SW330 Social Welfare Policy & Programs

for S1J 2013

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


SW 330 Social Welfare Policy & Programs


S1J 2013 PV


Moran, Ricki L.


Adjunct Faculty Instructor


MSW - University of Missouri Kansas City
BSW - Park University

Office Location

To be arranged with student

Office Hours

1 hour after each class

Daytime Phone





Semester Dates

January 17, 2013 - March 7, 2013

Class Days


Class Time

5:30 - 10:00 PM



Credit Hours



There is no "required" text for this course. You will be expected to read journal articles from Social Welfare Policy related journals and to conduct research on the internet relative to assigned social welfare topics for each class. There will be policy texts available at the office and in the library for readings that supplement our class presentations and discussions.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Understanding Social Welfare: A Search for Social Justice. 7th edition. Ralph Dolgoff and Donald Feldstein. Allyn and Bacon, 2007. On reserve in the Library
The Policy-Based Profession: An Introduction to Social Welfare Policy Analysis for Social Workers. fifth edition:
Philip R. Popple and Leslie Leighninger. Allyn and Bacon: 2011


McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
SS330 Social Welfare Policy and Programs: This course introduces students to the major social welfare policies and programs of the United States today, and it examines the historical circumstances which gave rise to those social welfare programs and the social work profession. Existing policies are critically examined, and attention is given to methods by which social policies might be influenced to better meet human needs and promote social justice. 3:0:3

Educational Philosophy:

At all times I will strive to model the values and skills that are at the heart of the profession of social work.  Just as in the helping process, teaching should be a collaborative, mutually enriching experience.  I believe that learning is best achieved in an environment that is respectful, safe, affirming, challenging, and highly interactive. 

I understand that every person has wisdom in their lived experience and a unique worldview and perspective.  I recognize that each of us learns in different ways and I will strive to present concepts in a manner that promotes your learning.  If you are having difficulty with any aspect of the class I hope that you will make this known to me.  I truly want this to be enjoyable as well as educational.  

Learning Outcomes:
  Core Learning Outcomes

  1. Describe the historical foundation and evolution of current social welfare policies and programs.
  2. Identify the divergent values and philosophies that influence contrasting viewpoints on social welfare policies.
  3. Identify ways in which social policies impact social work practice and the ability to respond to needs.
  4. Identify strengths and limitations of current policies in the context of social and economic justice and responsiveness to populations-at-risk.
  5. Convey a basic understanding of the political and administrative processes of policy formation and methods by which policies may be influenced.
  6. Demonstrate the ability to engage in research related in a particular domain of social policy and critically examine the strengths and limitations of policies.

Core Assessment:

·  Exams

·  Historical Analysis (LO 1-3,5)

·  Influencing Policy (LO 3-6)

·  Testimony (LO 2-6)

·  Core Assessement: Policy in Practice (LO 3-6)

·  Policy Analysis Term Paper (LO 1-6)

Link to Class Rubric

Class Assessment:

1. Reflection Paper: (10 points) I will give you a series of questions to guide your written reflection on the nature of  
    social welfare in the United States. (3-5 pages typed, 1.5 spacing, APA format). Due on January 31st.
2. Two Social Welfare Policy Journal Critiques (10 points each= 20 points). You will find two recent (2010 to
    present) articles from social work/social welfare journals that are related to your area of interest and write
    a summary/critique of each. I will give you guidelines to organize your writing. First critique due on Thursday 
    January 31st. 
Second journal critique due on Thursday February 14th .  I will hand out a list of approved 
    journals that are available to you in our library data base.
3. Mid-term Exam:  Given in class on Thursday, February 7th (25 points). Multiple choice and Essay.
4. Policy Analysis/Proposal Paper (25 points)...10-15 pages in length, APA format including title page, abstract, and
    references. Due on or before last day of last class. Thursday March 7th. If you hand in a complete draft of the paper
    by Thursday February 14th, I will grade it. If you are happy with the grade you do not need to do a final re-write. If
    you would like to edit the paper, incorporating my suggestions and comments, you may do so and then hand in the paper
    on or befor the last day of class.  
5. Presentation of Policy Analysis and Program Proposal (10 points)...in class, 20 minutes with 5 minutes for class
    questions and discussion. This presentation is a 15-20 minute overview of your policy analysis and program proposal.
    Presentations will take place on Thursday February 21st and 28th. 
6. Class attendance and participation (10 points)...Your presence in class is very important to your learning and your  contributions are important to the learning of others. I will expect that at all times we demonstrate respect for each other     in all of our interactions. Examples of this respect include not engaging in a side conversation when one of your colleagues   is speaking, being aware of body language and conveying interest and attention, being on time for class so as not to   disrupt the flow of the lesson, waiting until the end of class to check on facebook statuses, etc. You will be allowed two (2)   unexcused absences without a point deduction. For every absence after the two allowed two (2) points will be deducted   from your class participation grade.  If you miss five classes you will not receive credit for class participation. I expect you   to be on-time for class and to remain for the entire class period. If there are circumstances that make it difficult to meet  this expectation please discuss this with me asap so that an accommodation may be made.  


90-100 points = A
80-89 points = B
70 - 79 points = C
60-69 points = D
below 60 points = F 

Late Submission of Course Materials:
All assignments will be due on the dates listed on the syllabus. You are expected to organize and manage your time so that you are able to meet the expectations of the class. No assignment will be accepted after the due date unless there are extenuating circumstances that you have discussed with me prior to the due date.

Classroom Rules of Conduct:

Come to class prepared to engage in the discussion relating to the assigned readings and discussion questions listed for each week in the syllabus. Be on time for class and respect others (examples noted above).
Always treat others in a manner that you would like to be treated.

Course Topic/Dates/Assignments:

Week 1:  (1.17) Introductions, review of syllabus, core assessment, learning outcomes, assignments and grading. Questions for discussion: What is Social Welfare Policy? How does social welfare policy effect you? Why is an understanding of social welfare policy formulation important for social work and for all citizens? What are the universal standards for social justice and human dignity? How are lives affected by social and economic structures?  What is the role of the Federal Government vis-a-vis the social welfare of its citizens? Liberal View vs. Conservative view. Get on-line and review the United Nations Declaration of Human Rights, and conduct a search regarding definitions of Social Welfare.
A framework to analyze social welfare policies and programs. In these classes you will learn the format that you will apply in your policy analysis paper. I will hand out the framework to guide your social policy analysis.
Week 2: (1.24) Social Values and Historical Roots of Social Welfare.  What were the English (Elizabethan) Poor Laws and What impact did these have upon the social welfare system in the U.S.A.?  The American Experience and Social Welfare. The Social Security Act: The New Deal, The Great Society.

Week 3: (1.31) REFLECTION PAPER DUE (10 points) AND JOURNAL CRITIQUE DUE (10 points)
How does U.S. policy re: access to health care differ from other industrialized nations? Movie "Sicko".  
Review the provisions of the Obama Health Care Reform Bill (which the republicans have vowed to repeal is officially titled "The Patient Protection and Affordable Care Act."      
Current key issues in social welfare policy...applying the framework for policy analysis to gain a deeper understanding of the complexity of these issues: Immigration, unemployment, homelessness, substance abuse/addiction, domestic violence, crime and incarceration, mental illness, etc.

Mid-term Study Guide will be distributed and reviewed.  
Week 4: (2.7)  Mid-Term (25 points) Given in Class: Multiple choice and one essay. 
Week 5: (2.14) JOURNAL CRITIQUE DUE (10 points) 
Review Mid-Term. 
Social Policy for Child Welfare and People with Disabilities. Temporary Assistance for Needy Families (TANF) and Adoption and Safe Families Act. 
Applying the policy analysis framework to current issues such as immigration reform; same sex marriage; homelessness; mental health and substance abuse; incarceration vs. diversion and rehabilitation, etc.
Weeks 6 & 7: (2.21 & 2.28) Policy Analysis/Program Proposal Presentations (10 points)
Week 8: (3.7) Policy Analysis/Proposal Paper (25 points)
Finals Week...Your Policy Analysis Paper is the core assessment in this class and will be considered your final exam. 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 98

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:



CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
•Identifies 5+ appropriate issues.
•Identifies policy related to each issue.
•Identifies agencies / services related to identified issues.
•Identifies 4 appropriate issues. CO1
•Identifies policy related to each issue. CO3 &4
•Identifies agencies / services related to identified issues. CO3
Identifies 3 or fewer appropriate issues Fails to identify appropriate issues 
1, 2, 3, 4, 5, 6 Multicultural Interdisciplinary                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
•Appropriately identifies and analyzes difficulties & challenges related to accessing /acquiring all identified services.
•Examines issues from contrary or opposing perspectives.
•Develops a plan for intervention based upon above noted items.
•Appropriately identifies and analyzes difficulties & challenges related to accessing /acquiring all identified services. CO2,4,&5
•Develops an appropriate plan for intervention based upon above noted items. CO 3&4

•Identifies difficulties related to some but not all of the identified issues.
•Plan is not realistic relative to local agencies, cost, services, access, policy or legislation.
Fails to identify or analyzes any difficulties & challenges related the identified issues. 
1, 2, 3, 4, 5, 6 Multicultural Interdisciplinary                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
•Develops a plan or identifies barriers to access services related to all items.
•Identifies multiple possible negative outcomes related to the plan.
•Develops a plan or identifies barriers to access services related to all items. CO 6
•Identifies a possible negative outcome related to the plan. CO6
•Acknowledges barriers to access services related to all items.
•Does not identify potential negative outcomes related to the plan.
No acknowledgement of barriers or potential negative outcomes. 
1, 2, 3, 4, 5, 6 Multicultural Interdisciplinary                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
No factual errors No more than 2 factual errors relative to policy and programs. 3 to 4 factual errors 5 or more factual errors 
1, 2, 3, 4, 5, 6 Multicultural Interdisciplinary                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Plan appropriately links problem to policy to intervention and on to assessment with all identified issues. Plan appropriately links problem to policy to intervention and on to assessment with all four identified issues. Plan establishes some links between problem, policy, intervention and assessment, but not between all, and not with all identified issues. Does not link problem to policy to intervention or assessment. Full components are absent. 
1, 2, 3, 4, 5, 6 Multicultural Interdisciplinary                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Identifies two or more potential barriers or negative outcomes.

Identifies an alternative intervention to counter any barriers or negative outcomes.
Clearly describes one or two potential barriers or negative out comes to the plan. Does not identify barriers to success or potential negative outcomes related to the proposed intervention. Does not identify barriers to success or potential negative outcomes related to the proposed intervention. 
Whole Artifact                                                                                                                                                                                                                                             
No errors in writing conventions 1to 5 errors in spelling or grammar 6 to 10 errors in spelling or grammar Errors in spelling or grammar are sufficient to compromise success of the proposed intervention.  10+ grammatical or spelling errors. 
Contains no errors in the following paper format items:

-Page numbers
-Works cited
-Internal documentation

Contains only 1 error in the following paper format items:

-Page numbers
-Works cited
-Internal documentation

Contains 2 to 3 errors in the following paper format items:

-Page numbers
-Works cited
-Internal documentation

Contains 4 or more errors in the following paper format items:

-Page numbers
-Works cited
-Internal documentation

Exhibits an awareness and concern for significant social issues and threats. Proposes actions to address such issues beyond the immediate circumstances. (Micro ¯o) Exhibits an awareness and concern for significant social issues or threats. (Micro) Does not demonstrate a consistent awareness or concern for significant issues or threats. Does not demonstrate any awareness or concern for significant issues or threats. 


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Last Updated:1/3/2013 12:16:49 PM