MASTER SYLLABUS

SOCIAL WORK 4710

SOCIAL WELFARE IN THE UNITED STATES: CURRENT PROGRAMS
3 CREDIT HOURS
Fall 2015
Instructor: Cassandra J. Bowers, PhD., LMSW
Email: aa2083@wayne.edu
Office Phone: (313) 577-4433
Home Phone: (248)-651-2963
Office Hours: By appointment
Mission/Goals
As a school within an urban research university, the mission of the Wayne
State University School of Social Work is to transmit, develop, critically
examine, and apply knowledge to advance social work practice and social
welfare policy in order to promote social, cultural and economic justice for
the betterment of poor, vulnerable, and oppressed individuals families,
groups, communities, organizations, and society, by:

preparing ethical and competent social work generalists, advanced

practitioners and scholars at the BSW, MSW and Ph.D., levels,
respectively, with learning that primarily emphasizes urban settings;
conducting research, primarily relevant

Conducting research, primarily relevant to urban populations; and

Providing innovative leadership and service to the urban community

and the profession
BSW Program Goals

1.

To prepare BSW students for ethical, competent entry level, generalist

professional social work practice, particularly in urban settings with
diverse, poor, vulnerable and oppressed individuals, families, groups,
organizations and communities

2.

To foster a commitment to continuing education, maintaining

competence in practice, and enhancing and increasing opportunities
for BSW graduates for renewal and advancement within the profession.

COURSE DESCRIPTION
This is the second course in the policy curricular area. This course offers a
description and analysis of major social welfare programs in the United
States.
COURSE COMPETENCIES AND PRACTICE BEHAVIORS FOR THIS
COURSE
2.1.2 Apply social work ethical principles to guide professional
practice
Practice Behaviors:
Recognize and manage personal values in a way that allows professional
values to guide practice; make ethical decisions by applying standards of the
NASW Code of Ethics; tolerate ambiguity in resolving conflicts; apply
concepts of ethical reasoning to arrive at principled decisions.
2.1.3 Apply Critical thinking to inform and communicate
professional judgments
Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including
research based knowledge, and practice wisdom; analyze models of
assessment, prevention, intervention and evaluation; demonstrate effective
oral and written communication in working with individuals, families, groups,
organizations, communities, and colleagues
2.1.4 Engage diversity and difference in practice
Practice Behaviors:
Gain sufficient self-awareness to eliminate the influence of personal bias and
values in working with diverse groups; recognize and communicate the
importance of difference in shaping life experiences
2.1.5 Advance human rights and social and economic justice
Practice Behaviors:

Advocate for human rights and social justice; Engage in practice that
advance social and economic justice
2.1.8 Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services.
Practice Behaviors:
Analyze, formulate, and advocate for policies that advance social well-being;
Collaborate with colleagues and clients for effective policy action

TEXTS AND REQUIRED MATERIAL

Karger, H. J.& Stoesz, D. (2014). American Social Welfare: A Pluralist
Approach (7th ed.) Boston: Allyn & Bacon.
INTRODUCTION
This senior-level course helps students develop a critical understanding of
the social welfare system in this country, with emphasis placed on the
structure of current programs, services, and policies, and how these policies
compare internationally. Course content provides students with knowledge
and skills to understand major policies that form the foundation of social
welfare. Special attention is paid to analyzing and reforming current social
welfare policies at local, state, national and international levels and applying
the results of policy practice skills in regard to economic, political, and
organizational systems. The application of policy practice skills will be
implemented to influence, formulate and advocate for policy consistent with
social work values; and identify financial, organizational, administrative, and
planning processes required to deliver social services.
Course content begins with a brief review of the history of social welfare in
this country and trends in the development of our social welfare system.
Current policies and programs are described and analyzed using a policy
analysis framework. Gaps in existing programs (such as welfare and social
security) are identified and impacts on the lives of minorities, women, and
other oppressed groups are emphasized. The social workers ongoing role as
policy reformer and advocate for social and economic justice is presented
throughout the course.

In the process, program policy gaps and inadequacies are pinpointed,

especially as they impact on oppressed and at risk populations. Prospective
social workers are introduced to the workings of the political process, its
influence on social welfare policy and social work practice, and the ways in
which social workers can participate in political activities, advocacy groups
and coalitions, and/or organizational change in order to achieve social and
economic justice.
PERFORMANCE CRITIERIA

Assignments must be submitted on the date indicated

All late assignments will be downgraded by 5 points. Each rewrite of a
paper will be downgraded by two points. A zero will be factored in for
missing work.

Students are expected to complete all readings, participate in class via

discussions, and perform satisfactorily on assignments and
examinations.

The instructor shall be notified of unavoidable issues in advance which

may (will) prevent compliance with assignment due date.

Unless there are serious extenuating circumstances, a student will not

be able to earn an A for the course with more than two absences a B
with four absences, or a C with five absences.

Class Participation
Class participation include raising questions from the readings, making
relevant comments drawn from personal experience, reacting to opinions
expressed by the instructor and students, asking for clarification, being
actively engaged in class exercises, and/ or bringing up issues of general
interest to the class.
GRADING AND ASSIGNMENTS
Assignment

Points

Percentag
e

Competenc
y#

Quizzes 11 @ 10 points each

110

37

2.1.3

Policy Analysis Paper

85

29

2.1.2, 2.1.8

Policy Formation Paper

100

34

Total

295

100

2.1.4, 2.1.5

BENCHMARKS ASSIGNMENTS
Formulation of Policy (Policy alternative paper): develop a new policy
that might remedy a current policy problem/issue
Grading Policy
Students may pass the course with a grade of D but must maintain a C
average during the junior and senior year. (See Undergraduate Bulletin,
Wayne State University
http://www/bulletins.wayne.edu/ubk-output/index.html
Grade distribution
295- 280
A

279-264
A-

263-248
B+

247-232 B 231-216
B-

215- 200
C+

199-184 C 183-168
C-

167-152
D+

151-136
D

119E

135-120
D-

ORGANIZATION OF THE COURSE

Course content begins with a brief review of the history of social welfare in
this country and trends in the development of our social welfare system.
Current policies and programs are described and analyzed using a policy
analysis framework. Gaps in existing programs (such as welfare and social
security) are identified and impacts on the lives of minorities, women, and
other oppressed groups are emphasized. The social workers ongoing role as
policy reformer and advocate for social and economic justice is presented
throughout the course.

ROLE OF THE STUDENT AND INSTRUCTOR

See University Statement of Obligation of Students and

Faculty Members of teaching-learning process.
http://www.bulletins.wayne.edu/fib/fib2d.html

WSU STUDENT RESOURCES

Academic integrity and Student Code of Conduct:
Please visit
http://www.doso.wayne.edu/studentconduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/
Educational Accessibility Services (EAS)
Any student who feels s/he may need an accommodation based on the
impact of a disability should contact me privately to discuss you specific
needs. Please visit:
http://studentsdisability.wayne.edu/rights.php

POLICIES FOR THE COURSE

PLAGIARISM/ACADEMIC HONESTY:
Plagiarism is using another persons words or ideas without giving credit to
the other person. When you use someone elses words, you must put
quotation marks around them and give the writer or speaker credit by
revealing the source in a citation. Even if you revise or paraphrase the words

of someone else or just use their ideas, you still must give the author credit
in a note.
Plagiarism, Cheating: See WSU References:
http://www.otl.wayne.edu/pdf/2006_july_aibrochure.
(William Harris, Anti-Plagiarism Strategies for Research Papers,
http://virtualsalt.com/antiplag.htm, March 7, 2002
You must cite sources from the Internet or any other form of electronic media
used in your work. Any paper suspected of plagiarism will be reviewed at
Turnitin.com to verify that it is your work and properly cited.
Any paper that is plagiarized will result in an F for the class and a referral
to the University for further Disciplinary Action.
All papers written in the School of Social Work require APA format. You may
purchase the Publication Manual of the American Psychological Association
(6th edition), or you may visit the website listed below
http://owl.english.purdue.edu/owl/resource/560/01/
WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE
What is Wikipedia?
Wikipedia is a free-content encyclopedia, written collaboratively by people
from all around the world. The site is a wiki, which means that anyone can
edit entries simply by clicking on the edit this page link.
Because Wikipedia is an ongoing work to which anybody can contribute, it
differs from a paper-based reference source in some important ways. In
particular, mature articles tend to be more comprehensive and balanced,
while other (often fledgling) articles may still contain significant
misinformation, un-encyclopedic content or vandalism. Users need to be
aware of this in order to obtain valid information and avoid misinformation
which has been recently added and not yet removed.
APA Format. All papers must utilize APA format

All papers must have a cover page

WSU Library: http://www.lib.wayne.edu/

Course Management Considerations

1. Time management is a key element in successfully completing this course.
2. Please do not hesitate to contact me when you are experiencing problems.
3. Remember it is important to be courteous to your fellow classmates. It is absolutely ok to
disagree to disagree however, put downs are unacceptable.
4. You are in charge of your learning, make your efforts count.
Course Requirements

Read the assigned readings

Engage in positive and meaningful dialog with classmates concerning
the topic being discussed

Course Learning Units

Unit

Content

Introduction to the course

9/2/15

Review of syllabus course purpose,

format, norms, and assignments

2
9/9/15

Assignment

Lecture/discussion The origins and

future of American Social Welfare
Early Antecedents of Welfare Statism
English Poor Laws; The poor in
Colonial America Social work
leadership in Social Welfare
Library Day. Guest Monique Andrews

Assignment:

Definitions of Social Welfare Policy

Social Problems and Social Welfare
Policy
Values, Ideology, and Social Welfare
Policy

Read Chapters 1
Social Policy and the
American Welfare
State and Chapter 2
Social Welfare Policy

The Political-Economy of American

Social Welfare
The America Political continuum
Structural Interests Within Social
Welfare
A proposed Model for Policy Analysis
Researching and Analyzing Social
Policies

3
9/16/15

4
9/23/15

5
9/30/15

6
10/7/15

Incompleteness of Policy Analysis

Discussion will provide a through
historical and contemporary analysis
of the role of Judeo-Christian religious
values in the evolution of social
welfare policy in the U.S. We will also
look at the dynamic nature between
the church and state and other
institutions and events like poverty,
immigration, urbanization, scientific
revolution,
and
the
media
in
influencing social welfare in the U.S.
Discrimination and Oppression
Racism: Legal Attempts Remedy
Racism
Sexism: women at work, income
disparities

Research: A
Framework for Policy
Analysis
Submit topic for
paper

Assignment:
Read chapter 3
Religion and Social
Welfare

Assignment:
Read Chapter 4
Discrimination in
American Society

Gays and Lesbians; Ageism; People

with disabilities
Research day in class- bring your lap- Assignment:
top
Bring Lap Tops to
Class research day!!
Measuring Poverty

Assignment:

Who make up the poor; Income

distribution and inequality; tax policy
and incomes; Work and Poverty some
theoretical formulations about Poverty

Read Chapter 5
Poverty in America

7
10/14/1
5

8
10/21/1
5

9
10/28/1
5

Strategies Developed to Combat

Poverty
The voluntary Sector
Advancing Social and Distributive
Justice
Contemporary Nonprofit Human
Service Organizations
The future of the Voluntary Sector
We will discuss the history of the
corporate sector, corporate social
responsibility, corporate influence on social
welfare policy, the future of corporate
involvement in social welfare, human service
corporations, new human Service markets,
implications for health and human service
professionals.
The Policy Process; Social Workers and
Social Reform; Political Practice
Technical Aspects of the Policy Process
A critical Analysis of the Policy Process
The Policy Process Implications for
Social Welfare

10
11/4/15

11
11/11/1
5

Assignment:
Read Chapter 6 The
Voluntary Sector
Today

Assignment:
Read Chapter 7
Privatization and
Human Service
Corporations
Assignment:
Read Chapter 8 The
Making of
Governmental Policy
First Paper due

Discussion will center on the

significance of the tax policy in the
U.S. and its implication on the
provision of welfare services.

Assignment:

We will explore the major forms of

social insurance in the United States:
Old-Age, Survivors, and Disability
Insurance (OASDI); Unemployment
Insurance (UI); and Workers
Compensation. In addition, we will
explore some of the major issues and
problems surrounding social insurance
programs.

Assignment:

Read chapter 9 Tax

Policy and Income
distribution

Read Chapter 10
Social Insurance
Programs

12
11/18/1
5

Work on paper in class

Assignment:
Bring lap top to
class

11/25/145
NO CLASS
13
12/2/15

14
12/9/15

15

HAPPY THANKSGIVING

Some Assumption that underlie Public

Assistance; Aid to Families with
Dependent Children, The evolution
and Transformation of the AFDC
Program; General Assistance, Issues
in Welfare Reform; Future Prospects
for Welfare Reform
SET Administration
Class ends today

Final quiz

Assignment:
Read Chapter 11
Public Assistance
Programs
Second Paper due
Assignment
Read Chapter 12 The
American Health
Care System and
Chapter 13 Mental
Health and
Substance Abuse
Policy
Happy Holidays!!

12/16/1
5

Syllabus subject to change based on the needs of the class

COURSE ASSIGNMENTS:
All assignments will be turned in via blackboard

1. Quizzes Weekly: on Current Policy and how social policy is apparent

within service delivery systems (e.g. current eligibility criteria for
programs or services) 10 points per quiz. There will be a quiz each
week beginning week two. Quizzes will open on Friday of each week at
12AM and will close on Monday of each week at 12PM
2a. Submit Topic for policy paper September 9, 2015
2b. Policy Analysis Paper 85 points - Due 11:30 pm October 28, 2015
Using the policy framework discussed in class and the policy analysis model
presented in your textbook (Chapter 2), and the questions below evaluate a
current social welfare policy that you are interested in.
References should include federal or state laws, budgets, federal or state
statistics, government documents, refereed journal articles and scholarly
books. This paper should be 10-12 pages in length not including title
or reference page. You must use a minimum of 7 references 5 of
which must be from refereed Journals.
Policy Analysis Paper (use policy framework discussed in class and/or
questions below to complete your paper) (Competencies2.1.5 & 2.1.8.)
i. Describe current social problem you are concerned with.
ii. What are the policies in place to address this concern?
iii. Are these policies dictated by local, state or federal statute or
combinations?
iv. What is working; what is not working especially for at risk
populations (your critique of the current policy)?
v. How long has the current policy been in place? Who supports
and who opposes the policy?
vi. Interview one advocate, legislator regarding their opinion of
current policy.

3. Formation of Policy Alternative Paper 100 points Due 11:30pm

December 2, 2015
Based on problem/policy identified for analysis paper, use the information
obtained to develop a new policy that might remedy a problem identified
with current policy. This paper should be 10-12 pages in length not
including title or reference page. You must use a minimum of 7
references 5 of which must be from refereed Journals.
*Formation of Policy Alternative Paper (Competencies2.1.5 & 2.1.8.)
Based on the social problem/policy identified for your analysis paper,
use the information obtained to develop a new policy that might remedy
the problem you identified with the current policy.
a. Assess and compare this policy with a similar policy of one other
country.
b. What is your policy alternative? Name it and describe where the
change will need to occur (local, state, federal)?
c. Describe the feasibility of your alternative (Political, Economic and
Administrative). Would this policy be feasible in the country
identified in (b)
d. Describe how the policy meets your policy goals e.g. social
equality, redistribution of resources, social work values and ethics.
e. How will you work to implement your alternative? What are the
forces that are for/against the policy and how will you use or sway
each?
f. Describe your personal feelings about this policy alternative and
how you view your role as a social worker in the change process.

Rubric:
Attribute/
Criteria
Topic

Research

Interview

Policy Analysis Paper 85 points possible

Excellent = 85

Student has clearly provided

evidence of delimiting groups
affected by the chosen social
problem and has clearly
demonstrated how the group is
affected describing/defining the
problem, history and context
25 pts
Research related to norms and
values, interest, beliefs ethics
selected is highly relevant to the
argument, and is presented
accurately and completely. All
relevant components are included;
25 pts
Student utilizes resources to obtain
interview with appropriate individual.
Student provide documentation of
interaction
15pts

Competent = 65

Developing = 38

Student has provided evidence of

delimiting groups affected by the
chosen social problem and has
demonstrated how the group is
affected. describing/defining the
problem, history and context is
somewhat unclear
20 pts

Student has provided evidence of

delimiting groups affected by the
chosen social problem but has not
demonstrated how the group is
affected describing/defining the
problem, history and context
15pts

Research related to norms and

values, interest, beliefs ethics
selected mostly relevant to the
argument, and is presented with
some degree of accuracy. Most
relevant components are
included.
20pts

Research somewhat related to

norms and values, interest, beliefs.
Ethics selected is relevant to some
degree. The argument presented
needs improvement. All relevant
components are not included;
15 pts

Student conducts interview with

appropriate individual, however
fails to provide documentation
10pts.

Student does not conduct

interview
0pts

Paper Structure

Organizati
on/
Clarity

Paper is coherently organized and the

logic is easy to follow. There are no
spelling or grammatical errors and
terminology is clearly defined.
Writing is clear and concise and
persuasive.

Paper is generally well organized

and most of the argument is easy
to follow. There are only a few
minor spelling or grammatical
errors, or terms are not clearly
defined. Writing is mostly clear

Paper is poorly organized and

difficult to read does not flow
logically from one part to another.
There are several spelling and/or
grammatical errors; technical
terms are poorly defined. Writing

20pts

but may lack conciseness.

15 pts

lacks clarity and conciseness.

8 pts

RUBRIC:

FORMATION OF ALTERNATIVE POLICY 100 POINTS

Attribute/
Criteria

Topic

Policy
Alternative

Excellent = 100

Competent = 85

Developing = 70

Student provides an organized

and systematic way of looking at
the strengths, weaknesses and
services regulated and distributed
in an effort to alleviate the
conditions which individuals
experience
35pts

Student somewhat provide an

organized and systematic way of
looking at the strengths,
weaknesses and services
regulated and distributed in an
effort to alleviate the conditions
which individuals experience
30 pts

Student does not provide an

organized and systematic way of
looking at the strengths,
weaknesses and services regulated
and distributed in an effort to
alleviate the conditions which
individuals experience
25 pts

The method, results, and

implications are all presented
accurately; Refining the problem
statement alternative solution
likelihood of alternative to be
achieved calculating cost
benefit/feasibility ratio and
connections to the research and
position are clear and relevant. The
underlying logic is explicit.
45 pts

The method, results, and

implications are all presented
accurately; Refining the problem
statement alternative solution
likelihood of alternative to be
achieved calculating cost
benefit/feasibility ratio and
connections to the research and
position are somewhat unclear
and somewhat irrelevant. The
underlying logic is explicit.
40pts

The method, results, and

implications needs improvement.
There was no clear refining of the
problem statement alternative
solution likelihood of alternative to
be achieved calculating cost
benefit/feasibility ratio little
connections to the research and
position are somewhat unclear and
somewhat irrelevant.
35 pts

Paper Structure

Organizatio
n/
Clarity

Paper is coherently organized and

the logic is easy to follow. There
are no spelling or grammatical
errors and terminology is clearly
defined. Writing is clear and
concise and persuasive.

Paper is generally well organized

and most of the argument is easy
to follow. There are only a few
minor spelling or grammatical
errors, or terms are not clearly
defined. Writing is mostly clear

Paper is poorly organized and

difficult to read does not flow
logically from one part to another.
There are several spelling and/or
grammatical errors; technical
terms are poorly defined. Writing

20 pts

but may lack conciseness.

15 pts

lacks clarity and conciseness.

10 pts

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Housing Voucher Program. http://www.cbpp.org/5-15-03hous.pdf

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Policymaker Should Know. National Center for Children in Poverty,
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Online Government, Policy, Advocacy, and Research Sites
Government Sites
Congressional Budget Office: www.cbo.gov
Executive Office of the President: www.whitehouse.gov
Legislation (Current bills): http://thomas.loc.gov/
Legislation (previous laws): http://thomas.loc.gov/home/bdquery.html
Legislation (copies of historical documents):
http://memory.loc.gov/ammem/help/constRedir.html
National Childrens Study: www.nationalchildrensstudy.gov
Office of National Drug Control Policy: www.whitehousedrugpolicy.gov
U.S. Dept. of Commerce
Bureau of the Census:
www.census.gov/hhes/www/poverty/poverty.html
U.S. Dept. of Health and Human Services: www.hhs.gov
Administration for Children and Families: www.acf.dhhs.gov
Administration on Aging: www.aoa.gov
Agency for Health Care Research and Quality: www.ahrq.gov
Assistant Secretary for Planning & Evaluation
Human Services Policy: http://aspe.hhs.gov/hsp/hspincpov.htm
Centers for Disease Control: www.cdc.gov
Centers for Medicare and Medicaid Services: http://www.cms.hhs.gov
Health Resources and Services Administration: http://www.hrsa.gov/
Indian Health Service: http://www.his.gov/
National Institutes of Health: www.nih.gov
National Institute of Mental Health: http://www.mentalhealth.gov/
National Institute on Alcohol Abuse and Alcoholism: www.niaaa.nih.gov

National Institute on Drug Abuse:

http://www.nida.nih.gov/NIDAhome1.html
Substance Abuse & Mental Health Services Administration:
www.samhsa.gov
National Mental Health Information Center: w
ww.mentalhealth.samhsa.gov/cmhs/managedcare
U.S. Dept. of Housing and Urban Development
PD & R Information Service: www.huduser.org
U.S. Dept. of Labor
Bureau of Labor Statistics: www.bls.gov
U.S. Food and Drug Administration: http://www.fda.gov/
Policy, Advocacy, and Research Sites
Alliance for Children and Families: www.alliance1.org
Annie E. Casey Foundation: www.aecf.org
Center for Budget and Policy Priorities: www.cbpp.org
Center for Law and Social Policy: www.clasp.org
Center for Public Policy Priorities (Texas): www.cppp.org
Center for the Study of Social Policy: www.cssp.org
Center on Hunger and Poverty, Brandeis University (Heller School):
www.centeronhunger.org
Child Care and Early Education Research Connection:
www.childcareresearch.org
Childrens Defense Fund: www.childrensdefense.org
Child Welfare League of America: www.cwla.org
Food Research and Action Center: www.frac.org
Heritage Foundation: www.heritage.org/welfare/
Hogg Foundation for Mental Health: http://www.hogg.utexas.edu/
Institute for Child and Family Policy (Columbia): www.childpolicy.org
Institute for Womens Policy Research: www.iwpr.org
National Alliance for the Mentally Ill: www.nami.org
National Center for Children in Poverty: http://www.nccp.org
National Law Center for Homelessness and Poverty: www.nlchp.org
National Poverty Center, University of Michigan: www.npc.umich.edu
Texas Public Policy Foundation: http://www.texaspolicy.com/
The Finance Project: http://www.financeproject.org/index.asp