp.286–302).Boston,MA:Pearson.Bird,M.(2015,June).Socialjusticeadvocacyinthebellyofthebeast.JournalofWomenandSocialWork.
Unit 15: Reforming the Budget: In-Class Presentations
• Thisclassisagradedin-classseriesofpresentationsanddefensesofstudents’assignment#3,theirteam’srecreationofanexistingstatebudget.
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University Policies and Guidelines
VIII. ATTENDANCE POLICY
Studentsareexpectedtoattendeveryclassandtoremaininclassforthedurationoftheunit.Failuretoattendclassorarrivinglatemayimpactyourabilitytoachievecourseobjectiveswhichcouldaffectyourcoursegrade.Studentsareexpectedtonotifytheinstructorbyemailofanyanticipatedabsenceorreasonfortardiness.
UniversityofSouthernCaliforniapolicypermitsstudentstobeexcusedfromclassfortheobservanceofreligiousholydays.Thispolicyalsocoversscheduledfinalexaminationswhichconflictwithstudents’observanceofaholyday.Studentsmustmakearrangementsinadvancetocompleteclassworkwhichwillbemissed,ortorescheduleanexamination,duetoholydaysobservance.
PleaserefertoScampusandtotheUSCSchoolofSocialWorkStudentHandbookforadditionalinformationonattendancepolicies.
IX. ACADEMIC CONDUCT
Plagiarism–presentingsomeoneelse’sideasasyourown,eitherverbatimorrecastinyourownwords–isaseriousacademicoffensewithseriousconsequences.PleasefamiliarizeyourselfwiththediscussionofplagiarisminSCampusinSection11,BehaviorViolatingUniversityStandardshttps://scampus.usc.edu/1100-behavior-violating-university-standards-and-appropriate-sanctions/.Otherformsofacademicdishonestyareequallyunacceptable.SeeadditionalinformationinSCampusanduniversitypoliciesonscientificmisconduct,http://policy.usc.edu/scientific-misconduct/.
Discrimination,sexualassault,andharassmentarenottoleratedbytheuniversity.YouareencouragedtoreportanyincidentstotheOfficeofEquityandDiversityhttp://equity.usc.edu/ortotheDepartmentofPublicSafetyhttp://capsnet.usc.edu/department/department-public-safety/online-forms/contact-us.ThisisimportantforthesafetywholeUSCcommunity.Anothermemberoftheuniversitycommunity–suchasafriend,classmate,advisor,orfacultymember–canhelpinitiatethereport,orcaninitiatethereportonbehalfofanotherperson.TheCenterforWomenandMenhttp://www.usc.edu/student-affairs/cwm/provides24/7confidentialsupport,andthesexualassaultresourcecenterwebpagesarc@usc.edudescribesreportingoptionsandotherresources.
X. SUPPORT SYSTEMS
AnumberofUSC’sschoolsprovidesupportforstudentswhoneedhelpwithscholarlywriting.Checkwithyouradvisororprogramstafftofindoutmore.StudentswhoseprimarylanguageisnotEnglishshouldcheckwiththeAmericanLanguageInstitutehttp://dornsife.usc.edu/ali,whichsponsorscoursesandworkshopsspecificallyforinternationalgraduatestudents.TheOfficeofDisabilityServicesandProgramshttp://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.htmlprovidescertificationforstudentswithdisabilitiesandhelpsarrangetherelevantaccommodations.Ifanofficiallydeclaredemergencymakestraveltocampusinfeasible,USCEmergencyInformationhttp://emergency.usc.edu/willprovidesafetyandotherupdates,includingwaysinwhichinstructionwillbecontinuedbymeansofblackboard,teleconferencing,andothertechnology.
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XI. STATEMENT ABOUT INCOMPLETES
TheGradeofIncomplete(IN)canbeassignedonlyifthereisworknotcompletedbecauseofadocumentedillnessorsomeotheremergencyoccurringafterthe12thweekofthesemester.StudentsmustNOTassumethattheinstructorwillagreetothegradeofIN.RemovalofthegradeofINmustbeinstitutedbythestudentandagreedtobetheinstructorandreportedontheofficial“IncompleteCompletionForm.”
XII. POLICY ON LATE OR MAKE-UP WORK
Papersaredueonthedayandtimespecified.Extensionswillbegrantedonlyforextenuatingcircumstances.Ifthepaperislatewithoutpermission,thegradewillbeaffected.
XIII. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS
Itmaybenecessarytomakesomeadjustmentsinthesyllabusduringthesemesterinordertorespondtounforeseenorextenuatingcircumstances.Adjustmentsthataremadewillbecommunicatedtostudentsbothverballyandinwriting.
XIV. CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS
Approvedbythe1996NASWDelegateAssemblyandrevisedbythe2008NASWDelegateAssembly[http://www.socialworkers.org/pubs/Code/code.asp]
PreambleTheprimarymissionofthesocialworkprofessionistoenhancehumanwellbeingandhelpmeetthebasichumanneedsofallpeople,withparticularattentiontotheneedsandempowermentofpeoplewhoarevulnerable,oppressed,andlivinginpoverty.Ahistoricanddefiningfeatureofsocialworkistheprofession’sfocusonindividualwellbeinginasocialcontextandthewellbeingofsociety.Fundamentaltosocialworkisattentiontotheenvironmentalforcesthatcreate,contributeto,andaddressproblemsinliving.
Socialworkerspromotesocialjusticeandsocialchangewithandonbehalfofclients.“Clients”isusedinclusivelytorefertoindividuals,families,groups,organizations,andcommunities.Socialworkersaresensitivetoculturalandethnicdiversityandstrivetoenddiscrimination,oppression,poverty,andotherformsofsocialinjustice.Theseactivitiesmaybeintheformofdirectpractice,communityorganizing,supervision,consultationadministration,advocacy,socialandpoliticalaction,policydevelopmentandimplementation,education,andresearchandevaluation.Socialworkersseektoenhancethecapacityofpeopletoaddresstheirownneeds.Socialworkersalsoseektopromotetheresponsivenessoforganizations,communities,andothersocialinstitutionstoindividuals’needsandsocialproblems.
Themissionofthesocialworkprofessionisrootedinasetofcorevalues.Thesecorevalues,embracedbysocialworkersthroughouttheprofession’shistory,arethefoundationofsocialwork’suniquepurposeandperspective:
§ Service§ Socialjustice§ Dignityandworthoftheperson§ Importanceofhumanrelationships§ Integrity§ Competence
Thisconstellationofcorevaluesreflectswhatisuniquetothesocialworkprofession.Corevalues,andtheprinciplesthatflowfromthem,mustbebalancedwithinthecontextandcomplexityofthehumanexperience.
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XV. COMPLAINTS
Ifyouhaveacomplaintorconcernaboutthecourseortheinstructor,pleasediscussitfirstwiththeinstructor.Ifyoufeelcannotdiscussitwiththeinstructor,contactthechairofthe536,SamMistranoatmistrano@usc.edu.Ifyoudonotreceiveasatisfactoryresponseorsolution,contactyouradvisorand/orViceDeanDr.PaulMaidenforfurtherguidance.
XVI. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE
ü Bemindfulofgettingpropernutrition,exercise,restandsleep!ü Cometoclass.ü CompleterequiredreadingsandassignmentsBEFOREcomingtoclass.ü BEFOREcomingtoclass,reviewthematerialsfromthepreviousUnitANDthecurrentUnit,ANDscanthetopics
tobecoveredinthenextUnit.ü Cometoclasspreparedtoaskanyquestionsyoumighthave.ü Participateinclassdiscussions.ü AFTERyouleaveclass,reviewthematerialsassignedforthatUnitagain,alongwithyournotesfromthatUnit.ü Ifyoudon'tunderstandsomething,askquestions!Askquestionsinclass,duringofficehours,and/orthrough
email!ü Keepupwiththeassignedreadings.
Don’tprocrastinateorpostponeworkingonassignments.