SOCIAL WELFARE IN THE UNITED STATES: CURRENT PROGRAMS

SOCIAL WORK 4710

Professor:
Class (3 credits):
Location:
Office Hours:
Phone:
E-Mail:

Susan A. Titus, MSW

Section 004, Tuesdays, 3pm-5:45pm
0103 Old Main (basement)
By appointment or by email, response within 6 to 12 hours
(313) 259-1135 (home phone)
[email protected] (email is my preferred method of contact)
NOTE: email address is not to be used to request grades.

COURSE DESCRIPTION
Prereq: SW 3710. Description and analysis of major social welfare programs in the United
States.
COURSE COMPETENCIES AND PRACTICE BEHAVIORS FOR THIS COURSE
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 well-being 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. and Stoesz, D. (2014). American Social Welfare: A Pluralist Approach. Boston:
Allyn & Bacon.
Michigan Legislature, current version, A Citizens Guide to State Government, information on
how to get the booklet will be provided in class.
Other materials will be provided on Black Board.
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.
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 Criteria:
Student achievement of the knowledge and skill objectives is evaluated via examinations and/or
policy analysis. In addition, students will be asked to demonstrate their ability to advocate for
policy change by engaging in some form of political advocacy.
Grading and Assignments
Assignment

Percentage

Assignment AAssessment of a Social Policy

Assignment BDevelopment of a New Policy
Tests/Quizzes: 5 quizzes @ 4 points each
Participation

35
30
20
15

TOTAL

Related Course
Competency #
2.1.5 & 2.1.8
2.1.5 & 2.1.8
2.1.5 & 2.1.8
2.1.5 & 2.1.8

100 points

BENCHMARK ASSIGNMENTS
Assessment of a Social Policy:
Students will Assess a current social policy.
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:
100-95 A
79.9-77 C+

94.9-90 A76.9-73 C

89.9-87 B+
72.9-70 C-

86.9-83 B
69.9-67 D+

ORGANIZATION OF THE COURSE

2

82.9-80 B66.9-63 D

79.9-77 C+
62.9-60 D-

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 the teaching learning process
http://www.bulletins.wayne.edu/fib/fib2d.html
POLICIES FOR THIS COURSE
A. Attendance: Attendance is an important responsibility, not only for the student to learn
course content that is not in the readings, but also to participate (see below) and offer comments
and suggestions to the class.
One absence will be allowed without penalty. One point will be deducted from the final
points for each of the second and third absences. For the fourth and subsequent absences, three
points will be deducted for each absence.
Please use the allowed absence and low point absences wisely since there will be no
exceptions to this policy.
Please notify the instructor in advance of any absences by email.
Severe Weather Closure Policy
According to the Universitys Administrative Policy and Procedure Manual:
Wayne State University will close affected units when severe weather conditions compromise the
safety of its students, faculty and staff, both at the University and in transit to or from the
University. Generally, the University may be closed when severe weather conditions exist.
Severe weather could consist of excessive accumulation of snow during a single snow period
and/or prediction of excessive accumulation of snow, and excessive or dangerous accumulation
of ice.
Closure will be publicized through the University Newsline (313-577-5345), WSU Homepage
(www.wayne.edu), WSU Pipeline (www.pipeline.wayne.edu), WDET-FM (Public Radio 101.9)
and by local radio and television stations. A message will also be sent to registered cell phones
and email addresses using the Broadcast Messaging Services. If conditions are such that you
suspect the University or School may be closed, please feel free to call the Newsline at the above
listed number.
B. Lateness: Class will begin at the set time. While weather and traffic may create problems, one
late will be allowed without penalty; the second and third lates will result in a deduction of
point; any additional lateness will result in a deduction of 1 point from the final grade. Anything
3

after 10 minutes is considered late. Students who return late from the break or leave early may
have a late counted against them.
C. Cell Phones, Smart phones, Computers and Pagers: Cell phones and beepers are restricted
to vibrations and must be limited to emergency use only. Unless being used for class work (note
taking, research for example), all Electronic equipment must be turned off during class.
D. Class Participation is expected and graded; participation may include raising questions from
the readings/discussion, making comments, reacting to opinions expressed by the instructor or
fellow students, asking for clarification, engaging in class exercises, and bringing up issues of
general information from the readings and/or your experiences. Make sure you verbally
participate during class time.
E. Assignment Policies:
Late papers (those not turned in at the beginning of class on the assigned day or emailed in
advance of the due date), will lose a point for each day they are late. Please notify the instructor
in advance of the due date if you expect your paper to be late.
Students are expected to complete all readings, participate in class and perform satisfactorily on
assignments and tests. The instructor shall be notified of unavoidable issues in advance which
may (or will) prevent compliance with assignment due date, or class attendance.
No Student will be eligible for an Incomplete in the course unless there are extra-ordinary
circumstances approved in advance with the instructor.
You must cite sources from the Internet, books, articles, personal interviews or any form of
media used in your work. This does not mean only direct quotations from a source, but any
source which influenced your thinking and ideas on the issue. Wikipedia may not be used as a
reference (Please see below.)
Any paper that includes plagiarized material or ideas will result in a 0 for the paper. If there is
additional evidence of plagiarism in other papers, a referral to the University for further
Disciplinary Action will be made.
Finally, copying or sharing answers on quizzes will be considered academic dishonesty, or
cheating. Evidence of cheating will result in a 0 for the assignment, and potential failure in the
course.
Do NOT put your name on any quiz or paper. Use your WSU Access ID (two letters and four
numbers, ie. ap3849), instead, putting it on every page of each paper or quiz.
F. APA Format
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) (APA), or you may
visit the website listed below. If you are intending to continue in the School of Social Work, you
will need to be familiar with these APA standards for all of your courses.
4

http://owl.english.purdue.edu/owl/resource/560/01/
G. 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 paperbased reference source or other websites and information 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.
WSU STUDENT RESOURCES
Students with disabilities: please inform the instructor before, or on the first day of class, if you
need accommodations for a disability
http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct: Plagiarism is copying someone's ideas or
quotations or answers WITHOUT citing the source. Please be familiar with the rules at:
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/
COURSE LEARNING UNITS
Unit
I

II

Content

Assignment

Introduction to the course

Review of syllabus course purpose, format, norms, and
assignments
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
Definitions of Social Welfare Policy
Social Problems and Social Welfare Policy
Values, Ideology, and 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
Incompleteness of Policy Analysis

Assignment: Read Chapters 1

Social Policy and the American
Welfare State and Chapter 2 Social
Welfare Policy Research: A
Framework for Policy Analysis

Assignment: Read Chapter 4

Discrimination in American Society
.

III

IV

VI

VII

VIII

IX

Discrimination and Oppression

Racism: Legal Attempts Remedy Racism
Sexism: women at work, income disparities
Gays and Lesbians; Ageism; People with disabilities
Measuring Poverty
Who make up the poor; Income distribution and
inequality; tax policy and incomes; Work and Poverty
some theoretical formulations about Poverty
Strategies Developed to Combat Poverty
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 Privatization of health and Human Service
The Challenge of Privatization
Unions and the Private Sector
Private practice
Technical Aspects of the Policy Process
A Critical Analysis of the Policy Process
The Policy Process
Social Work and Advocacy Organizations
Political Practice
Implications for Social Welfare
Mid Term Evaluation of Teaching
History of U.S Tax Policy
Federal Tax Policy
State Tax Policy and the Poor
Tax Expenditures as Poverty Policy
The Anti-Tax (anti- government) movement
Definition of Social Insurance
The Background of Social Insurance
Key Social Insurance Programs
Unemployment Insurance
Workers Compensation
Earned Income Tax Credit
Supplemental Security Income
Some Assumptions 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
The Organization of Medical Services
The Major Public Health Care Programs

Assignment: Read Chapter 5

Poverty in America
Home Exam on lectures and
chapters 1, 2, 4
Assignment: Read Chapter 6 The
Voluntary Sector Today and
Chapter 7: Privatization and Human
Service Corporations
Assignment: Read Chapter 8 The
Making of Governmental Policy

Assignment: Read Chapter 9, Tax

Policy and Income Distribution
Paper A Due
Home Exam Lectures and
Chapters 5,6,7
Assignment: Read Chapter 10
Social Insurance Programs and
Chapter 11 Public Assistance
Programs
Assignment: Read Chapter 12 The
American Health Care System and
Chapter 13 Mental Health and
Substance Abuse Policy

Assignment: Read Chapter 14

Criminal justice

XI

XII

The Health Care Crisis

AIDS and Health Care
Health Care Reform; the Affordable Care Act, or
"Obamacare"
Comparative Analysis: Health Care in Canada, Britain,
and Israel
Mental Health Reform
The Community Mental Health Centers Act
Deinstitutionalization
Parity for Mental Health Care
History of Criminal Justice
The Criminal Justice system
Juvenile Justice
The "New Jim Crow"
The War on Drugs
Under class and "Moral Poverty"
Legalization of Drugs
The New Penology
History of Child Welfare Policy
Protective Services for Children,
Foster Care
Adoption
Emerging Issues in Child Welfare
Overview of Housing Legislation
Federal Government and Low income Housing
Homelessness, Housing Reform
Hunger in the U.S.
Government Food Programs
Farmworkers and other issues in American Farming

XIII
XIV

SET Administration

Home Quiz: Lectures and

Chapters 8, 9, 10 and 11

Assignment: Read Chapter 15

Child Welfare Policy:

Assignment: Read Chapters 16

Housing Polices and 17 Politics of
Food Policy and Rural Life
Assignment: Read Chapter 18 The
American Welfare State in
International Perspective
Paper B Due
Home Quiz: Lectures and
Chapters 12, 13, 14,
Home Quiz: Lectures and
Chapters 15 and 16

Note: Syllabus may be modified by instructor based on the needs of the class
COURSE ASSIGNMENTS
1. Paper A: Benchmark Assignment:
Policy Analysis Paper (use policy framework discussed in class and/or questions below to
complete your paper) (Competencies2.1.5 & 2.1.8.)
a. Describe current social problem you are concerned with.
b. What are the policies in place to address this concern?
c. Are these policies dictated by local, state or federal laws or
combinations?
d. What is working; what is not working especially for at risk populations
(your critique of the current policy)?
e. How long has the current policy been in place? Who supports and who
opposes the policy?
f. Interview one advocate, legislator regarding their opinion of current
policy.

2. Paper B: Formation of Policy Alternative Paper (Competencies2.1.5 & 2.1.8.)

Based on the social problem/policy identified for your first policy 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.
3. Exams/Quizzes on Current Policies and how social policy is apparent within service
delivery systems (e.g. current eligibility criteria for programs or services). (Competencies2.1.5
& 2.1.8.)
4. Class Particiapation: Every student is expected to raise questions, provide information
and otherwise participate in the discussions in this class. If you haven't spoken up, you
may be called on.
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Albert, R. & Skolnik (2006). Social Welfare Programs: Narratives from Hard Times.
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UsefulWebsites:
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Century,Census2002SpecialReports,SeriesCENSR4.Washington,D.C.:U.S.Government
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