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Indiana University

School of Social Work

SWK-D618 - Social Policy and Services

 

COURSE INFORMATION

 Instructor: Kim Griswold Dotson, MSSW, LCSW

Email:  kgdotson@iu.edu (Use Canvas Inbox)

Phone: 859-948-3000 (phone or text – emergency only)

Office hours: phone by appointment; “office hours” Monday evenings 7-9 EST – monitored chat room

Course Description:

The purpose of this course is to develop the competencies necessary to effect political change for service delivery systems at an organizational, community, and legislative level. Emphasis is placed on policy practice, policy analysis, and advocacy leadership with direct involvement in the political and organizational processes as an integral part of the learning process. The content of the course will focus on the role of the "social policy practitioner" closely examining the relationship of social work values and ethics to social policies and service delivery systems, especially as they relate to diverse and oppressed populations.

Course Competencies

Council on Social Work Education (CSWE) 2015 EPAS Competencies addressed by this course:

Competence 5: Engage with Policy Practice

Social workers identify, assess, analyze, and advocate for social policies at the local, state, and federal level that impact well-being, service delivery, and access to social services.

Course Learning Objectives

Through active participation in the learning experiences and completion of the readings, assignments, and learning projects offered throughout this seminar, learners are expected to demonstrate the ability to:

  • D618-01: Understand and analyze the major social issues and trends, including their historical context, affecting the development of policy at all levels, locally, nationally, and globally.
  • D618-02: Demonstrate a grasp of the legal frameworks, along with the political, economic, and social constraints on agencies, historically and into the twenty-first century that influence and govern services.
  • D618-03: Develop an awareness of the integral relation between policy and the structure, organization, and funding arrangements of service delivery systems as well as the intergovernmental relationships involved in dealing with policy issues.
  • D618-04: Examine current data and research to analyze social policy issues as well as the impact of federal and state policies on related populations.
  • D618-05: Critically analyze the issues of social, economic and environmental justice, and power, that lead to health inequities, discrimination and oppression (for age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, sexual orientation, and veteran status) in relation to policy development, implementation, and evaluation.
  • D618-06: Demonstrate cultural humility, cultural competence, and enhanced self-awareness when working with populations that have een traditionally marginalized (on the basis of age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, sexual orientation, and veteran status) recognizing the significant impact social programs and policies can have on these groups.
  • D618-07: Engage in policy design using ethical frameworks to understand the policy formation process, policy research and analysis, along with strategic planning needed for social policy initiatives.
  • D618-08: Apply advocacy skills and strategies working in collaboration with community members, groups, and organizations to participate effectively in the legislative process.
  • D618-09: Participate in writing a bill or a policy brief using evaluative measures and selective framework(s) that gauge the policy impact and the potential for unintended consequences.

Course Content

In this course, students will develop essential policy practice skills with a focus on assessment, analysis, and advocacy in relation to service delivery systems that address diverse populations and correlating social issues. These populations include, but are not limited to, age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, sexual orientation, and veteran status. Students will examine the significant political and policy contexts at organizational, community, and legislative levels and will consider multiple policy strategies for achieving social, economic, and environmental justice and combating the causes and effects of institutionalized forms of oppression. This course will also utilize a variety of policy frameworks and models to advance skill building with an emphasis on social work values and ethics and a focus on cultural humility at all levels of policy intervention.

Students will accomplish the learning objectives in this course through a variety of classroom tools, which may include videos, small and large group discussions, group projects, written assignments and/or student presentations. The primary evaluation of student learning will be completed through a policy analysis assignment that provides students with the opportunity to research and evaluate a specific policy then develop a policy statement baasaed on the outcomes of the overall policy analysis.

Required Course Materials (for purchase):

  • Webcam, headset microphone, and any software programs mentioned in orientation, etc.
  • Giffords, E.D., & Garber, K.R. (Eds.) (2014). New perspectives on poverty: Policies, programs, and practice. Chicago: Lyceum.
  • National Association of Social Workers. (2015). Social work speaks. (10th ed.) Washington, DC: NASW Press.  NOTE: This most current edition is required.
  • American Psychological Association. (2009). Publication manual of the American psychological association, (6th ed.). Washington, D.C.: Author. Summary references and links to the Purdue Owl will be available.

Required Articles and Book Chapters (available online in the appropriate modules):

Required Learner-Generated Readings

Learners will generate a unique required reading list for themselves based on their selected population-at-risk, social need/social issue focus, and collaborative community service project. In the spirit of being in the advanced MSW curriculum, learners are required to read extensively in the selected policy and services area and develop an annotated bibliography to be shared with all learners in the class. The annotated bibliography may consist of journal articles, book chapters, newspaper and magazine reports, agency brochures and reports, and organization and government websites (links to actual laws). An example of an annotated bibliography will be available. At a minimum (for a B+), the annotated bibliography should include 30 resources with annotations, and demonstrate that the learner has read on average 3 items per week in the area of specialization.

 Websites for Finding Policies and Relevant Readings:

  • Center on Budget and Policy Priorities. http://www.cbpp.org/ [Federal legislative priorities, budgets, and historical perspectives on issues.]
  • Library of Congress. https://www.congress.gov [Text of federal bills and laws, most up-to-date actions on HR or S bills, as well as legislative committee members’ names and activities.]
  • National Association of Social Workers. naswdc.org or www.socialworkers.org [Use the “advocacy” link to find resources and position statements on current legislation. Also, check your state’s NASW chapter website. For example, Indiana Chapter of NASW is www.naswin.org]
  • State & Local Government on the Net. http://www.statelocalgov.net [Internet directory for access to the websites of thousands of state agencies and city and county governments.]

The instructor will post any newly discovered useful sites in the forums or through email messages. Be vigilant for such postings. 

Reference Texts Used in D505 and D516 (or advanced standing students may use policy and community practice texts from their BSW Program):

  • Haynes, K., & Mickelson, J. (2010). Affecting change: Social workers in the political arena, (7th ed.). New York, NY: Allyn Bacon. 
  • Karger, H., & Stoesz, D. (2010). American social welfare policy: A pluralist approach (6th ed.). Boston, MA: Allyn Bacon.
  • Netting, F.E., Kettner, P. M., McMurtry, S. L., & Thomas, M.L. (2012). Social work macro practice (5th ed.). Boston, MA: Pearson-Allyn/Bacon Publishing Group. 

COURSE OUTLINE

There are five modules in this course. 

  • Module 1: Poverty Perspectives and Theories
  • Module 2: Analyzing Service Delivery Systems
  • Module 3: Policies, Trends, and Issues Affecting Service Delivery Systems
  • Module 4: Community Dialogue
  • Module 5: Systems Advocacy

ASSESSMENT AND GRADING 

Assignments and points toward overall course grade include:

  • Forum Discussions and Posts (4) -- 40 points
  • Reading Quizzes (4) -- 20 points
  • Social Service Delivery System Research & Analysis (3 worksheets) -- 60 points
  • Community Service (minimum of 10 hours) -- 15 points
  • Reflection Paper on Community Service -- 20 points
  • Community Dialogue:
  • Proposal & Follow-Up Memo -- 25 points
  • Implementation and Reflection Paper -- 20 points
  • Peer Presentation as a Discussion -- 20 points
  • Response to 5 Peer Presentations -- 10 points
  • White Paper for community partner and target decision makers -- 50 points
  • Annotated Bibliography (appendix to White Paper) -- 20 points

 TOTAL -- 300 points

 Most course assignments reflect the integral parts of one major focus for the course—that each learner will become knowledgeable about a vulnerable population and the system of services and the policies that attempt to address the needs of this population. The learner will pursue input from personal research and analysis, interaction with a community partner, and a dialogue with citizens in the community. The purpose of seeking input from these three sources is to focus advocacy for policy change and system improvement through a capstone White Paper. While there seems to be a great number of assignments, the learner will soon discover that they are all inter-related activities that lead to the development of the advocacy White Paper for a community partner organization and the consumers of its services.

D618_Logic_Model_Winter_2016-4.pptx

Forum Discussions

Forum discussions provide the mechanism for students to acquire an advanced generalist perspective in social policy and services. Learners will engage each other in the forums to discuss theories of poverty and other selected topics based on readings in the course texts and popular media. Forum discussions enable learners to integrate multiple perspectives on poverty issues as well as populations affected by poverty. The discussions also help build awareness of critical contemporary issues and current policy debates.

Collaborative Service Learning (minimum of 10 hours)

As a community engagement requirement of the course, the learner will partner with an organization in her/his community that serves a human need and a population at risk of poverty. Chapter 11 of the Giffords and Garber text summarizes multiple populations at risk of poverty that are the subject of Chapters 3 through 10. Each learner is advised to select a population and issue from these chapters in order to utilize the resources provided by the authors as a start for research and the annotated bibliography.

Learners will then engage a community partner organization that provides services to this population. Learners offer two services to their community partner organizations: (1) research and analysis to support a final advocacy product (a White Paper) for use by the community partners’ organizations; and, (2) a minimum of 10 hours of front line volunteer, nonpaid service. Ideally, this latter service will include some contact with beneficiaries of the organization’s service. The direct service hours may be done in any format – for example, two hours/week or two five-hour commitments – but should involve a minimum of two separate days of service. Each learner will submit service plans to the instructor early in the quarter. Learners will receive 1.5 points for every hour of documented front line nonpaid service to the community partner’s organization, up to 15 points. Learners should not use their employing agency unless it can be demonstrated that the agency is large enough to have distinctly-situated units or sub-contracting organizations that accept volunteer service. The community engagement experience is NOT a practicum, so there is no need for supervision by an MSW.

Each learner will wrap up the service experience with a reflection paper.

Social Service Delivery System (SSDS) Analysis

Once learners have identified the population and issue of interest and made some initial contact with the community partner organization, they utilize worksheets to describe the area of human and social need in depth and analyze the service delivery system that addresses that need. The three dimensions of this analysis are: (1) identifying private, public and voluntary organizations in the community that provide goods and/or services to the target population; (2) examining federal, state, and local policies that are presently in place to address the need; and, (3) examining current trends and issues in the learner’s own community or region. The research and analysis begins with these worksheets for instructor input, but continues throughout the quarter. The ultimate goal of the system analysis will be to help learners gain an initial focus for policy advocacy that can be further explored in the second half of the quarter.

Community Dialogue

Learners will physically convene a group of citizens in their communities to discuss the citizen perceptions of the selected social issue and its relationship to poverty. Learners should audiotape the dialogue or ask someone to take good notes. Along with information from research on the service delivery system, this dialogue will provide citizen input for the development of the White Paper that will be delivered to the community partner. There are three related assignments: (1) proposal for the dialogue; (2) follow-up memo after instructor input; and, (3) summary and reflection on the dialogue.

Presentation to Peers

Learners will make presentations to peers through the discussion function on the population at risk and social issue, the service delivery system in the community, and feedback from their community dialogues and collaborative service. The purpose is not only to summarize and share updated findings (showing research progress from the earlier worksheets), but also to ask for more input from peers. Thus there is also a component related to responding to peers.

Course Capstone -- White Paper/Annotated Bibliography -- Advocacy Product for Community Partner

The White Paper brings all the elements of the course together. Based on reading the historical and most recent perspectives related to their population at risk, analysis of policies and services in the community, interaction with and service on behalf of the community partner, as well as on subsequent dialogue with a selected group of individuals in their communities, learners will develop a White Paper as an advocacy product to make recommendations for system changes. Module 5 will present several alternative ways, with examples, to approach the White Paper. Sample White Paper products written by previous learners will be available.

Expectations for Writing

Effective practice of generalist social work requires excellent writing skills to communicate information accurately and concisely to others involved in helping client systems. For this reason, formal writing assignments in social work courses will be evaluated both for the content and ideas presented, as well as for the clarity of that presentation. All formal papers will be typed, double-spaced and paginated. In order to support professional expectations of utilizing evidence to inform practice at all levels, APA style is to be used to cite academic sources, including in-text references and bibliography. The formal APA manual and other guides to writing in APA style are available in the bookstore and are an expected part of the textbooks for the MSW program.

 Students experiencing writing difficulties are advised to seek assistance at the University Writing Center in Room 427 of Cavanaugh Hall. Please call 274-2049 to schedule an appointment, or drop by to pick up some available written handouts.

Grading Scale

Grade minimums are as follows. Points are not rounded.

Note: Grades below C are Unsatisfactory in the MSW Program

A

93%

Excellent, Exceptional Quality

A-

90%

Superior Quality

B+

87%

Very Good, Slightly Higher Quality

B

83%

Good, High Quality (expected of most MSW students)

B-

80%

Satisfactory Quality

C+

77%

Marginal, Modestly Acceptable Quality

C

73%

Marginal, Minimally Acceptable Quality

C-

70%

Unsatisfactory Quality

 

UNIVERSITY AND SCHOOL POLICIES

For your convenience, the University website provides a complete list of campus-wide course policies:

Whereas knowledge of and compliance with all of these policies is important, it's imperative that you be aware of and comply with those that are outlined as follows:

Academic integrity

Students should be familiar with the Indiana University Code of Student Rights, Responsibilities, and Conduct (http://www.iu.edu/~code/), from which many of the policies below are derived. In addition, students should refer to the MSW General Student Handbook and their respective campus supplements for more detailed information about these policies and additional resources available to them.

Cheating

Cheating is grounds for failing the course and possible dismissal from the program and/or university. Cheating is considered to be any attempt to use or provide unauthorized assistance, materials, information, or study aids in any form and in any academic exercise or environment. A student must not use external assistance on any "in-class" or "take-home" examination, unless the instructor specifically has authorized external assistance. This prohibition includes, but is not limited to, the use of tutors, books, notes, calculators, computers, and wireless communication devices.

A student must not use another person as a substitute in the taking of an examination or quiz, nor allow other persons to conduct research or to prepare work, without advance authorization from the instructor to whom the work is being submitted.

A student must not use materials from a commercial term paper company, files or papers prepared by other persons, or submit documents found on the Internet. A student must not collaborate with other persons on a particular project and submit a copy of a written report that is represented explicitly or implicitly as the student's individual work.

A student must not use any unauthorized assistance in a laboratory, at a computer terminal, or on fieldwork.

Plagiarism

Plagiarism is a form of cheating and is grounds for failing the course and possible dismissal from the program and/or university. Plagiarism is defined as presenting someone else's work, including the work of other students, as one's own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge. What is considered "common knowledge" may differ from course to course.

A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment. A student must give credit to the originality of others and acknowledge indebtedness whenever:

  • Directly quoting another person's actual words, whether oral or written;
  • Using another person's ideas, opinions, or theories;
  • Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written;
  • Borrowing facts, statistics, or illustrative material; or
  • Offering materials assembled or collected by others in the form of projects or collections without acknowledgment.

Education and Title VI

Title VI of the Civil Rights Act of 1964 (http://www2.ed.gov/about/offices/list/ocr/docs/hq43e4.html ) protects people from discrimination based on race, color, or national origin in programs or activities that receive Federal financial assistance. Programs and activities that receive ED funds must operate in a non-discriminatory manner. These may include, but are not limited to: admissions, recruitment, financial aid, academic programs, student treatment and services, counseling and guidance, discipline, classroom assignment, grading, vocational education, recreation, physical education, athletics, housing, and employment if it affects those who are intended to benefit from the Federal funds.

Disability accommodations

Indiana University is committed to creating a learning environment and academic community that promotes educational opportunities for all individuals, including those with disabilities. Course directors are asked to make reasonable accommodations, upon request by the student or the university, for such disabilities. It is the responsibility of students with documented physical or learning disabilities seeking accommodation to notify their course directors and the relevant campus office that deals with such cases in a timely manner concerning the need for such accommodation. Indiana University will make reasonable accommodations for access to programs, services, and facilities as outlined by applicable state and federal laws.

Students needing accommodations because of disability will need to register with Adaptive Educational Services (AES) and complete the appropriate forms issued by AES before accommodations will be given.

Campus Offices

Class Participation and Observance of Religious Holidays

Any student who is unable to attend classes or participate in any examination, study, or work requirement on some particular day or days because of his or her religious beliefs must be given the opportunity to make up the work that was missed or to do alternative work that is intrinsically no more difficult than the original exam or assignment. Upon request and timely notice, students shall be provided a reasonable accommodation. It is recommended that dates and times for examinations and other major course obligations be announced at the beginning of the semester or summer session and that students let instructors know of conflicts very early in the semester, so that accommodations can be made.

 Students seeking accommodation for religious observances must make a request in writing by the end of the 2nd week of the semester to the campus registrar, or equivalent for non-semester length courses, to the course instructor and must use the Request for Course Accommodation Due to Religious Observance form from the campus registrar. In the case of religious holidays for which the date may change, the student should state the approximate date and when the exact date is known, inform the instructor of the exact date. The University will not levy fees or charges of any kind when allowing the student to make up missed work. In addition, no adverse or prejudicial effects should result to students because they have made use of these provisions.

Professional Conduct Policy

Students in a professional program are expected to conduct themselves as professionals in relation to the class and assignments.  Full participation is encouraged as long as it is appropriate to the course content.  Respect for the opinions of others is expected.  Frequent lateness or professionally unbecoming class conduct are likely to result in a lowered grade or deem a student unsuitable for field placement.  Students are evaluated on their personal and professional behavior or conduct in this class as described in the NASW Code of Ethics (http://www.socialworkers.org/pubs/code/default.asp ). 

With the exception of legally prescribed medications, any use of consciousness altering substances before, during, or between class sessions impairs learning and is unacceptable.

Electronic Devices in the Classroom

Computers may be used to support the learning activities in the classroom. These include such activities as taking notes and accessing course readings under discussion.  However, non-academic use of laptops and other devices are distracting and seriously disrupt the learning process for everyone.  Neither computers nor other electronic devices are to be used in the classroom for non-academic reasons. These include emailing, texting, social networking, and use of the Internet. The use of cell phones during class time is prohibited and these should be set on silent before class begins.  In the case of an emergency, please step out of the room to take the call.   Failure to meet these expectations may result in a loss of participation points or a request from the instructor to leave class.

Inclement Weather or Other University Emergency

Important information about closings from the university will be sent the IU campus alert system. In the event an instructor needs to cancel class, the instructor will post an announcement on Canvas or send an email to all class members.

Evaluation of Course

Consistent with the School and University policy, a formal evaluation of the course and its instructor will be completed at the end of the course.

Expectations for Writing

Effective practice of generalist social work requires excellent writing skills to communicate information accurately and concisely to others involved in helping client systems.  For this reason, formal writing assignments in social work courses will be evaluated both for the content and ideas presented as well as for the clarity of that presentation.  All formal papers will be typed, double-spaced and paginated.  In order to support professional expectations of utilizing evidence to inform practice at all levels, APA style is to be used to cite academic sources, including in-text references and bibliography.  The formal APA manual and other guides to writing in APA style are available in the bookstore and are an expected part of the textbooks for the BSW program. 

Students experiencing writing difficulties are advised to seek assistance at the University Campus Writing Center.

IU Policy on Sexual Misconduct

What you should know about sexual misconduct: IU does not tolerate acts of sexual misconduct, including sexual harassment and all forms of sexual violence. If you have experienced sexual misconduct, or know someone who has, the university can help. It is important to know that federal regulations and university policy require faculty to promptly report complaints of potential sexual misconduct known to them to their campus Deputy Title IX Coordinator(s) or IU’s Title IX Coordinator to ensure that appropriate measures are taken and resources are made available. The university will work with you to protect your privacy by sharing information with only those that need to know to ensure the university can respond and assist. If you are seeking help and would like to speak to someone confidentially, you can make an appointment with a Mental Health Counselor on campus (contact information available at http://stopsexualviolence.iu.edu/employee/confidential.html). Find more information about sexual violence, including campus and community resources at http://stopsexualviolence.iu.edu/.

 Other resources:

  • Online Employee Resources Page: http://stopsexualviolence.iu.edu/employee/index.html
  • Online Employee FAQs: http://stopsexualviolence.iu.edu/employee/employee-faq.html#faq1

Military Withdrawal

Indiana University realizes students who are members of the U.S. armed forces may be called to active duty, specialized training, or as part of disaster relief efforts with little notice. While the following policy does NOT pertain to initial active duty training (i.e. basic training), this policy is provided in order to minimize disruptions or inconveniences for students fulfilling their unanticipated U.S. military responsibilities in the midst of an academic term/session. For the complete policy information, go to

Campus Offices

Administrative Withdrawal and Emergency Withdrawal

A basic requirement of this course is that you will participate in all class meetings and conscientiously complete all required course activities and/or assignment.  Keep in touch with me if you are unable to attend, participate, or complete an assignment on time. If you miss more than half of the required activities within the first 25% of the course without contacting me, you may be administratively withdrawn from this course. Example: if you miss two weeks of class during the first month of the semester, you may be withdrawn. Administrative withdrawal may have academic, financial, and financial aid implications. Administrative withdrawal will take place after the full refund period, and if you are administratively withdrawn from the course you will not be eligible for a tuition refund. If you have questions about the administrative withdrawal policy at any point during the semester, please contact me.

Various circumstances, often unexpected, may force students to withdraw from an academic term or session; they include, among others, major medical issues, death in the family, job loss, divorce, etc.  If students need to use the Emergency Withdrawal procedure, they MUST contact the Student Advocate:

Grades of Incomplete

A grade of Incomplete (I) may be assigned by an instructor only when exceptional circumstances such as an illness, injury, or a family emergency prevents a student from finishing all the work required for the course.  The grade of Incomplete may be considered only when a substantial portion of the course work has already been completed, the coursework is of satisfactory quality, and no more than one major exam or assignment is outstanding. The student who does not meet these requirements should meet with her/his advisor to withdraw from the course(s) in question. The student should refer to the Registrar’s Office on her/his respective campus regarding the policies and deadline for automatic withdrawal for the semester in question.

The student is responsible for initiating the request for a grade of Incomplete.  If the instructor agrees, the instructor and student complete and sign a Record of Incomplete and Contract for Completion of Course Requirements form to ensure that a sound educational plan and time frame for completion of course requirements have been established.  Failure to fulfill the terms of this contract within the stipulated time frame may result in a failing grade.  For removal of a grade of Incomplete, the student is subject to the IUSSW policy, which has precedence over the University policy.  The student in the School of Social Work is expected to complete outstanding course work expeditiously since many courses serve as prerequisites for others.  Generally, students may carry no more than one grade of Incomplete at any given time.  However, in cases of severe crisis, a student may work with her/his advisor to request grades of Incomplete in multiple courses.

Course Summary:

Course Summary
Date Details Due