University of UtahCollege of Social Work

Bachelor of Social Work ProgramFall 2018

SW 4301—090: Social Welfare Policy and Services (3 credit hours)

Instructor: J. Dena Ned (she, her, hers) Telephone Number: 1-(801) 581-8902Email Address: dena.ned@socwk.utah.edu Office Number: 325Class Time: Monday-Sunday Asynchronous Office Hours: By appointment

Course Description

Social Welfare Policy and Services focuses on the political and legislative processes that influence the development of social welfare policies and services. This course articulates the intersections between human rights, social justice, and social work practice in the social welfare system. Special emphasis is on the role of social workers as social welfare policy analysts and social justice advocates. This course reinforces and promotes social work as a perspective from which to enhance our understanding of postmodern social problems and improve our macro-practice as social workers. Students will be introduced to the: History of social welfare policies and programs in the U.S. Public policy process Actors/stakeholders involved in the public policy process Models associated with policy analysis, with the goal of supporting students in practicing social

justice as needed to enhance individual, family, group, organization, and community well-being

Pre-ReqBSW Program admission

Course Objectives

At the conclusion of this course, students will be able to:

1. Understand and describe the social, political, economic and cultural factors impacting the health and wellbeing of vulnerable, marginalized, and oppressed populations in the U.S. and internationally.

2. Understand and describe the values and theoretical concepts underlying the development and implementation of social welfare policies and programs in the U.S. and internationally.

3. Understand and describe different historical periods and events that led to the development and implementation of social welfare policies and programs in the U.S. and internationally.

4. Understand and describe the local, state, and federal stakeholders involved in the public policy-making process.

5. Understand and describe major social welfare policies and programs that affect vulnerable, marginalized, and oppressed populations in the U.S. and internationally.

6. Conduct a policy analysis that reports on alternative approaches to alleviate/eliminate an issue/ problem impacting a vulnerable, marginalized, and oppressed populations in the U.S.

Course Materials

There is no textbook for purchase.ALL REQUIRED reading materials provided for each week’s module in CanvasCouncil on Social Work Education (CSWE)

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CSWE is the accrediting body for undergraduate and graduate social work programs in the United States. They developed the Educational Policy Accreditation Standards (EPAS) by which curriculum and programs are assessed and accredited (See Appendix A).

ADA Statement

The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services (CDS), 162 Olpin Union Building, (801) 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All information in this course can be made available in alternative format with prior notification from the Center for Disability Services.

Dogs on Campus

The University of Utah requires that all animals on campus must be on a leash and under constant supervision and control. Except for service animals, no animals are permitted in University of Utah buildings or facilities. Animals may not disrupt or interfere with classroom teaching. For further information please review Policy 3-231 Control of Animals on Campus, which may be found at (http: regulations.utah.edu/administration/3-231.php.). Questions about specific situations should be directed to the Center for Disability Access at (801) 581-5487.

Wellness Statement

Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the University Counseling Center (801) 581-6826 and/or Center for Student Wellness (801) 581-7776.

Violence and Harassment

Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kind of accountability and the same kinds of support applied to offenses against other protected categories such has race, national origin, color, religion, age, status as a person with a disability, veteran’s status, or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office Equal Opportunity and Affirmative Action, 135 Park Building, (801) 581-8365, or the Office of the Dean of Students, 270 Union Building, (801) 581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, (801) 581-7776. To report to the police, contact the Department of Public Safety, (801) 585-2677 (COPS).

Gender Pronoun and Name Preferences

Class rosters are provided to the instructor with the student’s legal name as well as “Preferred first name” (if previously entered by you in the Student Profile section of your CIS account). While CIS refers to this as merely a preference, I will honor you by referring to you with the name and pronoun that feels best for you in our on-line class, on papers, exams, group projects, etc. Please advise me of any name or pronoun changes (and update CIS) so I can help create a learning environment in which you, your name, and your pronoun will be respected. If you need assistance getting your preferred name on your UID card, please visit the LGBT Resource Center Room 409 in the Olpin Union Building, or email bpeacock@sa.utah.edu

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to schedule a time to drop by. The LGBT Resource Center hours are Monday through Friday 8:00am-5:00pm, and 8:00am-6:00pm on Tuesdays.

Veteran Center

If you are a student veteran, the University of Utah has a Veterans Support Center located in Room 161 in the Olpin Union Building. Hours: Monday through Friday 8:00am-5:00pm. Please visit their website for more information about what support they offer, a list of ongoing events and links to outside resources: http://veteranscenter.utah.edu/.

Learners of English as an Additional/Second Language

If you are an English language learner, please be aware of several resources on campus that will support you with your language and writing development. These resources include: the Writing Center (http://writingcenter.utah.edu/); the Writing Program (http://writing-program.utah.edu/); the English Language Institute (http://continue.utah.edu/eli/). Please let me know if there is any additional support you would like to discuss for this class. In addition, please know that you are welcome to consult with Elizabeth Perez, Academic Advisor for the BSW Program. Elizabeth may be reached at elizabeth.perez@utah.edu.

Academic Integrity Statement

Student Code of Conduct: While scholastic dishonesty is not anticipated, students shall be subject to the University of Utah’s policy on this subject. See Code of Student Rights and Responsibilities Policy at http://www.admin.utah.edu/ppmanual. Students are encouraged to familiarize themselves with this policy and standards. Please note that academic misconduct violates the NASW Code of Ethics, and represents a failure to achieve learning outcomes related to EPAS Competency 1: Demonstrate Ethical and Professional Behavior.

Academic Misconduct

The College of Social Work does not permit or tolerate academic misconduct. The following information is drawn from the University of Utah’s Code of Student Rights and Responsibilities (http://www.regulations.utah.edu/academics/6-400.html):

“Academic misconduct includes, but is not limited to, cheating, misrepresenting one's work, inappropriately collaborating, plagiarism, and fabrication or falsification of information, as defined further below. It also includes facilitating academic misconduct by intentionally helping or attempting to help another to commit an act of academic misconduct.

1. Cheating involves the unauthorized possession or use of information, materials, notes, study aids, or other devices in any academic exercise, or the unauthorized communication with another person during such an exercise. Common examples of cheating include, but are not limited to, copying from another student's examination, submitting work for an in-class exam that has been prepared in advance, violating rules governing the administration of exams, having another person take an exam, altering one's work after the work has been returned and before resubmitting it, or violating any rules relating to academic conduct of a course or program.

2. Misrepresenting one's work includes, but is not limited to, representing material prepared by another as one's own work, or submitting the same work in more than one course without prior permission of both faculty members.

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3. Plagiarism means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individual’s words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression.

4. Fabrication or falsification includes reporting experiments or measurements or statistical analyses never performed; manipulating or altering data or other manifestations of research to achieve a desired result; falsifying or misrepresenting background information, credentials or other academically relevant information; or selective reporting, including the deliberate suppression of conflicting or unwanted data. It does not include honest error or honest differences in interpretations or judgments of data and/or results.”

Official Drop/Withdrawal

The last day to drop classes is FRIDAY August 31, 2018; the last day to withdraw from this class is FRIDAY October 19, 2018. Please check the University’s academic calendar for more information pertaining to dropping and withdrawing from a course. Withdrawing from a course and other matters of registration are the student’s responsibility.

Attendance

In all BSW courses, much of the learning is experiential—occurring through classroom interaction and discussion. Given this, attendance in all classes is a requirement. Students with three (3) or more absences in a semester-length course will not be able to pass the course, thereby resulting in dismissal from the BSW Program.

Content Accommodation

The content of this course is largely mandated by the requirements of CSWE. In accordance with University of Utah policy, students are encouraged to familiarize themselves with these requirements before requesting substantive content accommodations. In addition, please know that you are welcome to consult with Elizabeth Perez, Academic Advisor, BSW Program. Depending on your situation, she may recommend campus resources, a change in course schedule, or other forms of assistance. Elizabeth may be reached at elizabeth.perez@utah.edu.

Instruction and Learning Methods

The primary teaching methods utilized in the course include learning materials to supplement course modules, individual and small group exercises, experiential exercises, weekly discussion boards, electronic media, and film/media. Students will have numerous opportunities to examine issues of individual interest that support their learning or professional development. Students are responsible for their own learning; as such, students are expected to participate in a manner that will help them achieve the learning goals, objectives and practice behaviors for the course. This course requires critical thinking, skillful writing composition, verbal discourse, and timely organizational skills, where knowledge and information is shared with others.

Course Expectations

1. Student Expectations

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Participation is key for online learning. Students electing to take online courses must demonstrate a high level of initiative, autonomy, and ability to work independently. Time management and organizational skills are essential to the successful completion of an online course. Students are responsible for their own learning and contributing to the larger learning community in our virtual classroom.

Each module is set up similarly: weekly to-do list, assigned readings, videos and other learning material, discussion boards, and assignments. There will be exams in this course containing multiple choice questions. Although you will be logging into class on your own time frame, it is expected that you will "attend" class (log in) at least three (3) times per week, and post the minimum amount required (more is better) in each discussion board, in order to receive full participation points for the week. Participation is engaging with your peers in the discussion boards through text and video responses, as well as group assignments. Your instructor is able to monitor when a student is logged in, how many times a student posts, etc.

Discussion question participation will be the way you "attend class and participate" each week. Each week you will have 1-2 discussion boards in which you will post an answer to a question and then participate in a discussion of the topic with your classmates. If you have an issue and cannot post your initials answers to discussion questions, let me know as soon as possible. If you have a legitimate reason (severe illness, hospitalization, etc.), I will allow late posts. However, you cannot receive participation points if you are not involved in the course in a particular week. In order to receive full points for participation each week, you must respond to at least 3 peer's discussion posts. A response must contain more than, "I like your post." It should contribute to the topic in a meaningful way - as if you were discussing the topic in a typical classroom. All posts should be written clearly using appropriate sentence structure and/or grammar & punctuation. If citing, use APA format and include your reference.

The "Class Forum" discussion board is a place for you to ask general questions related to the course, course material, and assignments. Please do not email the instructor about these types of questions. Instead post in the "Class Forum" board so other students, who may have similar questions, can read the response from the instructor. The "Resources" discussion board will be a board where instructors and students can post resources (articles, books, videos, etc.) that may be of interest to the entire class. For personal questions/issues/difficulties, please send a private message using "Inbox" tool inbox.png or email your instructor directly.

By signing up to take an online course, you are demonstrating an understanding that you must possess basic computer literacy skills, at minimum. This means you can successfully download and operate various file types, including but not limited to: .mp3; .mp4; docx; .mov; .PDF. You should also be able to troubleshoot technical issues and attempt to solve them on your own (a web search of your issue can reveal a lot). Please be sure all software and plug-ins are up to date.

If you are not familiar with Canvas, you are responsible for your own mastery. Please refer Canvas Student Orientation https://resources.instructure.com/courses/32

2. Instructor ExpectationsAn instructor is expected to demonstrate professional behavior, which means: attending class; arriving to and leaving class at the scheduled time; informing students of changes to the course syllabus; informing students of changes to the class schedule; providing students with classroom time to work on course assignments; providing clear expectations on course assignments; providing clear and concise feedback on course assignments; returning assignments to students in a timely manner, and replying promptly to e-mail. Integral to higher education is the exchange of ideas, which may include new, controversial and/or diverse ideas, and sometimes we will not agree with the ideas we encounter in readings, discussions, or

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class presentations. However, under all circumstances, we will treat others with respect and act professionally.

I will be your guide through the learning process. I will be available to you in several ways: via the Virtual Office Hours page, the Canvas 'Inbox' tool, email, and telephone. You can expect to 'see' me in this course several days a week.

3. Course AssignmentsAll written assignments are to be submitted electronically via CANVAS and/or instructor Inbox via CANVAS. All assignments that are submitted late will receive a point deduction for every day it is late (including weekends). All written assignments will be checked using anti-plagiarism software. The instructor reserves the right to grant an extension on course assignments. If the student anticipates that an extension is necessary (i.e., medical, personal, and/or familial), the student is strongly expected and encouraged to communicate with the instructor sooner rather than later. No extension requests will be approved on assignments that are due within the next 48 hours.

4. IncompletesIn accordance with University of Utah policies and procedures, Incomplete Grades are strongly discouraged. The University of Utah requires that a student has completed a minimum of 80% of the required course work before the instructor may grant an Incomplete. Please speak with the instructor before assuming an Incomplete will be granted.

5. SafetyAs part of professional social work education, students will have assignments that involve working in agency settings and engaging with the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student’s responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should notify the appropriate authority regarding any safety concerns.

6. ConfidentialityPersonal disclosure is not an expectation or requirement of this course. However, it may be appropriate for students to share information during class as it relates to learning about a particular topic. Students are expected to adhere to all professional standards of confidentiality during the semester.

7. E-mail CorrespondenceIt is preferable that e-mail correspondence to the instructor come from an UMail account (ending in @ utah.edu). E-mail from non-UMail accounts may go to the instructor’s junk mail folder, which will not be reviewed. Senders must also validate that all submitted documents are in readable format (i.e., Microsoft Word). If the instructor receives corrupted documents, the instructor will inform the sender and the sender will be responsible for submitting a readable document. The use of e-mail correspondence has created expectations that the receiver of an e-mail receives and reads every e-mail within seconds of its activation by the sender. Unfortunately, these expectations are unreasonable for most people. The instructor will respond to e-mail correspondence in a timely manner and expects that students will respond in a similar fashion. “Timely” means within 48 hours. If you do not receive a response within this time frame, please re-send your e-mail and/or contact the instructor by phone.

8. At the end of the semester, students will have the opportunity to evaluate the course and the instructor using the official University of Utah course and instructor evaluation.

Grading

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The University of Utah adheres to the following grading policy, which will be applied in this course:

A = 100-94% B = 86-84% C = 76-74% D = 66-64%A- = 93-90% B- = 83-80% C- = 73-70% D- = 63-60%B+ = 89-87% C+ = 79-77% D+ = 69-67% E = <60%

Course Assignments

Grading in this course is based upon the following assignments. Since all graded assignments are related directly to course objectives, failure to complete any assignment may result in an unsatisfactory course grade. In accordance with the policy of the BSW Program, students earning a grade at or below 73% (C-) will be subject to dismissal from the program. Please consult with Elizabeth Perez, Academic Advisor, BSW Program and/or review the BSW Student Handbook for more details. Elizabeth may be reached at elizabeth.perez@utah.edu.

Weekly Assignments: Preparedness, Participation, and Contribution to Class (Individual)

You are a member of a professional learning community; as such, you are expected to represent yourself as a professional. If you cannot participate/attend a class it is a courtesy to inform the instructor in advance. Please review the Netiquette link in Canvas.

First Discussion Board: Introduce yourself!

I think it's really important to start our semester with introductions as a foundation to building our online class community. Through the Discussion Board titled “Introduce yourself” you will earn points for doing these three things:

1. Create a post where you list one particularly interesting thing about you. Please include a photo or video to illustrate that interesting thing (how to post in discussion board?

2. In your posting, list one thing you would like to know about your fellow classmates. Perhaps you want to know someone's favorite movie or book. Maybe you want to know where people like to eat close to campus, or the first music concert they attended. Whatever. You decide!

3. Respond to at least three students' postings, sharing with them what they want to know about you. Feel free to respond to every student! But three is the minimum =)

DUE: by Week 2Assignment Points: 10

Assignment: Discussion Board Questions (DQs)

Discussion questions are based on the week’s module topic, and are generated from the readings, lecture materials, films, or assignments. You will respond to the questions on-line through Canvas.

Each student must also respond to at least two classmate's postings. Your post and your responses should be clear, concise and contain appropriate APA citing and references. The question answer is due on Thursday by 11:59 pm. Responses to classmates are due by Sunday by 11:59 pm. I will also be providing feedback and/or follow up questions about your posts. It is expected that you will respond to instructor posts within the specified time frame. Your initial post should be completed by the due date so

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that your peers have enough time to respond. Delay on posting your initial response will result in a deduction in your grade for this assignment.

Due: Weekly- student response by Thursday 11:59pm; student response to at least 2 classmates by Sunday 11:59pmAssignment Points: 10 points

Learning Evaluation: Midterm Exam (Individual)

The mid-term examination is a multiple choice exam covering material from the weeks preceding the midterm. The examination is taken through Canvas and will be timed. I recommend taking notes on each week’s topic in order to create your own study guide for the mid-term exam.

Due: Week 7Assignment Points: 50 Points

Paper Assignment: City Council Meeting (Individual)

For this assignment, each student will attend, observe, and write a single-spaced observational paper reporting on one city council meeting that the student attended. The paper should provide an overview of the city council meeting including: (1) an overview of the items on the meeting agenda, (2) a description of the individuals present at the city council meeting, both city council members and constituents, (3) a description of how the meeting was structured (i.e., formal/informal; decision-making style; cooperative/competitive; democratic/dominated), (4) a description of city council members’ interaction/engagement (i.e., verbally and non-verbally) with other city council members, (5) a description of city council members’ interaction/engagement (i.e., verbally and non-verbally) with constituents, (6) a critical reflection reporting on the values demonstrated by city council members in their policy-making arguments/rebuttals, (7) a description of the sources of information city council members used in their policy-making arguments/rebuttals (i.e., research, constituent letters, anecdotes, personal notes, etc.), (8) two (2) recommendations that would have improved the meeting, and (9) attach a copy of the agenda. Any topic is acceptable, though one related to health and/or human services is preferred.

Submission: 2,000 word, single-spaced paper Due: Anytime between October 1-November 25, 2018 (Week 7-14)Assignment Points: 30 Points

Social Policy Analysis and Policy Brief Assignment (SPAPB) (Group)

For this assignment, students will work as part of a small group (3-4 individuals). Each group will conduct a policy analysis, whereby they will write and present on the policy analysis addressing a local, state, or national issue/problem, and recommended option to alleviating or eliminating the issue/problem. The assignment will be conducted in three parts.

Part One: The first part of the assignment should include a written brief including: (1) a statement of the issue/problem; (2) an overview of the root causes of the issue/problem; (3) implications associated with the issue/problem; and (4) three options to alleviate or eliminate the issue/problem. The writing should be conducted using scholarly sources (i.e., peer-reviewed articles; book chapters; federal, state, and local government evaluations, reports, and monographs; and/or think tank evaluations, reports, and monographs). Groups are required to cite and reference accordingly. Written in APA format. Submission: 1,000 word, single-spaced written paper

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Due: Week 7Assignment Points: 10 Points

Part Two: The second part of the assignment should include a written brief including: (1) a description of the three options; (2) a description of three criteria (ex. outcome effectiveness, cost efficiency, political feasibility, social acceptability, and equity) applied to the policy analysis; (3) a critical analysis of the three options to alleviate or eliminate the issue/problem; and (4) recommendation of one option to alleviate or eliminate the issue/problem. The analysis should examine each option by the established criteria and each option against one another on the established criteria. The analysis should be conducted using scholarly sources (i.e., peer-reviewed articles; book chapters; federal, state, and local government evaluations, reports, and monographs; and/or think tank evaluations, reports, and monographs). Students are required to cite and reference accordingly. Written in APA format.

Submission: 2,000 word, single-spaced written paperDue: Week 12Assignment Points: 50 Points

Part Three: The final part of the assignment consists of each group facilitating a 15-20 minute PowerPoint presentation reporting on the policy analysis. The presentation should include: (1) a statement of the issue/problem; (2) an overview of the root causes of the issue/problem; (3) a statement on implications associated with the issue/problem; (4) a statement on the options to alleviate or eliminate the issue/problem; (4) a critical analysis of the three options to alleviate or eliminate the stated issue/problem; (5) a recommended option to alleviate or eliminate the stated issue/problem; and (6) a statement on the implications associated with the recommended option. Each member of the group is required to present during the presentation. Yes, your group will create a video presentation (PowerPoint with voice-over, or a video presentation) of your policy analysis. You will be able to upload the presentation in Canvas, and students in the class will be able to view your presentation!

Submission: PowerPoint Presentation Due: Week 16Assignment Points: 40 Points

Each part of the assignment should be clear, succinct, focused, and evidence-based. A minimum of ten (10) references from scholarly sources (i.e., peer-reviewed articles; book chapters; federal, state, and local government evaluations, reports, and monographs; and/or think tank evaluations, reports, and monographs) are required for the entire assignment. Following the completion of each part of the assignment, each member of the group will complete a review of one another—process and product. The data and information derived from the peer reviews will be used in calculating each group member’s participation and contribution to the assignment. Only the instructor will have access to the evaluative forms and no information from these forms will be communicated with group members/students. Given this, it is imperative that each group member: attend to and complete their expected responsibilities; communicate with one another throughout the assignment; and hold one another accountable throughout the assignment.

The maximum percentage points allotted for the required assignments are as follows:

Preparedness, Participation and Contribution 20%City Council Meeting Assignment 10%Mid-term Examination 20% Social Policy Analysis and Policy Brief Assignment: Part One 5%Social Policy Analysis and Policy Brief Assignment: Part Two 30%

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Social Policy Analysis and Policy Brief Assignment: Part Three 15% Total Points: 100%

Comprehensive Course Outline: Weekly Topics (Subject to Change)

Week 1 Aug 20-26 Introduction

Learning Objectives:

Students will be able to define social welfare policy. Students will be able to describe and explain the values underlying social welfare policy.

Required Readings:

Finn, J.L., & Jacobson, M. (2003). Just practice: Steps toward a new social work paradigm. Journal of Social Work Education, 39, 57-78.

Segal, E. (2016). Social welfare policy and underlying values. In E. Segal (Ed.), Social welfare policy and social programs: A values perspective (4th ed.) (pp. 1-26). Belmont, CA: Thomson Higher Education.

Universal Declaration of Human Rights (UDHR). (n.d.). Available at http://www.ohchr.org/EN/UDHR/ Documents /Documents/UDHR _Translations/eng.pdf.

Assignments1. Discussion Board

Week 2 Aug 27-Sep 2 Historical and Conceptual Foundations of U.S. Social Welfare Policy

Learning Objectives:

Students will be able to label and describe the different periods of social welfare policy. Students will be able to describe and explain the ideologies underlying social welfare policy.

Required Readings:

McNutt, J.G., & Hoefer, R. (2016). Value, ideology, and political philosophy in social welfare policy. In J.G. McNutt & R. Hoefer (Eds.), Social welfare policy: Responding to a changing world (pp. 91-113). Chicago, IL: Lyceum.

Segal, E. (2016). Conceptual foundations of social welfare policy. In E. Segal (Ed.), Social welfare policy and social programs: A values perspective (4th ed.) (pp. 59-81). Belmont, CA: Thomson Higher Education.

Suppes, M.A., & Wells, C.C. (2018). Social welfare policy: Historical perspectives. In M.A. Suppes & C.C. Wells (Eds.), The social work experience: A case-based introduction to social work and social welfare (6th ed.) (pp. 88-117). New York: Pearson Education.

Assignments1. Discussion Boards2. Introduction of self

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Week 3 Sep 3-9 Poverty and Income Inequality

Learning Objectives:

Students will be able to define and describe relative and absolute poverty. Students will be able to define and describe income, wealth, and income inequality. Students will be able to label and describe theories of poverty.

Required Readings:

Barusch, A.S. (2013). Poverty and inequality. In A.S. Barusch (Ed.), Foundations of social policy: Social justice in human perspective (6th ed.) (pp. 133-179). Stamford, CT: Cengage Learning.

Bradshaw, T.K. (2006). Theories of poverty and anti-poverty in community development. RPRC Working Paper No. 06-05 (pp. 2-22). Columbia, MO: University of Missouri Research Center on Poverty.

Assignment1. Discussion Boards2. Choose your 3-4 students for the policy analysis group project

Week 4 Sep 10-16 The Making of Public Policy

Learning Objectives:

Students will be able to list and describe the stages of the public policy process. Students will be able to list and describe the institutions of the public policy process.

Required Readings:

Bird, M. (2016). Social justice advocacy in the belly of the beast: An illustration of policy change for social work. Affilia: Journal of Women and Social Work, 31(2), 257-262.

Kraft, M.E., & Furlong, S.R. (2013). Public policy and politics. In M.E. Kraft & S.R. Furlong (Eds.), Public policy: Politics, analysis, and alternatives (4th ed.) (pp. 1-32). Washington, DC: Sage.

Kraft, M.E., & Furlong, S.R. (2013). Government institutions and policy actors. In M.E. Kraft & S.R. Furlong (Eds.), Public policy: Politics, analysis, and alternatives (4th ed.) (pp. 34-73). Washington, DC: Sage.

Assignments1. Discussion Boards

Week 5 Sep 17-23 Social Welfare Policy Analysis

Learning Objectives:

Students will be able to describe and explain the steps of a social welfare policy analysis. Students will be able to construct a model to conduct a social welfare policy analysis.

Required Readings:

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Barsky, A.E. (2009). Policy, values, and ethics. In A.E. Barsky (Ed.), Ethics and values in social work: An integrated approach for a comprehensive curriculum (pp. 219-241). Cary, NC: Oxford University Press.

McNutt, J.G., & Hoefer, R. (2016). Policy analysis: Tools for building evidence-based social policy. In J.G. McNutt & R. Hoefer (Eds.), Social welfare policy: Responding to a changing world (pp. 114-133). Chicago, IL: Lyceum.

Kraft, M.E., & Furlong, S.R. (2015). Understanding public policymaking. In M.E. Kraft & S.R. Furlong (Eds.), Public policy: Politics, analysis, and alternatives (5th ed.) (pp. 74-111). Washington, DC: Sage.

Assignments1. Discussion Boards

Week 6 Sep 24-30 Social Welfare Policy Analysis (Part II)

Learning Objectives:

Students will be able to categorize data utilized in conducting a social welfare policy analysis. Students will be able to analyze data utilized in conducting a social welfare policy analysis.

Required Readings:

Kraft, M.E., & Furlong, S.R. (2015). Policy analysis: An introduction. In M.E. Kraft & S.R. Furlong (Eds.), Public policy: Politics, analysis, and alternatives (5th ed.) (pp. 112-139). Washington, DC: Sage.

Kraft, M.E., & Furlong, S.R. (2018). Public problems and policy alternatives. In M.E. Kraft & S.R. Furlong (Eds.), Public policy: Politics, analysis, and alternatives (6th ed.) (pp. 146-177). Washington, DC: Sage.

Kraft, M.E., & Furlong, S.R. (2018). Assessing policy alternatives. In M.E. Kraft & S.R. Furlong (Eds.), Public policy: Politics, analysis, and alternatives (6th ed.) (pp. 178-219). Washington, DC: Sage.

Assignments1. Discussion Boards2. Prepare for midterm exam

Week 7 Oct 1-7 Social Insurance and Public Assistance Programs in the U.S.

Learning Objectives:

Students will be able to name and describe social insurance and public assistance programs. Students will be able to describe the rationale and impact of social insurance and public

assistance programs.

Required Readings:

Karger, H.J., & Stoesz, D. (2010). Social insurance programs. In H.J. Karger & D. Stoesz (Eds.), American social welfare policy: A pluralist approach (7th ed.) (pp. 201-222). Boston, MA: Allyn and Bacon.

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Karger, H.J., & Stoesz, D. (2010). Public assistance programs. In H.J. Karger & D. Stoesz (Eds.), American social welfare policy: A pluralist approach (7th ed.) (pp. 223-248). Boston, MA: Allyn and Bacon.

Matthews, D. (2015). If the goal was to get rid of poverty, we failed: The legacy of the 1996 welfare reform. Washington, DC: Vox Media. Available at http://www.vox.com/2016/6/20/11789988/clintons-welfare-reform

Assignments1. Part One SPAPB2. Midterm exam on Weeks 1-7

Week 8 Oct 8-14 Fall Break

Week 9 Oct 15-21 Health Care in the U.S.

Learning Objectives:

Students will be able to name and describe health care insurance policies and programs. Students will be able to describe the rationale and impact of health care insurance policies and

programs.

Required Readings:

Jimenez, J., Pasztor, E.M., Chambers, R.M., & Fuji, C.P. (2015). Health, mental health, and social justice. In J. Jimenez, E.M. Pasztor, R.M. Chambers, and C.P. Fuji (Eds.), Social policy and social change: Toward the creation of social and economic justice (2nd ed.) (pp. 395-442). Thousand Oaks, CA: Sage Publications, Inc.

Assignments1. Discussion Boards2. Work with group on Part Two to SPAPB3. City Council Assignment Due date begins

Week 10 Oct 22-28 Mental Health and Substance Abuse in the U.S.

Learning Objectives:

Students will be able to name and describe mental health and substance abuse policies and programs.

Students will be able to describe the rationale and impact of mental health and substance abuse policies and programs.

Required Readings:

Karger, H.J., & Stoesz, D. (2014). Mental health and substance abuse policy. In H.J. Karger & D. Stoesz (Eds.), American social welfare policy: A pluralist approach (7th ed.) (pp. 283-298). Boston, MA: Allyn and Bacon.

Assignments1. Discussion Boards

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2. City Council assignment turn-in

Week 11 Oct 29- Nov 4 Criminal Justice in the U.S.

Learning Objectives:

Students will be able to name and describe criminal justice policies and programs. Students will be able to describe the rationale and impact of criminal justice policies and

programs.

Required Readings:

Barusch, A.S. (2018). Crime and criminal justice. In A.S. Barusch (Ed.), Foundations of social policy: Social justice in human perspective (6th ed.) (pp. 287-318). Stamford, CT: Cengage Learning. Assignments1. Discussion Boards2. City Council assignment turn-in

Week 12 Nov 5-11 Family & Child Welfare in the U.S.

Learning Objectives:

Students will be able to name and describe child welfare policies and programs. Students will be able to describe the rationale and impact of child welfare policies and programs.

Required Readings:

Suppes, M.A., & Wells, C.C. (2018). Family and children’s services. In M.A. Suppes & C.C. Wells (Eds.), The social work experience: A case-based introduction to social work and social welfare (7th ed.) (pp. 118-159). New York: Pearson Education.

Assignments1. Discussion Boards2. Part Two SPAPB3. City Council assignment turn-in

Week 13 Nov 12- 18 Hunger and Food Insecurity in the U.S.

Learning Objectives:

Students will be able to name and describe food policies and programs. Students will be able to describe the rationale and impact of food policies and programs.

Required Readings:

Blau, J., & Abramovitz, M. (2014). Food and hunger: Program and policies. In J. Blau & M. Abramovitz (Eds.), The dynamics of social welfare policy (4th ed.) (pp. 425-454). New York: Pearson Education.

Assignments1. Discussion Boards

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2. City Council assignment turn-in

Week 14 Nov 19-25 Housing in the U.S.

Learning Objectives:

•Students will be able to name and describe housing policies and programs.•Students will be able to describe the rationale and impact of housing policies and programs.

Required Readings:

Blau, J., & Abramovitz, M. (2014). Housing: Program and policies. In J. Blau & M. Abramovitz (Eds.), The dynamics of social welfare policy (4th ed.) (pp. 358-394). New York: Pearson Education.

Assignments1. Discussion Boards2. Last week to turn-in City Council assignment3. Begin to finalize your group’s final presentation

Week 15 Nov 26-Dec 2 TBD

Week 16 Dec 3-9 Social Policy Analysis and Policy Brief Assignment: Final Presentation

Learning Objectives:

Students will prepare a professional presentation. Students will conduct and facilitate a professional presentation.

Assignments1. Upload final group project2. Provide review of each group member, including yourself, participation

Week 17 Dec 10- 13 FINALS WEEK

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Condensed Course Outline: Weekly Topics and Assignment Due Dates

Week Date Topic Assignment Due1 8/20 Introduction2 8/27 Historical and Conceptual Foundations of U.S. Social Welfare Policy3 9/3 Poverty and Income Inequality 4 9/10 The Making of Public Policy5 9/17 Social Welfare Policy Analysis 6 9/24 Social Welfare Policy Analysis (cont.)7 10/1 Social Insurance and Public Assistance in the U.S. Mid-Term Examination; SPAPB: Part One8 10/8 Fall Break (October 7-14, 2018)9 10/15 Health Care in the U.S.10 10/22 Mental Health and Substance Abuse in the U.S.11 10/29 Criminal Justice in the U.S.12 11/5 Child Welfare in the U.S. SPAPB: Part Two13 11/12 Housing in the U.S.14 11/19 Hunger and Food Insecurity in the U.S. Last week to turn-in City Council15 11/26 TBD16 12/3 SPAPB: Part Three

Note: City Council Meeting Assignment due anytime between October 3-November 21, 2018.Note: If you are having difficulty meeting the expectations of this course or if you have any needs that require immediate attention, please speak with the instructor as soon as possible. Note: The syllabus is not a binding legal contract and is a guideline for the course and may be modified by the instructor (students will be given reasonable notice of modifications).

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Resources

American Enterprise Institute: https://www.aei.org/Administration for Children and Families: http://www.acf.dhhs.govBrookings Institute: http://www.Brookings.eduBrooks World Poverty Institute: http://www.bwpi.manchester.ac.uk/Center for American Progress: https://www.americanprogress.org/Center on Budget and Policy Priorities: http://www.cbpp.orgCenter for Community Change: http://www.communitychange.org/ Center for Public Policy and Administration: http://cppa.utah.edu/portfolio/portfolio.phpChildren’s Defense Fund: http://www.childrensdefense.orgCommunity Action Partnership of Utah: http://utahcap.org/Economic Policy Institute: http://www.epi.org/Five County Association of Governments: http://www.fcaog.state.ut.us/Future of Children: http://www.futureofchildren.comHEAL Utah: http://www.healutah.org/Heritage Foundation: http://www.heritage.orgInstitute for Research on Poverty: http://www.ssc.wisc.edu/irpJoint Center for Poverty Research: http://www.jcpr.orgKaiser Family Foundation: http://www.kff.org/Manpower Demonstration Research Corporation: http://www.mdrc.orgNational Center for Children in Poverty: http://www.nccp.org/National Conference of State Legislatures: http://www.ncsl.org/ National Congress for Community Economic Development: http://www.ncced.org/ National Poverty Center: http://www.npc.umich.eduPEW Research Center: http://people-press.orgSutherland Institute: http://sutherlandinstitute.org/United for a Fair Economy: http://www.faireconomy.org United Way of Salt Lake: http://www.uw.org/Urban Institute: http://www.urban.orgU.S. Bureau of Labor Statistics: http://www.bls.gov U.S. Census Bureau: http://www.census.govUtahns Against Hunger: http://www.uah.org/Utah Foundation: http://www.utahfoundation.org/ Utah Health Policy Project: http://www.healthpolicyproject.org/Voices for Utah Children: http://www.utahchildren.org/Welfare Information Network: http://www.welfareinfo.orgWhite House Policy Issues: http://www.whitehouse.gov/issues/

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Written Paper Guidelines

Written papers must exhibit your capacity to engage in critical thinking and integrate concepts and perspectives covered in reading material, class lectures, group exercises, guest speaker presentations, videos, meetings with instructors, and personal reflections. Follow the formatting style as described in the American Psychological Association (APA) Manual. Do not use the automatic footnote function on your computer. Students are strongly encouraged to first consult with the APA Style Manual rather than Refworks. Students must cite and reference according to the APA Manual. Following the APA Manual guidelines helps prevent against the possibility of plagiarism. Plagiarism is taken very seriously and can result in a failing grade for the assignment and/or course and possible referral to the Student Behavior Committee.

Formatting specifications that you do need to follow include:

• Selection of clear, readable 12-point font.• 1-inch margins rather than 1.5-inch margins.• Headings and subheadings.• Single-spacing between lines (unless notified otherwise).• Left-margin justification.• Page number in upper, right-hand corner.• Use of headings and subheadings.• Indentation of the first line of every paragraph (with extra spacing between paragraphs).• Use of non-offensive language.• Reference page required.

Students do not need to create cover or abstract pages. Instead, include your last name(s), course number, instructor’s last name, and title in the running head at the top of the first page of the paper (ex. Jones_SW4301_Castillo_Assignmentitle). Please be certain to use this format in labeling the document. Students are expected to proof read their papers before submitting them to the instructor. Written papers are to be written/submitted as Microsoft Word documents (.doc or .docx). All written assignments are to be submitted via CANVAS.

Students who are concerned about their writing skills are encouraged to consult with the University Writing Center, which is free to all students. The Writing Center is located on the second floor of Marriott Library, phone: (801) 587-9122, email: uwc@utah.edu; website: www.writingcenter.utah.edu/.

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Appendix A

Council on Social Work Education (CSWE)

The EPAS Competencies and Practice Behaviors Relationships to the Instructional Materials and Assessment Methods….

Course Competency Instructional Materials Assessment Methods

Competency 1: Demonstrate ethical and professional behavior. Social workers 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. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers:1.A. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

Barsky; Finn & Jacobson; and Segal Readings and Lectures

Mid-term examination; Social Policy Analysis and Policy Brief Assignment

Competency 3—Advance Human Rights and Social, Economic, and Environmental Justice. Social workers 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. Social workers 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. Social workers:3. A. Apply understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.

Barusch; Bird; Blau & Abramovitz; Jimenez, Pasztor, Chambers, & Fuji; Karger & Stoesz; Matthews; Segal; Suppes & Wells; and Universal Declaration of Human Rights Readings and Lectures

Mid-term examination; Utah State Legislature Assignment; Social Policy Analysis and Policy Brief Assignment

3. B. Engage in practices that advance social, economic, and environmental justice.

Barusch; Bird; Blau & Abramovitz; Jimenez, Pasztor, Chambers, & Fuji; Karger & Stoesz; Matthews; Segal; Suppes & Wells; and Universal Declaration of Human Rights Readings and Lectures

Utah State Legislature Assignment; Social Policy Analysis and Policy Brief Assignment

pg. 19 4301-90 Fall2018

Competency 4—Engage In Practice-informed Research and Research-informed Practice. Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers: Research and Research-informed Practice Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:4. B. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.

Barsky; Kraft & Furlong; and McNutt & Hoefer Readings and Lectures

Mid-term examination; Utah State Legislature Assignment; Social Policy Analysis and Policy Brief Assignment

4. C. Use and translate research evidence to inform and improve practice, policy, and service delivery.

Barsky; Kraft & Furlong; and McNutt & Hoefer Readings and Lectures

Utah State Legislature Assignment; Social Policy Analysis and Policy Brief Assignment

Competency 5—Engage in Policy Practice. Social workers 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. Social workers 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. Social workers 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. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:5. A. Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.

Barusch; Bird; Blau & Abramovitz; Bradshaw; Finn & Jacobson; Jimenez, Pasztor, Chambers, & Fuji; Karger & Stoesz; Kraft & Furlong;

Utah State Legislature Assignment; Social Policy Analysis and Policy Brief Assignment

pg. 20 4301-90 Fall2018

Matthews; McNutt & Hoefer; Segal; and Suppes & Wells Readings and Lectures

5. B. Assess how social welfare and economic policies impact the delivery of and access to social services.

Barusch; Bird; Blau & Abramovitz; Bradshaw; Finn & Jacobson; Jimenez, Pasztor, Chambers, & Fuji; Karger & Stoesz; Kraft & Furlong; Matthews; McNutt & Hoefer; Segal; and Suppes & Wells Readings and Lectures

Mid-term examination; Utah State Legislature Assignment; Social Policy Analysis and Policy Brief Assignment

5. C. Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Barusch; Bird; Blau & Abramovitz; Bradshaw; Finn & Jacobson; Jimenez, Pasztor, Chambers, & Fuji; Karger & Stoesz; Kraft & Furlong; Matthews; McNutt & Hoefer; Segal; and Suppes & Wells Readings and Lectures

Utah State Legislature Assignment; Social Policy Analysis and Policy Brief Assignment

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