Syllabus

Social Work 534 Policy and Practice in Social Service Organizations 3 Units Overcome the angry by non-anger; overcome the wicked by goodness; overcome the miser by generosity; overcome the liar by truth. Fall 2011 Instructor: E-Mail: Telephone:

Alyson Mischel [email protected] 310.383.1806

Office: Office Hours:

TBD by appointment

Course Day: Course Time: Course Location:

Tuesday 8:00am-10:50am 1:00pm-3:50pm VKC 202 (am) MRF 303 (pm)

I. COURSE PREREQUISITES None

II. CATALOGUE DESCRIPTION Study of social work organizations with emphasis on their policy contexts, organizational theory, and the development of delivery systems.

III. COURSE DESCRIPTION This course focuses on the development of macro practice skills for social workers whose primary assignments are clinical. The purpose of this course is to prepare students to work more effectively within complex political, organizational and community social service settings. It seeks to educate and develop informed practitioners capable of successful practice in organizational and policy contexts. The course is designed to help students understand and analyze the policy context of practice and to review organizational and administrative theory, as well as examine their practical implications for social service delivery systems and social work practice within them. Several methods of systematic observation are compared. Organizations are described and analyzed within their policy sector and interorganizational network in order to help students appreciate the constraints and forces within which the organization must adapt. This perspective is applied to the analysis of communities and social service organizations, and the understanding of community and organizational characteristics that affect the delivery and design of services. The course employs a general systems approach as a framework for learning about policies, organizations, problem solving and change. Issues pertaining to adequacy, equity, access, and the MasterVer08-2011

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direction of social services are considered in defining practitioner’s roles and strategies The course addresses issues of social and organizational accountability, program development, organizing on behalf of clients and professionals, and the ethics of policy and administrative practice. It focuses on preparing social workers for innovative, effective and integrated social work practice in diverse, complex, and urban environments.

IV. COURSE OBJECTIVES The Policy and Practice in Social Service Organizations course (SOWK 534) will: Objective # 1

Objectives Provide students with a framework for studying the history of social welfare in the US and analyzing the evolution of current welfare policies. 2 Teach basic skills of community assessment and the impact of social welfare policies on communities. 3 Provide information and methods for learning how to understand the legislative sources of social welfare services provided by organizations at the local, state, and national levels as well as legal mandates and organizational structures designed to deliver social services at the international level. 4 Provide opportunities for students to understand and practice the skills needed for macro practice with organizations, communities, and governments. 5 Teach and provide ways to practice effective team building, conflict resolution, and organizational goal setting. * Become familiar with the historical roots of current social welfare policy by understanding the influence of colonization, the impact of culture clash and the treatment of vulnerable populations in the historical evolution of social welfare policy in the US. * Demonstrate knowledge of the history of social work, social work accomplishments, and values and ethics in the analysis and discussion of contemporary social welfare policy.

V. COURSE FORMAT / INSTRUCTIONAL METHODS A combination of lecture, class discussion, and experiential exercises will be used in class. These exercises may include the use of videotapes, role-play, debates, or structured small group exercises. Material from the Community Immersion program as well as the student's field placement will be used to illustrate class content and to provide integration between class and field. As class discussion is an integral part of the learning process, students are expected to come to class ready to discuss required reading and its application to theory and practice. Attendance will be taken at each class. The online teaching and learning environment provided by the University's Blackboard Academic Suite will support and facilitate student to student communication and interaction outside of class as well as access to instructor support. The URL for Blackboard is: https://blackboard.usc.edu/

VI. STUDENT LEARNING OUTCOMES Student learning for this course relates to one or more of the following ten social work core competencies:

1

Social Work Core Competencies Professional Identity

2

Ethical Practice

SOWK 534

Course Objective

* 1, 4, 5

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3

Critical Thinking

4

Diversity in Practice

5

Human Rights & Justice

6 7 8

Research Based Practice Human Behavior Policy Practice

9 10

Practice Contexts Engage, Assess, Intervene, Evaluate

* * *

2 2, 3 2, 3, 4

* 1, 2, 3, 4, 5 2, 3, 4 * Highlighted in this course

The following table explains the highlighted competencies for this course, the related student learning outcomes, and the method of assessment.

Competencies/ Knowledge, Values, Skills Professional Identity―Identify as a professional social worker and conduct oneself accordingly. Social workers competent in Professional Identity:  Serve as representatives of the profession, its mission, and its core values.  Know the profession’s history.  Commit themselves to the profession’s enhancement and to their own professional conduct and growth.

Critical Thinking―Apply critical thinking to inform and communicate professional judgments. Social workers competent in Critical Thinking:  Are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment.  Use critical thinking augmented by creativity and curiosity.  Understand that critical thinking also requires the synthesis and communication of relevant information.

Student Learning Outcomes

Method of Assessment

1. Advocate for client access to the services of social work. 2. Practice personal reflection and self-correction to ensure continual professional development. 3. Attend to professional roles and boundaries. 4. Demonstrate professional demeanor in behavior, appearance, and communication. 5. Engage in career-long learning. 6. Use supervision and consultation.

Oral presentation and written assignment xxx

7. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. 8. Analyze models of assessment, prevention, intervention, and evaluation. 9. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

xxx

xxx xxx

xxx xxx

xxx xxx

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Diversity in Practice―Engage diversity and difference in practice. Social workers competent in Diversity in Practice:  Understand how diversity characterizes and shapes the human experience and is critical to the formation of identity.  Recognize that the dimensions of diversity reflect intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation.  Appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Human Rights & Justice―Advance human rights and social and economic justice. Social workers competent in Human Rights & Justice:  Acknowledge that each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education.  Recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights.  Incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice.

10. Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. 11. Gain sufficient selfawareness to eliminate the influence of personal biases and values in working with diverse groups. 12. Recognize and communicate understanding of the importance of difference in shaping life experiences. 13. View themselves as learners and engage those with whom they work as informants.

14. Understand the forms and mechanisms of oppression and discrimination. 15. Advocate for human rights and social and economic justice. 16. Engage in practices that advance social and economic justice.

Oral presentation and written assignment

xxx

xxx

xxx

Written assignment Written assignment Written assignment

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Policy Practice―Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Social workers competent in Policy Practice:

17. Analyze, formulate, and advocate for policies that advance social well-being. 18. Collaborate with colleagues and clients for effective policy action.

Written assignment Written assignment

 Understand that policy affects service delivery, and they actively engage in policy practice.  Know the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development.

VII.

COURSE ASSIGNMENTS, DUE DATES & GRADING Assignment

Due Date

Assignment 1: Group Oral Presentations Assignment 2: Assignment 3: Class Participation

September 6 September 6 October 25 November 29

% of Final Grade 20% TBD 35% 35% 10%

Each of the major assignments is described below.

Assignment 1 Assignment #1 is a research based paper in which the student will apply theory and information from the professional literature to the community immersion experience and utilize a community assessment framework to analyze and describe the community visited during community immersion. Specific guidelines for the assessment are presented in a separate written document. Due: Tuesday, September 6th This assignment relates to student learning outcome 2, 3, 4.

Group Oral Presentations Assigned workgroups will provide a short presentation and lead a class discussion about one aspect of the community visited during the immersion experience using guidelines that will be posted on Blackboard. Due: Tuesday, September 6th This assignment relates to student learning outcome 2, 3, 4.

Assignment 2 This assignment is a written response to a policy question involving a current social welfare issue selected by the student. The student will identify and critically assess current key policies related to the selected issue, discuss the impact of the policy on communities, compare and contrast opposing points of

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view in responding to the policy question and provide his/her own opinion about an appropriate response to the policy question, with facts and information to support the position taken. Written guidelines for the assessment are presented in a separate document. Due: Tuesday, October 25th This assignment relates to student learning outcome 1, 2, 3, 4, 5.

Assignment 3 Assignment 3 is a research based paper in which the students will describe the field agency in which they are placed (or another agency as determined with the instructor), identify the primary policies impacting the delivery of services in the agency, identify the various structural components of the agency and program services, discuss organizational culture and management style, and include an assessment of effectiveness of the agency’s service delivery response to clients. Students will also identify an unmet agency need and discuss an appropriate response to that unmet need. Written guidelines for the assessment are presented in a separate document. Due: Tuesday, November 29th This assignment relates to student learning outcome 1, 2, 3, 4, 5.

Class Participation (10% of Course Grade) Students are expected to contribute to the development of a positive learning environment and to demonstrate their learning through written and oral assignments and through active, oral class participation. Class participation should consist of meaningful, thoughtful, and respectful participation based on having completed required and independent readings and assignments prior to class. When in class, students should demonstrate their understanding of the material and be prepared to offer comments or reflections about the material and actively engage in experiential exercises. Alternatively, students may have a set of thoughtful questions about the material. Class participation and reading are worth 10 points of the final grade. Students are further expected to complete assignments on or before the due date and notify the instructor if they are having difficulty comprehending the course material or keeping up with the assignments. Failure to meet these expectations may result in the reduction of grades.

Grading Grading in this course will be based on class participation, compliance with the assignments and quality of the work produced. Within the School of Social Work, grades are determined in each class based on the following standards which have been established by the faculty of the School: Grades of A or A- are reserved for student work which not only demonstrates very good mastery of content but which also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The difference between these two grades would be determined by the degree to which these skills have demonstrated by the student. A grade of B+ is given to work which is judged to be very good. This grade denotes that a student has demonstrated a more-than-competent understanding of the material being tested in the assignment. A grade of B is given to student work which meets the basic requirements of the assignment. It denotes that the student has done adequate work on the assignment and meets basic course expectations.

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A grade of B- denotes that a student’s performance was less than adequate on an assignment, reflecting only moderate grasp of content and/or expectations. A grade of C reflects a minimal grasp of the assignments, poor organization of ideas and/or several significant areas requiring improvement. Grades between C- and F denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student’s performance on the assignment. Class grades will be based on the following:

3.85 – 4 3.60 – 3.84 3.25 – 3.59 2.90 – 3.24 2.60 – 2.87 2.25 – 2.50 1.90 – 2.24

VIII.

Class Grades A AB+ B BC+ C

93 – 100 90 – 92 87 – 89 83 – 86 80 – 82 77 – 79 73 – 76 70 – 72

Final Grade A AB+ B BC+ C C-

REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES

Required Textbooks th

Gilbert, N. & Terrell, P. (2010). Dimensions of social welfare policy (7 ed.). Boston, MA: Allyn & Bacon. (Instructor Note: The online version can be secured at www.coursesmart.com.) th

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Social work macro practice (4 ed.). Boston, New York, San Francisco: Pearson. (Instructor Note: This text is available in the bound paperback version―ideal for inclusion in a Social work professional library―or online as an e-text at www.coursesmart.com.) Note: Additional readings are identified in the Course Outline for individual class sessions. Most readings will be posted on ARES. Students may access ARES at http://usc.ares.atlas-sys.com/. Readings will be posted under instructor Jane Allgood; the password allowing access to ARES is “SW534.” Readings not posted on ARES can be located at the websites identified in the course outline. The instructor may assign additional readings during the semester in response to student interest and/or the emergence of policy or program issues in the news.

Recommended Guidebook for APA Style Formatting American Psychological Association (2009). Publication manual of the American Psychological th Association (6 ed.). Washington: APA.

Recommended Websites National Association of Social Workers http://www.naswdc.org USC Guide to Avoiding Plagiarism http://www.usc.edu/student-affairs/student-conduct/ug_plag.htm Note: Additional required and recommended readings may be assigned by the instructor throughout the course. MasterVer08-2011

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Course Schedule―Detailed Description Part 1: Introduction to Macro Practice: Values and Significance Unit 1:

Evolution of Social welfare Policy and Macro Practice in Social Services

Week 1 This Unit relates to course objectives 1, 2, 4.

Required Readings Gilbert, N. & Terrell, P. (2010). The field of social welfare policy. In Dimensions of social welfare policy (7 ed., chap. 1, pp. 1-27). Boston, MA: Allyn & Bacon.

th

Netting, F. E., Kettner, P., & McMurty, S. L. (2008). An introduction to macro practice in social work . In th Social work macro practice (4 ed., chap. 1, pp.2-34). Boston, New York, San Francisco: Pearson.

Recommended Readings th

Day, P. J. (2006). Values in social welfare. In A New History of Social Welfare. (5 ed., chap. 1, pp.1-28). Boston, MA: Pearson-Allyn & Bacon. Kirst-Ashman, K. K. (2008). Introduction to human behavior in the macro social environment. In Human behavior, communities, organizations, and groups in the macro social environment: An nd empowerment approach (2 ed., chap. 1, pp.1-42). United States: Thomson: Books/Cole Publishers.

Part 2: Understanding Communities: Problems, Populations and the Process Of Change Unit 2:

Communities as Arenas of Change and Service Integration

Week 2 This Unit relates to course objectives 1, 2, 3, 4

Required Readings Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Assessing communities. In Social work macro th practice (4 ed., chap. 6, pp. 167-210). Boston, New York, San Francisco: Pearson. Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding communities. In Social work macro th practice (4 ed., chap. 5, pp. 128-166). Boston, New York, San Francisco: Pearson.

Recommended Readings Harper, C. J., Echohawk, L., Bigpond, P., Iron Cloud-Koenen, E., & Spotted Eagle, F. (2002). Listening to the people: Designing and implementing a community-led needs assessment. Protecting Children, 17(2), 12-29. Kretzmann, J. P. & McKnight, J. L. (1993). Introduction. In Building Communities from the inside out (chap. 1, pp. 1-11). Chicago: ACTA Publications. Michael, J. (2007). Creating parent rich communities: A tale of three cities. Children’s Voice, 16(3). Retrieved from http://www.cwla.org/voice/0705parentingrich.htm

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Salcido, R. (2007). Latino population growth, characteristics and language capacities: Implications for society, services and social justice. Journal of Ethnic and Cultural Diversity, 16(3/4). (Instructor Note: This is a published article by faculty of the USC School of Social Work.) Venkatesh, S. A. (1997). The Three-tier model: How helping occurs in urban, poor communities. Social Service Review, 12(97), 574-606.

Part 3: Social Welfare: An Historical Perspective Unit 3:

The Roots of Social Welfare Policy: Global Influence, Culture Clash and the Colonization of the Americas

Week 3 Group Oral Presentations―Immersion Community Assignment 1 Due This Unit relates to course objectives 1.

Required Readings th

Day, P. J. (2006). Social welfare moves to the Americas. In A new history of social welfare (5 ed., chap. 5, pp. 125-162). Boston, MA: Pearson-Allyn & Bacon. Takaki, R. (1993). A Different Mirror. In A different mirror: A history of multicultural America (chap. 1, pp. 1-17). Boston, MA: Little, Brown & Company.

Unit 4:

Disenfranchised Populations and Macro Practice

Week 4 This Unit relates to course objectives 1, 2, 3, 4.

Required Readings Cummins, L. K., Byers, K. V., & Pedrick, L. ( 2011). History of policy practice in social work. In Policy practice for social workers: New strategies for a new era (chap. 2, pp. 26-49). Boston, MA: Allyn & Bacon, Pearson. Jansson, B. S. (2009). Making the American welfare state more humane―Past, present and future. In The reluctant welfare state: Engaging history to advance social work practice in contemporary th society (6 ed., chap 2, pp.22-54). United States: Brooks/Cole, Cengage. Netting, F. E., Kettner, P., & McMurty, S. L. (2008). The historical roots of macro practice. In Social work th macro practice (4 ed., chap. 2, pp. 35-76). Boston, New York, San Francisco: Pearson.

Recommended Readings Dolgoff, R. & Feldstein, D. (2007). Social work: The emergence of a profession. In Understanding social welfare: A search for social justice (chap. 12, pp. 299-318). Boston, MA: Allyn & Bacon, Pearson. Haynes, K. S. & Michelson, J. S. (2010). The emergence of a social work policy. In Affecting change: th Social workers in the political arena (7 ed., chap. 3, pp. 23-45). Boston, MA: Allyn & Bacon.

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Part 4: Social Welfare Policy: Impact on Communities, Service Organizations and Disenfranchised Populations Unit 5:

Impact of Education Policies



Sipple, J. W. (2007). Major issues in American schools. In Social Work Services in Schools (5 ed., chap. 1, pp. 1-21). Boston, MA: Allyn & Bacon, Pearson.

Recommended Readings Astor, R. A. & Benbenishty, R., (2007). Zero tolerance of zero knowledge: Empowering schools and communities with data and democracy. Urban Policy Brief, Urban Initiative University of Southern California. (Instructor Note: This is a published article by faculty of the USC School of Social Work.) Astor, R. A., Benbenishty, R. Estrada, J. (2007). School violence: An overview. Urban Ed Magazine, 1622. (Instructor Note: This is a published article by faculty of the USC School of Social Work.) Fuller, B., Wright, J., Gesicki, K., & Kange, E. (2007). Gauging growth: How to judge no child left behind? Educational Researcher, 36(5), 268-278. Harris, M. B. & Allgood, J. (2008). Adolescent pregnancy prevention: Choosing a program that fits the school and community. Children & Youth Services Review. (Instructor Note: This is a published article by faculty of the USC School of Social Work.) Harris, M. B. (2006). Best school-based practices for primary prevention of adolescent pregnancy. In C. Franklin, M. B. Harris, & P. Allen-Meares (Eds.), The school services sourcebook: A guide for school-based professionals. New York: Oxford University Press. (Instructor Note: This is a published article by faculty of the USC School of Social Work.) Koffman, S., Ray, A., Berg, S., Covington, L., Albarran, N. B., & Vasquez, M. (2009). Impact of a comprehensive whole child intervention and prevention program among youths at risk of gang involvement and other forms of delinquency. Children and Schools, 31(4), 239-245. (Instructor Note: This is a published article by faculty of the USC School of Social Work.) Simmons, C. J. & Coll, J. E. (2007). The high school social worker. In Borman, K., Cahill, S., & Cotner, B., The Praeger handbook of American high schools. Westport, CT: Greenwood Press. (Instructor Note: This is a published article by faculty of the USC School of Social Work.)

Unit 6:

The Modern Welfare State and Policy Analysis


Required Readings Gilbert, N. & Terrell, P. (2010). A framework for social policy analysis. In Dimensions of social welfare th policy (7 ed., chap. 3, pp. 56-87). Boston, MA: Allyn & Bacon. Gilbert, N. & Terrell, P. (2010). The basis of social allocation. In Dimensions of social welfare policy (7 ed., chap. 4, pp. 88-127). Boston, MA: Allyn & Bacon.

th

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Gilbert, N. & Terrell, P. (2010). The modern welfare state. In Dimensions of social welfare policy (7 ed., chap. 2, pp. 28-55). Boston, MA: Allyn & Bacon. Seccombe, K. (2011). Historical and persisting dilemmas: How do we explain poverty, what should we do about it? In So you think I drive a Cadillac? Welfare recipients’ perspectives on the system and its rd reform (3 ed., chap. 2, pp. 27-46). Boston, MA: Allyn & Bacon, Pearson.

Recommended Readings Abramovitz, M. (2005). The largely untold story of welfare reform and the human services. Social Work. 50(2), 175-186. Axinn, J. & Stern, M. J. (2008). Conservative resurgence and social change: 1968-1992. In Social th welfare: A history of the American response to need (7 ed., chap. 8, pp. 279-315). Boston, MA: Allyn & Bacon, Pearson. DiNitto, D. M. (2007). Defining poverty: Where to begin. In Social welfare: Politics and public policy (chap. 3, pp. 80-123). Boston, MA: Allyn & Bacon, Pearson. Dreier, P., Mollenkopf, J., & Swanstrom, T. (2001). The costs of economic segregation and sprawl. In Place matters (chap. 3, pp. 51-91). Lawrence, KS: University Press of Kansas. Salcido, R. M. (2005). Para los ninos: A children and youth services agency. Child Welfare Section Connection, NASW, 6-9. Surface, D. (2006). Aging in the workplace―New visions for older workers. Social Work Today, 6(1), 3642. http://www.socialworktoday.com/archive/swjan2006p36.shtml Wong, Y. I., Park, J. M., & Nemon, H. (2006). Homeless service delivery in the context of continuum of care. Administration in Social Work, 30(1), 67-93.

Unit 7:

Impact of Social Provision and Health Policy


Required Readings Andrews, M. (2010). Pregnant women, new mothers get more protections under healthcare law. Kaiser Health News. Barusch, A. S. (2009). Physical illness. In Foundations of social policy: Social justice in human rd perspective (3 ed., chap. 6, pp. 186-229). Belmont, CA: Brooks/Cole, Cengage Learning. Gilbert, N. & Terrell, P. (2010). The nature of social provision. In Dimensions of social welfare policy (7 ed., chap. 5, pp. 128-153). Boston, MA: Allyn & Bacon.

th

Provisions of the Patient Protection and Affordable Care Act by Year. (n.d.). Retrieved from http://www.healthcare.gov/law/about/legislation/order/byyear.html

Recommended Readings Baernstein, A., Bostwick, W., Carrick, K., Dunn, P., Goodman, K., et al (2006). Lesbian and bisexual women’s public health. In M. Shankle (Ed.), The handbook of lesbian, gay, bisexual, and transgender public health (pp. 97-102). New York: Harrington Park Press. (Instructor Note: This is a published article by faculty of the USC School of Social Work.)

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Dreier, P., Mollenkopf, J., & Swanstrom, T. (2001). The costs of economic segregation and sprawl. In Place matters (chap. 3, pp. 66-75). Lawrence, KS: University Press of Kansas. Durkin, M. (2002). An organizational analysis of psychosocial and medical services in outpatient drug abuse. Social Service Review, 76(3), 406-429. Ell, K. & Vourlekis, B. (2005). Social work in health care in 2025: The landscape and paths to transformation. Advances in Social Work, 6(1),182-192. (Instructor Note: This is a published article by faculty of the USC School of Social Work.) Reardon, C. (2009). Family acceptance project: Helping LGBT youths. Social Work Today, 9(6), 6. Retrieved from http://www.socialworktoday.com/archive/112309p6.shtml

Unit 8:

Impact of Mental Health Systems and Design of Delivery Systems


Required Readings Gilbert, N. & Terrell, P. (2010). The design of the delivery system. In Dimensions of social welfare policy th (7 ed., chap. 6, pp. 154-192). Boston, MA: Allyn & Bacon.

Recommended Readings Barrio, C., Palinkas, L. A., Yamada, A. M., Fuentes, D., Criado, V., Garcia, P., & Jeste, D. V. (2008). Unmet needs for mental health services for Latino older adults: Perspectives from consumers, family members, advocates, and service providers. Community Mental Health Journal, 44(1), 5774. (Instructor Note: This is a published article by faculty of the USC School of Social Work.) Currey, R. (2007). PTSD in today’s war veterans: The road to recovery. Social Work Today, 7(4), 12-16. http://www.socialworktoday.com/archive/julyaug2007p13.shtml Currey, R. (2007). Surviving professional stress in a military setting. Social Work Today, 7(6), 24-28. Retrieved from http://www.socialworktoday.com/archive/novdec2007p24.shtml Folsom, D. P., Gilmer, T., Barrio C., Moore, D. J., Bucardo, J., Garcia, P., Hawthorne, W., Hough, R. L., Patterson, T., & Jeste, D. V (2007). Spanish-speaking Latinos differ from English-speaking Latinos and Caucasians in care for serious mental illness. American Journal of Psychiatry, 164(8), 1173-1180. (Instructor Note: This is a published article by faculty of the USC School of Social Work.) Mennen, F. E. & Trickett, P. (2007). Mental health services to urban minority children. Children and Youth Services Review, 27, 577-593. (Instructor Note: This is a published article by faculty of the USC School of Social Work.)

Unit 9:

Funding for Services―Impact of Strengths and Limitations of the Child Welfare System


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Required Readings Gilbert, N. & Terrell, P. (2010). The mode of finance: sources of funds. In Dimensions of social welfare th policy (7 ed., chap. 7, pp. 193-230). Boston, MA: Allyn & Bacon. Popple, P. & Vecchiolla, F. (2007). Child welfare in the United States: A brief history. In Child welfare social work: An introduction (chap. 2, pp. 29-60). Boston, MA: Pearson-Allyn Bacon.

Recommended Readings McCroskey, J. (2007). Using child and family indicators to influence communities and policy in Los Angeles County. Social Indicators Research, 83, 125-148. (Instructor Note: This is a published article by faculty of the USC School of Social Work.) Sanders, D. (2009). Safely reducing the number of children in foster care. Children’s Voice. Retrieved from http://www.cwla.org/voice/0905fostercare.htm

Unit 10:

Mode of Financing Services

Week 10 Assignment 2 Due This Unit relates to course objectives 1, 2, 3, 4, 5.

Required Readings Gilbert, N. & Terrell, P. (2010). The mode of finance: Systems of transfer. In Dimensions of social welfare th policy (7 ed., chap. 8, pp. 231-266). Boston, MA: Allyn & Bacon.

Part 5: Assessing Human Service Organizations Within the Context of Community and the Influence of Policy Unit 11:

Organizational Structure and Personnel Management―Theories and Practice

Week 11 This Unit relates to course objectives 1, 2, 3, 4, 5.

Required Readings Gibelman, M. (2003). The work environment. In Navigating human service organizations: Essential information for thriving and surviving in agencies (chap. 6, pp. 103-123). Chicago: Lyceum Books, Inc. Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Analyzing human service organizations. In Social th work macro practice (4 ed., chap. 8, pp. 258-305). Boston, New York, San Francisco: Pearson. Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding organizations. In Social work macro th practice (4 ed., chap. 7, pp. 212-257). Boston, New York, San Francisco: Pearson.

Recommended Readings Findler, L., Wind, L., & Mor Barak, M. E. (2007). The challenge of workforce management in a global society: Modeling the relationship between diversity, organizational culture, and employee wellbeing, job satisfaction and organizational commitment. Administration in Social Work, 31(3), 6394. (Instructor Note: This is a published article by faculty of the USC School of Social Work.)

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Jaskyte, K. & Dressler, W. W. (2005). Organizational culture and innovation in nonprofit human service organizations. Administration in Social Work, 29(2), 23-41. Parsons, R. D. (2001). Ethical conflicts: The system and the interests of others. In The ethics of professional practice (chap. 5, pp. 83-99). Boston, MA: Allyn and Bacon. Schmid, H. (2004). The role of nonprofit human service organizations in providing social services: A prefatory essay. Administration in Social Work, 28(3/4), 1-21.

Part 6: Managing Change in Social Service Agencies and Communities Unit 12:

Macro Change―Planning Change and Developing Intervention Strategies



Haynes, K. S. & Michelson, J. S. (2010). Affecting change: Social workers in the political arena (7 ed.). Boston, MA: Allyn & Bacon(chap 3., pp. 23-45). Kirst-Ashman K. K. & Hull, G. H. (1997). Using micro skills in the macro environment. In Generalist Practice with Organizations and Communities (chap. 2, pp. 45-90). Chicago: Nelson Hall. Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Building support for the proposed change. In Social th work macro practice (4 ed., chap. 9, pp. 308-337). Boston, New York, San Francisco: Pearson. Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Selecting appropriate strategies and tactics. In Social th work macro practice (4 ed., chap. 10, pp. 338-367). Boston, New York, San Francisco: Pearson. Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding community and organizational th problems. In Social work macro practice (4 ed., chap. 3, pp. 78-106). Boston, New York, San Francisco: Pearson.

Recommended Readings Effective Intervention in Domestic Violence & Child Maltreatment Cases: Guidelines for Policy and Practice. (1999). Introduction. Retrieved from http://www.thegreenbook.info/documents/Greenbook.pdf Effective Intervention in Domestic Violence & Child Maltreatment Cases: Guidelines for Policy and Practice. (1999). Chapter 1: Guiding framework. Retrieved from http://www.thegreenbook.info/documents/Greenbook.pdf Effective Intervention in Domestic Violence & Child Maltreatment Cases: Guidelines for Policy and Practice. (1999). Chapter 3: Child protection system. Retrieved from http://www.thegreenbook.info/documents/Greenbook.pdf Effective Intervention in Domestic Violence & Child Maltreatment Cases: Guidelines for Policy and Practice. (1999). Chapter 4: Domestic violence services for families. Retrieved from http://www.thegreenbook.info/documents/Greenbook.pdf Hoytt, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Defining the problem: The scope and causes of DMC. In Pathways to juvenile detention reform: Reducing racial disparities in juvenile detention (pp. 17-30). Annie Casey Foundation. Retrieved from http://www.aecf.org/upload/PublicationFiles/reducing%20racial%20disparities.pdf MasterVer08-2011

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Hoytt, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Efforts to reduce racial disparities―Overview. In Pathways to juvenile detention reform: Reducing racial disparities in juvenile detention (pp. 30-52). Annie Casey Foundation. Retrieved from http://www.aecf.org/upload/PublicationFiles/reducing%20racial%20disparities.pdf Hoytt, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Case study: Cook County, Illinois. In Pathways to juvenile detention reform: Reducing racial disparities in juvenile detention (pp. 3339). Annie Casey Foundation. Retrieved from http://www.aecf.org/upload/PublicationFiles/reducing%20racial%20disparities.pdf Hoytt, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Case study: Sacramento, California. In Pathways to juvenile detention reform: Reducing racial disparities in juvenile detention (pp. 3946). Annie Casey Foundation. Retrieved from http://www.aecf.org/upload/PublicationFiles/reducing%20racial%20disparities.pdf Hoytt, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Case study: Santa Cruz, California. In Pathways to juvenile detention reform: Reducing racial disparities in juvenile detention (pp. 4652). Annie Casey Foundation. Retrieved from http://www.aecf.org/upload/PublicationFiles/reducing%20racial%20disparities.pdf Hoytt, E. H., Schiraldi, V., Smith, B. V., Ziedenberg, J. (2001). Lessons learned. In Pathways to juvenile detention reform: Reducing racial disparities in juvenile detention (chap. 5, pp. 65-70). Annie Casey Foundation. Retrieved from http://www.aecf.org/upload/PublicationFiles/reducing%20racial%20disparities.pdf The Greenbook Initiative. (2005). Changes in policy and practice among family serving agencies enhance safety and well being. The Greenbook national evaluation team. Retrieved from http://www.thegreenbook.info/documents/GB_newsletter_1.pdf

Unit 13:

Implementing and Monitoring Organizational Changes―Ensuring Access to Service for Diverse Populations


Required Readings Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Planning, implementing, monitoring, and evaluating th intervention. In Social work macro practice (4 ed., chap. 11, pp. 368-404). Boston, New York, San Francisco: Pearson. Netting, F. E., Kettner, P., & McMurty, S. L. (2008). Understanding populations. In Social work macro th practice (4 ed., chap. 4, pp. 107-125). Boston, New York, San Francisco: Pearson. Perlmutter, F. D. & Crook, W. P. (2004). Administrative advocacy and the management of change. In Changing hats while managing change: From social work practice to administration (chap. 5, pp. 59-74). Washington, D.C.: National Association of Social Workers.

Recommended Readings Aranda, M. P., Villa, V. M., Trejo, L., Ramirez, R., & Ranney, M. (2003). El portal Latino Alzheimer's project: Model program for Latino caregivers of Alzheimer's disease-affected people. Social Work, 48(2), 259-271. (Instructor Note: This is a published article by faculty of the USC School of Social Work.)

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Larrison, C. R., Schoppelrey, S., Hadley-Ives, E., & Ackerson, B. J. (2008). Organizational climate and treatment outcomes for African-American clients receiving services at community mental health agencies. Administration in Social Work, 32(3): 111-138. Lewis, S. & Crook, W. P. (2001). Shifting sands: An AIDS service organization adapts to a changing environment. Administration in Social Work, 25(2), 1-20. Linhorst, D. M., Eckert, A., & Hamilton, G. (2005). Promoting participation in organizational decision making by clients with severe mental illness. Social Work, 50(1), 21-30.

Unit 14:

The Global Community―Impact of International Social Welfare Issues on Communities and Agencies


Required Readings Crossett, B. (2007). Easing their plight. The Interdependent, 5(1), 13–16, 21. Gilbert, N. & Terrell, P. (2010). Policy dimensions: International trends in the twenty-first century. In th Dimensions of social welfare policy (7 ed., chap. 9, pp. 267-281). Boston, MA: Allyn & Bacon. Haverkamp, E. (2008). What every social worker should know about immigration law. Social Work Today, 8(1), 26-29. http://www.socialworktoday.com/archive/janfeb2008p26.shtml The Millennium Development Goals Report 2008. United Nations. New York. Retrieved from http://www.undp.org/publications/MDG_Report_2008_En.pdf

Recommended Readings Ferguson, K. (2006). Responding to children’s street work with alternative income generation strategies. International Social Work, 49(6), 705-717. (Instructor Note: This is a published article by faculty of the USC School of Social Work.) United States Department of Labor. (2002). Trafficking in Persons: A Guide for Non-Governmental Organizations. Women’s Bureau, U.S. Department of Labor. http://www.dol.gov/wb/media/reports/trafficking.htm

Unit 15:

Ethical Issues for Practitioners in Organizations

Week 15 Assignment 3 Due This Unit relates to course objectives 1, 2, 3, 4, 5. This class session will involve a review of all of the course objectives and a summary of how the objectives have been achieved.

Required Readings Greif, G. (2004). When a social worker becomes a voluntary commissioner and calls on the code of ethics. Social Work, 49(2), 277-280. Hardina, D. (2004). Guidelines for ethical practice in community organization. Social Work, 49(4), 595 604.

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STUDY DAYS / NO CLASSES FINAL EXAMINATIONS

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University Policies and Guidelines IX. ATTENDANCE POLICY Students are expected to attend every class and to remain in class for the duration of the unit. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by email ([email protected]) of any anticipated absence or reason for tardiness. University of Southern California policy permits students to be excused from class for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students’ observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance. Please refer to Scampus and to the USC School of Social Work Student Handbook for additional information on attendance policies.

X. STATEMENT ON ACADEMIC INTEGRITY USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: http://www.usc.edu/dept/publications/SCAMPUS/gov/. Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: http://www.usc.edu/student-affairs/SJACS/. Additionally, it should be noted that violations of academic integrity are not only violations of USC principles and policies, but also violations of the values of the social work profession.

XI. STATEMENT FOR STUDENTS WITH DISABILITIES Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday. Students from all academic centers (including the Virtual Academic Center) may contact Ed Roth, Director of the DSP office at 213-740-0776 or [email protected].

XII.

EMERGENCY RESPONSE INFORMATION

Note: The following Emergency Response Information pertains to students on campus, but please note its importance should you be on campus for a temporary or extended period. When not on campus: Call the 911 listing in your local community for any emergency.

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To receive information, call the main number (213) 740-2711, press #2. “For recorded announcements, events, emergency communications or critical incident information.” To leave a message, call (213) 740-8311 For additional university information, please call (213) 740-9233 Or visit university website: http://emergency.usc.edu If it becomes necessary to evacuate the building, please go to the following locations carefully and using stairwells only. Never use elevators in an emergency evacuation. Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications on their cell phone, pager, PDA, or e-mail account. Register at https://trojansalert.usc.edu. UNIVERSITY PARK CAMPUS City Center Front of Building th (12 & Olive) MRF Lot B SWC Lot B VKC McCarthy Quad WPH McCarthy Quad

ACADEMIC CENTERS Orange County Faculty Parking Lot San Diego Skirball

Building Parking Lot Front of Building

Do not re-enter the building until given the “all clear” by emergency personnel.

XIII.

STATEMENT ABOUT INCOMPLETES

The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a documented illness or some other emergency occurring after the 12th week of the semester. Students must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be instituted by the student and agreed to be the instructor and reported on the official “Incomplete Completion Form.”

XIV.

POLICY ON LATE OR MAKE-UP WORK

Papers are due on the day and time specified. Extensions will be granted only for extenuating circumstances. If the paper is late without permission, the grade will be affected.

XV.

POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS

It may be necessary to make some adjustments in the syllabus during the semester in order to respond to unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students both verbally and in writing.

XVI.

CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS (OPTIONAL)

Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly [http://www.socialworkers.org/pubs/Code/code.asp]

Preamble The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to

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social work is attention to the environmental forces that create, contribute to, and address problems in living. Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems. The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:      

Service Social justice Dignity and worth of the person Importance of human relationships Integrity Competence

This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.

XVII. COMPLAINTS If you have a complaint or concern about the course or the instructor, please discuss it first with the instructor. If you feel you cannot discuss it with the instructor, contact the chair of the sequence, Sam Mistrano, at [email protected]. If you do not receive a satisfactory response or solution, contact your advisor or Dr. Paul Maiden, Vice Dean and Professor of Academic and Student Affairs, at [email protected]. Or, if you are a student of the VAC, contact June Wiley, Director of the Virtual Academic Center, at (213) 821-0901 or [email protected] for further guidance

XVIII. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE (OPTIONAL)         

Be mindful of getting proper nutrition, exercise, rest and sleep! Come to class. Complete required readings and assignments before coming to class. Before coming to class, review the materials from the previous Unit and the current Unit, and scan the topics to be covered in the next Unit. Come to class prepared to ask any questions you might have. Participate in class discussions. After you leave class, review the materials assigned for that Unit again, along with your notes from that Unit. If you don't understand something, ask questions! Ask questions in class, during office hours, and/or through email! Keep up with the assigned readings. Don’t procrastinate or postpone working on assignments.

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