American Social Welfare Policy A Pluralist Approach, Brief Edition Howard Jacob Karger Test Bank & I

Type:

Test Bank and Instructor Manual

Resource:

American Social Welfare Policy A Pluralist Approach

Edition:

8th Edition

Author(s):

Howard Karger David Stoesz

Instructor’s Manual and Test Bank for

Karger and Stoesz

American Social Welfare Policy A Pluralist Approach Brief Edition

prepared by Peter Kindle University of South Dakota Elena Delavega University of Memphis

Contents .

v

Chapter 1

Social Policy and the American Welfare State

1

Chapter 2

Social Welfare Policy Research: A Framework for Policy Analysis

10

Chapter 3

Religion and Social Welfare Policy

19

Chapter 4

Discrimination in American Society

28

Chapter 5

Poverty in America

39

Chapter 6

The Voluntary Sector Today

48

Chapter 7

Privatization and Human Service Corporations

59

Chapter 8

The Making of Governmental Policy

70

Chapter 9

Tax Policy and Income Distribution

81

Chapter 10

Social Insurance Programs

90

Chapter 11

Public Assistance Programs

100

Chapter 12

The American Health Care System

109

Chapter 13

Mental Health and Substance Abuse Policy

119

Chapter 14

Criminal Justice

129

Chapter 15

Child Welfare Policy

139

Chapter 16

Housing Policies

148

Chapter 17

The Politics of Food Policy and Rural Life

158

Chapter 18

The American Welfare State in International Perspective

168

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Just when you thought the Connecting Core Competencies Series couldn’t get any better… it did.

Each book has been enhanced with these features:

CSWE’s Core Competencies and Prac

Competency

Professional Identity

A grid indicates where competencies and practice behaviors are highlighted in the text

Practice Behavior Examples…

Advocate for client access to the services of so Practice personal reflection and self-correction development

Policy Practice Practice Behavior Example: Analyze, formulate, and advocate for policies that advance social well-being Critical Thinking Question: Generalist social workers develop strategies that may include interventions at many system levels including the level of social policy. What questions should be considered when determining whether a social policy should be targeted for intervention in a specific client situation?

Highlighted core competencies, throughout the text, with: • a practice behavior example for that competency • a critical thinking question to help students apply the competency through a critical thinking lens

Practice Test questions build on each other with three types of questions. Students go from — 1. assessing basic knowledge, to 2. understanding larger themes and concepts, to 3. applying the concepts and themes with mini-case study questions.

MySearchLab Connections indicate correlated chapter-specific online videos, cases, assessment, and more.

Learn more about MySearchLab on the next page…

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Competency Professional Identity Practice Behavior Examples…

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 Advocate for client access to the services of social work Practice personal reflection and self-correction to assure continual professional development Attend to professional roles and boundaries Demonstrate professional demeanor in behavior, appearance, and communication Engage in career-long learning Use supervision and consultation Ethical Practice Practice Behavior Examples…

Obligation to conduct themselves ethically and engage in ethical decision-making Know about the value base of the profession, its ethical standards, and relevant law Recognize and manage personal values in a way that allows professional values to guide practice Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles Tolerate ambiguity in resolving ethical conflicts Apply strategies of ethical reasoning to arrive at principled decisions Critical Thinking Practice Behavior Examples…

Know about the principles of logic, scientific inquiry, and reasoned discernment Use critical thinking augmented by creativity and curiosity Requires the synthesis and communication of relevant information Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom Analyze models of assessment, prevention, intervention, and evaluation Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues

. v

Chapter

1, 3 8

2

10, 15 3, 4, 12

2, 3, 12, 17, 18 5, 6, 7, 9, 16

.

Competency Diversity in Practice Practice Behavior Examples…

Understand how diversity characterizes and shapes the human experience and is critical to the formation of identity Understand the dimensions of diversity as the 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 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups Recognize and communicate their understanding of the importance of difference in shaping life experiences View themselves as learners and engage those with whom they work as informants Human Rights & Justice Practice Behavior Examples…

Understand 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 Understand the forms and mechanisms of oppression and discrimination Advocate for human rights and social and economic justice Engage in practices that advance social and economic justice Research Based Practice Practice Behavior Examples…

Use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery Comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge Use practice experience to inform scientific inquiry Use research evidence to inform practice

. vi

Chapter

4, 5, 9, 10, 12

13, 14, 16, 17

6, 13, 14, 16, 17, 18 4, 8, 11 9, 10, 15

2, 5

.

Competency Human Behavior Practice Behavior Examples…

Know about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being Apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation Critique and apply knowledge to understand person and environment.

Policy Practice Practice Behavior Examples…

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

Chapter

1 5, 11, 14, 15

1, 2, 4, 7, 8, 9, 11, 12, 14, 17, 18 6, 10, 13, 15, 16

Practice Contexts Practice Behavior Examples…

Keep informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice Recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services

. vii

1, 6, 11 3, 7, 13, 18

.

Competency Engage, Assess Intervene, Evaluate Practice Behavior Examples…

Identify, analyze, and implement evidence-based interventions designed to achieve client goals Use research and technological advances Evaluate program outcomes and practice effectiveness Develop, analyze, advocate, and provide leadership for policies and services Promote social and economic justice A) ENGAGEMENT Substantively and effectively prepare for action with individuals, families, groups, organizations, and communities Use empathy and other interpersonal skills Develop a mutually agreed- n focus of work and desired outcomes B) ASSESSMENT Collect, organize, and interpret client data Assess client strengths and limitations Develop mutually agreed-on intervention goals and objectives Select appropriate intervention strategies C) INTERVENTION Initiate actions to achieve organizational goals Implement prevention interventions that enhance client capacities Help clients resolve problems Negotiate, mediate, and advocate for clients Facilitate transitions and endings D) EVALUATION Critically analyze, monitor, and evaluate interventions

. viii

Chapter

7

8

Chapter 1 Social Policy and the American Welfare State CHAPTER SUMMARY In this chapter, the authors define social welfare policy, emphasize the variety of viewpoints related to an understanding of the American political economy, and sketch the history of the dominant political ideologies along a continuum from liberal to libertarian. Central themes that recur through this chapter include the complexity of the American social welfare system institutionalized in governmental, for-profit, and not-for-profit organizations, the role of values in determining alternative perspectives on what constitutes social good, and the recurrence in recent decades of a conservative perspective the prioritizes individual risk and reward over shared risks and redistribution of resources.

LEARNING OBJECTIVES • • • •

Students will understand how the redistributive role of social welfare policy may contribute to the maintenance and survival of our society.

Students will understand the distinctive values and economic perspectives associated with Keynesianism, free market economics, and democratic socialism.

Students will understand the political continuum from liberalism to libertarianism with an emphasis on the distinctive values and economic assertions of each.

Students will understand some of the major systemic and personal implications for the current conservatism resurgence in America.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts • • •

• •

What is the political ideology of your favorite aunt or uncle?

What are the strengths and the weaknesses of the mixed welfare economy of the United States?

Since social welfare is a mechanism for redistributing resources from those in a society who have assets to those who do not, under what conditions do you think that social welfare is justifiable. Identify categories of people that you believe society should assist and categories of people that society should not assist. How do these groups of people differ?

What are the advantages to a free market economy in comparison to an economy in which the government is more active?

What is the great risk shift?

Classroom Activities • • •

Identifying exceptions to a free market economy in the United States.

The politics of the President.

Self-reflection exercise

Out-of-class Assignments • • •

The politics of the Republican or Democratic Party.

Media and political ideology.

Richard Wilkinson: How economic inequality harms societies. .

1

Web Resources • • • • •

Center for Responsive Politics. OpenSecrets.org [http://www.opensecrets.org/] Democrats.org. [http://www.democrats.org/] Economic Policy Institute. [http://www.epi.org/] Republican National Committee. GOP.com. [http://www.gop.com/index.php] White House. [http://www.whitehouse.gov/]

MySearchLab Assignments and Activities Cases •

Chelsea Green Space and the Power Plant

•

A Community Coalition

Watch •

Advocating for Human Rights and Social and Economic Justice

•

The Ecological Model Using the Friere Method

•

Developing an Action Plan that Changes the Internal and External

•

Advocating for the Client

•

Keeping Up With Shifting Contexts

CHAPTER OUTLINE A. Definitions of Social Welfare Policy i.

Under what conditions do you think social welfare is justifiable?

(Discussion Prompt #3)

B. Social Problems and Social Welfare Policy i.

What are the strengths and weakness of the mixed welfare economy?

(Discussion Prompt #2)

ii.

Self-reflection exercise (Classroom Activity #3)

iii.

Richard Wilkinson video (Out-of-Classroom Assignment #3)

C. Values, Ideology, and Social Welfare Policy i.

What is the political ideology of your favorite aunt or uncle? (Discussion Prompt #1)

ii.

Media and political ideology (Out-of-Classroom Assignment #2)

D. The Political Economy of American Social Welfare Keynesian Economics Conservative or Free Market Economics i.

What are the advantages of a free market economy? (Discussion Prompt #4)

ii.

Identify exceptions to a free market economy in the U. S. (Classroom Activity #1)

Democratic Socialism

.

2

E. The U.S. Political Continuum Liberalism and Left-Of-Center Movements Classical Conservatives and The Far Right i.

The politics of the President (Classroom Activity #2)

ii.

The politics of the Republican or Democratic Party (Out-of-Class Assignment #1)

F. The Risk Shift i.

What is the great risk shift? (Discussion Prompt #5)

G. Conclusion

DISCUSSION PROMPTS 1. What is the political ideology of your favorite aunt or uncle? Describe how s/he feels about a free market economy. Does s/he tend to believe that government is the solution or the problem? What does s/he think causes poverty? Would s/he prefer that the poor solve their own problems, or that our society give the poor a little more help? Where does your aunt or uncle sit on the U. S. political continuum?

2. What are the strengths and the weaknesses of the mixed welfare economy of the United States? Government agencies, for-profit corporations, and not-for-profit corporations all provide some social services. Identify the strengths and weaknesses of each with attention to the primary sources of revenue, potential for innovation, and capacity to respond to changing social problems.

3. Since social welfare is a mechanism for redistributing resources from those in a society who have assets to those who do not, under what conditions do you think that social welfare is justifiable. Identify categories of people that you believe society should assist and categories of people that society should not assist. How do these groups of people differ? How are they alike?

4. What are the advantages to a free market economy in comparison to an economy in which the government is more active? Unrestrained capitalism tends to increase economic disparities between rich and poor, but may offer more opportunity for some to succeed. Which is more important, opportunity or equality? Why? 5. What is the great risk shift? Identify risks that you believe we all should share from risks that only the individual or family should face. How are these risks different? If the current political trend were more liberal, would any of the risks you identified be in another category?

CLASSROOM ACTIVITES 1. Identifying exceptions to a free market economy in the United States. The authors identify three characteristics of a free market on page 7 – many buyers and sellers, perfect information, and free entry and exit. Many buyers and sellers make it impossible for one buyer or seller to influence the price of any product. Perfect information places neither buyer nor seller is at a competitive disadvantage. Free entry and exit into the market eliminates barriers for both buyers and sellers to get the best price. Students should break up into teams of three and identify specific companies or products that clearly indicate that the free market does not accurately describe the American economy. Share answers in class after teams are finished brainstorming exceptions.

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3

2. The politics of the President. Break students into teams of 3-4 students and have them recreate the U. S. Political Continuum (pp. 10-15) with seven columns from Liberalism to Libertarianism. Teams should brainstorm at least 10 different policy proposals advanced during the current President’s administration and locate them within the appropriate column to identify the political orientation of the President.

Share answers in class after teams are finished.

3. Self-reflection exercise. Students write a one-page paper in class with the following prompt, “I believe that social welfare programs in the United States should be expanded (or restricted) because . . . .” On the back of the page, students should identify at least five groups of people that will benefit from the implementation of this proposal and at least five groups who will be penalized from the implementation of this proposal.

OUT-OF-CLASS ASSIGNMENTS 1. The politics of the Republican or Democratic Party. Students should access the website for the Republican Party at http://www.gop.com/index.php or the Democratic Party at http://www.democrats.org/ and review the materials available at the website. Compare the assigned party’s positions on contemporary issues to the Liberal to Libertarian political continuum discussed in the text and write a 2-3 page paper identifying the political ideology or ideologies of the assigned party.

2. Media and political ideology. Watch at least one hour on one of the cable news channels that you do not regularly watch (e.g., Fox News Channel, MSNBC, CNBC, Headline News, or CNN). Write a 2-3 page paper reflecting on the economic and/or political perspective of the commentators. Did they appear slanted toward any specific political or economic perspective? Was an effort made to present both sides of ideological issues? Compare this news source to the news source that you customarily prefer. Were there any significant differences?

3. Richard Wilkinson: How economic inequality harms societies. Watch this video at http://www.ted.com/talks/richard_wilkinson.html and write a 2-3 page paper reflecting on the economic system in the United States. How might the U. S. economy support economic inequality? If you wanted to decrease the economic inequality in the U. S., what changes might you suggest?

ADDITIONAL RESOURCES Books Barber, B. R. (2007). Consumed: How markets corrupt children, infantilize adults, and swallow citizens whole. New York: W. W. Norton & Company.

Gosselin, P. (2008). High wire: The precarious financial lives of American families.

Philadelphia: Basic Books.

Krugman, P. (2009). The return of depression economics and the crisis of 2008. New York: W. W. Norton & Company.

Lakoff, G. (2002). Moral politics: How liberals and conservatives think. Chicago: University of Chicago Press.

McClelland, P. D., & Tobin, P. H. (2010). American dream dying: The changing economic lot of the least advantaged. Lanham, MD: Rowman & Littlefield Publishers, Inc. Wallis, J. (2005). God’s politics: Why the Right gets it wrong and the Left doesn’t get it.

New York: HarperCollins Publishers, Inc. .

4

Journals Helleiner, E. (2011). Understanding the 2007-2008 global financial crises: Lessons for scholars of international political economy. Annual Review of Political Science, 14(1), 67-87.

Kennon, M., & Nichols, C. P. (2009). Comparing Democrats and Republicans on intrinsic and extrinsic values. Journal of Applied Social Psychology, 39(3), 589-623.

Lassiter, M. D. (2010). Suburban diversity and economic inequality. Dissent, 57(4), 37-41.

Peterson, M. B., Slothus, R., Togeby, L. (2010). Political parties and value consistency in public opinion formation. Public Opinion Quarterly, 74(3), 530-550.

Sabeel Rahman, K. (2011). Conceptualizing the economic role of the state: Laissez-faire, technocracy, and the democratic alternative. Polity, 43(2), 264-286.

Websites Center for Responsive Politics. OpenSecrets.org [http://www.opensecrets.org/] •

This is the website for the Center for Responsive Politics, a non-partisan, non-profit organization that tracks money in U. S. politics to educate voters and make government more transparent and responsive.

Democrats.org. [http://www.democrats.org/] •

This is the primary website for the national Democratic Party with links to policy statements, key people on the national and state level, and additional information about party organization and constituents.

Economic Policy Institute. [http://www.epi.org/] •

This is the website for the Economic Policy Institute, a non-profit and non-partisan think tank that conducts research and proposes policies that focus on the needs of low and middle income people.

Republican National Committee. GOP.com. [http://www.gop.com/index.php] •

This is the primary website for the national Republican Party with links to state parties, news events, and social issues of interest to the GOP.

White House. [http://www.whitehouse.gov/] •

This is the primary website for the President of the United States where videos of recent speeches and briefings can be located along with specific information of political issues.

.

5

Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following:

1.

Social welfare policy flows from a mixed economy. This means that A. governmental, voluntary, and corporate sectors all contribute.

B. the economy moves from surplus to deficit.

C. all people in our country benefit from social welfare programs.

D. both cash and in-kind services are provided.

Difficulty: 1 Bloom’s Taxonomy: Understanding Answer: A

2.

The American social welfare system is A. in transition and moving in a conservative direction.

B. influenced more by democracy.

C. influenced more by capitalism.

D. similar to that of other industrial nations.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: A

3.

American social welfare programs are A. provided by the public and private sectors.

B. exclusively governmental.

C. delivered solely in the nonprofit sector.

D. regulated primarily by states.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: A

4.

The function of social welfare is A. to help the poor and the nonpoor.

B. to provide benefits to people to meet their basic life needs.

C. to enhance relationships among diverse people groups.

D. to distinguish between those who are worthy of help and those who are unworthy.

Difficulty: 2 Bloom’s Taxonomy: Understanding Answer: B

.

6

5.

All of the following are examples of in-kind benefits except A. public assistance.

B. food stamps.

C. WIC coupons.

D. low-income energy assistance.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: A

6.

A client in acute need of mental health counseling cannot be served by your agency because of a shortage of mental health counselors. What would be the best approach to meeting this client’s need for services?

A. add his name to the agency waiting list for services.

B. refer the client to another agency or private mental health professional.

C. dump the client at the door of the under-funded county psychiatric facility.

D. report the client to local law enforcement for observation and potential confinement.

Difficulty: 2 Bloom’s Taxonomy: Analysis Answer: B

7.

What would represent a social welfare response to the problem of ex-offender underemployment?

A. parole stipulations requiring ex-offender employment.

B. geographical restrictions on ex-offender living arrangements.

C. removal of licensing restrictions for felony offenses.

D. no cost job training and employment counseling.

Difficulty: 3 Bloom’s Taxonomy: Application Answer: D

8.

What would happen to the price of a hamburger if fast food restaurants were required to pay a living wage to all employees so that EITC benefits would be unnecessary?

A. the price of a hamburger would most likely increase significantly.

B. the price of a hamburger would most likely stay about the same.

C. the price of a hamburger would most likely decrease significantly.

D. it is impossible to predict because there is no relation between EITC benefits, wages, and the price of a hamburger.

Difficulty: 1 Bloom’s Taxonomy: Application Answer: A

9.

Between 2008 and 2011, unemployment in the United States was over 9 percent.

How would a Keynesian economist attempt to decrease unemployment?

A. by decreasing government tax rates on individuals.

B. by printing more money and increasing government spending.

C. by increasing government tax rates on corporations.

D. by reducing government regulations on businesses.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: B

.

7

10.

How would a free market economist justify welfare spending?

A. by arguing that welfare spending is an investment in human capital.

B. by suggesting that welfare spending increases consumer demand for products.

C. by appealing to compassion and altruism.

D. by arguing for the common good instead of self-interest.

Difficulty: 3 Bloom’s Taxonomy: Analysis Answer: C

11.

According to the authors, one’s belief about what constitutes the public good has a significant impact on one’s political view. How would a person who values selfsufficiency, work, and the marketplace tend to vote?

A. for the Green Party candidate.

B. for the Libertarian candidate.

C. for the Republican candidate.

D. for the Democratic candidate.

Difficulty: 1 Bloom’s Taxonomy: Analysis Answer: C

12.

The authors describe neoliberalism as a rightward shift away from the liberal support for a government-funded welfare state. What best represents an example of a neoliberal policy proposal?

A. expanded government funding for education, research, and job training.

B. increased tariffs on foreign imports to protect American jobs.

C. restrictions on compensation paid to corporate executives.

D. higher corporate tax rates to fund expansion in safety net programs.

Difficulty: 1 Bloom’s Taxonomy: Application Answer: A

13.

The authors present Cultural Conservatism as the most current manifestation of a conservative political ideology. How Cultural Conservatism be most easily distinguished from other forms of conservatism?

A. Cultural Conservatism promotes small government.

B. Cultural Conservatism promotes a laissez-faire approach to economics.

C. Cultural Conservatism promotes conformity in social affairs.

D. Cultural Conservatism promotes individual self-interest.

Difficulty: 2 Bloom’s Taxonomy: Analysis Answer: C

14.

What political ideology would be most likely to support an expansion of Social Security benefits?

A. Liberalism B. The Self-Reliance School C. Neoconservatism D. Libertarianism Difficulty: 2 Bloom’s Taxonomy: Analysis Answer: A

.

8

15.

U. S. social welfare policy is quite complex and under constant attack, especially by conservatives. What appears to be the most significant threat to the continued existence of U. S. social programs today?

A. the distribution of responsibilities between the federal and state governments.

B. assimilation of immigrant ethnic groups.

C. devolution of social welfare programs to for-profit and not-for-profit organizations.

D. unfunded obligations of federal entitlement programs.

Difficulty: 3 Bloom’s Taxonomy: Synthesis Answer: D

Essay Questions 1. How is social welfare becoming, as the text describes, a "big business"?

Difficulty: 1 Bloom’s Taxonomy: Knowledge and understanding 2. How can social welfare programs benefit the business community?

Difficulty: 3 Bloom’s Taxonomy: Application and analysis 3. How would the economist John Maynard Keynes react to a recession in contrast to Milton Friedman?

Difficulty: 3 Bloom’s Taxonomy: Synthesis and evaluation 4. What are the main differences between traditional liberalism and neoliberalism?

Difficulty: 2 Bloom’s Taxonomy: Application and analysis 5. What is meant by "good" and "bad" public spending categories? Give an example of each.

Difficulty: 3 Bloom’s Taxonomy: Application and analysis

.

9

Chapter 2 Social Welfare Policy Research A Framework for Policy Analysis CHAPTER SUMMARY This chapter provides the importance of policy analysis and that are useful in analyzing social welfare policies. Policy analysis involves a systematic investigation of a social policy or a set of policies. Readers will understand how policy frameworks can be useful in implementing policies that are in harmony with the historical and contemporary contexts of the problem and the proposed policies. The Chapter places emphasis on the use and benefits of objective research based on sound data in policy implementation. Lastly, various sources for locating policy relevant information are provided that includes Internet resources, which have made both data and information easily accessible for those involved in policy analysis.

LEARNING OBJECTIVES • • • •

Students will understand the usefulness of a framework for policy analysis.

Students will understand the factors contributing to the viability of a policy proposal.

Students will understand how to determine the feasibility of a policy proposal.

Students will gain exposure to a variety of resources critical to policy analysis.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts • • • • •

Why is a framework for policy analysis important?

What are the key elements of policy frameworks?

What might be some of the unintended consequences of legalizing marijuana in the United States?

What are the three ways in which a systematic analysis of a social policy should be tested for feasibility?

What are the strengths and weakness of the primary sources of information for policy analysis?

Classroom Activities • • •

Welfare State Mission and Goals.

Policy-making as a Political Process.

Self-reflection Writing Prompt.

Out-of-class Assignments • • •

Blog Analysis.

Ideologies and Policy Analysis.

Self-reflection: Framework for Policy Analysis.

Web Resources • •

Association for Public Policy Analysis & Management [http://www.appam.org/] Council on Social Work Education [http://www.cswe.org/]

.

10

• • •

National Institute for Research Advancement [http://www.nira.or.jp/past/] National Association of Social Workers [http://www.socialworkers.org/] Policy Library [http://www.policylibrary.com/]

MySearchLab Assignments and Activities Cases • •

Chelsea Green Space and the Power Plant A Community Coalition

Watch • •

Applying Critical Thinking Advocating for the Client

CHAPTER OUTLINE A. Problems That Necessitate the Policy i.

Why is a framework for policy analysis important? (Discussion Prompt #1)

ii.

What are the key elements of policy frameworks? (Discussion Prompt #2)

iii.

What might be some of the unintended consequences of legalizing marijuana in the United States? (Discussion Prompt #3)

iv.

Welfare State Mission and Goals (Classroom Activity #1)

v.

Policy-making as a Political Process (Classroom Activity #2)

vi.

Self-reflection: Framework for Policy Analysis (Out-of-Class Assignment #3)

Policy Description Policy Analysis vii.

Self-reflection Writing Prompt (Classroom Activity #3)

B. Researching and Analyzing Social Policies i.

What are the three ways in which a systematic analysis of a social policy should be tested for feasibility? (Discussion Prompt #4)

C. Social Policy Research and the Internet i.

What are the strengths and weakness of the primary sources of information for policy analysis? (Discussion Prompt #5)

ii.

Blog Analysis (Out-of-Class Assignment #1)

iii.

Ideologies and Policy Analysis (Out-of-Class Assignment #3)

D. Conclusion

DISCUSSION PROMPTS 1. Why is a framework for policy analysis important? Answers should include discussion of the mission and goals of the welfare state, the key values of social welfare, and historical precedents associated with the policy.

.

11

2. What are the key elements of policy frameworks? The eight key elements are noted on pages 26-27 of the text. Additional critical thinking might be developed in identifying the ways in which these elements are highly rational and systematic and therefore somewhat incompatible with the political process through which policies are actually adopted.

3. What might be some of the unintended consequences of legalizing marijuana in the United States? Discussion of this question should be used to highlight the difficulties involved in identifying all of the consequences that might be associated with adopting a policy change.

4. What are the three ways in which a systematic analysis of a social policy should be tested for feasibility? Class discussion should focus on the challenges associated with identifying all of the political, economic, and administrative factors influencing feasibility.

5. What are the strengths and weakness of the primary sources of information for policy analysis? The five sources of information identified on page 32 should be identified and critiqued through class discussion.

CLASSROOM ACTIVITES 1. Welfare State Mission and Goals. The authors propose that the policy framework is useful to policy analysts in assessing the consistency between a social policy and its mission/goals. Break the class into groups of 4-5 students to discuss these questions: How would you define the mission and goals of the American welfare state? Is there any difference in the understanding of the mission and goals of the American welfare state between conservatives and progressives? What are the strengths and weaknesses of each position? Which position seems most persuasive to you? Have each group present their findings in class for discussion.

2. Policy-making as a Political Process. The eight key elements included in welldesigned policy frameworks (pp. 26-27) assume that policy analysis is a rational and systematic process, but in practice, policies are most frequently developed through a political process. Create groups in the class to brainstorm the potential differences between rational policy-making and policy-making as a political process. Have teams share their ideas and write them on the board. The instructor may usefully identify aspects of the political processes that will be discussed in chapter eight.

3. Self-reflection Writing Prompt. Have the students imagine that they are new employees at a nonprofit agency providing social services. After working a couple of weeks, they notice that some potential clients seem to be denied services for reasons that appear a bit questionable. In a one page paper, describe the information would you might need to be able to assess the political feasibility, the economic feasibility, and the administrative feasibility of proposing a change to client intake?

OUT-OF-CLASS ASSIGNMENTS 1. Blog Analysis. Links to blogs are on the website home pages for the New York Times, Washington Post, and LA Times. Use your Internet search engine to locate a conservative blog (e.g., The Drudge Report at www.drudgereport.com) and a liberal blog (e.g., The Huffington Report at www.huffingtonpost.com). Why do you think blogs have become so popular? What role to they appear to be playing in policy analysis? How does the policy analysis role of bloggers differ from that of think tanks? Write a two page paper with your answers to these questions.

12

.

2. Ideologies and Policy Analysis. The Brookings Institution (www.brookings.edu) and the Cato Institute (www.cato.org) are two influential policy research think tanks that often take different views on specific social problems. Access these websites and compare the materials provided by each think tank on the research topic of your choice. How would you describe the different frameworks through which the problem is approached? Does one appear to support a particular ideological perspective more than the other? Which seems to consider the policy analysis with more sensitivity to prior history on the issue? Which would you access first when looking for new information? Why? Write a two page paper with your answers.

3. Self-reflection: Framework for Policy Analysis. Look carefully at Figure 2.1 on page 24 that diagrams the authors’ framework for policy analysis. From your perspective, which portion of this framework is the most relevant to social work policy practice? Which portion seems least relevant to you? Is there anything that you think is missing? Write your answers in a two page paper.

ADDITIONAL RESOURCES Books Boardman, A., Greenberg, D., Vining, A., & Weimer, D. (2011). Cost-benefit analysis. New York: Pearson Longman Publishing.

Lewis, M., & Widerquist, K. (2002). Economics for social workers. New York: Columbia University Press.

Meenaghan, R. M., Kilty, K. M., & McNutt, J. G. (2004). Social policy analysis and practice.

Chicago: Lyceum Books, Inc. Popple, P. R., & Leighnenger, L. L. (2011). The policy-based profession: An introduction to social welfare policy analysis for social workers. Boston: Pearson Education, Inc. Stoesz, D. (2005). Quixote’s ghost: The Right, the Liberati, and the future of social policy.

Oxford: Oxford University Press.

Weimer, D., & Vining, A. R. (2011). Policy analysis: Concepts and practice. New York: Pearson Longman Publishing.

Journals Daguerre, A. (2011). US social policy in the 21st century: The difficulties of comprehensive social reform. Social Policy & Administration, 45, 389-407.

James, T.E., & Jorgensen, P.D. (2009). Policy knowledge, policy formation, and change: Revisiting a foundational question. Policy Studies Journal, 37, 141-162.

Lee, S. & Aos. S. (2011). Using cost-benefit analysis to understand the value of social interventions. Research on Social Work Practice, 21, 682-688.

McNutt, J. (2011). Is social work advocacy worth the cost? Issues and barriers to an economic analysis of social work political practice. Research on Social Work Practice, 21, 397-403.

O’Connor, M. K., & Netting, F. E. (2008). Teaching policy analysis as research: Consideration and extension of options. Journal of Social Work Education, 44, 159172.

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13

Websites Association for Public Policy Analysis & Management. [http://www.appam.org/].

•

The website for APPAM, a professional organization focused on improving public policy analysis and management.

Council on Social Work Education. [http://www.cswe.org/].

•

The website of CSWE contains information of public policy initiatives of the largest professional organization of social work educators in the United States.

National Institute for Research Advancement. [http://www.nira.or.jp/past/].

•

The website for the NIRA contains a searchable database of think tanks worldwide.

National Association of Social Workers. [http://www.socialworkers.org/].

•

The website for the NASW contains links to policy research pages for the largest professional organization of social workers in the United States.

Policy Library. http://www.policylibrary.com/].

•

The website for Policy Library, founded in 2011, is a social, policy, and economic site of resources linking to policy research websites worldwide.

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14

Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following: 1.

An effective policy framework A. is not concerned with the political process and political stakeholders.

B. is focused on only one policy at a time.

C. evaluates the congruence of a policy with the mission and goals of the social welfare state.

D. owes as much to intuition as it does to rational analysis.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: C

2.

The term "pay-go" refers to: A. taking money from one program to pay for another.

B. paying for a program out of the income from that program.

C. not paying for social programs until the bill becomes due.

D. developing a public policy to solve a societal problem.

Difficulty: 1 Bloom’s Taxonomy: Understanding Answer: A

3.

Social work practice is most clearly affected and influenced by A. social policy.

B. public opinion.

C. private sector economics.

D. competition for funding.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: A

4.

A social policy that is ineffective but still in use is A. drug enforcement.

B. Social Security.

C. the Earned Income Tax Credit.

D. the home mortgage tax deduction.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: A

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5.

Which of the following serves as the guiding principle for a systematic policy analysis?

A. a policy's goals B. funding needed to implement the policy C. public opinion or support of the policy D. bipartisan support for the policy Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: A

6.

You begin a new job at a nonprofit agency that serves victims of domestic violence.

The job training program for victims requires that participants end their relationship with the abuser before starting training. You disagree with this policy. Why might you be interested in the historical background for this policy?

A. Social welfare policies involve many complex phenomena and factors. You will want to understand the reasons for the policy before challenging it.

B. You might find an exception or loophole that will let you serve some clients despite agency policy.

C. You can find someone to blame for the policy.

D. You can collect information that will support an ethics complaint against a coworker.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: A

7.

Policy analysis of efficiency looks at A. the cost-effectiveness of a policy.

B. the amount of time it takes for the policy to be put into place.

C. the amount of time it takes to work with a client.

D. the underlying condition that caused the policy to be created.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: A

8.

After careful and systematic analysis, you determine that a particular approach to implementing a policy is most likely to accomplish what the policy’s designers intended. How would you best describe this implementation approach?

A. efficient.

B. justifiable.

C. effective.

D. affordable.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

9.

An example of an unintended consequence of a social policy is A. illegal sale of methadone to street addicts.

B. reduction in poverty among seniors due to Social Security.

C. reduction in crime due to tougher sentencing guidelines.

D. improvement in infant's health due to WIC. Difficulty: 2 Bloom’s Taxonomy: Application Answer: A .

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10.

Your power analysis of a proposed policy suggests that many well-financed and organized groups are likely to oppose adoption of the policy. How would you describe this policy?

A. administratively unfeasible.

B. economically unfeasible.

C. effective and efficiency.

D. politically unfeasible.

Difficulty: 3 Bloom’s Taxonomy: Analysis Answer: C

11.

Families headed by single mothers are among the most likely to be poor. One recent policy decision, to increase child support enforcement, was intended to help rectify this situation. Your analysis determines that this policy adversely impacts the father’s new family. Why might you support reversal of this policy?

A. All policies that result in gender disparities should be eliminated.

B. The best government is the least amount of government.

C. Male opposition to child support enforcement makes the policy invalid.

D. A good policy benefits at least one person without hurting anyone else.

Difficulty: 3 Bloom’s Taxonomy: Analysis Answer: D

12.

Assigned the task of comparing two different policy approaches to a problem, you decide to evaluate the cost effectiveness of each option. Even though Option A is cheaper, you find that the program’s personnel prefer Option B. How does this impact the viability of your proposal?

A. Approval by those outside of the program may be impaired.

B. Effectiveness and efficiency may be undermined by poor implementation.

C. Inadequate funding may be allocated to support the implementation.

D. Public opinion of the proposal may be difficult to solicit.

Difficulty: 3 Bloom’s Taxonomy: Synthesis Answer: B

13.

The domestic violence shelter where you work was originally designed to provide safe shelter for women and children facing threats of physical violence. Over time, admission criteria have expanded to include threats of emotional abuse, so staff expertise to address emotional problems is not required. This is an example of: A. subjectivity.

B. effectiveness.

C. an unintentional consequence.

D. efficiency.

Difficulty: 3 Bloom’s Taxonomy: Analysis Answer: C

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14.

Usage of the food bank that you coordinate has increased substantially in the last year resulting in a review of operating policies. The review finds that you rely on undocumented reports of income to determine eligibility, so some of the recipients of donated food may not actually qualify for services. Why might your board refuse to change this policy?

A. to improve efficiency.

B. subjectivity.

C. to improve effectiveness.

D. to meet the mission and goals of the program.

Difficulty: 3 Bloom’s Taxonomy: Analysis Answer: B

15.

In many areas of the country, over 40 percent of people eligible for supplemental nutrition programs (SNAP) do not participate. Apparently SNAP is not a fully valid federal program. How would you explain this lack of validity?

A. as a political problem.

B. as an administrative problem.

C. as an economic problem.

D. as a problem in public perceptions.

Difficulty: 3 Bloom’s Taxonomy: Evaluation Answer: D

Essay Questions 1. Why is it imperative for policy analysts to understand the value premise of the policy as well as the underlying assumptions it has?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation 2. Discuss the different levels on which policy analysis frameworks can be used by social work practitioners.

Difficulty: 1 Bloom’s Taxonomy: Understanding and Application 3. Discuss some hidden issues that make a social policy such as mandatory drug testing for all employees a complex analysis.

Difficulty: 2 Bloom’s Taxonomy: Understanding and Application 4. Why is it important for a policy analyst to critically evaluate information or recommendations received from think-tank organizations?

Difficulty: 2 Bloom’s Taxonomy: Analysis and Synthesis 5. Discuss issues that a policy analyst must keep in mind when utilizing online journals for policy research. Would you recommend this resource? If so, under what circumstances. If not, why not?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation

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Chapter 3 Religion and Social Welfare Policy CHAPTER SUMMARY Chapter 3 provides a thorough historical and contemporary analysis of the role of JudeoChristian religious values in the evolution of social welfare policy in the US. A chronological analysis of the major shifts in religious thought and philosophy and the provision of social welfare services is done with emphasis on the effects of Protestantism and the work ethic.

This chapter also provides a glimpse of the dynamic nature between the church and state and other institutions and events like poverty, immigration, urbanization, scientific revolution, and the media in influencing social welfare in the US.

LEARNING OBJECTIVES • • • •

Students will analyze how social welfare policy in the US has been and continues to be influenced by Judeo-Christian Protestant religious values.

Students will understand the implications of the declining influences of religious values in the US welfare policy discourse and provision.

Students ill pinpoint the specific effects of the Protestant Work Ethic on US social welfare policy.

Students will understand the evolution of the social work profession from a perspective that appreciates the role and influence of religion on that development.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts • • • • •

Is contemporary society inconsistent with the Protestant work ethic?

What is the legacy of the Second Great Awakening for contemporary American social welfare policy?

How has the impact of Social Darwinism continued to impact social welfare in America?

To what extent does the profession of social work owe its existence to Christian compassion?

What are the strengths and weaknesses of Charitable Choice?

Classroom Activities • • •

Timeline.

Religious Roots.

Christian Right.

Out-of-class Assignments • • •

Denominations and Advocacy.

Local Churches and Social Services.

Self-reflection: Religious Motivations for Social Work

Web Resources • •

Baptist Joint Committee for Religious Liberty. [http://www.bjcpa.org/] Islamic Social Services Association. [http://www.issausa.org/] .

19

• • • •

North American Association of Christians in Social Work. [http://www.nacsw.org/index.shtml] National Association of Evangelicals. [http://www.nae.net/] National Council of Churches of Christ in the USA [http://www.ncccusa.org/] United States Conference of Catholic Bishops. [http://usccb.org/]

MySearchLab Assignments and Activities Cases • •

A Chronically Ill Patient Facing a Spiritual Crisis Charli

Watch • • • • •

Applying Critical Thinking Advocating for Human Rights and Social and Economic Justice Applying Leadership to Promote Change to Improve Quality of Social Services Abortion Wars Questioning Islamic Traditions

CHAPTER OUTLINE A. Religious Antecedents of Welfare Statism i.

Timeline (Classroom Activity #1)

Church, State, and Social Welfare in Colonial America i.

Is contemporary society inconsistent with the Protestant work ethic?

(Discussion Prompt #1)

The Second Great Awakening i.

What is the legacy of the Second Great Awakening for contemporary American social welfare policy? (Discussion Prompt #2)

The Civil War Era i.

How has the impact of Social Darwinism continued to impact social welfare in America? (Discussion Prompt #3)

The Late Nineteenth and Early Twentieth Centuries B. The Rise of Social Work as a Profession i.

To what extent does the profession of social work owe its existence to Christian compassion? (Discussion Prompt #4)

ii.

Religious Roots (Classroom Activity #2)

iii.

Self-reflection: Religious Assignment #3)

Motivations

Urban Needs during Industrialization Charity Organization Societies Settlement Houses The Social Casework Agency The Progressive Movement .

20

for

Social

Work

(Out-of-Class

Prohibition and the Twenties The Great Depression and New Deal The Reawakening of a Religious Social Conscience and the Great Society The Continuing Decline of Mainline Influence The New Christian Right i.

What are the strengths and weaknesses of Charitable Choice? (Discussion Prompt #5)

ii.

Christian Right (Classroom Activity #3)

iii.

Denominations and Advocacy (Out-of-Class Assignment #1)

C. Conclusion i.

Local Churches and Social Services (Out-of-Class Assignment #2)

DISCUSSION PROMPTS 1. Is contemporary society inconsistent with the Protestant work ethic? Answers should include discussion of the theological, moral, and contextual factors (p. 39) that made the colonial period such a good setting for this work ethic.

2. What is the legacy of the Second Great Awakening for contemporary American social welfare policy? Answers should focus on the contemporary benefits and challenges associated with female leadership, private organizations, and the African American church in the delivery of social services.

3. How has the impact of Social Darwinism continued to impact social welfare in America? Answers should involve the “blame the victim” orientation toward the poor and the focus on personal morality, rather than economic justice, by the Christian Right.

4. To what extent does the profession of social work owe its existence to Christian compassion? Answers should address the role of Christian compassion in Charity Organization Societies, settlement houses, social casework agencies, and the Progressive Movement.

5. What are the strengths and weaknesses of Charitable Choice? Answers should address devolution of social welfare responsibilities from government to faith-based organizations, implementation and funding issues associated with delivery of social welfare through faith-based organizations, and the extent to which there is evidence of the greater effectiveness of faith-based service provision.

CLASSROOM ACTIVITES 1. Timeline. Create groups in class to create a timeline of significant religious events that have influenced social welfare policy. If possible, distribute poster paper so that timelines can be large enough to be posted on the classroom walls. Have each group discuss their timeline including why these specific events were considered most important to them.

2. Religious Roots. The authors contend that asset limits, character tests, and concerns with the moral hazard associated with providing assistance without work requirements were all anchored in the religious roots for the emergent profession of social work. To what extent has the social work profession moved beyond these positions in practice? Write a 1-2 page paper in class supporting your perspective.

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21

3. Christian Right. Create groups in class to identify the similarities and differences between the early religious social workers and today’s Christian Right. What beliefs and attitudes appear to be similar? Which are different? How would you describe the leadership between the two groups? In what ways are the political actions similar and different? Have each group report their findings to the class and summarize on the board.

OUT-OF-CLASS ASSIGNMENTS 1. Denominations and Advocacy. Familiarize yourself with the website for the United States Conference of Catholic Bishops (www.usccb.org) and The Ethics and Religious Liberty Commission of the Southern Baptist Convention (erlc.com). Are there any differences in how these two denominations view their social policy role? Do they focus on different issues? Are these websites designed to impact a general audience or only members of the particular denominational group? Which would you expect to have a wider impact on social policy issues? Write a two page paper with your answers.

2. Local Churches and Social Services. Mark Chaves was the principal investigator for the 1998 National Congregations Study (http://s6.library.arizona.edu/natcong/) and author of Congregations in America (2004, Harvard University Press). He found that few congregations actually involve themselves in social service delivery. His findings conflict with the concept that churches commit significant time, provide significant resources, or build close relationships with the needy outside of their own congregation. Access the website of your church or a highly respected congregation in your part of the country. What can you tell from this website about the commitment to the provision of social services in your community? Write a two page paper with your answers.

3. Self-reflection: Religious Motivations for Social Work The Encyclical Letter of Benedict XVI called “Deus Caritas Est” (http://www.vatican.va/holy_father/benedict_xvi/encyclicals/documents/hf_benxvi_enc_20051225_deus-caritas-est_en.html) may be considered an example of a traditional Christian argument for social welfare. How is the religious concept charity related to your personal interest in helping others? Is the promotion of social justice, as described in this document, too restrictive? What is the role for people in the support and promotion of social justice? Write a two page paper with your answers.

ADDITIONAL RESOURCES Books Axinn, J. J., & Stern, M. J. (2007). Social welfare: A history of the American response to need. Boston: Allyn & Bacon.

Dionne, Jr., E. J. (2010). Souled out: Reclaiming faith and politics after the religious right.

Princeton, NJ: Princeton University Press.

Gushee, D. P. (2008). The future of faith in American politics: The public witness of the evangelical center. Waco, TX: University of Baylor Press.

Katz, M. B. (1996). In the shadow of the poorhouse: A social history of welfare in America.

New York: Basic Books.

Reisch, M., & Andrews, J. (2002). The road not taken: A history of radical social work in the United States. New York: Routledge.

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22

Wallis, J. (2005). God’s politics: Why the right gets it wrong and the left doesn’t get it. New York: HarperCollins.

Journals Belcher, J. R., & Tice, C. J. (2011). Protestant church charity: History, trends, and implications. Journal of Religion & Spirituality in Social Work, 30, 164-177.

Degeneffe, C. E. (2003). What Catholic about Catholic Chairites? Social Work, 48, 374-383.

Epstein, E. M. (2004). Cleavages in American attitudes towards social welfare. Journal of Socioloby & Social Welfare, 31, 17-201.

Faherty, V. E. (2006). Social welfare before the Elizabethan Poor Laws: The early Christian traa. dition, AD 33-313. Journal of Sociology & Social Welfare, 33, 107-122.

Shields, J. A. (2011). Framing the Christian right: How progressives and post-was liberals constructed the religious right. Journal of Church and State, 53, 635-655.

Websites Baptist Joint Committee for Religious Liberty. [http://www.bjcpa.org/] •

The website for the BJCRF, an educational and advocacy group associated with several national and state level Baptist denominations.

Islamic Social Services Association. [http://www.issausa.org/] •

The website for the ISSA, a voluntary association founded in 1999, they seek to improve social services to Muslims.

North American Association of Christians in Social Work. [http://www.nacsw.org/index.shtml] •

The website for the NACSW, an interdenominational and international organization tracing its roots back to early 1950s.

National Association of Evangelicals. [http://www.nae.net/] •

The website of the NAE, the largest interdenominational association of Christian evangelicals that was founded in 1943.

National Council of Churches of Christ in the USA [http://www.ncccusa.org/] •

The website for the NCC, an ecumenical organization founded in 1950 and representing 100,000 local congregations with 45 million members.

United States Conference of Catholic Bishops. [http://usccb.org/] •

The website for the USCCB, the leading voice for Roman Catholicism in America.

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23

Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following: 1.

Beginning in 1828, what movement sought to end mail delivery on Sundays?

A. temperance movement B. New England Sabbatarian campaign C. abolitionists' endeavors D. U.S. Postal Service Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: B

2.

The New Deal did not include A. a national old-age retirement system.

B. a federal-state unemployment system.

C. federal grants to states for welfare services.

D. a national healthcare program for the aged.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: D

3.

Faith-based organizations A. are becoming the preferred vehicle for delivery of human services.

B. have been determined to be illegal.

C. through studies, deliver better services than secular entities.

D. are the focus of Charitable Choice.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: D

4.

Social workers A. were against the New Deal on moral grounds.

B. assisted in creating the New Deal.

C. wanted a less secular approach to New Deal legislation.

D. were not involved in New Deal legislation due to the NASW Code of Ethics.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: B

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24

5.

What movement is said to have shown the intricate interweaving of religion and politics?

A. the Second Great Awakening B. the abolition movement C. the suffragist movement D. separation of church and state Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: B

6.

The Christian Right is threatened from within A. due to the questioning of the separation of church and state.

B. due to personal moral lapses by leading religious figures.

C. as the younger generation of supporters question its priorities.

D. as newer religions enter the church.

Difficulty: 2 Bloom’s Taxonomy: Analysis Answer: C

7.

What behavior would best describe the Judeo-Christian roots of social welfare?

A. Qualifying recipients for benefits based on current income.

B. Qualifying recipients for benefits based on ownership of assets.

C. Qualifying recipients for benefits based on egalitarian principles of sharing.

D. Qualifying recipients for benefits based on personal moral behaviors.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

8.

The Protestant work ethic has been credited with helping to build America into the world’s strongest national economy. From a social welfare perspective, what would you say is the most damaging legacy of the Protestant work ethic?

A. There is dignity in work.

B. Poverty is a sign of God’s displeasure.

C. America is strong work-oriented society.

D. The federal government should be the great almoner of public charity.

Difficulty: 3 Bloom’s Taxonomy: Evaluation Answer: B

9.

Private organizations effecting public reform, female leadership, and an influential African American clergy are the enduring legacies of: A. The Second Great Awakening.

B. The Baptist church.

C. The Progressive movement.

D. The New Deal.

Difficulty: 1 Bloom’s Taxonomy: Understanding Answer: A

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25

10.

While working for a public social services agency processing intake applications, you notice that a large number of applicants have full-time jobs, but still qualify for assistance. As a result, you join the Universal Living Wage Campaign. Your action would best described as congruent with the tradition associated with: A. The Civil Rights movement.

B. The Social Gospel.

C. Social Darwinism.

D. Charity Organization Societies.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: B

11.

After graduation you receive a job offer from a faith-based organization that wants you to teach psychoeducational classes on fatherhood and parenting to adults living in poor households. This work would be best described as congruent with the tradition associated with: A. Settlement Houses.

B. Social Casework Agencies.

C. The Progressive movement.

D. Charity Organization Societies.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: D

12.

The public agency for which you work is noted for long lines and long wait times for clients to receive services. The waiting room is often filled from early morning until closing time. What would be the most likely explanation for this continuing problem?

A. Liberation theology.

B. Maxism.

C. Secularism.

D. Revivalism.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

13.

The contemporary religious group most closely and consistently associated with support of labor unions and minimum wage legislation is: A. Roman Catholic Church.

B. National Council of Churches.

C. Southern Baptists.

D. Missouri-Synod Lutherans.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: A

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26

14.

The increased influence of religion on American politics since the 1970s has resulted in controversies over abortion, prayer in school, creationism, gay rights, the Equal Rights Amendment, and what else?

A. child neglect and abuse.

B. civil rights for racial and ethnic minorities.

C. separation of church and state.

D. liberation theology.

Difficulty: 2 Bloom’s Taxonomy: Synthesis Answer: C

15.

George W. Bush’s faith-based initiative called Charitable Choice has been most successful at: A. funding older, established nonprofit agencies with religious roots.

B. greatly expanding the number of congregations providing emergency food and shelter.

C. tapping into the compassion of a large number of volunteers working in local churches.

D. showing the superiority of holistic service delivery that focuses on personal transformation.

Difficulty: 2 Bloom’s Taxonomy: Analysis Answer: A

Essay Questions 1. What is meant by "the Protestant work ethic?"

Difficulty: 3 Bloom’s Taxonomy: Analysis and Synthesis 2. How did applying Charles Darwin's theory of evolution lead to a problematic set of assumptions regarding economics and sociology?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Synthesis 3. How have the values and ethics of the social work profession evolved since its inception?

Difficulty: 2 Bloom’s Taxonomy: Application and Analysis 4. Why is it unlikely that faith-based organizations have the capacity and commitment to sustain comprehensive and long-term services?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation 5. Would social welfare be enhanced or disadvantaged by a contemporary religious renewal? Why? Difficulty: 3 Bloom’s Taxonomy: Synthesis and Evaluation

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27

Chapter 4 Discrimination in American Society CHAPTER SUMMARY This Chapter explores the concept of social, economic, and political discrimination and its correlation with poverty. The Chapter postulates that discrimination likely leads to poverty, which in turn has implications on the provision of welfare services to the victims. Theoretical basis for discrimination are provided and followed by a comprehensive analysis of inequity on the bases of race, class, gender, age, sexual orientation, minority-status and how these influences social and economic well-being.

LEARNING OBJECTIVES • • •

Students will understand the consequences. of various forms of discrimination on the welfare of the victims.

Students will apply the various theories of discrimination in relation to the contemporary welfare and poverty status of various minority groups in the US. Students will critique the effectiveness of legal attempts to rectify the consequences of discrimination.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts • • • • •

What is the difference between discrimination and racism?

What is the meaning of the phrase “diswelfare” in relation to African Americans?

How is treating someone like a “model minority” person an act of discrimination?

In what ways have highly educated White women become the primary beneficiaries of the civil rights movement?

How does ageism compare and contrast with other forms of discrimination?

Classroom Activities • • •

Causes of Discrimination.

Immigration Debate.

Affirmative Action Debate.

Out-of-class Assignments • • •

Religion and Discrimination.

Nobel Women’s Initiative.

Solutions to Discrimination.

Web Resources • • • • • •

American Civil Liberties Union [http://www.aclu.org/] Human Rights Campaign [http://www.hrc.org/] National Association for the Advancement of Colored People [http://www.naacp.org/] National Council of La Raza [http://www.nclr.org/] National Urban League http://www.nul.org/] People for the American Way [http://www.pfaw.org/]

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28

MySearchLab Assignments and Activities Cases • • •

Decisions, Decisions, Decisions Please Don’t Expect Me to Be a Model Minority Kid Residents’ Rights to Intimacy in an Assisted Living Residence

Watch • • • • •

Building Self-Awareness Advocating for Human Rights and Social and Economic Justice Advocating for the Client Asian Americans English! Who Needs It?

CHAPTER OUTLINE A. Discrimination i.

Causes of Discrimination (Classroom Activity #1)

ii.

Religion and Discrimination (Out-of-Class Assignment #1)

i.

What is the difference between discrimination and racism? (Discussion Prompt #1)

B. Racism

C. The Minority Middle Class The “Diswelfare” Of African Americans i.

What is the meaning of the phrase “diswelfare” in relation to African Americans? (Discussion Prompt #2)

D. Hispanic Americans E. American Indians F. Asian Americans i.

How is treating someone like a “model minority” person an act of discrimination? (Discussion Prompt #3)

G. Immigrants and Immigration i.

Immigration Debate (Classroom Activity #2)

Guest Workers H. Women and Society i.

In what ways have highly educated White women become the primary beneficiaries of the civil rights movement? (Discussion Prompt #4)

ii.

Nobel Women’s Initiative (Out-of-Class Assignment #2)

Fighting Back: The Equal Rights Amendment and Comparable Worth Abortion and Women’s Rights I. Gays and Lesbians: Two Populations At Risk Gay Rights .

29

Gay and Lesbians in the Military Gay and Lesbian Family Life Aids and the Gay Community J. Ageism i.

How does ageism compare and contrast with other forms of discrimination? (Discussion Prompt #5)

Elderly Poverty and Social Programs Health Care and the Elderly K. People with Disabilities L. Legal Attempts to Remedy Discrimination i.

Solutions to Discrimination (Out-of-Class Activity #3)

Desegregation and the Civil Rights Movement Affirmative Action ii.

Affirmative Action Debate (Classroom Activity #3)

M. Conclusion N. Practice Test O. MySearchLab Connections

DISCUSSION PROMPTS 1. What is the difference between discrimination and racism? Answers should focus on the difference between subjective attitudes and the actions that result in disparities based on class status.

2. What is the meaning of the phrase “diswelfare” in relation to African Americans?

Answers should address the variety of statistical disparities reported on pp. 59-62.

3. How is treating someone like a “model minority” person an act of discrimination?

Answers should focus on the resulting disparity in expectations between “model minorities” and the rest of American society.

4. In what ways have highly educated White women become the primary beneficiaries of the civil rights movement? Answers should focus on expansion of career options and legislation related to comparable worth, educational opportunities, and access to credit.

5. How does ageism compare and contrast with other forms of discrimination? Answers should focus on the inevitability of aging for everyone and the physical and mental limitations that accompany aging.

CLASSROOM ACTIVITES 1. Causes of Discrimination. Select a current news event that appears to be an example of discrimination and present it to the class in as much detail as possible.

Create three groups in the class and assign one of the three theories that has been proposed to explain discrimination (pp. 56-57). Have each group attempt to explain this case of discrimination in light of that specific theory and report their findings to the class.

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2. Immigration Debate. Divide the class into an even number of groups and have them look at the immigration information provided in the textbook (pp. 67-68).

Assign pairs of teams to prepare for an in-class debate on one of the following statements: • Immigration to the United States should be encouraged by federal policies.

• Immigration to the United States should be discouraged by federal policies.

• Immigrants should have the same civil and employment rights as anyone else in America.

• Illegal immigrants should have the same civil and employment rights as anyone else in America.

Flip a coin to assign pro/con sides for each pair and allow three minute debates.

3. Affirmative Action Debate. Divide the class into an even number of groups and have them look at the affirmative action information provided in the textbook (pp.

86-90). Assign pairs of teams to prepare for an in-class debate on one of the following statements: • Affirmative action is a good means of correcting historical patterns of injustice.

• Affirmative action is harmful to the disadvantaged groups it seeks to assist.

• Affirmative action is a form of discrimination against society’s majority groups.

• Affirmative action should only be voluntary, not mandatory.

Flip a coin to assign pro/con sides for each pair and allow three minute debates.

OUT-OF-CLASS ASSIGNMENTS 1. Religion and Discrimination. The Episcopal Church of America is at the forefront of the struggle for full inclusion of gay and lesbians, but almost every denomination contains a pro-gay element. Using your Internet search engine, locate two pro-gay religious advocacy groups’ websites. What arguments do they present? Focus on the Family (www.family.org) is an example of a religious group opposed to gay and lesbian inclusion. Locate the anti-gay perspective of this group under the Sexual Identity and Gender link. How do these religious perspectives differ? Does religion seem to contribute to more discrimination or less discrimination toward gays and lesbians? Write your answers in a two page paper.

2. Nobel Women’s Initiative. With Condoleezza Rice and Hilary Clinton serving as the last two Secretaries of State and Nancy Pelosi as third in the line of presidential secession, it may be easy for many to neglect the oppressive conditions under which most women live. Six female recipients of the Nobel Peace Prize have formed the Nobel Women’s Initiative (www.nobelwomensinitiative.org) to use their influence to promote peace and an end to violence against women. Access their website to learn more of their lives, mission, and work. In what ways is their mission applicable to the limitations on women in your community and nation? Write your answers on a two page paper.

3. Solutions to Discrimination. Social psychologists have found that one method of reducing discrimination between diverse groups is to join members from diverse groups into task-focused teams with a common goal. Unfortunately, there are few social institutions actually devoted to desegregation in our society today. Using the Internet or your library’s search engines, evaluate the evidence that suggests that public schools are more highly segregated today than they were ten years ago. What steps would you take to develop social institutions that would increase social interactions between races and ethnicities? How effective do you think these efforts would be in helping to erode prejudice and bias? Write your answers on a two page paper.

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ADDITIONAL RESOURCES Books Alexander, M. (2010). The new Jim Crow: Mass incarceration in the age of colorblindness.

New York: The New Press.

Bonilla-Silva, E. (2009). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Lantham, MD: Rowman & Littlefield Publishers.

Garcia, R. (2012). Marginal workers: How legal fault lines divide workers and leave them without protection. New York: NYU Press.

Gilreath, S. (2011). The end of straight supremacy: Realizing gay liberation. New York: Columbia University Press.

Vos, K., & Bloemraad, I. (eds.). (2011). Rallying for immigrant rights: The fight for inclusion in 21st century America. Berkeley, CA: University of California Press.

Journals Draper. W. R., Reid, C. A., & McMahon, B. T. (2011). Workplace discrimination and the perception of disability. Rehabilitation Counseling Bulletin, 55, 29-37.

Hersch, J. (2011). The persistence of skin color discrimination in immigrants. Social Science Research, 40, 1337-1349.

Saxonhouse, E. (2004). Unequal protection: Comparing former felons’ challenges to disenfranchisement and employment discrimination. Stanford Law Review, 56, 15971639.

Tilczik, A. (2011). Pride and prejudice: Employment discrimination against openly gay men in the United States. American Journal of Sociology, 117, 586-686.

Widner, D., & Chicoine, S. (2001). It’s all in the name: Employment discrimination against Arab Americans. Sociological Forum, 26, 806-823.

Websites American Civil Liberties Union. [http://www.aclu.org/].

•

The website for the ACLU founded in 1920 is an association of attorneys who defend American civil liberties.

Human Rights Campaign. [http://www.hrc.org/].

•

The website for the HRC founded in 1980 and advocating for the civil rights of lesbian, gay, bisexual, and transgendered people.

National Association for the Advancement of Colored People. [http://www.naacp.org/].

•

The website for the NAACP, founded in 1909, the NAACP is the oldest civil right organization in America.

National Council of La Raza. [http://www.nclr.org/].

•

The website of NCLA founded in the 1960s to support the civil rights of Hispanic Americans.

National Urban League. [http://www.nul.org/].

•

The website of the NUL founded in 1910 to advocate for civil rights through economic empowerment.

.

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People for the American Way. [http://www.pfaw.org/].

•

The website for PFAW, a progressive advocacy organization.

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33

Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions

Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging

Choose the best possible answer for each of the following: 1.

According to the text, economic, social, and political discrimination often leads to poverty, which in turn results in the need for A. social programs.

B. legislative action.

C. an examination of American political priorities.

D. widespread income redistribution.

Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

2.

The "frustration-aggression hypothesis" maintains that discrimination is a form of aggression activated A. when society becomes frustrated with economic policies.

B. when individual needs become frustrated.

C. by individuals with a psychiatric proclivity toward antisocial personality disorder.

D. when rage is passively expressed.

Answer: B Difficulty: 1 Bloom’s Taxonomy: Knowledge

3.

According to the U.S. Census Bureau, minority groups taken as a whole will equal the size of the white majority by: A. 2030.

B. 2040.

C. 2050.

D. The U.S. Census Bureau does not make any such assumptions regarding minority populations.

Answer: C Difficulty: 1 Bloom’s Taxonomy: Knowledge

4.

The wage gap between women and men in the United States is A. nonexistent.

B. shrinking slowly.

C. expanding slowly due to states striking down affirmative action legislation.

D. rapidly closing.

Answer: B Difficulty: 1 Bloom’s Taxonomy: Knowledge

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5.

The Equal Rights Amendment (ERA) A. would have nullified all laws on the basis of gender.

B. would have affected only public employment.

C. was ratified by less than half of the state legislatures.

D. would not have affected property rights of married women.

Answer: B Difficulty: 1 Bloom’s Taxonomy: Knowledge

6.

The election of Barack Obama in 2008 is most likely to be the result of which of these contemporary trends in America?

A. The end of discrimination in America.

B. The end of racism in America.

C. The growth in the size of the minority middle class.

D. The end of stigmatization of minority groups in America.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Analysis

7.

What is the best example of welfare dependency?

A. A family using a community food bank more than twice a year because of a job loss.

B. A family who signs their children up for free or reduced lunches at school.

C. A single parent family in which the parent has a full-time job at minimum wage, yet still receives supplemental nutritional assistance to feed his/her family.

D. A family receiving more than half of their annual income from means-tested public assistance programs.

Answer: D Difficulty: 3 Bloom’s Taxonomy: Evaluation

8.

Why would you choose to spend a significant amount of your time at intake with a Hispanic client to make sure you understand his/her family and cultural background?

A. A language difference might hinder communication.

B. Hispanic Americans are a particularly diverse group with family histories from 22 different countries.

C. Many Hispanic Americans have relatively little formal education.

D. As the largest minority group in America, Hispanic Americans can command more time and attention.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Application

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9.

A classmate with Asian heritage has been assigned to your group to complete a class project. What would be the best example of subtle “model minority” discrimination toward this person?

A. Expecting that this person do his/her fair share of the work.

B. Expecting that this person attend group meetings.

C. Disagreeing with every suggestion that this person makes.

D. Supporting every suggestion that this person makes.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Application

10.

Legal remedies for discrimination are many in America, but require individuals who have experienced discriminatory behavior to assert their rights. For which disadvantaged group is this particularly difficult?

A. Asian Americans.

B. Temporary guest workers.

C. Women.

D. People with Disabilities.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Application

11.

Ageism differs from most other forms of discrimination because all people, if they are lucky, age. In a time when younger Americans are acutely aware of generational disparities in the funding burden for Social Security, and older Americans are enjoying good health far later in life, where is the clearest expression of continuing ageism?

A. in the workplace.

B. in movies that equate aging with mental decline.

C. in advertisements that glorify youthfulness.

D. in the home and family environment.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Application

12.

The Americans with Disabilities Act (ADA) extended civil rights protections to people with disabilities. How would you describe the way that ADA understands the concept of “disability?”

A. as a chronic disease or condition.

B. as a work impairment.

C. as a social challenge requiring adjustments by society.

D. as a personal challenge to be faced on an individual basis.

Answer: C Difficulty: 3 Bloom’s Taxonomy: Analysis

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13.

That individuals hold prejudicial attitudes because of their socialization is an example of: A. a Marxian explanation of prejudice.

B. a discounted theory.

C. the normative-cultural explanation of prejudice.

D. the frustration-aggression hypothesis of discrimination.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Analysis

14.

As a job counselor, you often screen clients before referring them to potential employers. One employer has never hired a minority person based on your referral.

Why might you continue to refer minority candidates to this employer?

A. You are a positive thinker who likes to believe the best of everyone, even employers.

B. Some of your clients are desperate enough to try anything.

C. You realize that to refuse to refer minority candidates is a violation of civil rights legislation.

D. You believe that all it takes is one good minority hire to change this employer’s hiring practices.

Answer: C Difficulty: 3 Bloom’s Taxonomy: Knowledge

15.

What is the most comprehensive welfare reform legislation since the New Deal to affect legal and illegal immigration in the United States?

A. Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) B. USA Patriot Act C. The Voting Rights Act Reauthorization and Amendments Act of 2006 D. Enhanced Border Security Act Answer: A Difficulty: 2 Bloom’s Taxonomy: Application

Essay Questions 1. How can we, as social workers, combat prejudice expressed through the "normativecultural" explanation?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Application 2. In what ways has poverty become feminized, and why do women tend to be more impoverished than their male counterparts?

Difficulty: 2 Bloom’s Taxonomy: Analysis and Synthesis 3. How would you explain the existence of the irrational fear of homosexuality that is called homophobia?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation

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45

4. What would your response be to a college educated White American who claimed to be victimized by reverse discrimination and who expected preferential treatment to address this claim?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation 5. The authors claim that, when added together, the vast majority of the American population experiences discrimination. Do you agree or disagree? Why? Difficulty: 3 Bloom’s Taxonomy: Application and Evaluation

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Chapter 5 Poverty in America CHAPTER SUMMARY Chapter 5 describes the complex nature of poverty in the US. The Chapter begins by providing three main theories that attempt to explain the nature and causes of poverty. The different aspects of poverty that include various demographic measures are captured with highlights of higher rates of poverty among minorities, female single-headed households, and children. Chapter 5 also looks at the strengths and weaknesses of the various definitions of poverty and attempts to show that employment-based strategies are the most effective in dealing with poverty.

LEARNING OBJECTIVES • • • •

Students will understand the various explanations and theories of poverty in the US. Students will critically understand how and why poverty affects different demographics in the US. Students will critique the historical approaches to combat poverty.

Students will understand how the quasi-financial and financial institutions in the US are increasing the financial burden of low-income and working poor.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts • • • • •

How is the new Supplementary Poverty Measure superior to the older poverty index?

How does child support enforcement resolve and exacerbate the problems of family poverty?

Why are wages lower than a living wage permitted by law in the U. S? What are the strengths and weaknesses of the three approaches to combating poverty – curative, alleviative, and preventative?

What is the fringe economy?

Classroom Activities • • •

Theories of Poverty.

Rural Poverty.

Labor Markets and Poverty.

Out-of-class Assignments • • •

Apartment Search.

Fringe Economic Services Supplemental Poverty Measure.

Web Resources •

Center for Poverty Research. [http://www.ukcpr.org/].

•

Institute for Research on Policy. [http://www.irp.wisc.edu/home.htm].

•

The National Poverty Center. [http://www.npc.umich.edu/].

.

39

•

U. S. Census Bureau. Poverty. [http://www.census.gov/hhes/www/poverty/].

•

West Coast Poverty Center. [http://depts.washington.edu/wcpc/].

MySearchLab Assignments and Activities Cases •

Chelsea Green Space and the Power Plant

•

Ethical Dilemmas

Watch •

Building Self-Awareness

•

The Ecological Model Using the Friere Method

•

Developing an Action Plan That Changes the Internal and External

•

Working Poor

•

Working Moms

CHAPTER OUTLINE A. The Culture of Poverty i.

Theories of Poverty (Classroom Activity #1).

Eugenics and Poverty The Radical School and Poverty B. Who Makes Up The Poor?

C. Measuring Poverty i. ii.

How is the new Supplementary Poverty Measure superior to the older poverty index? (Discussion prompt #1).

Supplemental Poverty Measure (Out-of-Class Activity #3).

D. Families and Poverty i.

Apartment Search (Out-of-Class Assignment #1).

Child Support Enforcement i.

How does child support enforcement resolve and exacerbate the problems of family poverty? (Discussion Prompt #2).

Children in Poverty Poverty and the Elderly E. The Rural Poor

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i.

Rural Poverty (Classroom Activity #2).

F. Work and Poverty A Profile of the Working Poor Why Are There Working Poor? i. ii.

Why are wages lower than a living wage permitted by law in the U. S? (Discussion Prompt #3).

Labor Markets and Poverty (Classroom Activity #3).

Underemployment and Unemployment Dual Labor Markets Wages and Poverty G. Strategies Developed To Combat Poverty IDAs Three Approaches To Combat Poverty i.

What are the strengths and weaknesses of the three approaches to combating poverty – curative, alleviative, and preventative? (Discussion Prompt #4).

H. America’s Fringe Economy i. ii.

What is the fringe economy? (Discussion Prompt #5).

Fringe Economic Services (Out-of-Class Activity #2).

The Unbanked and the Functionally Poor Credit and the Poor Transportation in the Fringe Economy I. Conclusion J. Practice Test K. MySearchLab Connections

DISCUSSION PROMPTS 1. How is the new Supplementary Poverty Measure superior to the older poverty index?

Answers should include regional variation in the cost of living, health care costs, the costs of earning a living, and contemporary consumption patterns. Special attention should be focused on regional and stage of life variation in these last three factors.

.

41

2. How does child support enforcement resolve and exacerbate the problems of family poverty? Answers should move beyond the textbook to think of the impact of child support on the family that receives the payments as well as on the family that remits the payments.

3. Why are wages lower than a living wage permitted by law in the U. S? Answers should focus on discussion of the beneficiaries of a low minimum wage, employment at will, and the existence of dual labor markets.

4. What are the strengths and weaknesses of the three approaches to combatting poverty – curative, alleviative, and preventative? Discussion should go beyond the textbook to discuss policy ideas that might really be curative, alleviative, and preventative.

5. What is the fringe economy? Answers should focus the identification of links between U. S. labor markets and the alternative financial services discussed in the textbook.

CLASSROOM ACTIVITES 1. Theories of Poverty. Create groups in class to discuss the three theories that are discussed in the textbook (pp. 94-96). Have each group select the theory that they think is most persuasive and to compile a list of reasons to support their choice.

Have each group report to the class as a whole.

2. Rural Poverty. Create groups in class to discuss the differences between rural poverty (p. 100) and urban poverty. Have each group brainstorm ideas for solving poverty in each of these settings. Would all potential solutions work in both? Have groups report on their ideas to the class as a whole.

3. Labor Markets and Poverty. Create groups to discuss the structural aspects of the U. S. labor market that work to sustain poverty. After discussion, have each student write a 1-2 page paper in class with this prompt, “It is unlikely that poverty can be eliminated in the U. S. until the labor markets are changed to . . . .”

OUT-OF-CLASS ASSIGNMENTS 1. Apartment Search. Using your local newspaper or Internet search engines, try to find an available apartment for single occupancy that would be affordable for someone in your place of residence working for minimum wage. Could you find somewhere to live? If you worked 40 hours a week and were willing to spend no more than 30 percent of your income on an apartment, how much would you have to make per hour to afford the lowest priced apartment that you could find? Bring the advertisement for the cheapest residence you could find to class along with your calculations.

2. Fringe Economic Services Utilizing the U.S. Census Bureau website, identify two geographical areas near your school or residence that differ significantly based on income, rental costs, or ethnicity. With a partner, conduct a windshield tour of both neighborhoods counting the number of pawn shops, rent-to-own stores, check cashing services, and banks. Are alternative financial services more readily available in the lower or higher income neighborhood? How do you explain the difference, if there is any? Use your mobile phone to document the differences pictorially.

3. Supplemental Poverty Measure. Using an Internet search engine, access current information available on the Supplemental Poverty Measure (SPM) on the U. S. Census Bureau website. In what groups of Americans does the SPM seem to indicate a higher level of poverty than the poverty line? Is there any indication that some groups have a lower poverty rate using the SPM? Document your findings in a two page paper.

42

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ADDITIONAL RESOURCES Books Ehrenreich, B. (2008). Nickeld and dimed: On (not) getting by in America. New York: Holt Paperbacks.

Rivlin, G. (2010). Broke, USA: From pawnshops to Poverty, Inc. – How the working poor became big business. New York: HarperBusiness.

O’Connor, A. (2002). Poverty knowledge: Social science, social policy and the poor in twentieth-century U. S. history. Princeton, NJ: Princeton University Press.

Sherman, J. (2009). Those who work, those who don’t: Poverty, morality, and family in rural America. Minneapolis: University of Minnesota Press.

Shipler, D. K. (2005). The working poor: Invisible in America. New York: Vintage Press.

Journals Huto, N., Waldfogel, J., Kaushal, N., & Garfinkel, I. (2011). Improving the measurement of poverty. Social Service Review, 85, 39-74.

Karger, H. J. (2007). The “poverty tax” and America’s low income households. Families in Society, 88, 413-417. Rural Sociology, 72, 331-358.

Lichter, D. T., & Johnson, K. M. (2007). The changing spatial concentration of America’s rural poor population.

Rosemblatt, K. M. (2009). Other Americas: Transnationalism, scholarship, and the culture of poverty in Mexico and the United States. Hispanic American Historical Review, 89, 603-641.

Siegel, T. I., & Abbott, A. A. (2007). The work lives of the low-income welfare poor. Families in Society, 88, 401-412.

Websites Center for Poverty Research. [http://www.ukcpr.org/].

•

The website for the federally funded poverty research institute at the University of Kentucky.

Institute for Research on Policy. [http://www.irp.wisc.edu/home.htm].

•

The website for the federally funded poverty research institute at the University of Wisconsin.

The National Poverty Center. [http://www.npc.umich.edu/].

•

The website for the federally funded poverty research institute at the University of Michigan.

U. S. Census Bureau. Poverty. [http://www.census.gov/hhes/www/poverty/].

•

This page of the U. S. Census Bureau website contains information on the latest national statistics on poverty.

West Coast Poverty Center. [http://depts.washington.edu/wcpc/].

•

The website for the federally funded poverty research institute at the University of Washington.

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43

Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following: 1.

The concept of culture of poverty A. first came into being during the Great Depression.

B. relates to poverty being transmitted intergenerationally.

C. can also be applied to African cultures.

D. has been discredited by the Republican party.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: B

2.

Charles Murray's 1994 book, The Bell Curve, argued that A. poverty was caused by society's oversupply of labor.

B. poverty was caused by an unequal educational system.

C. socioeconomic inequality was due to lack of genetic intelligence.

D. minimum wage increases cause job loss.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: C

3.

One reason for the increase in the numbers of working poor is due to the A. loss of high-paying manufacturing jobs in this country.

B. increased subsidies under TANF. C. slow increase in the minimum age for receiving Social Security benefits.

D. loosening of food stamp eligibility rules.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: A

4.

The poverty line and the poverty threshold A. are not used to measure poverty anymore.

B. measure poverty, but they are a bit different.

C. have been shown to be too high.

D. are the same statistical measures.

Difficulty: 1 Bloom’s Taxonomy: Understanding Answer: B

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5.

The rural poor are more likely that the urban poor to: A. be unemployed.

B. live in chronic long-term poverty.

C. rely on public assistance.

D. rely on family and friends for help.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: B

6.

The concept of public assistance programs providing only maintenance A. is related to unlimited time requirements on welfare.

B. is connected to the parallel food stamp program.

C. is shown by regulations not promoting the accumulation of assets.

D. relates to the loss of prevention programs under Medicaid.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

7.

Your client expresses discomfort with her lifestyle because both of her sisters live in larger and newer houses in a better part of town. The sense of deprivation is most similar to the idea of: A. absolute poverty.

B. area poverty.

C. relative poverty.

D. case poverty.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

8.

One who thinks poverty results from exploitation by capitalists who depresses wages by have workers compete for jobs is best called: A. an advocate of the free market.

B. a member of the Radical School.

C. a member of the Republican Party.

D. a social worker.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: B

9.

According to the University of Michigan’s Panel Study of Income Dynamics, the most common events impacting the poverty status of a family include job loss, marriage dissolution, and childbirth. Who would you expect to be most likely poor?

A. a single mother with children.

B. a married couple whose primary wage earner recently lost a job.

C. an unmarried woman.

D. an unmarried man.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: A

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10.

Traditional poverty measures have been determined to be inadequate due to a number of factors. The new Supplementary Poverty Measure is better primarily because: A. some people own cars that are more fuel efficient than others.

B. some people spend more money on food than others.

C. cost of living varies widely from one part of the country to another.

D. some jobs require fancier and more costly clothing than others.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

11.

Almost one in four U.S. workers lives in or around the edges of poverty. Less than half of the parents owed child support in 2007 received the full amount. The authors do not connect these two facts; however, what inference do you think is the most likely to be correct?

A. Many absent fathers do not want to pay child support.

B. Many absent fathers must choose between paying child support and living in poverty themselves.

C. Many absent fathers are unemployed.

D. Many absent fathers are incarcerated.

Difficulty: 3 Bloom’s Taxonomy: Analysis Answer: B

12.

There are many critics of the way the official unemployment rate is determined.

What would you say is the most significant criticism?

A. The unemployment rate understates the number of workers by eliminating those who have become discouraged and who have accepted part-time work.

B. The unemployment rate includes teenagers who should be in school.

C. The unemployment rate does not include stay-at-home mothers.

D. The unemployment rate does not include undocumented immigrants.

Difficulty: 2 Bloom’s Taxonomy: Analysis Answer: A

13.

Your client loses his job because the company he worked for could not compete with the less costly products produced in another company. How would you describe the cause of his unemployment?

A. frictional.

B. area poverty.

C. dual labor markets.

D. structural.

Difficulty: 2 Bloom’s Taxonomy: Application.

Answer: D

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14.

Why would you as a social worker be in favor of the Living Wage movement?

A. The movement seeks to eliminate minimum wages which depress the number of jobs available.

B. The movement seeks to pass national legislation that will increase the minimum wage.

C. The movement seeks to establish a living wage that is equivalent to the poverty line for a family of four.

D. The movement seeks to reduce taxes that pay for social services.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

15.

Your client works on a regular basis, but some weeks it is part-time and others it is full-time. When her hours are low, she makes use of the community food pantry. If you were to help her become eligible for the supplemental nutritional assistance program, what would your approach to helping be called?

A. alleviative.

B. preventive.

C. curative.

D. compassionate.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: A

Essay Questions 1. What is the difference between absolute and relative poverty? Which is given more focus in contemporary social welfare policy?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation 2. What structural problems attributed to the poverty index does the Supplementary Poverty Measure resolve? Which are not resolved?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation 3. What are the differences between the primary and secondary labor markets?

Difficulty: 2 Bloom’s Taxonomy: Application and Synthesis 4. What characteristics of the poor are not addressed by individual development accounts?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation 5. When might it be appropriate to obtain credit through the alternative financial services sector?

Difficulty: 2 Bloom’s Taxonomy: Application and Analysis

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Chapter 6 The Voluntary Sector Today CHAPTER SUMMARY Chapter 6 provides a broad analysis of the role of the voluntary sector- described as a forgotten sector, vis-à-vis other institutions in contemporary social welfare in the US. Specifically, the roles of the private, nonprofit sector as a modern welfare institution are described in this chapter. Competing groups to the voluntary sector are also identified. In addition, major contemporary nonprofit organizations, including elite philanthropies and their impact on social welfare services are identified with a conclusion on the future of the non-profit sector in US social welfare.

LEARNING OBJECTIVES • • • •

Students will understand the interaction between the nonprofit sector and other institutions in US welfare service provision.

Students will appreciate the roles of nonprofit agencies and marginal interest groups in representing marginalized populations in the US class and interest conflicts.

Students will understand the composition of the voluntary sector.

Students will analyze why recent US administrations have strengthened the voluntary sector to varying degrees.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts • • • • •

What are the advantages and disadvantages of welfare bureaucrats having a dominant role in the delivery of social welfare services?

What are the dangers associated with the establishing of a human services industrial complex?

How might the voluntary sector’s capacity to advance social justice be determined by funding sources?

Do the allocations in Table 6.2 (p. 129) reflect the priorities that you think they should for maximum societal benefit?

When nonprofit organizations are forced to compete with human service corporations for funding, what are the likely implications for the delivery of social welfare services?

Classroom Activities • • •

Marginal Interests and Structural Intersts.

Funding the Voluntary Sector.

Nonprofit Competitiveness.

Out-of-class Assignments • • •

Local Use of United Way Contributions.

Public versus Private Services.

Nonprofit Fundraising.

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48

Web Resources •

Alliance for Charitable Reform. [http://www.acreform.com/].

•

Center for the Advancement of Social Entrepreneurship. [http://www.caseatduke.org/].

•

Human Services Research Institute. [http://www.hsri.org/].

•

Philanthropy Roundtable. [http://www.philanthropyroundtable.org/].

•

United Way. Live United. [http://liveunited.org/].

MySearchLab Assignments and Activities Cases •

Community to Community: A Unique Response to Long-Term Disaster Relief

•

Volunteer Experiences with Neighbors Helping Neighbors Program

Watch •

Social and Economic Justice: Understanding Forms of Oppression and Discrimination

•

Building Alliances

•

Participating in Policy Changes

•

Keeping Up with Shifting Contexts

CHAPTER OUTLINE Structural Interests within Social Welfare Traditional Providers i.

Public versus Private Services (Out-of-Class Assignment #2).

Welfare Bureaucrats i.

What are the advantages and disadvantages of welfare bureaucrats having a dominant role in the delivery of social welfare services? (Discussion Prompt #1).

Clinical Entrepreneurs Human Service Executives i.

What are the dangers associated with the establishing of a human services industrial complex? (Discussion Prompt #2).

Marginal Interests i.

Marginal Interests and Structural Interests (Classroom Activity #1).

The Forgotten Sector

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49

Nonprofit Fundraising (Out-of-Class Assignment #3).

Advancing Social Justice i.

How might the voluntary sector’s capacity to advance social justice be determined by funding sources? (Discussion Prompt #3).

Contemporary Nonprofit Human Service Organizations i.

Do the allocations in Table 6.2 (p. 129) reflect the priorities that you think they should for maximum societal benefit? (Discussion Point #4).

The United Way i. ii.

Funding the Voluntary Sector (Classroom Activity #2).

Local Use of United Way Contributions (Out-of-Class Assignment #1).

Elite Philanthropy The Future of the Voluntary Sector Commercialization i. ii.

When nonprofit organizations are forced to compete with human service corporations for funding, what are the likely implications for the delivery of social welfare services? (Discussion Prompt #5).

Nonprofit Competitiveness (Classroom Activity #3).

Faith-Based Social Services Social Entrepreneurship Conclusion Practice Test MySearchLab Connections

DISCUSSION PROMPTS 1. What are the advantages and disadvantages of welfare bureaucrats having a dominant role in the delivery of social welfare services? Answers should involve the centralization of services, universalization of eligibility for benefits, and the institutionalization of social welfare.

2. What are the dangers associated with the establishing of a human services industrial complex? Answers should include an awareness of the institutional influence that human service corporations can exert on the shape of social service markets and the escalation of corporate executive compensation.

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3. How might the voluntary sector’s capacity to advance social justice be determined by funding sources? Answers should include an awareness of the competitive marketplace for funding, governmental restrictions on social service budgets, and the tendency for public confidence in charitable organizations to wax and wane from time to time.

4. Do the allocations in Table 6.2 (p. 129) reflect the priorities that you think they should for maximum societal benefit? Answers should not that all of these allocations are tax-exempt and that priorities are generally in accord with the funders’ preferences.

5. When nonprofit organizations are forced to compete with human service corporations for funding, what are the likely implications for the delivery of social welfare services? Answers should note the tendency for human service corporations to skim off the most profitable social services and the clientele that is most easy to serve leaving the nonprofit sector with lower revenues to serve the more needy.

CLASSROOM ACTIVITES 1. Marginal Interests and Structural Intersts. Chapter four identifies a variety of marginalized groups in America that may not have symbiotically attached themselves to the four structural interests in chapter six. Create a diagram on the classroom board with the four structural interests in four separate corners and the marginalized groups in chapter four listed in the center. Have the class as a whole identify the most likely affinities between structural interest and each marginalized group.

2. Funding the Voluntary Sector. Create groups in class and have each group carefully analyze Table 6.1 (pp. 126-128) and Table 6.2 (p. 129). Just using these two sources, have each group estimate the percentage of 2008 philanthropic allocations for human services that are represented by the revenues for Alliance for Children and Families, Goodwill Industries, and The Salvation Army. With 35,000 nonprofits delivering human services, how much does this allocation leave for use by the other 34,997 nonprofit organizations? How does this allocation of scarce resources match the values of the profession of social work? Have students report their findings to the class.

3. Nonprofit Competitiveness. The voluntary sector is only one part of the structural interests that deliver social welfare services in America. In competition with welfare bureaucracies, human service corporations, and private practitioners, how likely is the voluntary sector to remain competitive in the pursuit of funding and in the effective and efficient delivery of social services? Create groups in class to discuss this question and present their findings to the class as a whole.

OUT-OF-CLASS ASSIGNMENTS 1. Local Use of United Way Contributions. One of the best ways to get familiar with the voluntary sector in your city is to spend some time with the local United Way website that you may be able to locate using your Internet search engine. Pay careful attention to the current Annual Report. What agencies receive the most money from United Way? What are the services that these agencies provide to your community? Do you agree with the priorities that the allocation of funds seems to suggest? What would you do differently, if anything? Write your answers in a twopage paper.

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51

2. Public versus Private Services. Select one of the larger nonprofit agencies in your city that serves people with limited resources. Visit the waiting room and spend a few minutes observing how the people are treated and how long they seem to be waiting. If you are comfortable doing so, engage a few in conversation to see how they feel about the way the agency seems to treat them. Now, do the same with a local office of your state’s health and human services department (e.g. – food stamp office). What are the differences between these two waiting rooms? Describe the strengths and weaknesses of the two approaches, if they are different? Where you would you prefer to go if you needed help? Describe your experience in a two page paper.

3. Nonprofit Fundraising. When you think of the nonprofit sector, what kind of organization comes to mind? Who are the recipients of the agency’s services? How do you think the money is raised? Now, insert “nonprofit” into the Research Navigator New York Times search engine. What type of organizations does this search identify? What appears to be the typical nonprofit agency according to the Times? Summarize your findings in a two page paper.

ADDITIONAL RESOURCES Books Bell, J., Masaoka, J., & Zimmerman, S. (2011). Nonprofit sustainability: Making strategic decisions for financial viability. San Francisco: Jossey-Bass.

Bornstein, D., & Davis, S. (2010). Social entrepreneurship: What everyone needs to know.

New York: Oxford University Press.

Daly, L, & Dionne, Jr., E. J. (2009). God’s economy: Faith-based initiatives and the caring state. Chicago: University of Chicago Press.

Payton, R. L., & Moody, M. P. (2008). Understanding philanthropy: Its meaning and missin.

Bloomington, KN: Indiana University Press.

Sidell, M. (2009). Regulation of the voluntary sector: Freedom and security in an era of uncertainty. New York: Routledge.

Journals Brilliant, E., & Young, D. R. (2004). The changing identities of federation community service organizations. Administration in Social Work, 28(3/4), 23-46.

Germak, A. J., & Singh, K. K. (2010). Social entrepreneurship: Changing the way social workers do business. Administration in Social Work, 34(1), 79-95.

Johnson, D. L. (2011). Untwisting lifeline nonprofits in the economic crisis. Georgetown Journal on Poverty Law & Policy, 18, 201-245.

Mosley, J. E. (2011). Institutionalization, privatization, and political opportunity: What tactical choices reveal about the policy advocacy of human service nonprofits.

Nonprofit & Voluntary Sector Quarterly, 40, 435-457.

Steen J. A., & Duran, L. (2011). Attitudes toward privatization policy within the human services arena. Journal of Policy Practice, 10(1), 51-64.

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Websites Alliance for Charitable Reform. [http://www.acreform.com/].

•

The website for an advocacy and lobbying organization founded in 2005 that works closely with the Philanthropy Roundtable to shaped national and state legislation effecting charitable foundations.

Center for the Advancement of Social Entrepreneurship. [http://www.caseatduke.org/].

•

The website for CASE, a research and education institute associated with Duke University.

Human Services Research Institute. [http://www.hsri.org/].

•

The website for HSRI founded in 1976 is focused on developmental disabilities, children and families, substance abuse, and mental health research and advocacy.

Philanthropy Roundtable. [http://www.philanthropyroundtable.org/].

•

The website for a national organization of donors, corporate giving officers, and foundations.

United Way. Live United. [http://liveunited.org/].

•

The website for the national United Way organization.

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53

Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following: 1.

The shift from a national reliance on public social services to a renewal of the voluntary sector since President Reagan is: A. an example of improving efficiency by relying on private social services.

B. a movement that has been primarily advanced by Republican presidents.

C. based on rapidly rising charitable contributions for social services.

D. similar to the social welfare systems in Europe.

Difficulty: 2 Bloom’s Taxonomy: Understanding Answer: B

2.

In American social welfare, the voluntary sector was the first: A. modern social welfare institution.

B. to create public almshouses.

C. to eliminate character tests before receipt of services.

D. to separate charity from religious impulses.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: A

3.

The phrase “socialization of charity” refers to philanthropic contributions to the voluntary sector like: A. Private foundations who accept grant requests.

B. Point-of-service contracts to provide government funded social services.

C. Large individual contributions by wealthy individuals seeking to achieve a specific aim.

D. Community-based appeals that routinize contributions like United Way. Difficulty: 2 Bloom’s Taxonomy: Understanding Answer: D

4.

Which structural interest seems to have been in decline since the mid-1980s due to political opposition?

A. Human service corporations.

B. Welfare bureaucrats.

C. Clinical entrepreneurs.

D. Traditional voluntary sector providers.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: B

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5.

In 2007 23 human service corporations reported higher revenues that the total annual contributions to: A. the Roman Catholic Church.

B. the congregations in the Southern Baptist Convention.

C. all offices of the United Way of America.

D. all forms of education.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: C

6.

Because of a scandal, local contributions to the community food pantry in your town have declined. People in need are now being referred to the state social service office to apply for supplemental nutritional assistance. How would you describe this change?

A. A shift from public to private responsibility for food assistance.

B. A opportunity for social entrepreneurs to establish profitable programs without government assistance.

C. A shift from the voluntary sector to the federal government.

D. An shift from the voluntary sector to a human services corporation.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

7.

You see an advertisement on television seeking volunteers to support a social service program. The ad emphasizes a concern for community as opposed to personal gain and the freedom to conform to changes in local priorities. What structural interest is most likely represented in the ad?

A. Human service corporations.

B. Welfare bureaucrats.

C. Clinical entrepreneurs.

D. Traditional voluntary sector providers.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: D

8.

Funding for social services in your state is being challenged, and many in the legislature seem to want to cut funding. If you were to make the argument before a state committee that social welfare services were both legitimate and necessary, but need to be delivered in an efficient and coordinated system, you are most like to be: A. An executive in a human services corporation.

B. A welfare bureaucrat.

C. A clinical entrepreneur.

D. An officer in a nonprofit organization.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: B

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9.

You are asked to testify before a federal committee regarding licensing of social workers. If your testimony emphasized the importance of including licensed social workers as professionals qualified to invoiced Medicare and Medicaid for services, you are most likely to be: A. An executive in a human services corporation.

B. A welfare bureaucrat.

C. A philanthropist.

D. An officer in a nonprofit organization.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: A

10.

You become convinced that very little is being done to help a specific marginalized group (for example, ex-offenders). Which structural interest is most likely to respond to this unmet need?

A. Human service corporations.

B. Welfare bureaucrats.

C. Clinical entrepreneurs.

D. Voluntary sector providers.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: D

11.

You are a consultant for a local nonprofit organization that is concerned about a decline in contributions. This nonprofit provides social services to the poor. What would you recommend as the first step to improve fundraising?

A. an increase in the number of grant applications filed with private foundations.

B. hiring a lobbyist to work to obtain state funds through the legislature.

C. improved maintenance of the records for individual contributors, more frequent communication with these contributors to tout your accomplishments.

D. an increase in the number of federal and state grant applications.

Difficulty: 3 Bloom’s Taxonomy: Evaluation Answer: C

12.

Why might one agree with the statement that “reliance on the voluntary sector to address the social problems associated with those who are marginalized is problematic?”

A. None of the funding streams that support the voluntary sector have the needs of the marginalized as their primary interest.

B. The voluntary sector is too diverse with too many agencies.

C. The voluntary sector has not historically focused on social problems associated with marginalized people.

D. Marginal interests in American have failed to organize to address their own needs.

Difficulty: 3 Bloom’s Taxonomy: Synthesis Answer: A

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13.

Your job is to plan for the future of the organization for which you work. You determine that your organization is unlikely to be able to hire competent executives with the current salary structure in order to compete effectively with other organizations. Who are you most likely to be?

A. An executive in a human services corporation.

B. A welfare bureaucrat.

C. A social entrepreneur.

D. An officer in a nonprofit organization.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: D

14.

What is the most likely explanation for the contemporary emphasis on providing social welfare services through faith-based organizations?

A. evidence that faith-based services meet client needs more efficiently and effectively.

B. an ideological commitment to smaller government.

C. an increase of compassion among conservatives.

D. evidence that faith-based services create less dependency than public services.

Difficulty: 3 Bloom’s Taxonomy: Analysis Answer: B

15.

If you are advocating efficiency, client responsiveness, and aggressive business practices that are suffused with social consciousness, you are most likely to be: A. An executive in a human services corporation.

B. A welfare bureaucrat.

C. A social entrepreneur.

D. A candidate running for office Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

Essay Questions 1. What difference do you see as being most significant between the ideology of human service executives and social entrepreneurs?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation 2. What difference do you see as being most significant between the perspectives of social entrepreneurs and clinical entrepreneurs?

Difficulty: 2 Bloom’s Taxonomy: Analysis and Evaluation 3. How have members of marginalized groups secured positions within welfare bureaucracies?

Difficulty: 2 Bloom’s Taxonomy: Understanding and Application

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57

4. How has the voluntary sector been important to U.S. social welfare?

Difficulty: 2 Bloom’s Taxonomy: Understanding and Application 5. What is commercialization, how does it serve nonprofits, and how has it changed nonprofit organizations in recent decades?

Difficulty: 2 Bloom’s Taxonomy: Understanding and Application

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Chapter 7 Privatization and Human Service Corporations CHAPTER SUMMARY Chapter 7 provides a history of the events and factors that led to the increased privatization of the US social welfare. This chapter identifies the arguments of both the critics and proponents of the privatization movement in the context of the role of government as perceived by people from the left and the right of the political divide. This chapter also looks at the history and roles of the corporations in influencing social welfare in the US. Human service corporations are depicted as providing a vast array of social welfare services in contemporary US welfare system.

LEARNING OBJECTIVES • • • •

Students will critically analyze the major issues and challenges surrounding the privatization of the social welfare services in the US. Students will understand the controversial role of unions in the provision of social welfare services.

Students will analyze the contributions and challenges associated with the involvement of the business community in social welfare.

Students will identify the strengths and weaknesses of private practice from an occupational and ethical perspective.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts • • • • •

What are the similarities and differences between contracting the delivery of social welfare services with for profit corporations and with the voluntary sector?

What does it mean when an organization is “creaming” the client population?

Has there been any evidence that privatization leads to improved cost-effectiveness in health care?

How does standardization of care in an industry with substantial for-profit delivery systems tend to erode the quality of care received by clients?

In what ways is corporate social responsibility similar and dissimilar to corporate public relation efforts?

Classroom Activities • • •

Preferential Selection Diagram.

Corporate Sector and Commonweal.

Decency Principles.

Out-of-class Assignments • • •

Unions and Social Welfare.

Corporate Charitable Foundations.

Corporate Influence on Social Policy.

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59

Web Resources •

American Public Human Services Association. [http://www.aphsa.org/Home/home_news.asp].

•

Corporate Social rcbg/CSRI/].

•

Interfaith Center on Corporate Responsibility. [http://www.iccr.org/].

•

National Organizaton for Human Services. [http://www.nationalhumanservices.org/].

Responsibility

Initiative.

[http://www.hks.harvard.edu/m-

MySearchLab Assignments and Activities Cases •

Community to Community: A Unique Response to Long-term Disaster Relief

•

Chelsea Green Space and the Power Plant

Watch •

Learning from the Client to Co-Create an Action Plan

•

Developing an Action Plan that Changes the Internal and the External

•

Advocating for the Client

•

Applying Leadership to Promote Change to Improve Quality of Social Services

•

Keeping Up with Shifting Contexts

CHAPTER OUTLINE Privatization Issues i.

What are the similarities and differences between contracting the delivery of social welfare services with for profit corporations and with the voluntary sector? (Discussion Prompt #1)

Commercialization Preferential Selection i. ii.

What does it mean when an organization is “creaming” the client population?

(Discussion Prompt #2).

Preferential Selection Diagram (Classroom Activity #1).

Cost-Effectiveness i.

Has there been any evidence that privatization leads to improved costeffectiveness in health care? (Discussion Prompt #3).

Standardization

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i.

How does standardization of care in an industry with substantial for-profit delivery systems tend to erode the quality of care received by clients?

(Discussion Prompt #4).

Oligopolization The Challenge of Privatization Unions and the Private Sector i.

Unions and Social Welfare (Out-of-Class Assignment #1).

Corporate Welfare i. ii.

Corporate Sector and Commonweal (Classroom Activity #2).

Corporate Charitable Foundations (Out-of-Class Assignment #2).

Corporate Social Responsibility i.

In what ways is corporate social responsibility similar and dissimilar to corporate public relation efforts? (Discussion Prompt #5).

Corporate Influence on Social Welfare Policy i.

Corporate Influence on Social Policy (Out-of-Class Assignment #3).

The Future of Corporate Involvement in Social Welfare i.

Decency Principles (Classroom Activity #3).

Human Service Corporations Consolidation and Growth in Human Service Markets Nursing Homes 2003 Medicare Reforms Hospital Management Health Maintenance Organizations Child Care Home Health Care Assisted Living Corrections Public Welfare Implications for Health and Human Service Professionals .

61

Private Practice The Future of Private Practice Conclusion Practice Test MySearchLab Connections

DISCUSSION PROMPTS 1. What are the similarities and differences between contracting the delivery of social welfare services with for profit corporations and with the voluntary sector? Answers should include the potential benefits and abuses that can be associated with each sector.

2. What does it mean when an organization is “creaming” the client population?

Answers should include how creaming operates in both the for-profit and the nonprofit sectors.

3. Has there been any evidence that privatization leads to improved cost-effectiveness in health care? Answers should emphasize the long history of privatization in Medicare and how this history clearly indicates cost inefficiencies rather than cost savings.

4. How does standardization of care in an industry with substantial for-profit delivery systems tend to erode the quality of care received by clients? Answers should address how standardization is generally operationalized as a minimum standard of care in contrast with an ethical standard of care associated with meeting the client where he/she is and tailoring services based on those unique needs.

5. In what ways is corporate social responsibility similar and dissimilar to corporate public relation efforts? Answers should focus on the examples provided in the text.

CLASSROOM ACTIVITES 1. Preferential Selection Diagram. Have students create a diagram illustrating how preferential selection might work. Illustrate the decision process in one agency that utilizes preferential selection and the decision process in an agency that focuses on meeting client need. Over time, what is the likely outcome of these two processes from your perspective? Ask for volunteers to duplicate their diagrams on the board for class discussion.

2. Corporate Sector and Commonweal. Break the class up into groups to brainstorm the positive contributions made by the business community in relation to social welfare. Make sure that they address employee benefits and corporate philanthropic efforts. Have groups share their ideas with the class for further discussion.

3. Decency Principles. Break the class into groups to discuss the Decency Principles advocated by Nancy Amidei (p. 157). Identify 3 or 4 major private employers in your community and evaluate the conduct of each of these corporations in light of these Decency Principles. How do they measure up, and in what ways do they fall short?

Have each group share their findings with the class. If possible, post group summaries on the board or on poster boards attached to the classroom walls.

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OUT-OF-CLASS ASSIGNMENTS 1. Unions and Social Welfare. The Service Employees International Union (SEIU) have taken the lead in challenging the declining trend in union membership and union influence. Organization efforts have been unusually successful in the southern U.S. (e.g., Houston and Miami). Using Internet search engines examine one successful organizing effort in the south. What seems to be different about the SEIU approach? In your opinion, is there a social welfare benefit associated with SEIU organization efforts in the south? Write your answers in a two page paper.

2. Corporate Charitable Foundations. Most major corporations have some charitable foundation that coordinates philanthropic giving by the corporation. Using Research Navigator and other Internet search engines locate three corporate foundations and compare the guidelines for giving. Do you see any commonalities? How hard do you think it might be for a nonprofit agency to receive corporate contributions? Would you characterize the guidelines as tending to benefit the public image of the corporation or as tending to provide the most benefit to the neediest people? Write a two page paper with your answers.

3. Corporate Influence on Social Policy. In October 2006, Wal-Mart started selling generic drugs for $4.00 in Florida, a marketing approach that is now nationwide. One might argue that this decision by Wal-Mart, despite the obvious competitive advantage it might offer over smaller retail competitors, is an example of corporate implementation of socially beneficial public policy without legislative sanction. How do you feel about the power of any private organization to unilaterally influence public welfare in this fashion? What do you imagine led up to this decision? What other social natwork advocacy be directed toward the corporate sector in addition to the public sector? Write your answers in a two page paper.

ADDITIONAL RESOURCES Books Crane A., McWilliams, A., Matten, D., Moon, J., & Siegel, D. S. (Eds.). (2008). The Oxford handbook of corporate social responsibility. New York: Oxford University Press.

Farnsworth, K. (2012). Social versus corporate welfare: Competing needs and interests within the welfare state. New York: Palgrave MacMillan.

Morgan, K. J., & Campbell, A. L. (2011). The delegated welfare state: Medicare, markets, and the governance of social policy. New York: Oxford University Press.

Newman, J. E., & Clark, J. (2009). Public, politics and power: Remaking the public in public services. Thousand Oaks, CA: Sage.

Sanger, M. B. (2003). The welfare marketplace: Privatization and welfare reform.

Washington, DC: Brookings Institution Press.

Journals Collins-Camargo, C. McBeath, B., & Ensign, K. (2011). Privatization and performance-based contracting in child welfare: Recent trends and implications for social service administrators. Administration in Social Work, 35, 494-516.

Dunlop, J. M. (2009). Social policy devolution: A historical review of Canada, the United Kingdom, and the United States (1834-1999). Social Work in Public Health, 24(3), 191-209.

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Green, R. G., Basking, F. R., Mustian, B. E., Reen, L. N., & Taylor, H. R. (2007). Professional education and private practice: Is there a disconnect? Social Work, 52(2), 151-159.

Hollingsworth, L. D., Bybee, D., Johnson, E. I., & Swick, D. E. (2010). A comparison of caseworker characteristics in public and private foster care agencies. Children & Youth Services Review, 32, 578-584.

Yazzie, R. A. (2011). Availability of treatment to youth offenders: Comparison of public versus private programs from a national census. Child & Youth Services Review, 33, 804-809.

Websites American Public Human Services Association. [http://www.aphsa.org/Home/home_news.asp].

•

The website for APHSA founded in 1930 to bring together top human service executives from state and local agencies so they could work together to improve the delivery of human services.

Corporate Social Responsibility Initiative. [http://www.hks.harvard.edu/m-rcbg/CSRI/].

•

The website of Harvard University’s CSRI that works to enhance the effectiveness corporate social responsibility.

Interfaith Center on Corporate Responsibility. [http://www.iccr.org/].

•

The website for ICCR that works sustainability and social justice.

with

corporate

shareholders

to

promote

National Organizaton for Human Services. [http://www.nationalhumanservices.org/].

•

The website for NOHS, a professional organization of human service educators.

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Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following: 1.

The argument that government should deploy only “safety net” social programs as a last resort is most likely to be made by: A. a political conservative.

B. a nonprofit corporation.

C. a political liberal.

D. a clinical entrepreneur.

Difficulty: 1 Bloom’s Taxonomy: Understanding Answer: A

2.

One of the clearest examples of the government contracting out social welfare obligations is: A. VA hospitals.

B. Pell grants.

C. food stamps.

D. Medicare and Medicaid.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: D

3.

Preferential selection means that the organization providing social services: A. serves all clients on an as-needed basis.

B. serves the neediest clients first.

C. differentiates clients according to their effect on organization performance.

D. is the best at providing those services of all providers in that geographical region.

Difficulty: 1 Bloom’s Taxonomy: Understanding Answer: C

4.

Proponents of privatization of social welfare services argue that a competitive environment is more likely to result in cost-effective services. The history of Medicare suggests that this argument is: A. only partially correct.

B. completely unsubstantiated by any Medicare examples.

C. completely correct.

D. a good example to guide privatization in other social service arenas.

Difficulty: 1 Bloom’s Taxonomy: Understanding Answer: B .

65

5.

Social work “exceptionalism” refers to: A. the special accreditation of social work educational programs by the Council on Social Work Education.

B. the unique person-in-environment perspective that social workers bring to the practice arena.

C. the idea that the tasks performed by social workers are more important than those tasks performed by many other workers.

D. the fact that social work is the only human service profession to have state licensing in all 50 states on the masters level.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: C

6.

While watching a televised news commentary, you hear one of the guests argue that private delivery of social welfare services is always more efficient that public services. Which of the following would this guest be most likely to support?

A. the issuance of government vouchers to pay for health insurance.

B. expansion of the tax deduction for charitable contributions.

C. elimination of public funding for social welfare services.

D. limiting government funding of social welfare services for only those who are truly needy.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: A

7.

Which of the following statements is most like to reflect the viewpoint of a liberal ocial activist?

A. The corporate profit motive is a strong incentive for human service corporations to develop innovative social service delivery mechanisms to become more efficient.

B. Private practice social work is not fully compatible with a professional commitment to the social welfare of disadvantage people.

C. By mimicking the best practices of the business world, privatization is likely to improve the delivery of social welfare services.

D. Privatization of social welfare services leverages the access to private capital in a what that public financing cannot.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: B

8.

How would you categorize this statement, “once for-profit providers gain a significant share of a market, even nonprofit providers are likely to adopt commercial practices and services are likely to be negatively impacted?”

A. most likely spoken by a proponent of corporatization.

B. most likely spoken by an executive at a human service corporation.

C. most likely spoken by an advocate of voluntarization.

D. most likely spoken by a political conservative.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

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9.

Preferential selection results when: A. eligibility for services is determined, in part, by the competencies of the service providers.

B. eligibility for services is determined, in part, by the mission of the organization.

C. eligibility for services is determined, in part, by the effect providing services may have on organizational performance (i.e., profitability).

D. eligibility for services is determined, in part, on the extent of client need.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

10.

Life care services to the aged in continuing care retirement communities is an example of: A. creaming clients in order to maximize corporate profits.

B. determining client needs and responding accordingly.

C. meeting the clients where they are.

D. providing social services in a cost efficient manner.

Difficulty: 2 Bloom’s Taxonomy: Analysis Answer: A

11.

Imagine that your community has only two hospital systems that compete on everything except price. You consider this situation to be an oligopoly. How would you describe the delivery of health care in your community?

A. The two hospital groups compete on service to the betterment of the patients.

B. The absence of effective price competition is likely to lead to cost inefficiencies.

C. The two hospital groups compete on quality of care to the betterment of the community.

D. The delivery of health care in this community depends on the commitment to quality care that each health care professional makes as part of his/her training.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: B

12.

If you believe that there is an inherent tendency in free markets to direct resources toward the affluent and away from the poor, then you are most likely to: A. support nonprofit organizations.

B. support social entrepreneurial enterprises.

C. support government delivery of social welfare services.

D. support privatization.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: D

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13.

How would you explain the dominant position of human service corporations in several areas of social welfare provision?

A. Human service corporations provide higher quality services than the nonprofit sector.

B. Human service corporations are relatively unfettered by government regulation and have easy access to capital from commercial sources.

C. Human service corporations provide social welfare services more efficiently than the nonprofit sector.

D. Human service corporations have not had to deal with the unionization of human service workers that has taken place in the nonprofit sector.

Difficulty: 3 Bloom’s Taxonomy: Analysis Answer: B

14.

If you believe that for-profit firms provide access to the capital needed for expanding social services, that for-profit firms represent the potential for greater innovation in the delivery of social services, and that for-profit firms have access to higher levels of managerial sophistication, then: A. you are likely to be opposed to privatization.

B. you are likely to be a critic of those who reject capitalism.

C. you are likely to be open to employment as a practitioner in a for-profit firm.

D. you are likely to be one of those social workers who believe you are holding the highest moral ground.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

15.

If you value freedom, autonomy, and prestige, it is most likely that you: A. seek employment as a private practitioner.

B. seek employment in the for-profit sector.

C. seek employment in the public sector.

D. seek employment in the nonprofit sector.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: A

Essay Questions 1. What contributions have business leaders made to U.S. social welfare?

Difficulty: 2 Bloom’s Taxonomy: Application and Analysis 2. How would you respond to Harry Specht and Mark Courtney’s criticism of private practice in Unfaithful Angels?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation 3. What does David Osborne (in Reinventing Government) suggest for the integration of the public and private sectors? What is your opinion regarding the feasibility of this suggestion?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation .

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4. To what does the concept of preferential selection refer? What are the pros and cons?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation 5. What are the implications of the oligopolization of human services?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation

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Chapter 8 The Making of Government Policy CHAPTER SUMMARY This chapter provides a glimpse into the process through which social welfare policies are made through the relevant governmental agencies. The technical aspect of the law-making process is also provided with an outline of the roles played by the different arms of the government. A very captivating role played by partisan lobbyists is provided in this chapter in a fashion not found in many policy texts. An analysis is made of how to incorporate the voices of the marginalized in policy and politics and finally, the role played by various conservative and liberal think tanks in making policy is provided.

LEARNING OBJECTIVES • • • •

Students will understand how policies are made in the US. Students will grasp the technical aspects of the policy process including the roles of committees, viability of a proposed policy, and the budget considerations of a proposed policy.

Students will outline the important role played by social workers in including marginalized populations in the policy making process.

Students will conduct a personal inventory of skills and attitudes related to engagement in political practice.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts • • • • •

What are the similarities and differences between market rationality and bureaucratic rationality?

Why do the authors link implementation of public policy with public support?

Why has the promise of government program evaluations not been fulfilled?

What can be done to reverse the declining involvement of social workers in the formulation of social policy?

In what ways are the skills required for political practice consistent with the skills required for direct practice?

Classroom Activities • • •

Power Structure.

Marginalization.

Self-Reflection Exercise: Do you vote?

Out-of-class Assignments • • •

Congressional Websites.

Think Tanks and the New York Times.

Open Government.

Web Resources •

Congressional Social Work Caucus. [http://socialworkcaucus-towns.house.gov/].

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Council on Social Work Education. [http://www.cswe.org/].

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National Association of Social Workers. [http://www.socialworkers.org/].

•

The White House. p http://www.whitehouse.gov/].

•

USA.gov [http://www.usa.gov/].

MySearchLab Assignments and Activities Cases •

Chelsea Green Space and the Power Plant

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Community Practice: Mothers vs. the Board of Education

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A Community Coalition

Watch •

Learning from the Client to Co-create an Action Plan

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Advocating for Human Rights and Social and Economic Justice

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Developing an Action Plan that Changes the Internal and External

•

Advocating for the Client

CHAPTER OUTLINE Technical Aspects of the Policy Process A Critical Analysis of the Policy Process i. ii.

What are the similarities and differences between market rationality and bureaucratic rationality? (Discussion Prompt #1).

Power Structure (Classroom Activity #1).

The Policy Process i.

Congressional Websites (Out-of-Class Assignment #1).

Social Stratification Formulation Legislation Implementation i.

Why do the authors link implementation of public policy with public support?

(Discussion Prompt #2).

Evaluation .

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i. ii.

Why has the promise of government program evaluations not been fulfilled?

(Discussion Prompt #3).

Marginalization (Classroom Activity #2).

Social Work and Advocacy Organizations i. ii.

What can be done to reverse the declining involvement of social workers in the formulation of social policy? (Discussion Prompt #4).

Open Government (Out-of-Class Assignment #3).

Advocacy Organizations and the New Policy Institutes i.

Think Tanks and the New York Times (Out-of-Class Assignment #2).

Political Practice i. ii.

In what ways are the skills required for political practice consistent with the skills required for direct practice? (Discussion Prompt #5).

Self-Reflection Exercise: Do you vote? (Classroom Activity #3).

Conclusion Practice Test MySearchLab Connections

DISCUSSION PROMPTS 1. What are the similarities and differences between market rationality and bureaucratic rationality? Which is potentially most responsive to disadvantaged groups? Answers should focus on identifying the strengths and weaknesses of both ways of thinking.

2. Why do the authors link implementation of public policy with public support? Answers should address the conservatism of American culture, individualism as evidence in the idea of personal responsibility, and the apparent cyclical nature of support for public meanings.

3. Why has the promise of government program evaluations not been fulfilled? Answers should focus on the questionable objectivity associated with program evaluations, the interference of political considerations, and the inadequacies associated with mixed or conflictual program goals.

4. What can be done to reverse the declining involvement of social workers in the formulation of social policy? Answers should focus on the informational needs of our postindustrial society, and the specific skills required to effectively engage in the means of analysis by which information is developed, organized, and interpreted.

5. In what ways are the skills required for political practice consistent with the skills required for direct practice? Answers should focus on constituency services, communication, and mediation skills.

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CLASSROOM ACTIVITES 1. Power Structure. Have students create an individual diagram of what they perceive to be the existing power structure in the U.S. Make sure that they include political parties, news organizations, the wealthy who contribute to political campaigns, online activist organizations (e.g., MoveOn.org), advocacy groups, and popular movements (e.g., Occupy Wall Street and the Tea Party). After they have their diagrams, organize groups and compare what they’ve drawn. Create group diagrams and share with the class.

2. Marginalization. Break the class up into groups to identify the various means by which disadvantaged populations are politically marginalized and to create policy proposals to reduce or eliminate the marginalization. Identify if any of these policy proposals are politically, economically, and administratively feasible. Report group findings to the class as a whole.

3. Self-Reflection Exercise: Do you vote? Have students individually prepare a list of reasons why they might vote in the next election, and why they may not vote in the next election. Have them write a one page paper in which they try to convince themselves to vote in the next election, specifically addressing the obstacles they have identified. Exchange papers and ask for volunteers to read papers that they believe were particularly persuasive.

OUT-OF-CLASS ASSIGNMENTS 1. Congressional Websites. Access the website of the U. S. House of Representatives (www.house.gov). After spending a few minutes familiarizing yourself with the vast amount of information linked to this site, locate your local representative. What committees does he or she serve on? What legislation has he or she sponsored or co-sponsored? Each legislator’s personal website provides access to current press releases. How would you describe how your legislator seems to be using his or her time? What surprises did you discover? What would you change if you could? Write a two page paper with your answers.

2. Think Tanks and the New York Times. Locate articles in The New York Times for the American Enterprise Institute, the Heritage Foundation, the Brookings Institution, and the Urban Institute. Which seems to receive the most press attention from The New York Times? Scan a few of the articles. Can you tell what the political orientation is for each of these influential policy research institutes? Select one or two that you believe would be most useful to you personally and visit their website.

You also may want to sign up for electronic delivery of the weekly newsletter for one or two of these think tanks. Write your answers in a two page paper.

3. Open Government. The openness of the governmental process in the United States should be a point of pride for every American. Access the President’s website (www.whitehouse.gov) and spend a few minutes familiarizing yourself with the information available. Scan through some of the daily news releases and note how the President contributes to the documentation and debates on current issues. Using the website search option, locate a piece of legislation recently signed into law by the President. Since 1994 the Library of Congress has made legislative information available to the public through the THOMAS website (http://thomas.loc.gov/). Using this website, locate the piece of legislation you are interested in. What can you tell about the progress of this legislation through the House and Senate? Write your observations on a two page paper.

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ADDITIONAL RESOURCES Books Daly, J. A. (2011). Advocacy: Championing ideas and influencing others. New Haven, CT: Yale University Press.

Dye, T. R. (2001). Top down policymaking. London: Chatham House Publishers.

Jansson, B. S. (2007). Becoming an effective policy advocate: From policy practice to social justice. Pacific Grove, CA: Brooks Cole.

Kerbel, M. R. (2009). Netroots: Online progressives and the transformation of American politics. Boulder, CO: Paradigm Publishers.

Young, M. (2010). Developing interests: Organizational change and the politics of advocacy.

Lawrence, KS: University Press of Kansas.

Journals Lane, S. R., & Humphreys, N. A. (2011). Social workers in politics: A national survey of social work candidates and elected officials. Journal of Policy Practice, 10, 225-244.

McNutt, J. (2011). Is social work advocacy worth the cost? Issues and barriers to an economic analysis of social work political practice. Research on Social Work Practice, 21, 397-403.

Ritter, J. A. (2008). A national study predicting licensed social workers’ levels of political participation: The role of resources, psychological engagement, and recruitment networks. Social Work, 53, 347-357.

Rome, S. H., & Hoechstetter, S. (2010). Social work and civic engagement: The political participation of professional social workers. Journal of Sociology & Social Welfare, 37(3), 107-129.

Squillace, J. (2010). The effect of privatization on advocacy: Social work state-level advocacy with the executive branch. Families in Society, 91(1), 25-30.

Websites Congressional Social Work Caucus. [http://socialworkcaucus-towns.house.gov/].

•

The website for the recently organized CSWC that advocates on behalf of professional social workers.

Council on Social Work Education. [http://www.cswe.org/].

•

The website of CSWE contains information of public policy initiatives of the largest professional organization of social work educators in the United States.

National Association of Social Workers. [http://www.socialworkers.org/].

•

The website for the NASW contains links to policy research pages for the largest professional organization of social workers in the United States.

The White House. p http://www.whitehouse.gov/].

•

The website for the President of the United States.

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USA.gov [http://www.usa.gov/].

•

The web portal for the U. S. government with links to federal, state, and local government agencies as well as an extensive database of information on government services and primers on how government works.

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Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following: 1.

The authors believe that the public policy process is: A. receptive to input from disadvantaged groups.

B. efficient and effective at implementing policy changes to respond to immediate needs for the general welfare.

C. not intended to facilitate passage of a proposal into law.

D. rational and equitable.

Difficulty: 1 Bloom’s Taxonomy: Understanding Answer: C

2.

When trying to understand the status of a specific policy proposal, it is important to remember that money to fund the change is not actually available until: A. a means is found to pay for the changes.

B. budget authorizations are finalized.

C. the public votes on the changes.

D. budget allocations are finalized.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: D

3.

Approximately half of Americans get their health and welfare needs met through: A. Medicare B. Social Security C. employer-provided benefits D. self-help programs Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: C

4.

One example that suggests that legislators spend more time on re-election that on public policy issues is: A. assigning staff to constituency services.

B. serving on multiple committees.

C. asking staff to study policy issues on the legislator’s behalf.

D. listening to the testimony of nongovernmental experts.

Difficulty: 1 Bloom’s Taxonomy: Understanding Answer: A

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5.

How brings the least resources to bear on the political process?

A. lobbyists B. labor C. business D. social advocacy groups Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: D

6.

Upset that state budget cuts have curtailed funding for major programs serving people with disabilities, you organize a protest in your state capital with placards, large crowds, and public speakers. How would you best describe yourself with regards to your understanding of the policy process?

A. a social activist B. a rationalist C. an incrementalist D. an institutionalist Difficulty: 2 Bloom’s Taxonomy: Application Answer: A

7.

You were invited to participate in the public protest organized in question 8.6 above, but did not attend. You did, however, spend some time online studying the issue and writing a letter to your state legislature and the governor. How would you describe yourself with regards to your understanding of the policy process?

A. a social activist B. a rationalist C. a populist D. an institutionalist Difficulty: 2 Bloom’s Taxonomy: Application Answer: B

8.

You were invited to participate in the public protest organized in question 8.6 above, but did not attend because you consider politics a waste of time. Government seems to only listen to money. How would you describe yourself with regards to your understanding of the policy process?

A. a rationalist B. an elitist C. a residualist D. a populist Difficulty: 2 Bloom’s Taxonomy: Application Answer: B

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9.

You believe that social welfare benefits should be available to people in America only after they have done all that they can to take care of themselves by working, relying on family and friends to help during rough times, and exhausting the help local nonprofits offer. You are most likely to be described as: A. a progressive B. an institutionalist C. an incrementalist D. a residualist Difficulty: 2 Bloom’s Taxonomy: Application Answer: D

10.

Your policy proposal seems to have fallen on deaf ears at your state’s capitol. None of staffers working for legislators appear interested in your ideas. At what stage of the policy process has your proposal failed?

A. formulation B. legislation C. implementation D. evaluation Difficulty: 2 Bloom’s Taxonomy: Application Answer: A

11.

You suggest a change in your agency that you believe will improve services to your clients, and you get approval to make this new change. Two months after you think the change has been made, you discover that two remote sites are still operating under the old rules. At what stage of the policy process has your proposal failed in those two sites?

A. formulation B. legislation C. implementation D. evaluation Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

12.

You work three years with a community collaborative promoting extension of food benefits to ex-offenders. A state legislator has sponsored the bill, but the Speaker of the House does not refer it to committee until the last day of the legislative session.

At what stage of the policy process has your proposal failed?

A. formulation B. legislation C. implementation D. evaluation Difficulty: 2 Bloom’s Taxonomy: Application Answer: B

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13.

The authors contend that the lack of influence over public policy by lower socioeconomic groups is built into the government decision process. How is that best indicated?

A. by non-decision making in which the interests of lower socioeconomic groups do not even come up for consideration.

B. by making it more difficult for lower socioeconomic groups to vote.

C. by refusing to accept donations from lower socioeconomic groups and the advocacy organizations that represent them.

D. by conducting government decision making behind closed doors.

Difficulty: 3 Bloom’s Taxonomy: Evaluation Answer: A

14.

Involvement of social workers in the formulation of social policy has been diminishing for four decades. How would you explain this trend?

A. social workers are not interested in policy changes that might benefit their clients.

B. social workers consider policy practice to be something that is out of reach for all but a very small number of practitioners.

C. the skills social workers develop for direct practice may leave them illprepared for the analytical and informational demands of policy practice.

D. policy practice is outside of the scope of state licensing requirements.

Difficulty: 3 Bloom’s Taxonomy: Synthesis Answer: C

15.

The best indication that social workers can still be influential in policy practice is the work being done by those: A. running for political office.

B. working as constituent services.

C. conducting program evaluations.

D. operating on the local level.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: D

Essay Questions 1. In your opinion what is the most important phase of the policy process?

Difficulty: 2 Bloom’s Taxonomy: Application and Analysis 2. When a policy is enacted, does this ensure implementation? Why or why not?

Difficulty: 2 Bloom’s Taxonomy: Understanding and Application 3. Why do the authors insist that formulating social welfare policy in the U.S. is a "complicated and often arduous process?"

Difficulty: 3 Bloom’s Taxonomy: Synthesis and Evaluation

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4. What are the primary obstacles to public policy reflecting the interests of all citizens to the greatest extent possible?

Difficulty: 3 Bloom’s Taxonomy: Synthesis and Evaluation 5. What are the primary obstacles to you pursuing a career in policy practice rather than direct practice?

Difficulty: 3 Bloom’s Taxonomy: Application and Analysis

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Chapter 9 Tax Policy and Income Distribution CHAPTER SUMMARY Chapter 9 explains the significance of the tax policy in the US and its implication on the provision of welfare services. Taxation provides revenue through which the federal and state governments are able to offer various services to the citizenry. In addition, to the history of the tax policy, tax policy and special interests, the perspectives of the proponents and opponents of government taxation run throughout the Chapter. Poignant in this chapter, is the fact that tax code in the US seems to be more regressive than progressive and is a tool that has exacerbated poverty, especially poverty as measured by wealth holdings.

LEARNING OBJECTIVES • • •

Students will demonstrate an understanding of the tax policy in the US with its implications on the provision of social welfare services and poverty.

Students will analyze the distinctions between progressive and regressive taxation policies and their implications on inequality and poverty.

Students will gain an appreciation of creative means of increasing upward mobility among poor Americans through the tax code.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts • • • • •

What are the similarities and differences between tax deductions and tax expenditures?

To what does the phrase “starving the beast” refer, and why is it important to the future of social welfare in America?

What are the differences between entitlement programs and discretionary programs?

What are the advantages and disadvantages of addressing poverty through tax expenditures rather than through direct welfare payments?

Is income inequality a moral issue of justice and fairness?

Classroom Activities • • •

Federal Tax Receipts.

Poverty Relief: Welfare or Taxes.

Self-Reflection: Fairness.

Out-of-class Assignments • • •

Tax Policy Center.

Earned Income Tax Credit.

Intra-governmental Differences on Taxes.

Web Resources •

Americans for Tax Reform. [http://www.atr.org/about-grover]

•

Center on Budget and Policy Priorities [http://www.cbpp.org/] .

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National Conference of State Legislatures. [http://www.ncsl.org/Home/tabid/118/Default.aspx]

•

Tax Foundation. [http://taxfoundation.org/]

•

Tax Policy Center. [http://www.taxpolicycenter.org/]

MySearchLab Assignments and Activities Cases: • Adventures in Budgets and Finances • Medical Social Work: Annie Watch: • Building Self Awareness • Advocating for Human Rights and Social and Economic Justice • Advocating for the Client Working Poor CHAPTER OUTLINE History of U.S. Tax Policy 1. What are the similarities and differences between tax deductions and tax expenditures? (Discussion Prompt #1).

2. To what does the phrase “starving the beast” refer, and why is it important to the future of social welfare in America? (Discussion Prompt #2).

Tax Policy and Special Interests 1. What are the differences between entitlement programs and discretionary programs?

(Discussion Prompt #3).

2. Federal Tax Receipts (Classroom Activity #1).

3. Tax Policy Center (Out-of-Class Assignment #1).

Federal Tax Policy 1. Intra-governmental Differences on Taxes (Out-of-Class Assignment #3).

State Tax Policy and the Poor The Efficiency of Tax Policy in Reducing Poverty 1. What are the advantages and disadvantages of addressing poverty through tax expenditures rather than through direct welfare payments? (Discussion Prompt #4).

2. Poverty Relief: Welfare or Taxes (Classroom Activity #2).

3. Earned Income Tax Credit (Out-of-Class Assignment #2).

Tax Expenditures as Poverty Policy 1. What are the advantages and disadvantages of addressing poverty through tax expenditures rather than through direct welfare payments? (Discussion Prompt #4).

The Anti-Tax Movement .

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1. Is income inequality a moral issue of justice and fairness? (Discussion Prompt #5).

2. Self-Reflection: Fairness (Classroom Activity #3).

Conclusion Practice Test MySearchLab Connections

DISCUSSION PROMPTS 1. What are the similarities and differences between tax deductions and tax expenditures? Answers should focus on the disparity of impact between the two based on socioeconomic status and the importance of refundability for those in lower socioeconomic levels.

2. To what does the phrase “starving the beast” refer, and why is it important to the future of social welfare in America? Answers should include the anti-tax attitude advocated by Grover Norquist as well as the anti-welfare orientation of contemporary conservatives.

3. What are the differences between entitlement programs and discretionary programs?

Answers should focus on the tendency for entitlements to be exempt from spending caps that results in intense competition among discretionary programs which must compete annually for allocations.

4. What are the advantages and disadvantages of addressing poverty through tax expenditures rather than through direct welfare payments? Answers should focus on the shift from welfare to tax departments for implementation and annual versus monthly distributions.

5. Is income inequality a moral issue of justice and fairness? Answers should range far beyond the textbook, but include a discussion of the historical defense of the progressive income tax.

CLASSROOM ACTIVITES 1. Federal Tax Receipts. Have students look at Table 9.1 on page 205 and answer these questions: (a) What quintile pays the largest share of all federal tax? [Answer: Top quintile]. (b) What quintile comes closest to matching the proportion of economic income received to all federal taxes paid? [Answer: Fourth quintile]. (c) What quintile has the greatest disparity between economic income and all federal tax? [Answer: Top quintile]. According to the 2009 Statistical Abstract of the United States, Americans had a total economic income of $11.66 trillion in 2007 and a federal tax deficit of $161 billion. How much would the effective tax rate have to increase for each quintile if that quintile alone was responsible for balancing the federal budget in 2007? [Answer: Top 2.2%, Fourth 7.0%, Middle 12.3%, Second 13.8%, and Lowest 57.5%].

2. Poverty Relief: Welfare or Taxes. Break the class into groups to compare and contrast contemporary poverty relief programs. Specifically, compare welfare programs to alleviate poverty and tax programs that address poverty. To the extent possible, find information in the textbook that quantifies the amount of federal allocations devoted to each channel of social funding. What new knowledge and skills are likely to be required of future social work practitioners concerned with addressing poverty? Have each group report to the class as a whole.

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3. Self-Reflection: Fairness. The gulf between the low tax conservatives and the liberal/progressive supporters of progressive income taxes could hardly be more pronounced in contemporary America. Of course, no one likes paying a large tax bill, but the central question in any discussion of tax policy focusing on fairness and equity. Who should pay, and who should reap the benefits? After conducting a class discussion on these issues, have students write a two page reflection of what they personally believe to be the essence of a fair tax system.

OUT-OF-CLASS ASSIGNMENTS 1. Tax Policy Center. Social welfare policies are often hidden within tax legislation.

Access the Tax Policy Center website (www.taxpolicycenter.org) and scan the Tax Facts. Can you identify any tax rules that seem to have social welfare implications?

Are these implications supportive of social welfare? Why or why not? In your opinion, is it appropriate for complicated tax legislation to contain hidden implications for social welfare? Write your answers in a two page paper.

2. Earned Income Tax Credit. Access the website for the Internal Revenue Service (www.irs.gov) and look up the forms and instructions for filing for the Earned Income Tax Credit. Act as if you were a single working mother with a qualifying child living with you, and you wanted to maximize your EITC refund in the current year. What is the least amount of money you can earn in order to maximize your EIT Credit? What is the maximum amount you can earn and still get the same amount? How many hours of work does that convert to at the current federal minimum wage? Bring your answers to class.

3. Intra-governmental Differences on Taxes. Every federal agency does not present the same perspective on federal financial matters. For example, the Office of Management and Budget (www.whitehouse.gov/omb) presents the President’s perspective on the federal budget. The Government Accountability Office (www.gao.gov) works for the U.S. Congress and frequently understands federal financial issues from a different perspective. Spend some time on each website, locate an issue or two that is of interest to you, and compare the information available. Which seems to present a more objective analysis of the tax implications of policy changes? Write your findings in a two page paper.

ADDITIONAL RESOURCES Books Boortz, N., & Linder, J. (2006). The fair tax book: Saying goodbye to the income tax and the IRS. New York: Harper Paperbacks.

Brunori, D. (2007). Local tax policy: A Federalist perspective. Washington, DC: Urban Institute.

Brunori, D. (2011). State tax policy: A political perspective. Washington, DC: Urban Institute.

Slemrod, J., & Bakija, J. (2008). Taxing ourselves: A citizen’s guide to the debate over taxes (4th ed.). Cambirdge, MA: MIT Press.

Steuerle, E. C. (2008). Contemporary U. S. tax policy. Washington, DC: Urban Institute.

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Journals Eamon, M. K., Wu, C.m & Shang, S. (2009). Effectiveness and limitations of the Earned Income Tax Credit for reducing child poverty in the United States. Children & Youth Services Review, 31, 919-926.

Granruth, L. B., & Shields, J. J. (2011). Impact of the level of state tax code progressivity on children’s health outcomes. Health & Social Work, 36, 207-215.

Hagopian, K. (2011). The inequity of the progressive income tax. Policy Review, 166, 3-17.

Lepore, R. (2010). Bringing balance to the budget debate: Challenging the privileged procedural status of regressive tax expenditures over progressive discretionary spending programs. Georgetown Journal on Poverty Law & Policy, 17, 103-126.

Mehrotra, A. K. (2009). The intellectual foundations of the modern America fiscal state.

Daedalus, 138(2), 53-62.

Romich, J. L., Simmelink, J., & Holt, S. D. (2007). When working harder does not pay: Lowincome working families, tax liabilities, and benefit reductions. Families in Societies, 88, 418-426.

Websites Americans for Tax Reform. [http://www.atr.org/about-grover] •

The website for Americans for Tax Reform, founded in 1985 by Grover Norquist.

Americans for Tax Reform opposes all tax increases and has been effective in soliciting pledges form GOP officials to oppose all tax increases. Author, A.A. Title of Website. Title of Page. [web address here]

Center on Budget and Policy Priorities [http://www.cbpp.org/] •

The website for the Center on Budget and Policy Priorities, a think tank organized in 1981 to focus on budget and tax issues effecting moderate and low income Americans.

National Conference of State Legislatures. [http://www.ncsl.org/Home/tabid/118/Default.aspx] •

The website for the National Conference of State Legislatures has a wealth of information on state and local taxes available under the Issues and Research link.

Tax Foundation. [http://taxfoundation.org/] •

The website for the Tax Foundation, a nonpartisan tax research and education think tank founded in 1937.

Tax Policy Center. [http://www.taxpolicycenter.org/] •

The website for the Tax Policy Center, a joint venture of the Brookings Institution and the Urban Institute.

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Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following: 1.

An example of a targeted tax expenditure is: A. charitable contributions.

B. home interest.

C. the Hope learning credit.

D. tax-deferred savings programs.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: C

2.

Progressive taxation: A. collects a larger share of income from people with high incomes than from low incomes in the form of taxes.

B. was a temporary experiment during the 1930s that has since been discontinued.

C. has been supported by traditional conservatives since the colonial period in America.

D. was a campaign pledge by Reagan that helped him win the presidency in 1980.

Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: A

3.

Corporate welfare is most egregious in which federal department?

A. Department of Energy B. Department of Defense C. Department of Agriculture D. Department of Housing and Urban Development Difficulty: 1 Bloom’s Taxonomy: Knowledge Answer: C

4.

From a conservative perspective, there is an inverse relationship between taxation to support government social programs and: A. equity.

B. autonomy.

C. opportunity.

D. efficiency.

Difficulty: 1 Bloom’s Taxonomy: Understanding Answer: B .

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5.

Why is the refundability of a tax credit important to lower socioeconomic strata in American society?

A. These credits put money in the hands of the poor.

B. These credits increase the retirement accounts of the poor.

C. These credit reduce the income tax payments of the poor.

D. These credits are not available to the wealthy.

Difficulty: 1 Bloom’s Taxonomy: Understanding Answer: A

6.

If, on April 15 of each year, you file your federal income tax return with gratitude that so much misery is partially alleviated because of U. S. safety net programs, you are probably: A. a traditional conservative.

B. a libertarian.

C. a progressive.

D. a Tea Partier.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

7.

If you believe that unregulated capitalism skews the distribution of resources and opportunities leaving subgroups vulnerable to income, employment and health insecurity, then you are probably: A. a traditional conservative.

B. a libertarian.

C. a progressive.

D. a Tea Partier Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

8.

What do the three tax policies that have been central to U. S. social policy have in common?

A. All three have increased over time.

B. All three are progressive.

C. All three are regressive.

D. All three were enacted to fund social programs.

Difficulty: 3 Bloom’s Taxonomy: Analysis Answer: A

9.

A conservative is most likely to support tax increases for: A. military expenditures.

B. income redistribution from higher earners to lower earners.

C. improvements in higher education.

D. transportation infrastructure.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: A

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10.

Regardless of your household income, if you owe more money than you have managed to accumulate in assets, then you are most likely to be: A. unemployed.

B. underemployed.

C. working part-time.

D. asset poor.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: D

11.

State and local taxes in the United States are noted for being regressive (i.e., heavily based on sales taxes), asset-based (e.g., property taxes), and: A. uniformly progressive (income taxes).

B. careful to avoid punitive effects on lower income strata.

C. almost wildly inconsistent from state to state.

D. more evenly balanced than federal taxes.

Difficulty: 3 Bloom’s Taxonomy: Analysis Answer: C

12.

If you qualify for food assistance and receive an Earned Income Tax refund from the federal government each year, you are most likely to be: A. a senior living on Social Security.

B. an employed single parent with children.

C. unemployed.

D. a college student.

Difficulty: 3 Bloom’s Taxonomy: Analysis Answer: B

13.

With so much political pressure at the federal level to balance the budget, direct income transfers to the poor, a discretionary federal program, are likely to be in danger. As a social activist, what alternative federal mechanism would you advocate to replace direct income transfers?

A. in-kind benefits.

B. the Supplemental Nutritional Assistance Program.

C. self-help groups.

D. refundable tax expenditures.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: C

14.

What is the most challenging aspect of alleviating poverty through refundable tax expenditures?

A. budgetary constraints on tax expenditures.

B. annual competition for Congressional allocations to fund tax expenditures.

C. protecting low-income people from predatory tax return preparation services.

D. educating low income people about how to obtain the refunds.

Difficulty: 2 Bloom’s Taxonomy: Application Answer: D

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15.

From a progressive perspective, what argument of the anti-tax movement is likely to be most persuasive?

A. Public programs cannot be trusted.

B. Public programs are not effective.

C. As a group, the top quintile already pays a larger proportion of federal taxes than their proportion of national income.

D. Public programs interfere with the efficient operation of the free market.

Difficulty: 3 Bloom’s Taxonomy: Evaluation Answer: C

Essay Questions 1. How does Harry Hopkins saying "Tax, tax; spend, spend; elect, elect!” apply to contemporary political debates in America?

Difficulty: 2 Bloom’s Taxonomy: Understanding and Application 2. Does tax policy currently benefit special interest groups? Why or why not?

Difficulty: 2 Bloom’s Taxonomy: Understanding and Application 3. How does tax law affect the revenues of nonprofit organizations?

Difficulty: 2 Bloom’s Taxonomy: Understanding and Application 4. What factors account for the low tax rate in the United States compared to other OECD (Organization for Economic Cooperation and Development) nations?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Synthesis 5. What are the advantages and disadvantages of converting anti-poverty programs to tax expenditures instead of direct welfare benefits?

Difficulty: 3 Bloom’s Taxonomy: Analysis and Evaluation

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Chapter 10 Social Insurance Programs CHAPTER SUMMARY This chapter explores the major forms of social insurance in the United States: Old Age, Survivors, and Disability Insurance (OASDI), Unemployment Insurance (UI), and Workers’ Compensation (WC). In addition, this chapter explores some of the major issues and problems surrounding social insurance programs. Social insurance programs are replete with contradictions and difficulties. Nevertheless, these social insurance programs, especially OASDI, have become a popular mainstay of the U.S. social welfare state. Despite the original intent of its architects, Social Security has become the primary source of financial support for many elderly Americans. Moreover, OASDI has demonstrated the ability not only to curb the poverty rate for its constituents, but to actually reduce it. A majority of Americans have come to view Social Security as a right and to count on its benefits. Social insurance programs represent a major source of security for both elderly Americans and present-day workers. Over the past 75 years, Americans have come to believe that regardless of the ebb and flow of economic life, Social Security and UI embody a firm governmental commitment to care for workers and the elderly. Economic gains made by elderly people since the mid-1960s have validated this belief. Because Social Security is clearly linked to past contributions, beneficiaries experience little stigma. This is not true for the highly stigmatized beneficiaries of public assistance programs.

LEARNING OBJECTIVES • • • • •

Understand the rationale for the existing forms of social insurance programs.

Show a critical understanding of the various forms of social insurance programs concerning the amounts of benefits, eligibility, and length of benefit.

Critically analyze some of the endemic problems with the various programs concerning benefits to vulnerable and low-wage populations.

Analyze the strengths and weaknesses and show a clear grasp of the challenges facing the social security system today with implications for the demographic and economic dynamics in the US. Analyze the factors that significantly threaten the feasibility of social security in the future.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts 1. Do you think that Social Security should have been enacted?

2. What would you propose to solve the long-term solvency problems facing Social Security?

3. Do you think workers such as women who do household chores and who take care of children should receive Social Security/OASDI benefits?

4. Is unemployment insurance necessary?

5. Do you favor privatization of Social Security or a certain portion of an individual’s funds in a private account? Why? Why not?

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Classroom Activities 1. Estimate your Social Security Benefits.

2. Films on Social Conditions prior to the enactment of the 1935 Social Security Act. 3. Beneficiary Interviews.

4. Worker’s Comp.

Out-of-class Assignments 1. Social Insurance Programs Presentations.

2. Debate on Privatizing Social Security.

3. Timeline of Social Insurance Programs.

Web Resources • • • •

[Social Security Administration]: http://www.ssa.gov [National Archives]: http://www.archives.gov [Social Security Advisory Board]: http://www.ssab.gov [The National Bureau of Economic Research]: http://www.nber.org

MySearchLab Assignments and Activities Cases: • •

Medical Social Work: Annie Community Practice: Organizing Social Work in the Republic of Armenia, Part II

Watch: • • • • •

Tolerating Ambiguity in Resolving Conflicts Building Self-Awareness Advocating for Human Rights and Social and Economic Justice Building Alliances Participating in Policy Changes

CHAPTER OUTLINE Definition of Social Insurance 1. (Classroom activity #1) The Background of Social Insurance 1. (Classroom activity # 3) 2. (Out-of-class assignment #2) The Financial Organization of Social Insurance 1. (Discussion prompt # 3) Key Social Insurance Programs OASDI

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1. (Out-of-class assignment # 1) Unemployment Insurance 1. (Discussion prompt # 4) Workers’ Compensation 1. (Classroom activity # 4) The Social Security Dilemma Arguments against the Current Social Security System 1. (Out-of-class assignment #3) Arguments for the Current Social Security System 1. (Out-of-class assignment # 3) Social Security in Trouble 1. (Discussion prompt # 2) The Long-Term Prospects for Social Security 1. (Discussion prompt # 2) Should We Privatize Social Security?

1. (Classroom activity # 2) 2. (Discussion prompt # 5) Conclusion 1. (Discussion prompt # 1)

DISCUSSION PROMPTS 1. Do you think that Social Security should have been enacted? Even though Social Security has been the cornerstone of political storms, survived but also expanded – significantly. From your readings, research on this topic and contacts with recipients, do you think a.0 the program should have been enacted? Why or why not? Explain.

2. What would you propose to solve the long-term solvency problems facing Social Security? Social Security is expected to become insolvent by 2040 at the latest unless corrective action is taken now. What do you propose should be done?

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3. Do you think workers such as women who do household chores and who take care of children should receive Social Security/OASDI benefits? Social Security/OASDI is linked to employment and a major source of financial security for the elderly.

However, many people work and are ineligible to receive benefits. One group, women who were homemakers and not employed outside of the home, come to mind. Do you think these “workers” should be able to receive benefits although they elect to or are forced to raise children or some as caregivers? (A few men serve in caregiving roles also and the assumption here is that they should receive same benefits as women caregivers).

4. Is unemployment insurance necessary? Do you think it is an incentive or a disincentive to work? Why or why not? Explain.

5. Do you favor privatization of Social Security or the privatization of a portion of a certain portion of an individual’s funds? Why? Why not?

CLASSROOM ACTIVITES 1. Social Insurance Programs Presentations. Divide classroom in small groups.

Assign a social insurance program to each small group. Provide colored markers and poster board or poster-size post-it notes to each group and allow 15 minutes for students to prepare their assigned social insurance program, utilizing the markers and paper to prepare a visual aid. After this task has been completed, each group presents to the whole class.

2. Debate on Privatizing Social Security. Divide group into two teams. Each team takes the pro or con side on privatizing social security. Allow teams 20 minutes to prepare. Each team should select a student to speak. Then Hold a classroom debate on privatizing social security. Allow 2 minutes to each person to debate the issue for 10 rounds, for a total of 20 minutes.

3. Timeline of Social Insurance Programs. Divide the class in teams and assign a time period between 1935 and the present. Provide colored markers and poster board or poster-size post-it notes to each team and have each team draw a time line of their assigned time period with the relevant dates in social insurance in the US. Make sure to include key dates for the trust funds. Then have all the teams together to bring the timeline together at the front of the classroom.

4. Worker’s Comp. Divide the class in small groups. Give the students 10 minutes to discuss worker’s comp. Is worker’s comp necessary? Why or why not? What alternatives to worker’s comp could be implemented? Have the small groups present their conclusions to the class.

OUT-OF-CLASS ASSIGNMENTS 1. Estimate your Social Security Benefits. Go to Social Security Administration website and access the benefits estimator (http://www.ssa.gov/estimator/). Change the parameters for retirement such as age and income. What are your expected benefits if you retire at age 621/2? At age 67? At age 70? What will happen to your benefits if you increase the rate of income growth?

2. Films on Social Conditions prior to the enactment of the 1935 Social Security Act. Divide the class into several groups of about five students each. Each group should research films related to social conditions prior to the enactment of the 1935 Social Security Act under President Franklin D. Roosevelt. Once each group has selected a film and described the content and foci to the class, the entire class should vote to watch and critique the winning entry. The stories of poor people, rural and/or urban, is an excellent backdrop for beginning discussion on this chapter.

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3. Beneficiary Interviews. Students should interview different cohorts receiving social insurance, e.g., elderly, retired employee, financially wealthy recipients over 65 but still working full time, a very poor recipient, someone young, about 18 years old (and with parental or custodial approval if necessary), and receiving worker’s compensation. What are these individual´s perceptions of social security? Who is more likely to support it? Why do you think this is so?

ADDITIONAL RESOURCES Books Beveridge, W. H. (1942). Social Insurance and Allied Services. Agathon.

Government Accountability Office (GAO) (2004). ― Social Security Administration: More effect needed to assess consistency of disability decisions. ‖ Report to the Chairman, Subcommittee on Social Security, Committee on Ways and Means, House of Representatives, GAO-04-656.

Social Security Administration (2010). ― Annual statistical report on the Social Security Disability Insurance program, 2009.‖ Available online at http://www.ssa.gov/policy/docs/statcomps/di_asr/2009/index.html.

Titmuss, R. M. (1976 [1955]) Essays on ‘The Welfare State’ (3rd ed), London: Allen & Unwin.

Journals Copeland, C. (2011). Labor-force participation rates of the population age 55 and older: What did the recession do to the trends? Employee Benefit Research Institute Notes, 32(3).

Feldstein, M. (1974). Social Security, induced retirement, and accumulation. Journal of Political Economy, 82 (5), 905-926.

aggregate

capital

Gallicchio, S. & Bye, B. (1981). Consistency of initial disability decisions among & within States.‖ U.S. Department of Health and Human Services, Social Security Administration, Office of Policy, Office of Research and Statistics.

Helman, R., Copeland, C., & VanDerhei, J. (2011). The 2011 retirement confidence survey: Confidence drops to record lows, reflecting "the new normal". Issue Brief No. 355.

Mastrobuoni, G.(2009). Labor supply effects of the recent Social Security benefit cuts: Empirical estimates using cohort discontinuities. Journal of Public Economics, 93(1112), 1224-1233.

Websites Social Security Administration. Social Security: The official website of the Social Security Administration. [http://www.ssa.gov/] •

This is the official website of the Social Security Administration. This website provides information on OASDI

National Archives. The Social Security Act. [http://www.archives.gov/historicaldocs/document.html?doc=14&title.raw=Social%20Security%20Act] •

This gateway website serves as a clearinghouse for US official documents. Visitors can access the original Social Security Act of 1935 as well as other historical records in Social Security. .

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Social •

Security Advisory Board. [http://www.ssab.gov/HOME.aspx]

Social

Security

Advisory

Board.

This is the website of the official Social Security Advisory Board, established by the President of the United States in 1994. This website provides the most current information on social security related issues.

The University of Michigan. Institute for Social Research, Survey Research Center. Michigan Retirement Research Center. [http://www.mrrc.isr.umich.edu/] •

The Michigan Retirement Research Center is dedicated to the study of Social Security and Retirement issues. This website provides basic and in–depth information on Social Security and retirement.

The National Bureau of Economic Research. The NBER Retirement Research Center. [http://www.nber.org/programs/ag/rrc/rrchome.html] •

The NBER Retirement Research Center is funded by the Social Security Administration as part of its Retirement Research Consortium. The central goal of the Center is to conduct research that can be used to inform future Social Security policy.

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Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following.

1.

Social Security and Medicare payroll taxes taken out of a worker's paycheck equals A. 15.3 percent.

B. 12.4 percent.

C. 6.2 percent.

D. 7.65 percent.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Knowledge

2.

The problem with Social Security is that A. The federal government borrows from the Social Security trust fund.

B. Too many workers are paying into the system.

C. There are too many new workers.

D. It does not help the target group.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Knowledge

3.

As a result of the 2010 Affordable Care Act. A. The deficit will grow 3% more than expected.

B. Medicare is expected to remain solvent 12 years longer than earlier predicted.

C. The Social Security Trust fund received a boost that will allow it to remain viable for more than a decade longer than earlier predicted.

D. Pension plans will include a healthcare component.

Answer: B Difficulty: 3 Bloom’s Taxonomy: Understanding

4.

If Social Security is modified to reflect social assistance and income redistribution goals A. It will run out of money by 2035 B. It may not be as broadly supported as it is now C. The recipients of Social Security benefits will be happier D. People will have more control of their own money Answer: B Difficulty: 3 Bloom’s Taxonomy: Understanding

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5.

By 1996, what percent of U.S. households depended on a monthly Social Security check?

A. 5 B. 25 C. 35 D. 43 Answer: B Difficulty: 1 Bloom’s Taxonomy: Knowledge

6.

By 2007, ________ of the unemployed received benefits.

A. 75% B. 33% C. 37% D. 45%

Answer: C Difficulty: 2 Bloom’s Taxonomy: Knowledge

7.

The CEO of a company and the janitor of a company pay the same $56 flat tax a year regardless of their income in Unemployment Insurance, although benefits are capped and the higher earner receives a smaller portion of previous income. Thus Unemployment Insurance is a A. Regressive Tax B. Progressive Tax C. Means-Tested benefit D. Eligibility defined Answer: A Difficulty: 2 Bloom’s Taxonomy: Understanding

8.

The poverty rate among the elderly is currently A. 40 percent.

B. 10 percent.

C. 22 percent.

D. 32 percent.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Knowledge

9.

Social Security benefits will begin to exceed tax collections in A. 2017.

B. 2007.

C. 2009.

D. 2050.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Knowledge

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10.

The Bush Plan to modify Social Security was unlikely to garner enough political support to pass because A. Old people do not like to change tradition.

B. Old people did not vote for Bush and thus were unlikely to support any of his policies.

C. Republicans do not support any policies that affect older Americans.

D. Older people vote and they do not like their income support fiddled with.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Understanding

11.

The Bush plan would have A. Diverted some payroll taxes into private accounts that workers could invest in the stock market.

B. Restructured Social Security to allow workers under age 35 to divert a portion of their Social Security payroll taxes into private investment accounts.

C. Assured poor workers of higher returns.

D. Turned the US into a Socialist country.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Knowledge

12.

Women are less likely to receive Unemployment Insurance benefits because they A. Are more likely to be employed by temporary agencies than are men.

B. Are more likely to make very high wages than men.

C. Aren’t likely to quit their jobs.

D. Are eligible for TANF benefits.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Knowledge

13.

John has recently become unemployed. In terms of the policies discussed in this chapter, he is better off in A. A state with a much lower unemployment rate than average.

B. A state with a rich oil industry.

C. A state with a large coastal region.

D. A state with a higher unemployment rate than average.

Answer: D Difficulty: 3 Bloom’s Taxonomy: Understanding

14.

Mark lives in a state with very low unemployment rates. He recently lost his job because he refused to work for less than the prevailing wage during a strike at his factory. Mark did not participate in the strike.

A. He is ineligible for unemployment benefits.

B. He is eligible for unemployment benefits for 53 weeks.

C. He is eligible for unemployment benefits for 26 weeks.

D. He must get a temporary job in order to qualify for unemployment benefits.

Answer: C Difficulty: 3 Bloom’s Taxonomy: Analyzing .

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15.

The dependency ratio is A. The number of current workers it takes to support a retired worker.

B. The number of dependents a worker supports for tax exemption purposes.

C. The number of elderly receiving Social Security benefits.

D. The difference between income and Unemployment Insurance benefits.

Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

Essay Questions 1. For what does the current Social Security Act provide?

Difficulty: 2 Bloom’s Taxonomy: Knowledge

2. Discuss the trust funds into which Social Security and Medicare are divided. Include the names and mechanisms of governance.

Difficulty: 2 Bloom’s Taxonomy: Understanding 3. Provide the reasons that Social Security is considered a "stellar example of a program that has worked." Are these reasons valid? Why or why not?

Difficulty: 3 Bloom’s Taxonomy: Analyzing 4. Compare and contrast the opinion of political conservatives and political liberals on Social Security. Explain.

Difficulty: 3 Bloom’s Taxonomy: Analyzing 5. Describe how the unemployment benefits system operates. Include eligibility criteria, the reasons for ineligibility, length of eligibility at the federal at state levels, and any other considerations that may be relevant.

Difficulty: 3 Bloom’s Taxonomy: Summarizing

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Chapter 11 Public Assistance Programs CHAPTER SUMMARY Chapter 11 provides a history of the evolution of the US welfare programs from the Aid to Families with Dependent Children (AFDC) to the Temporary Assistance to Needy Families (TANF). Ideologies behind the welfare programs are provided including the problems to recipients that have accompanied the programs. The Chapter begins with providing an excellent synthesis of myths and facts about the programs and concludes by offering the challenges and failures of the programs.

LEARNING OBJECTIVES • • • • •

Describe and explain the characteristics of major social assistance programs in the US. Demonstrate an understanding of the history of the main welfare programs in the US including AFDC and TANF. Demonstrate a critical understanding of the main ideologies behind the welfare programs as it relates to work and personal responsibility.

Critically analyze some of the inherent problems and challenges in the welfare programs for recipients, states, and the federal government.

Demonstrate an understanding of the major trends and issues surrounding the welfare programs.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts 1. Is SSI necessary?

2. What are the two labor markets?

3. Does welfare-to-work penalize poor women by forcing them to work outside the home?

4. What are the values underlying support or opposition to public assistance?

5. Do public assistance programs promote teen pregnancy?

Classroom Activities 1.

2.

3.

4.

Myths and Facts Class Presentation on a Public Assistance Programs AFDC and TANF Class Discussion Welfare-to-Work Discussion

Out-of-class Assignments 1.

2.

3.

4.

Beneficiary Interview Do you qualify?

Getting to Know PRWORA Understanding PRWORA

Web Resources •

[US Department of Human Services]: http://www.hhs.gov/ .

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• •

[Social Security Administration]: http://www.ssa.gov/ssi/ [The Library of Congress]: http://thomas.loc.gov

MySearchLab Assignments and Activities Cases: • Medical Social Work: Annie • Community Practice: Organizing Social Work in the Republic of Armenia, Part II Watch: • Advocating for Human Rights and Social and Economic Justice • The Ecological Model Using the Freire Method • Developing an Action Plan That Changes the Internal and External • Advocating for the Client • Keeping Up with Shifting Contexts CHAPTER OUTLINE Assumptions and Myths about Public Assistance 1. (Classroom activity # 1) 2. (Classroom activity #2) Aid to Families with Dependent Children 1. (Classroom activity # 3) 2. (Out-of-class assignment # 2) The Personal Responsibility and Work Opportunity Reconciliation Act Of 1996 1. (Out-of-class assignment # 3) Has The PRWORA Worked?

1. (Out-of-class assignment # 4) Supplemental Security Income (SSI) 1. (Discussion prompt # 1) General Assistance Trends and Issues in Public Assistance 1. (Out-of-class assignment # 1) 2. (Discussion prompt # 4) Transforming Public Assistance Policy into Labor Policy 1. (Discussion prompt # 2) 2. (Discussion prompt # 3)

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Teenage Pregnancy 1. (Discussion prompt # 5) Welfare Behaviorism Welfare to Work 1. (Classroom activity # 4)

DISCUSSION PROMPTS 1. Is SSI necessary? Who receives SSI? What has led a person down the path of such dependency that they must receive SSI to survive? Are individuals responsible for their life-choices, or must society be responsible for individuals who are no longer able to care for themselves financially, even though this is the result of their own choices?

2. What are the two labor markets? Are there more than two labor markets? What types of jobs can you find in each of the labor markets, and what are the qualifications needed to enter each? Who is more likely to enter a primary labor market and why? Who is more likely to enter a secondary labor market and why?

3. Does welfare-to-work penalize poor women by forcing them to work outside the home? Do poor women have the same right to stay at home and care for their children as wealthier women? What about family values? Does forcing a poor mother to work “defamilize” her home? Does anyone have the right to receive assistance without working? Why should society help poor women stay at home with their children?

4. What are the values underlying support or opposition to public assistance? What are the values and beliefs of those who support public assistance? What are the values and beliefs of those who oppose public assistance? Is one set of beliefs better than other? What are their philosophical orientations and their religious bases?

5. Do public assistance programs promote teen pregnancy? Why or why not? Do you think that providing public assistance to teen mothers incentivizes them to become pregnant and to have more children than they would otherwise?

CLASSROOM ACTIVITES 1. Myths and Facts. Before the students look at the chapter, divide the blackboard in two (do NOT label any side) and have the class call out all they know about public assistance programs and public assistance recipients. On one side of the board write the facts and on the other write the myths. Then, before you tell the students which side is which, have them discuss which side may be factual and which side is not.

Following the discussion, have the students open their books and find out the answers.

2. Class Presentation on a Public Assistance Program. Divide the class in small groups and assign a public assistance program to each. Take the class to the library and have the students find a few articles or books on the program (may use internet sources). Each small group should write a one page presentation covering the pros and cons relative to the program, and present this to the rest of the class

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3. AFDC and TANF Class Discussion. AFDC and TANF are major components of the country’s safety net. Divide the class in small groups and have them discuss the following questions: Why do you think stigma surrounds these programs? Are the programs useful, or do they contribute to poverty and dependency? Why or why not?

Did TANF improve on AFDC or not? What do you think?

4. Welfare-to-Work Discussion. Divide the class in small groups and have them discuss Welfare reform and welfare-to-work programs. The small groups should consider the following questions: Why was Welfare Reform necessary? Does welfareto-work help people of hinder them? Is this the best way to pull people out of poverty?

OUT-OF-CLASS ASSIGNMENTS 1. Beneficiary Interview. Public assistance is critical in the survival of daily activities of many. Try and locate a public assistance recipient in your family, church, neighborhood organization, or United Way agency. Develop an open-minded discussion guide so that your questions are clear, appropriate and not invasive. Ask about the circumstances that led the person to apply for benefits, their feelings about receiving benefits, and their perception on whether the benefits really help.

Ask any other questions you feel are relevant to help you understand why and how a person may apply for public assistance benefits. Note: Be sure to pay attention to privacy rights. Ask your professor to approve the plan for completing the experience.

2. Do you qualify? Go to the SNAP website and use their benefits estimator, noting that each state has its own website (examples http://www.hhsc.state.tx.us/programs/FoodStamps/estimator/index.htm; http://www.ndhealth.gov/dhs/foodstampcalculator.asp; https://dss.sc.gov/content/customers/food/foodstamp/foodstampcalc.aspx) to apply for benefits. Change the income and asset levels and see how the expected benefits change. At what level are people ineligible? What is the smallest amount of benefits a person may receive? What is the largest amount of benefits a person may receive?

Change the household size. How does this affect the benefit?

3. Getting to Know PRWORA. Research the characteristics and details of PRWORA and its history. Using sources such as the internet or journal articles, each student must write a two-page summary of this act.

4. Understanding PRWORA. Following the “Getting to Know PRWORA” assignment the students write a two-page analysis of PRWORA and its effects. What are the arguments in favor of PRWORA? What are the arguments against PRWORA? Has it been beneficial to society? What are the results of its implementation? Students use sources such as websites or journal articles.

ADDITIONAL RESOURCES Books Borjas G. (1999). Immigration and the Food Stamp Program. Cambridge, MA: Harvard University Press.

Crow, S. and Anderson, J. (2004). Working against the Clock: Implementing Five-year Welfare Time Limits in California. San Francisco, CA: California Policy Research Center.

Haskins, R. (2006). Work over Welfare: The Inside Story of the 1996 Welfare Reform Law. Washington, DC: Brookings Institution Press. Publisher.

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Nord, M., Coleman-Jensen, A., Andrews, M., & Carlson, S. (2010). Household food security in the United States, 2009. ERR-108, U.S. Department of Agriculture, Econ. Res. Serv.

Loprest, P. and Zedlweski, S. (2006). The changing role of welfare in the lives of lowincome families with children. Washington, DC: The Urban Institute.

Journals Blank, R. (2007). Improving the safety net for single mothers who face serious barriers to work. The Future of Children, 17(2), 183-197.

Casey P, Goolsby S, Berkowitz C, et al. (2004). Maternal depression, changing public assistance, food security, and child health status. Pediatrics,113, 298–304.

Danziger, S. and Seefeldt, K. S. (2003). Barriers to the employment of the ‘hard to serve’: Implications for services sanctions, and time limits. Social Policy and Society, 2(2): 151-160.

Lindsay, D. and Klein Martin, S. (2003). Deepening child poverty: The not so good news about Welfare Reform.’ Children and Youth Services Review, 25(1/2), 165-173.

Reichman, N.E., Teitler, J.O. and Curtis, M.A. (2005). TANF sanctions and hardship. Social Service Review, 79(2), 215-236.

Websites Social •

Security Administration. [http://www.ssa.gov/ssi/]

Supplemental

Security

Income

(SSI).

This website provides detailed information on SSI. The information presented includes the characteristics of the program, eligibility requirements, general information and a link to the application.

The Library of Congress. Thomas. [http://thomas.loc.gov/home/thomas.php] •

This website provides information and access to congressional actions, bills, and other such information. This is the official website of the Library of Congress and is a gateway to a number of other governmental websites.

US Department of Health and Human Services. Administration of Children and Families.

About TANF. [http://www.acf.hhs.gov/programs/ofa/tanf/about.html] •

This website provides information on TANF. In this website, the students will find information on the history, mission, goals, and organization of the program. The website also provides information on policy and data.

US Department of Health and Human Services. US Department of Health and Human Services. [http://www.hhs.gov/] •

This is the official website of the US Department of Health of Human Services. This is the principal agency in the US overseeing health and the provision of social services.

This website is a gateway to other websites in social services.

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Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following.

1.

A majority of federal dollars are spent on A. Income security programs.

B. Debt interest.

C. Military defense.

D. Health care.

Answer: C Difficulty: 1 Bloom’s Taxonomy: Recognizing

2.

What do we mean when we say that TANF is now a disentitlement?

A. The grants to states do not automatically go up each year.

B. The “no man in the house” rule.

C. Beneficiaries must meet certain income thresholds.

D. Beneficiaries must meet with their case manager on a regular basis.

Answer: A Difficulty: 3 Bloom’s Taxonomy: Analysis

3.

A possible "moral hazard" of the welfare system is A. The idea that if you are poor, you deserve to be poor.

B. The belief that the benefits available to welfare recipients are not available to the working poor.

C. That it is creating larger and larger deficits.

D. Poor people are immoral.

Answer: B Difficulty: 3 Bloom’s Taxonomy: Understanding

4.

President Clinton stated he would "End welfare as we know it." This means that A. Medicaid is no longer an entitlement.

B. Welfare is still an entitlement program under certain conditions.

C. Welfare is no longer an entitlement program.

D. The TANF program no longer exists.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Analysis

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5.

When President Clinton promised to "End welfare as we know it,” he intended to A. End welfare forever.

B. Modify welfare to make it more efficient and effective.

C. Punish immoral young women.

D. Pacify the radical left.

Answer: B Difficulty: 3 Bloom’s Taxonomy: Analysis

6.

In 2008 the average federal SSI payment was $________a month.

A. 674 B. 1250 C. 50 D. 478

Answer: D Difficulty: 2 Bloom’s Taxonomy: Knowledge

7.

One of the reasons people oppose welfare is that A. Most welfare families include a father who refuses to work.

B. People need an incentive to work, and welfare is a disincentive.

C. It is better to spend money on foreign aid.

D. The church opposes welfare.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Knowledge

8.

The percent of TANF recipients who eventually return to it A. 75 percent.

B. 25 percent.

C. 15 percent.

D. 10 percent.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Knowledge

9.

The percent of TANF children who live with their father only is A. 10 percent.

B. 1 percent.

C. 20 percent.

D. 35 percent.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Knowledge

10.

Following the implementation of PRWORA, the size of TANF caseloads A. Has no relationship to poverty rates B. Decreases with poverty rates.

C. Increases with poverty rates.

D. Decreases with unemployment.

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Answer: C Difficulty: 3

11.

Bloom’s Taxonomy: Understanding The number of SSI recipients who are disabled is about A. 1.2 million.

B. 790,000.

C. 6 million.

D. 500,000.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Knowledge

12.

What amount of resources will disqualify a person from receiving SSI benefits?

A. more than $5,000 B. more than $4,000 C. more than $3,000 D. more than $2,000 Answer: D Difficulty: 2 Bloom’s Taxonomy: Knowledge

13.

In 2009, what was the approximate number of SSI recipients in millions?

A. 16.5 B. 4.1 C. 11.9 D. 7.6

Answer: D Difficulty: 2 Bloom’s Taxonomy: Knowledge

14.

John was born in a very poor neighborhood and has had a life of privation. There wasn’t a good school in his neighborhood, and as a result, his education was very deficient. John has had difficulty finding a good job, in particular because he does not own a car and public transportation is very inefficient in the city he lives in. He has had a couple of runs-in with the law and likes to drink. According to welfare reformers of the 1990’s he is A. Behaviorally poor.

B. Cash poor.

C. Suffering the result of structural inequalities in his social environment.

D. In need of a good woman.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Analysis

15.

The TANF block grant has four specific work requirements. Which of the following is NOT one of the work requirements?

A. A state must require nonexempt unemployed parents or caregivers to participate in community service after receiving assistance for two months.

B. States must outline how they will require a parent or caregiver receiving benefits to engage in work not later than 24 months after they receive assistance.

C. A state must meet a work participation rate for all families of 50 percent.

D. Participants must work 40 hours a week in a job with benefits.

Answer: D Difficulty: 2 .

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Bloom’s Taxonomy: Analysis

Essay Questions 1. Name and describe the major public assistance programs in U.S. social welfare policy.

Difficulty: 2 Bloom’s Taxonomy: Understanding 2. Discuss two of the myths that underlie the discussion surrounding public assistance.

Difficulty: 1 Bloom’s Taxonomy: Applying 3. Using information from class and the text, argue for or against the following statement regarding public assistance: "It is easy to get on public assistance and too many undeserving people are receiving benefits."

Difficulty: 2 Bloom’s Taxonomy: Applying 4. Do TANF benefits influence decisions relating to family composition by encouraging women to head their own households? Why or why not?

Difficulty: 2 Bloom’s Taxonomy: Understanding 5. Discuss the evolution of the Aid to Families with Dependent Children (AFDC) program, mentioning key dates in its development.

Difficulty: 3 Bloom’s Taxonomy: Understanding

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Chapter 12 The American Health Care System CHAPTER SUMMARY This chapter examines the U.S. health care system—specifically, the organization of medical services; key governmental health programs such as Medicare and Medicaid; the crisis in health care, including attempts to curb health care costs; the large numbers of uninsured people; the impact of the American Medical Association on health care; the growing role of managed care; and the ramifications of the AIDS epidemic in the health care system. The chapter also surveys various policies—including the 2009 health care bill passed under President Obama—and proposals designed to ameliorate the problems in U.S. health. For comparison, the chapter also examines medical services in Great Britain, Australia, and Canada.

LEARNING OBJECTIVES • • • • •

Critically analyze the parameters of the major issues in the US health care system including programs, access and costs, effectiveness and efficiency.

Demonstrate an understanding of the major structural factors associated with the high costs of health services in the US. Critique the health care system in the US with a comparative analysis of the health care systems in Canada, Britain, and Australia.

Demonstrate a comprehension of how welfare ideology has and continues to shape health care provision in the US. Provide an analysis of the strengths, weaknesses, and failures of the various strategies to reduce health care costs in the US

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts 1.

2.

3.

4.

5.

Why are there so many uninsured people in the US What do health care programs have in common? How are they different?

What are the major factors driving health care cost increases in the US? Is there a health care crisis?

How does the American health care system perform compare to other countries?

Classroom Activities 1. Health Care System Discussion 2. Health Care Posters on Programs 3. Health Care Costs Out-of-class Assignments 1.

2.

3.

4.

Health Care in the Media ER Interview Prescription Drugs and Their Costs Comparative Policy

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Web Resources • • • •

[Agency for Health Care Research and Quality]:.http://www.ahrq.gov [Centers for Disease Control and Prevention (CDC)]: http://www.cdc.gov/ [National Institutes of Health]: http://www.nih.gov/ [World Health Organization]: http://www.who.int/en/

MySearchLab Assignments and Activities Cases: • • •

A Puzzling Case Involving a Cambodian Patient Ethical Dilemmas End-of-Life Decisions in an Intensive Care Unit

Watch: • • • •

Applying Critical Thinking Building Self-Awareness Advocating for the Client AIDS in Black

CHAPTER OUTLINE The Uninsured 1. (Discussion prompt # 1) The Organization of Medical Services 1. (Discussion prompt #2) 2. (Classroom activity #1) Major Public Health Programs: Medicare, Medicaid, and SCHIP 1. (Classroom activity # 2) Medicare Medicaid The State Children’s Health Insurance Program (SCHIP) The Health Care Crisis 1. (Discussion prompt #4) Overview of U.S. Health Care Expenditures U.S. Health Care in International Perspective Explaining the High Cost of U.S. Health Care

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Hospital Costs Physicians’ Salaries The Pharmaceutical Industry 1. (Out-of-class assignment # 3) Cutting Health Care Costs 1. (Discussion prompt #3) 2. (Classroom activity #3) Managed Care The Underinsured 1. (Out-of-class assignment # 2) Reforming U.S. Health Care 1. (Out-of-class assignment # 1) National Health Service National Health Insurance Incremental Reform The Patient Protection and Affordable Care Act (P.L. 111-148) Comparative Analysis: Health Care in Canada, Britain and Australia 1. (Discussion prompt # 5) 2. (Out-of-class assignment # 4)

DISCUSSION PROMPTS 1. Why are there so many uninsured people in the US? Is this a systemic problem, or are the uninsured simply negligent? Is this a problem the US should be concerned about? Why or why not? What are the consequences of having so many uninsured people in the country? What options would be available to you if you had no insurance and became sick? Would any of these options be sufficient? What might the consequences of this situation be?

2. What do health care programs have in common? How are they different? Describe the major public health care programs; Medicare, Medicaid and S-CHIP. What do they have in common? How are they different?

3. What are the major factors driving health care cost increases in the US? The cost of American health care 2.26 trillion in 2007; has trended upward for many years, since 1992. What are the major factors driving this upward trend? What if any steps can be taken to decelerate the rate of health care costs?

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4. Is there a health care crisis? How does the US health care system perform? If we have one of the most advanced health care services in the world, is this a crisis? As technology advances, so does the cost of health care. Should the people in the US sacrifice excellence in care for reduced costs? Or should we accept high costs as a natural part of high technological achievements?

5. How does the American health care system perform compare to other countries?

Data suggest that the American health care system in place today does NOT perform as well as it might or as well as systems in other industrialized countries. Discuss historical factors that might have influenced this phenomenon. a. What can be done to improve performance of the health care system? b. Would the suggestions you make help reduce costs?

CLASSROOM ACTIVITES 1. Health Care System Discussion. Divide the class in small groups and have each small group use the text book to develop a taxonomy of the components of the health care system in the US. Each small group should identify these elements, organize them, and explain how they relate to each other to create the health care system in this country. Each group then presents its results to the class and the groups discuss the different (or similar) results.

2. Health Care Posters on Programs. Provide students with poster size post-it paper and colored markers. Divide the class in teams of 2 or 3 students and assign a major health care program to each small group. Each small group then creates a poster explaining the program and presents this to the class.

3. Health Care Costs. Divide the class in small groups and, utilizing the text book, discuss the elements that contribute to health care costs in the US. Have each small group discuss the relative importance of each contributing factor, and come up with the most effective ideas to reduce health care costs. Students then present their small group findings to the class. The entire class should have a discussion on the merits of the ideas presented.

OUT-OF-CLASS ASSIGNMENTS 1. Health Care in the Media. Students should: Check local newspapers, TV, radio, internet for stories about people who have health care needs that are not being met (for a couple of weeks). The student then pulls all of the news stories together and uses them to write an editorial or letter to the editor (for local news outlet): a.

Discussing the existing need; and b. Ideas for an improved health care system.

2. ER Interview. Students conduct an interview with nurse of physician in an emergency room. If this is not possible, students should interview a hospital administrator. Ask about the kinds of patients they see, whether the conditions patients present are true emergencies, or could have been forestalled with preventive care. Ask if the number of people visiting the emergency room has increased in recent years.

3. Prescription Drugs and Their Costs. Students should use the internet to find the 10 most prescribed drugs: in the US, or b) for specific conditions such as hypertension. With the list in hand, students should call or visit their local pharmacy and find out the cost of the both patent and generic medications when they are paid: a) with insurance; b) with no insurance; c) with Medicare. Report to the class.

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4. Comparative Policy: Students should select a foreign country and use the internet (use websites such as the NIH, WHO, and CDC) and journal articles to research the health care policy in their selected country. Students then write a paper comparing their selected country’s health care policy with US health care policy. They should evaluate the policies and issue recommendations.

ADDITIONAL RESOURCES Books Bohmer R.M.J. (2009). Designing care: Aligning the nature and management of health care.

Boston: Harvard Business Press.

Davidson, S.M. (2010). Still broken: Understanding the U.S. health Care System. Palo Alto, CA: Stanford University Press.

Groopman J.E. (2007). How doctors think. Boston: Houghton Mifflin.

Kogan, R., Cox, K., & Horney, J. (2008). The long-term fiscal outlook is bleak: restoring fiscal sustainability will require major changes to programs, revenues, and the nation’s health care system. Washington, DC: Center on Budget and Policy Priorities.

Zimmerman, M., (2000). Comparative health care systems. Encyclopedia of Sociology New York: Macmillan Publishers.

Journals Atkins, D., Fink, K., & Slutsky, J. (2005). Better information for better health care: The Evidence-based Practice Center Program and the Agency for Health care Research and Quality. Ann Intern Med, 142, 1035–41.

Cutler, D.M., Davis, I.K., & Stremikis, K. (2010) The impact of health reform on health system spending.

Available at http://www.commonwealthfund.org/Content/Publications/IssueBriefs/2010/May/Impact-of-Health-Reform-on-Health-System-Spending.aspx.

Jencks, S.F., Williams, M.V., Coleman, E.A. (2009). Rehospitalizations among patients in the Medicare fee-for-service program. N Engl J Med, 360,1418-28.

Kaiser Family Foundation. (2011). Health care spending in the United States and OECD countries. Available at http://www.kff.org/insurance/snapshot/chcm010307oth.cfm.

Reinhardt, U., Peter S. Hussey, P, Anderson, G., 2004. “U.S. Health Care Spending in An International Context.” Health Affairs, 23 (3): 10-25.

Wilper A.P., Woolhandler S., Lasser K.E., McCormick D., Bor D.H., Himmelstein D.U. (2009).

Health insurance and mortality in US adults. Am J Public Health 99, 2289-2295.

Websites Centers for Disease Control and Prevention (CDC). CDC 24/7: Saving Lives, Protecting People, Saving Money through Prevention. [http://www.cdc.gov/] •

The CDC is one of the major operating components of the Department of Health and Human Services. This website provides information on health, public health, and health care topics. The CDC aims to be very responsive to public health concerns.

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National Institutes of Health. National Institutes of Health Home Page. http://www.nih.gov/]

•

NIH is the nation’s medical research agency—supporting scientific studies that turn discovery into health. This website provides information on health topics, research, grants, and health news.

US Department of Health and Human Services. Agency for Health Care Research and Quality. [http://www.ahrq.gov] •

The Agency for Health care Research and Quality's (AHRQ) mission is to improve the quality, safety, efficiency, and effectiveness of health care for all Americans. As 1 of 12 agencies within the Department of Health and Human Services, AHRQ supports research that helps people make more informed decisions and improves the quality of health care services.

World Health Organization. World Health Organization. [http://www.who.int/en/] •

WHO is the directing and coordinating authority for health within the United Nations system. It is responsible for providing leadership on global health matters, shaping the health research agenda, setting norms and standards, articulating evidencebased policy options, providing technical support to countries and monitoring and assessing health trends.

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Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following.

1.

Approximately how many million Americans lack health insurance coverage?

A. 60 B. 10 C. 22 D. 47 Answer: D Difficulty: 2 Bloom’s Taxonomy: Knowledge

2.

Health care in the US is a contentious issue because people disagree on whether A. Health care should be attached to public assistance.

B. People should have the right to die movement.

C. Access should be a right or a privilege.

D. It should consider the increase in infant mortality in the United States.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Analysis

3.

Health savings accounts are A. An alternative to Medicare.

B. A tax-free shelter for people with high-deductible health insurance.

C. An opportunity for the poor to access further health coverage.

D. Not tax-sheltered accounts.

Answer: B Difficulty: 3 Bloom’s Taxonomy: Knowledge

4.

An individual medical savings account is A. An idea pushed by liberals.

B. A program that largely benefits the poor.

C. An idea supported by conservatives.

D. Freely accessible to all.

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Answer: C Difficulty: 2 Bloom’s Taxonomy: Knowledge

5.

A single-payer system would have A. Discontinued private health insurance coverage.

B. The complete elimination of private medical care.

C. Death panels.

D. To create all new hospitals.

Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

6.

Lauren is 19 weeks pregnant and is suffering from severe eclampsia and chooses to terminate the pregnancy A. Federal funds can be used to pay for the abortion.

B. No funds, federal or private can be used to pay for the abortion.

C. Either federal or private funds can be used to pay for the abortion.

D. Only private funds can be used to pay for the abortion.

Answer: C Difficulty: 3 Bloom’s Taxonomy: Applying

7.

Of these countries, which one has the highest infant mortality rates?

A. Greece B. Slovakia C. Cuba D. The United States of America Answer: D Difficulty: 2 Bloom’s Taxonomy: Understanding

8.

Most health care costs in the United States are paid A. By private insurers.

B. By government supplements.

C. By public insurers.

D. Out-of-pocket.

Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

9.

Medicaid was enacted in A. 1965.

B. 1980.

C. 1976.

D. 1935.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Knowledge

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10.

In 2006, the expenditure for physician and clinical services was A. The smallest.

B. The largest.

C. The third largest.

D. The second largest.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Comparing

11.

The largest share of SCHIP funds come from the federal government. This is ________% of the funds.

A. 73.

B. 48.

C. 65.

D. 82.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Knowledge

12.

In 2007, national health care expenditures in the United States were approximately A. $1.2 trillion.

B. $100 billion.

C. $500 billion.

D. $2.5 trillion.

Answer: D Difficulty: 3 Bloom’s Taxonomy: Knowledge

13.

Francisco, who is Hispanic, is 22. He lives with his parents in a low-cost neighborhood. He is likely to A. Have excellent health care coverage.

B. Have no health care coverage.

C. Have minimal health care coverage.

D. Have coverage through Medicare.

Answer: B Difficulty: 3 Bloom’s Taxonomy: Analyzing

14.

Medicare is part of the A. Social Security Act program.

B. Health Care for All. C. Patient Protection and Affordable Care Act. D. No Child Left Behind.

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Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

15.

The following is NOT part of the Patient Protection and Affordable Care Act A. Most U.S. citizens and legal residents must have health insurance in 2014.

B. All lifetime caps on the amount of insurance coverage an individual can have will be banned.

C. Insurance companies are prohibited from denying children coverage based on a pre-existing condition.

D. All hospitals must provide abortions on demand.

Answer: D Difficulty: 1 Bloom’s Taxonomy: Knowledge

Essay Questions 1. What are the major components of medical services in the United States?

Difficulty: 3 Bloom’s Taxonomy: Summarizing

2. Describe Medicare in its entirety.

Difficulty: 2 Bloom’s Taxonomy: Understanding 3. Describe Medicaid in its entirety.

Difficulty: 2 Bloom’s Taxonomy: Understanding 4. What is the health care crisis in the US? What are the arguments being proposed?

Explain. Be as comprehensive as possible.

Difficulty: 3 Bloom’s Taxonomy: Understanding 5. What are your recommendations to address the health care crisis in the US? Why? Explain.

Difficulty: 3 Bloom’s Taxonomy: Analyzing

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Chapter 13 Mental Health and Substance Abuse Policy CHAPTER SUMMARY This chapter reviews the provision of mental health and substance abuse services to people with serious impairments. Before the emergence of the community mental health movement, states were solely responsible for the care of their mentally disturbed residents.

When the movement to improve mental health services through federal assistance to the states stalled, many who suffered from serious mental illness were left without care. This lack of adequate care was made worse by a series of legal decisions that reinforced the civil rights of mental patients while requiring the states to provide adequate services. As a result of these developments, many former mental patients are now living on the streets or in squalid single-room-occupancy hotels. In 1996 mental health advocates were encouraged by passage of the Mental Health Parity Act, which mandated that employers offer employees mental health care benefits that were comparable to physical health care benefits. Despite this incremental reform, problems associated with chronic mental illness, as well as with alcohol and drug abuse, have become more prevalent. The lack of adequate support for substance abuse prevention and treatment efforts, coupled with the economic collapse of inner-city neighborhoods, has left many urban areas subject to unprecedented levels of street violence and social deterioration.

LEARNING OBJECTIVES • • • • •

Demonstrate an understanding of the mental health services in the US, especially from the 1980s.

Critically analyze the various initiatives by various groups in reforming US mental health care services and programs.

Critically analyze the roles and challenges faced by community mental health centers in the provision of health care in the US. Demonstrate an understanding of the challenges of mental health care service provision in the US vis-à-vis the role of state and the federal government.

Critically analyze the association between substance, alcohol, and drug abuse in mental health policy and service provision in the US.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts 1.

2.

3.

4.

5.

What impact did World War II have on the provider of mental health services?

What impact did court decisions have on mental health care?

How are drugs and mental illness related?

How is preventive commitment a form of social control?

What is “Deinstitutionalization,” and what are its effects?

Classroom Activities 1.

2.

3.

4.

Mental Hospital Visit Case Management and the CMHC Model Identify Mental Health Disorders in Popular Culture Drug Policy Reform

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Out-of-class Assignments 1. History of Mental Health Care in your State 2. Drug Criminalization Timeline 3. Drug Backgrounder Web Resources • • • •

[National Institutes of Health (NIH)]: http://www.ncbi.nlm.nih.gov [National Institute of Mental Health (NIMI)]: http://www.nimh.nih.gov [Substance Abuse and Mental Health Services Administration (SAMHSA): http://www.samhsa.gov [US Department of Health and Human Services]: http://www.hhs.gov

MySearchLab Assignments and Activities Cases: • • • •

Korean American “Bad Mom” Attempted Suicide Please Don’t Expect Me to Be a Model Minority Kid Making Decisions in Impossible Circumstances Mental Health: Dee

Watch: 4.

5.

6.

7.

8.

Engaging the Client to Share Their Experiences of Alienation, Marginalization Relinquishing Custody Building Alliances Advocating for the Client Participating in Policy Changes

CHAPTER OUTLINE Mental Health Reform 1. (Discussion prompt # 1) 2. (Discussion prompt # 2) The Community Mental Health Centers Acts 1. (Classroom activity # 2) Deinstitutionalization 1. (Discussion prompt # 5) The Revolving Door 1. (Discussion prompt # 3) CMHCS under Siege Mental Health Service Delivery 1. (Classroom activity # 1)

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2. (Out-of-class assignment # 1) Parity for Mental Health Care 1. (Classroom activity # 3) Issues in Mental Health Policy 1. (Discussion prompt # 4) Substance Abuse Alcohol Abuse 1. (Out-of-class assignment # 2) Drug Abuse 1. (Out-of-class assignment # 3) Conclusion 1. (Classroom activity # 4)

DISCUSSION PROMPTS 1. What impact did World War II have on the provider of mental health services?

Explain. Be prepared to discuss the following cases: Wyatt vs. Stickney, Donaldson vs. O’Connor, and Halderman vs. Penhust.

2. What impact did these decisions have on mental health care? What societal values were embedded in these decisions? Find out the year each decision was made and by what court (district, supreme).

3. How are drugs and mental illness related? Explain the relationship between mental health and drug use and abuse. Are these comorbid always? Which comes first, mental health issues or drug use and abuse? Explain.

4. How is preventive commitment a form of social control? Discuss how and under what conditions preventive commitment might become a form of social control. Also, discuss instances where patients might refuse to take drugs. Do you think their actions are reasonable? Do you think that better, more expensive drug therapies should be made available to those in need? If yes, how should costs be covered and managed?

5. What is “Deinstitutionalization,” and what are its effects?

Explain “Deinstitutionalization.” What are the effects of Deinstitutionalization on people with mental health problems and on the rest of society? What alternatives to Deinstitutionalization may work better for the mentally ill?

CLASSROOM ACTIVITES 1. Mental Hospital Visit. If possible, arrange for the class to visit a state mental hospital for a facilities tour and presentation on services offered to clients. The discussion and tour should focus on the contrast in current services and those at the turn of the 20th century.

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2. Case Management and the CMHC Model. Divide the class into small groups. Each group should write a skit about a case management session at a CMHC. The students should then assign roles to each other and rehearse the skit for presentation to the entire class. The rest of the class should pay attention to potential problems with each “case management session” as each skit is presented. Discussion of the identified issues follows the presentations.

3. Identify Mental Health Disorders in Popular Culture. Select a popular TV show and show it to the class. The students should try to identify the mental health disorders the characters of the show present (students will be able to find some mental health disorders with all shows). Use the text book to discuss the prevalence of mental health disorders, and introduce to the students concepts of race, gender, and social class. Discuss whether the social class, gender, or race of the character might have an impact on whether the individual is diagnosed or not (or incarcerated!), and how people of different class backgrounds, races, and genders may be treated by the mental health care system.

4. Drug Policy Reform. After studying the chapter, students should have an understanding of current drug policy in the US. Divide the class in small groups.

Students should work on a proposal to reform drug policy in the US. The small groups then present their project to the class.

OUT-OF-CLASS ASSIGNMENTS 1. History of Mental Health Care in your State. Students should check historical and archived material on mental health care in their state of residence. Then write a report on their findings. How did the state manage health care issues? Was there evidence of abuse? If so, describe.

2. Drug Criminalization Timeline. Students should go to the library and the internet and research the history of the criminalization of drug use. Students should connect the criminalization of drug use to specific historical circumstances and racial groups that may have been the most salient users of the drug at the time of criminalization.

Discuss: Does race, gender, or national origin of the user have something to do with criminalization of a drug? Pay attention to the severity of the penalties associated with different drugs.

3. Drug Backgrounder. Students should go to the library and conduct research using books, journal articles, and official websites on each of the drugs presented on page 307 of the text book. This research may be done individually or in small groups or pairs. Students should research the characteristics of the drug, its origin, its effects, its short and long term health effects, and any other relevant information that will help the students understand the drug.

ADDITIONAL RESOURCES Books Frank, R.G., & Glied, S.A. (2006). Better But Not Well: Mental Health Policy in the United States since 1950.Baltimore, MD: Johns Hopkins University Press.

Substance Abuse and Mental Health Services Administration (SAMHSA). (2009). Results from the 2008 National Survey on Drug Use and Health: national findings. Rockville, MD: SAMHSA, Office of Applied Studies (NSDUH Series H-36, HHS Publication No. SMA 09-4434)

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Substance Abuse and Mental Health Services Administration (SAMHSA). (2010). National expenditures for mental health services and substance abuse treatment, 1986-2005.

Rockville, MD: SAMHSA, Center for Mental Health Services and Center for Substance Abuse Treatment. (HHS Publication No. SMA 10-4616).

Journals Gilvarry, E. (2000). Substance abuse in young people. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41,55–80.

Gostin, L. (2001). Beyond moral claims: A human rights approach to mental health. Special section: keeping human rights on the bioethics agenda. Cambridge Quarterly of Healthcare Ethics, 10, 264–274.

Kessler, R.C., Demier, 0., Frank, R.G., Olfson, M., Pincus, H.A., Walters, E.E., et al. (2005).

Prevalence and treatment of mental disorders, 1990 to 2003. N Engl J Med,352(24),2515-23.

Miranda, J., McGuire, T. G., Williams, D. R., & Wang, P. (2008). Mental health in the context of health disparities. American Journal of Psychiatry, 165, 1102–1108.

Sing, M., Banthin, J.S., Seiden, T.M., Cowan, C.A., Keehan, S.P. (2006). Reconciling medical expenditure estimates from the MEPS and NHEA, 2002. Health Care Financ Rev. 2006;28(1), 25-40.

Vaillant G (2003). Mental health. American Journal of Psychiatry, 160,1373–1384.

Williams, D., & Williams-Morris, R. (2000). Racism and mental health: The African American experience. Social Psychiatry and Psychiatric Epidemiology, 5, 243–268.

Websites National Institutes of Health. National Institute on Alcohol Abuse and Alcoholism. [http://www.niaaa.nih.gov] •

This website provides information on alcohol and alcohol abuse topics. The website provides links to publications that may be useful to physicians, social workers, clinicians and other health care professionals.

National Institutes of Health (NIH). US Library of Medicine. PMC. [http://www.ncbi.nlm.nih.gov/pmc/] •

This website is an archive for biomedical and life sciences. This site provides access to academic journals on health topics. Access is free of charge, thus making this site useful for both academics and students.

National Institute of Mental Health (NIMI). [http://www.nimh.nih.gov] •

The purpose of the National Institute of Mental Health is to promote understanding of mental health issues through research. This website provides information on mental health research and topics, and links to other mental health sites.

Substance Abuse and Mental Health Services Administration (SAMHSA). [http://www.samhsa.gov/] •

This is the official website of the Substance Abuse and Mental Health Services Administration. It provides access to information on substance abuse issues and mental health issues. It also provides links to other relevant organizations. This site also provides access to data.

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Robert Wood Johnson Foundation. Substance Abuse Research Program. [www.rwjf.org] •

The Robert Wood Johnson Foundation supports research on addition and interventions to address addition. This website assist students in finding literature on addiction.

US Department of Health and Human Services. US Department of Health and Human Services. [http://www.hhs.gov/] •

This is the official website of the US Department of Health of Human Services. This is the principal agency in the US overseeing health and the provision of social services.

This website is a gateway to other websites in social services.

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Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following.

1.

Adherents to the eugenics movement dealt with the mentally ill by A. Incarceration.

B. Conditional cash transfers to the mentally ill.

C. Involuntary sterilizations.

D. Providing free drugs to mentally ill patients.

Answer: C Difficulty: 1 Bloom’s Taxonomy: Knowledge

2.

A problem with preventive commitment is that A. It is against the law.

B. It can be problematic when adequate resources are not available.

C. Was popular in the 1960s, before the deinstitutionalization movement.

D. It goes against the civil rights of all citizens.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Analysis

3.

Intravenous Drug Users became dangerous to society because of A. A number of drug-related deaths by famous entertainers.

B. An increase in the incidence of AIDS. C. An increase in drinking and driving deaths.

D. Intravenous drugs are gateway drugs.

Answer: B Difficulty: 1 Bloom’s Taxonomy: Understanding

4.

Mental health parity refers to A. An old law dictating service delivery to the mentally ill in state hospitals.

B. Making certain that all clients with mental illness are treated fairly.

C. The law that funding for mental health and substance abuse categories must be equal.

D. A law equalizing insurance coverage for physical and some mental illnesses.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Comprehension

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5.

Mental health parity is problematic because it A. Does not cover clients who are not employed.

B. Has been found to be very costly.

C. Reduces the need for individualized treatment plans.

D. Emphasizes prevention over treatment.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Analysis

6.

Since the 1980s, there has been A. A reduction in the need for mental health services.

B. An increase in state spending for the mentally ill.

C. A new emphasis on the federal government's part to assist the mentally ill.

D. A decrease in both federal and state funding for mental health services.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Understanding

7.

How many draftees were rejected for military service during World War II because of perceived mental illness?

A. 50 percent B. None C. 10 percent D. 25 percent Answer: D Difficulty: 1 Bloom’s Taxonomy: Knowledge

8.

What law enabled NIMH to reform mental health care provision?

A. Mental health act of 1946 A. B. Community mental health centers act of 1963 B. Buck v. Bell C. Community health Care Act of 1985 Answer: B Difficulty: 1 Bloom’s Taxonomy: Knowledge

9.

What does secondary prevention seek to do?

A. Limit the disability associated with mental illness B. Detect mental illness early and intervene to prevent problems from worsening C. Eliminate the cause of mental illness D. None of the above Answer: B Difficulty: 1 Bloom’s Taxonomy: Knowledge

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10.

What does primary prevention seek to do?

A. Limit the disability associated with mental illness B. Detect mental illness early and intervene to prevent problems from worsening C. Eliminate the cause of mental illness D. Provide mental health services through primary care physicians Answer: C Difficulty: 1 Bloom’s Taxonomy: Knowledge

11.

What does tertiary prevention seek to do?

A. Limit the disability associated with mental illness B. Detect mental illness early and intervene to prevent problems from worsening C. Eliminate the cause of mental illness D. Provide services to minority populations Answer: C Difficulty: 1 Bloom’s Taxonomy: Knowledge

12.

In Chapter 13, the authors refer to a "catchment area." What does this term conceptualize?

A. A geographic definition of where CMHCS are to be located B. A political definition of where CMHCS are to be located C. A demographic definition of where CMHCS are to be located D. Political sides regarding substance abuse policy Answer: C Difficulty: 3 Bloom’s Taxonomy: Knowledge

13.

Which presidential administration initially impounded funds appropriated for mental health programs, specifically CMHCs? A. Kennedy B. Johnson C. Nixon D. Reagan Answer: C Difficulty: 1 Bloom’s Taxonomy: Knowledge

14.

What court decision contended that patients deserve treatment in the "least restrictive alternative"?

A. Wyatt v. Stickney B. Donaldson v. O'Connor C. Halderman v. Pennhurst D. Buck v. Bell Answer: C Difficulty: 2 Bloom’s Taxonomy: Knowledge

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15.

The illegal drug used most often is A. Marijuana.

B. Heroin.

C. Alcohol.

D. Cocaine.

Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

Essay Questions 1. What did passage of the Mental Health Parity Act establish for the mentally ill?

Explain the consequences of the passage of this act for the mentally ill.

Difficulty: 2 Bloom’s Taxonomy: Understanding 2.

Discuss NIMH's Action for Mental Health. What was proposed? Why? Was this successful? Explain.

Difficulty: 3 Bloom’s Taxonomy: Evaluating

3.

Programmatically, what were community mental health centers designed to provide?

Difficulty: 1 Bloom’s Taxonomy: Knowledge

4.

How has deinstitutionalization marginalized the mentally ill?

5.

Discuss in detail and evaluate the incidence of mental illness in the correctional system.

Difficulty: 3 Bloom’s Taxonomy: Evaluation

Difficulty: 3 Bloom’s Taxonomy: Understanding

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Chapter 14 Criminal Justice CHAPTER SUMMARY This chapter provides an overview of crime and corrections in the United States, beginning with the history of U.S. criminal justice. Chapter sections explore the roles of various governmental jurisdictions in criminal justice; recent data on crime and justice expenditures; important developments and issues that include juvenile justice, the underclass and crime, the War on Drugs, the “new penology”; and the future of criminal justice in this country.

LEARNING OBJECTIVES • • • • •

Demonstrate an understanding of the history of the conceptualization of crime and deviance and the criminal justice system.

Critically analyze and interpret the various sources of criminal data in the US. Demonstrate an understanding of the various government agencies, including the prison system and the juvenile justice system in the criminal justice system.

Demonstrate an understanding of the link between drugs, violence, poverty and the criminal justice system in the US with a social justice perspective.

Critically analyze the criminal justice policy and societal implications of the legalization of drugs initiative.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts 1. What does the criminal justice system look like in your state?

2. Do you think there is likelihood that the prison-industrial complex will sustain its growth?

3. How do you account for the country’s acceptance of the social phenomenon that places many blacks in the criminal justice system?

4. Do you think the War on Drugs is effective?

5. Should the social work profession become more involved in advocacy for principles of justice and opportunity for this targeted population?

Classroom Activities 1.

2.

3.

4.

Deviance and Deviants.

Criminal Justice Timeline.

Alternative solutions.

Moot Court.

Out-of-class Assignments 1. Jerome Miller Research Project.

2. Visiting Drug Court in the Community.

3. Women in the Criminal Justice System in the US. Web Resources •

[American Civil Liberties Union (ACLU)]: http://www.aclu.org .

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• • •

[Sourcebook of Criminal Justice Statistics]: http://www.albany.edu/sourcebook/index.html [US Department of Justice]: http://bjs.ojp.usdoj.gov [National Institute of Justice]: http://www.nij.gov

MySearchLab Assignments and Activities Cases: • • • •

Decisions, Decisions, Decisions Military Veteran Justice Outreach and the Role of a VA Social Worker Part I Military Veteran Justice Outreach and the Role of a VA Social Worker Part II Military Veteran Justice Outreach and the Role of a VA Social Worker Part III

Watch: • • • • •

Engaging the Client to Share Their Experiences of Alienation, Marginalization Social and Economic Justice: Understanding Forms of Oppression and Discrimination AIDS in Black America Developing an Action Plan that Changes the Internal and External Advocating for the Client

CHAPTER OUTLINE History of U.S. Criminal Justice 1. (Classroom activity # 1) The Criminal Justice System 1. (Discussion prompt # 1) 2. (Classroom activity # 4) 3. (Out-of-class assignment # 3) Juvenile Justice 1. (Out-of-class assignment # 1) The War on Drugs 1. (Out-of-class assignment # 2) The Underclass and “Moral Poverty” 1. (Classroom activity # 2) 2. (Discussion prompt # 3) Legalization of Drugs 1. (Discussion prompt # 4) The “New Penology” 1. (Discussion prompt # 2) .

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Conclusion 1. (Classroom activity # 3) 2. (Discussion prompt # 5)

DISCUSSION PROMPTS 1. What does the criminal justice system look like in your state? Students should check the website of their state’s correction department and answer the following questions: a) How many facilities are online for adults? Juveniles?; b) What is the department budget?; c) Trace the amount of the budget over the past five years. Did it increase? Decline? Remain constant?; d. How were the funds used? Were facilities improved? New facilities put on line?; e) Did the inmate population grow? If yes, what population groups grew the most? The fastest?; f0 What were the major offenses? Describe the characteristics of the majority of the offenders.

2. Do you think there is likelihood that the prison-industrial complex will sustain its growth? (use the information used for out-of-class assignment # 1). Why or why not? What trends are evident, and what do they suggest in this regard? What does the “new penology” have to do with the privatization of prisons?

3. How do you account for the country’s acceptance of the social phenomenon that places many blacks in the criminal justice system? Use the information used for outof-class assignment # 1 to analyze class disparities in the criminal justice system.

What does it mean? What are the underlying social forces behind this phenomenon?

4. Do you think the War on Drugs is effective? Why or why not? What are the consequences of the War on Drugs on the criminal justice system? How does the War on Drugs contribute to racial disparities in the criminal justice system? What are alternatives to current drug policy in the US vis-à-vis the criminal justice system?

5. Should the social work profession become more involved in advocacy for principles of justice and opportunity for this targeted population? Given costs to individuals, families, and communities, what would be a more appropriate response to the crime problem? How should social work respond to the criminal justice problem in the US?

CLASSROOM ACTIVITES 1. Deviance and Deviants. The US places great emphasis on juvenile justice, based on the assumption that young deviants become adult deviants. Ask the group to provide examples of deviance. Write things that are considered criminal deviance on one side of the board, and non-criminal deviance on the other. Do not tell the students what you are doing. After sufficient examples have been provided (10-15 for each side), or when the students are having difficulty coming up with additional examples, ask the students to define deviance. Then ask the students to identify criminal vs. non-criminal deviance based on what is on the board. Discuss how our definition of what is deviant changes over time. Discuss how labeling a youth a deviant or a criminal may affect the youth’s life-choices in the future.

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2. Criminal Justice Timeline. Divide the class in small groups and provide the students with poster-size post-it-notes paper (or similar) and colored markers.

Assign a time period to each small group and have them identify important points in the history of the criminal justice system in the US. After the students complete their small group parts, the students come together as a group and paste or tape the timeline on the wall in the correct order. Then have a class discussion of the major historical events in the development of the criminal justice system in the US and what each of those critical moments in time mean for criminal justice.

3. Alternative solutions. Divide the class in small groups. Students then identify the problems that plague the criminal justice system in the US (such as over-crowding or racial disparities). Allow the students to identify the problems by themselves.

Students should then come up with proposals to solve the problems they identify.

The small groups should present their proposals to the entire class.

4. Moot Court. Have the students describe a crime, and the characteristics of a criminal regarding age, class, age, gender, and other relevant features. After the students have completed this exercise, and have no idea of what is to follow, randomly assign criminal court roles (judge, jury, alleged criminal(s), defense attorney, prosecuting attorney, bailiff, etc.) to the students. Some students will have the role of observers. Conduct the trial with no rehearsal, and arrive at a verdict. The observed students then discuss the trial and analyze the social forces that contributed to the verdict. Was the trial fair? Did the gender, race, age, etc. of the defendant contribute to the verdict? The type of crime? The composition of the jury?

OUT-OF-CLASS ASSIGNMENTS 1. Jerome Miller Research Project. Students should do library and internet research on Jerome Miller, Director of the Massachusetts Division of Youth Services (DYS).

Students should write a paper answering the following questions (but not limited to these questions): a) What were the core principles of his reform policy?; b) How did the DYS staff respond to Dr. Miller’s initiative?; c) How did Dr. Miller implement his policy?; d) What research guided Dr. Miller’s policy approach?; e) Was the Miller initiative instructive? F) Who were the winners in the Miller policy? And, who were the losers?

2. Visiting Drug Court in the Community. Students should determine if there is a drug court in the community. If so, arrange for your class to attend a session. Try to answer the following questions; a) Who are the clients?; b) Why did they get into drugs?; c) What responsibility does society have for the conditions and growth of drug use?; d). Can the country break its drug habit?

3. Women in the Criminal Justice System in the US. What about women? Divide the class in groups of 4 or 5 students. Students then research women in the criminal justice system. What is the proportion of women in the criminal justice system?

What types of crimes? How long do women tend to remain incarcerated? And other similar questions relevant to women in the criminal justice system. Students then prepare posters with graphs and tables detailing this information. Give an award to the best, most creative poster.

ADDITIONAL RESOURCES Books Andrews, D. A., & Bonta, J. (2006). The psychology of criminal conduct (4th ed.).

Cincinnati, OH: Anderson.

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Belknap, J. (2007). The Invisible Woman: Gender, Crime, and Justice (3rd ed.). Belmont, CA: Wadsworth Publishing Company Huddleston, C.W., Freeman-Wilson K., Marlowe, D., & Roussell, A. (2005). Painting the current picture: A national report card on drug courts and other problem solving court programs in the United States. Bureau of Justice Programs, Washington, D.C.: U.S. Department of Justice.

Mears, D. P. (2010). American criminal justice policy: An evaluation approach to increasing accountability and effectiveness. New York: Cambridge University Press.

Peak, Kenneth J. (2009). Policing America: Methods, Issues, Challenges (6th ed.). Upper Saddle River, NJ: Prentice Hall, Russell, K.K. (1998). The color of crime. New York: University Press.

Journals Campbell, M.A., French, S., & Gendreau, P. (2009). Predicting violence in adult offenders: A meta-analytic comparison of instruments. Criminal Justice and Behavior, 36, 567590.

Fox, C., & Huddleston, C.W. (2003). Drug courts in the U.S. Issues of Democracy: An electronic journal of the U.S. Department of State, 8, 1.

Miethe, T.D., Hong, L. and Reese, E. (2000). Reintegrative shaming and recidivism risks in drug court: Explanations for some unexpected findings. Crime and Delinquency, 46(4), 522-541.

Parker, K.F., Stults, B.J., & Rice, S.K. (2005). Racial threat, concentrated disadvantage and social control: Considering the macro level sources of variation in arrests.

Criminology, 43, 1111-1133.

Pitts, W.J. (2006). Measuring recidivism in a juvenile drug court: Systematic outcome study of a juvenile drug court using historical information. Southwest Journal of Criminal Justice, 3(1),17-34 Turner, K.B., & J. B. Johnson. (2006). The effect of gender on the judicial pretrial decision of bail amount set. Federal Probation 70, 56-62.

Websites American Civil Liberties Union (ACLU). Key Issues. [http://www.aclu.org/key-issues] •

Bureau •

The American Civil Liberties Union is an organization dedicated to protecting the rights of Americans, their civil liberties. The ACLU is very active in criminal justice issues, observing and intervening to insure justice for all. of Justice Statistics.

Sourcebook of [http://www.albany.edu/sourcebook/index.html]

Criminal

Justice

Statistics.

This website is an excellent resource for students and scholars utilizing criminal justice statistics. The website provides statistics and tables on a number of criminal justice and related topics.

US Department of Justice. Office of Justice Programs. Bureau of Justice Statistics. [http://bjs.ojp.usdoj.gov/index.cfm] • The purpose of the Bureau of Justice Statistics is to collect, analyze, publish, and disseminate information on crime, criminal offenders, victims of crime, and the operation of justice systems at all levels of government.

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US Department of Justice. Office of Justice Programs. National Institute of Justice [http://www.nij.gov/welcome.html] •

The National Institute of Justice is dedicated to conducting research and dissemination of knowledge in the areas of crime and criminal justice. This website provides links to research reports and statistics, as well as other relevant information.

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Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following.

1.

Modern criminology dates from the A. Enlightenment.

B. Renaissance.

C. Progressive era of social work.

D. American Colonial period.

Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

2.

In the early to mid-1800s, which of the following did NOT contribute to the lack of support for humane institutions?

A. Dorothea Dix and her reform movement B. The American ethos of rugged individualism C. An influx of immigrants, many of whom became institutionalized D. The Pierce veto in 1854 Answer: A Difficulty: 2 Bloom’s Taxonomy: Analysis

3.

The term “charitable choice” relates to A. Dissemination of the welfare grant.

B. The tax deduction for giving to charity.

C. The contracting out of social services through community-based religious organizations.

D. The attempt to get welfare recipients to marry.

Answer: C Difficulty: 1 Bloom’s Taxonomy: Knowledge

4.

The "new penology" refers to A. The tearing down of old prisons.

B. The efficient management of high-risk offenders.

C. Modern prison techniques of rehabilitation.

D. Contracting with state governments to build new prisons.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Knowledge

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5.

The new penology is emblematic of A. A greater understanding of the realities of crime.

B. The use of the DSM-IV in criminal treatment.

C. Post-modern capitalism in the US. D. A greater movement toward charitable organizations.

Answer: C Difficulty: 3 Bloom’s Taxonomy: Understanding

6.

The prison in the “new penology” A. Is more likely to have amenities.

B. Has fallen victim to cost-cutting measures.

C. Only allows white people were to work as wardens.

D. Has a majority of African American inmates, in contrast to old prisons.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Understanding

7.

On average, how much does imprisonment cost per inmate every year?

A. $53,000 B. $15,000 C. $7,500 D. $22,000

Answer: D Difficulty: 2 Bloom’s Taxonomy: Knowledge

8.

From 1980 to 2003, which type of crime has become a greater social concern, based on the change of rate for that time period?

A. Murder.

B. Property crime.

C. Rape.

D. Robbery Answer: C Difficulty: 2 Bloom’s Taxonomy: Analysis

9.

Which of the following is a characteristic of the criminal justice system in the United States?

A. Despite privatization, the federal government maintains a majority of prisons in the United States.

B. The incarceration rate of the United States is second only to that of Russia.

C. The federal government outspends the states in costs relating to incarceration.

D. Experts agree as to why crime increases/decreases.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Understanding

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10.

Which statement does NOT accurately describe boot camps for juveniles?

A. At boot camps, inmates would receive physical training and military discipline.

B. By 1993, boot camps had been established in 25 states.

C. A boot camp in Connecticut experienced gang activity, sexual activity, and gambling.

D. An analysis of boot camps concluded that alumni were less likely to commit future crimes.

Answer: 2 Difficulty: 1 Bloom’s Taxonomy: Understanding

11.

Which statement does NOT accurately reflect the War on Drugs?

A. Interdiction efforts have proven to be successful.

B. In the 1980s, funding for prevention and treatment lagged far behind allocations for law enforcement.

C. In 2000, drug abuse violations accounted for one of eight arrests, more than any other offense.

D. All of the above accurately reflect the War on Drugs.

Answer: A Difficulty: 3 Bloom’s Taxonomy: Analysis

12.

In 2002, what percent of African Americans between the ages of 20 and 34 were incarcerated?

A. 12 percent B. 25 percent C. 42 percent D. 5 percent Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

13.

Authors William Bennett and John DiIulio cited the behavior of parolees committing crimes as an example of A. The need for more community-based programs.

B. Successful drug interdiction making illegal substances more scarce.

C. Moral poverty.

D. Casework being ineffective.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Knowledge

14.

Which statement is NOT related to the concept of "social embeddedness" of crime?

A. The presence of an adult offender in a family does not increase the likelihood of children in that family entering the juvenile justice system.

B. There are environmental influences in criminal conduct.

C. Criminal arrests label youngsters and disrupt education and employment.

D. Contacts with criminal friends are more likely to integrate youths into the criminal underworld.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Understanding .

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15.

Which of the following statements are used to support the argument for the legalization of drugs?

A. Destigmatization of drug abuse could mean that fewer drug abusers enter treatment.

B. By legalizing drugs, substantial sums of money would be freed from law enforcement and could be channeled to prevention and treatment programs.

C. Racial disparities in prisons could be cut significantly.

D. Law enforcement would lose its reason for existence.

Answer: B Difficulty: 3 Bloom’s Taxonomy: Applying

Essay Questions 1. What are the reasons there was a drop in crime in the late 1990s?

Difficulty: 2 Bloom’s Taxonomy: Understanding

2. Discuss the gender and racial trends for incarcerated people.

Difficulty: 2 Bloom’s Taxonomy: Analyzing

3. What did 1994's Violent Crime Control and Law Enforcement Act do?

Difficulty: 1 Bloom’s Taxonomy: Understanding 4. To what does the term "new penology" refer? How is it different from the "old penology"?

Difficulty: 2 Bloom’s Taxonomy: Analyzing 5. What is community policing? Is it effective? If so, what are the factors contributing to its effectiveness? How can it be improved? What are some alternatives to community policing? What are some of the problems and potential problems associated with this strategy? Explain.

Difficulty: 3 Bloom’s Taxonomy: Applied

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Chapter 15 Child Welfare Policy CHAPTER SUMMARY This chapter examines the evolution of child welfare policy in the United States. Child protective services, foster care, adoption, and Head Start have been the focus of child welfare policy since the 1960s. The devolution of welfare to the states through the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA) of 1996 has introduced questions about the prospects of poor children whose mothers are entering the labor market. The various challenges that face the different players in the child welfare system are also discussed and a summary of some local or national attempts to reform the child welfare system is also provided.

LEARNING OBJECTIVES • • • • •

Demonstrate an understanding of the evolution of the child welfare system in the US with emphasis on child protection services foster care, adoption, and the early childhood Head Start education program.

Demonstrate an appreciation and understanding of the myriad challenges faced by players in the child welfare system including the workers, foster parents, biological parents and the children.

Demonstrate an understanding of the role of adoption in providing child welfare services.

Critically assess the most pressing and emerging issues in child welfare that include day care teen pregnancy, and maternal and child health Demonstrate an understanding of the current child welfare issues at the federal or state levels and to assess the reforms that are necessary to improve the child welfare system in the US.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts 1. Did Mary Ellen’s’ advocates make a difference in the quality of care for children in America?

2. Was Charles Loring Brace’s approach of moving children from their homes in poor urban areas to far households in the Midwest effective?

3. What are the effects of child poverty on child abuse and neglect?

4. Why it is so difficult for this country to develop an effective child protective policy?

5. Do you think the social work profession and the NASW are effective advocates for children?

Classroom Activities 1. Child Abuse Skit.

2. Head Start Visit.

3. Emerging Issues in Child Welfare.

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Out-of-class Assignments 1.

2.

3.

4.

Research on Mary Ellen.

Research on Foster Care. Comparing the US to Other Countries.

Research on Adoption. Comparing the US to Other Countries.

Interview a Child Welfare Worker.

Web Resources • • • • •

[Annie E. Casey Foundation]: http://www.aecf.org [Children’s Defense Fund]: http://www.childrensdefense.org [Child Welfare League of America]: http://www.cwla.org [The Children’s Partnership]: http://www.childrenspartnership.org [Child Welfare Information Gateway]: http://www.childwelfare.gov

MySearchLab Assignments and Activities Cases: • • • • •

Adoption: Sarah and Robert Melinda: A Child Sexual Abuse Case Domestic Violence: Faith Harper Making Decisions in Impossible Circumstances Professional Decision Making in Foster Care

Watch: • • • • •

Participating in Policy Changes Developing an Action Plan that Changes the Internal and External Tolerating Ambiguity in Resolving Conflicts Mommy Mystique Advocating for Human Rights and Social and Economic Justice

CHAPTER OUTLINE History of U.S. Child Welfare Policy 1. (Discussion prompt # 1) 2. (Discussion prompt #2) 3. (Out-of-class assignment # 1) Protective Services for Children 1.

2.

3.

4.

(Classroom activity # 1) (Discussion prompt # 3) (Discussion prompt # 4) (Out-of-class assignment # 4)

Foster Care for Children 1. (Classroom activity # 2) Adoption 1. (Classroom activity # 3)

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Head Start 1. (Classroom activity # 2) Emerging Issues in Child Welfare 1. (Classroom activity # 3) Day Care Maternal and Child Health Teen Pregnancy Conclusion 1. (Discussion prompt # 5)

DISCUSSION PROMPTS 1. Did Mary Ellen’s’ advocates make a difference in the quality of care for children in America? Explain your response. Why did Eta Wheeler try to get advice from the director of the New York Society for the Prevention of Cruelty to Animals (NYSPCA) on behalf of Mary Ellen? What do you think prompted her to do so? Was that the right decision? Why or why not?

2. Was Charles Loring Brace’s approach of moving children from their homes in poor urban areas to far households in the Midwest effective? Would the policy be considered “best practice” today? Did Braces practice lead to improve child welfare services? Explain.

3. What are the effects of child poverty on child abuse and neglect? If child poverty has an impact on child abuse and neglect, why is this so? What are some of the policy solutions the US may implement to prevent further child abuse and neglect?

4. Why it is so difficult for this country to develop an effective child protective policy?

Be sure to include Sec, legal, educational, political, parental rights, children’s rights, and family privacy issues in your response 5. Do you think the social work profession and the NASW are effective advocates for children? Are other advocacy organizations more effective? Explain.

CLASSROOM ACTIVITES 1. Child Abuse Skit. Divide the class into small groups. Each small group should write and perform a short skill depicting a child abuse case. After each performance, the class analyzes the case as a group. Discuss the best course of action based on current policy.

2. Head Start Visit. Arrange for the class to visit a local head start during your class time. Interview the director of the program and one or two teachers. Observe the children, the interactions, and the general environment. When you come back to class, discuss what you saw. Do you think Head Start is a good program? Why or why not? After the visit, how do the students perceive the program? How would they improve it?

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3. Emerging Issues in Child Welfare. Divide the class into three groups, and assign one of the following topics to each group: Day Care , Maternal and Child Health, or Teen Pregnancy. Students then discuss possible policy solutions to these emerging problems. After 20 minutes or so, each of the three groups present the results of their discussion to the rest of the class. Additional discussion on these topics may ensue.

OUT-OF-CLASS ASSIGNMENTS 1. Research on Mary Ellen. Students should conduct library and internet research about Mary Ellen and her case, as well as the development of the New York Society for the Prevention of Cruelty to Children. The research report should include (but not limited to) the status of abused and neglected children across the country during that period of time, and how society’s response to abused and neglected children has changed over time.

2. Research on Foster Care. Comparing the US to Other Countries. Divide the class in small groups. Students should conduct library and internet research on foster care in the US and in another country. You may allow students to select the other country or you may assign it. Students then produce a poster with graphic information (tables and graphs) of their findings and present it to the class. Students may use Power Point if you prefer.

3. Research on Adoption. Comparing the US to Other Countries. Divide the class in small groups. Students should conduct library and internet research on adoption in the US and in another country. You may allow students to select the other country or you may assign it. Students then produce a poster with graphic information (tables and graphs) of their findings and present it to the class. Students may use Power Point if you prefer.

4. Interview a Child Welfare Worker. Ask a child welfare worker about his or her job. What are some of the hardest aspects? What are some of the most rewarding aspects? What role does policy play in facilitating or hindering his or her job? What are some of the policy suggestions the worker would like to see implemented? Why?

ADDITIONAL RESOURCES Books Archard, David William. (2003). Children, Family and the State. Burlington, VT: Ashland Publishing Company.

Besharov, D.J. (Ed.). (2003). Family and child well-being after welfare reform. Transaction Publishers.

Crosson-Tower, C. (2004). Exploring Child Welfare: A Practice Perspective (3rd Edition).

Boston, MA: Allyn and Bacon.

Kamerman, S.B. & Kahn, A.J. (1997). Child Welfare In The Context Of Welfare Reform. NY: Columbia University School of Social Work.

Sealander, Judith. (2003). The Failed Century of the Child: Governing America’s Young in the Twentieth Century. Cambridge: Cambridge University Press.

United Nations (UN). (1989). Convention the Rights of the Child: UN Resolution 44/25.

Retrieved April 9, 2010 from http://www.undemocracy.com/A-RES-44-25.pdf

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Journals Bailey, J., & Delavega, E. (2011). Rules on the Hague and the Intercountry Adoption Act: Public comments and the state’s responsiveness. Journal of Policy Practice, 10(1), 35-50.

Blome, W. W., & Steib, S. D. (2004). Like musical chairs? Become a child welfare worker.

Child Welfare, 83(4), 380-384.

Hurley, K. D., Ingram, S., Czyz, J. D., Juliano, N., & Wilson, E. (2006). Treatment for youth in short-term care facilities: The impact of a comprehensive behavior management intervention. Journal of Child & Family Studies, 15(5), 615-630 Mahoney, G., & Wiggers, B. (2007). The role of parents in early intervention: Implications for social work. Children & Schools, 29(1), 7-15.

McPhatter, A.R. (1997). Cultural competence in child welfare: What is it? How do we achieve it? What happens without it? Child Welfare, 76(1), 255-278.

Vieth, V. I. (2006). Unto the third generation: A call to end child abuse in the United States within 120 years. Journal of Aggression, Maltreatment & Trauma, 12(3/4), 5-54.

Zlotinik, J. L. (2003). The use of Title IV-E training funds for social work education: An historical perspective. Journal of Human Behavior in the Social Environment, 7(1/2), 5-30.

Websites Annie E. Casey Foundation. [http://www.aecf.org/] •

The mission of the Annie E. Casey Foundation is to foster public policies and human service reforms that promote the wellbeing of vulnerable children and their families.

The site provides research, information and access to data.

Children’s Defense Fund. [http://www.childrensdefense.org] •

The Children’s Defense Fund is an organization dedicated to advocating for children and for policies that benefit children. The site is useful because it provides research reports, data, and other useful information, in particular regarding policy and legislation.

Child Welfare League of America. [http://www.cwla.org/] •

The Child Welfare League of America is a coalition of hundreds of agencies, and is dedicated to advancing child well-being. The CWLA is also dedicated to advocating for children and their welfare. This website provides research reports and information on child welfare related topics.

The Children’s Partnership. [http://www.childrenspartnership.org] •

The Children's Partnership is a national organization dedicated to research and advocacy on behalf of children at risk. The website provides access to research reports, information, legislation, and facts and statistics useful to the student and scholar.

US Department of Health and Human Services. Administration for Children and Families.

Child Welfare Information Gateway. [http://www.childwelfare.gov/] •

This website is a clearinghouse of information on child welfare issues. This website is useful for students and scholars, as well as for social workers and other professionals in child welfare. This site provides a link to state-specific resources as well. .

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Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following.

1.

In 2006-2007, what was the percentage of children living in poverty in the United States?

A. 21.9% B. 14.9% C. 7.9% D. 2.8% Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

2.

A British researcher concluded that the country with the highest child fatality rate for industrial nations is A. Japan.

B. Australia.

C. The United States.

D. The United Kingdom.

Answer: C Difficulty: 1 Bloom’s Taxonomy: Knowledge

3.

Compared to funding for elder services, what is funding for child welfare services expected to do in the future?

A. It is expected to stay the same.

B. It is expected to increase.

C. It is expected to decrease.

D. No estimates for future funding are available.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Understanding

4.

According to the text book, what percentage of children in Head Start are White?

A. 12% B. 31% C. 75% D. 50% Answer: B Difficulty: 2 Bloom’s Taxonomy: Understanding

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5.

In 2001, who was more likely to become pregnant as a teen, based on statistical predictions?

A. Tammy Wisenhunt B. Juana Perez C. Fong-yeng Tsui D. Mary Stewart Answer: B Difficulty: 3 Bloom’s Taxonomy: Applying

6.

During the last decades of the twentieth century, the number of teen pregnancies A. Stayed about the same.

B. Decreased.

C. Increased.

D. Increased only for African American teens.

Answer: C Difficulty: 1 Bloom’s Taxonomy: Knowledge High caseloads in child welfare result in A. Failure in permanency planning B. Lowered costs C. Efficient handling of abuse cases D. Greater regional areas of service Answer: A Difficulty: 2 Bloom’s Taxonomy: Understanding

7.

8.

Graduates of foster care often have A. Good relationships with their former foster parents.

B. Alcohol and substance abuse issues and depression.

C. Lower rates of alcohol and substance abuse and depression.

D. The desire to become foster parents themselves.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Knowledge

9.

In relation to same-sex couple adoption, the U.S. Supreme Court has A. Stated that prohibiting adoption by same-sex partners is illegal.

B. Stated it depends on whether the couple is married.

C. Stated that prohibiting same-sex adoption is legal.

D. Not yet decided on the issue.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Understanding

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10.

Douglas Besharov contends that 1,000 children die under circumstances suggestive of parental maltreatment each year. What percentage of these cases was previously reported?

A. 30-50% B. 75% C. 20% D. 99% Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

11.

Between 1993 and 2001, how many children died in the District of Columbia as a result of maltreatment?

A. 229 B. 51 C. 72 D. 396 Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge .

Of children with permanency plans, the largest percentage is A. Adopted.

B. Reunified.

C. Emancipated.

D. Sent to relatives.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Understanding

12.

13.

Of these factors, which one does NOT contribute to making a child “hard to adopt” A. Being older.

B. Being disabled.

C. Being a Minority.

D. Being currently in foster care.

Answer: D Difficulty: 3 Bloom’s Taxonomy: Analyzing

14.

Subsidized adoption costs A. About the same as foster care.

B. Much more than foster care.

C. Less than foster care.

D. Does not exist in the US. Answer: C Difficulty: 1 Bloom’s Taxonomy: Understanding

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15.

The percentage of adopted children is higher than the percentage of waiting children for all races except: A. White B. Hispanic C. Asian D. African American Answer: D Difficulty: 3 Bloom’s Taxonomy: Analyzing

Essay Questions 1.

Why are child welfare services often controversial?

Difficulty: 2 Bloom’s Taxonomy: Understanding

2. Explain the beginning of Child Protective Services in the US. What incidents led to this development? What were the societal attitudes that promoted child protection?

Discuss.

Difficulty: 2 Bloom’s Taxonomy: Analyzing 3. How did the Social Security Act of 1935 address child welfare? Discuss Difficulty: 2 Bloom’s Taxonomy: Understanding 4. Explain the societal and governmental response to same-sex adoptions. What are the ideologies and beliefs behind this response? Discuss.

Difficulty: 3 Bloom’s Taxonomy: Analyzing 5. What were the four major specifications of the Child Abuse Prevention and Treatment Act of1974?

Difficulty: 1 Bloom’s Taxonomy: Knowledge

.

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Chapter 16 Housing Policies CHAPTER SUMMARY Chapter 16 reviews the history of housing policy in the US with an emphasis on the provision of housing to lower-income households. In addition, the challenges of providing housing to the lower-income households are explored with a deeper assessment of homelessness. While home owning is portrayed as a positive virtue in this Chapter, the disadvantages and challenges of home-ownership for the poor are outlined. Finally, some initiatives at reforming housing issues in the US are provided, including the role of nongovernmental agencies.

LEARNING OBJECTIVES • • • • •

Demonstrate an understanding of the history of policies and institutions that are aimed at increasing home ownership among lower-income households.

Demonstrate an understanding of the benefits and challenges of providing housing to lower- and moderate-income households, and critically analyze the advantages and disadvantages of home ownership among low-income households.

Demonstrate critical skills in assessing the institutional, individual and communal factors that creates barriers for lower-income households to own and keep their homes.

Apply skills on current housing policy to understand how this and other factors are correlated with homelessness in the US. Critically assess the role of government and non-governmental agencies in providing housing through housing reform initiatives.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts 1.

2.

3.

4.

5.

How have hosing policies benefitted some American cohorts?

Should home ownership remain a key component of housing policy?

What are the characteristics of the homeless?

How does gentrification affect communities?

Do subprime mortgage creditors bear most of the responsibility for the default rate among low income home buyers?

Classroom Activities 1.

2.

3.

4.

Debate Home Ownership.

Debate Housing Vouchers.

Housing Needs.

Legislation.

Out-of-class Assignments 1.

2.

3.

4.

Katrina and Housing Report.

Research Services for the Homeless in your Community.

Apply for Housing Can you Get a Mortgage?

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Web Resources • • • • • •

[National Alliance to End Homelessness]: http://www.endhomelessness.org [National Coalition for the Homeless]: http://www.nationalhomeless.org [National Law Center on Homelessness and Poverty]: http://www.nlchp.org [National Low Income Housing Coalition]: http://www.nlihc.org [Solutions for America]: http://www.solutionsforamerica.org [US Department of Housing and Urban Development]: http://portal.hud.gov

MySearchLab Assignments and Activities Cases: • •

Chelsea Green Space and the Power Plant Medical Social Work: Annie

Watch: • • • •

Engaging the Client to Share Their Experiences of Alienation, Marginalization Social and Economic Justice: Understanding Forms of Oppression and Discrimination Building Alliances Participating in Policy Changes Working Poor

CHAPTER OUTLINE Overview of Housing Legislation 1. (Classroom activity # 4) The Federal Government and Low-Income Housing Programs Issues in Housing Policy Trends in U.S. Housing 1. (Discussion prompt # 1) Problems in Home Ownership 1. (Discussion prompt # 2) 2. (Out-of-class assignment # 4) Home Ownership and the Subprime Mortgage Crisis 1. (Discussion prompt # 5) The Downside of Home Ownership 1. (Classroom activity # 1) Tricky Mortgages Problems in Finding Affordable Rental Housing

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1. (Classroom activity # 2) Gentrification 1. (Discussion prompt # 4) Overcrowded and Deficient Housing 1. (Classroom activity # 3) Other Factors Affecting Housing 1. (Out-of-class assignment # 1) Homelessness Characteristics of the Homeless Population 1. (Discussion prompt # 3) Trends in Homelessness 1. (Out-of-class assignment # 3) Attempts to Address Homelessness 1. (Out-of-class assignment # 2) Housing Reform

DISCUSSION PROMPTS 1. How have hosing policies benefitted some American cohorts? Review the history of federal housing policies since it is inception in the mid-1930s. Do you think some population cohorts and social classes have benefited more than others as a result of housing policies? Explain.

2. Should home ownership remain a key component of housing policy? Home ownership has long been a major part of the American dream, but given recent developments in the housing market and the economy, should ownership of a home remain a key component of housing policy? Why or why not?

3. What are the characteristics of the homeless? What leads a person to become homeless? Are there structural factors that lead a person to homelessness? Or do people become homeless through the choices they make? Why or why not? Discuss.

There may be valid points to both sides.

4. How does gentrification affect communities? How does it affect the poor? What are the possible long-term effects of gentrification? Should gentrification be encouraged?

Why or why not?

5. Do subprime mortgage creditors bear most of the responsibility for the default rate among low income home buyers? Why or why not? If not, who bears most of the responsibility?

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CLASSROOM ACTIVITES 1. Debate Home Ownership. Divide group into two teams. Each team takes the pro or con side on home ownership. Allow teams 20 minutes to prepare. Then hold a classroom debate on home ownership. Allow 2 minutes to each person to debate the issue, one from each team at a time, for 10 rounds, for a total of 20 minutes. You may want to have additional rounds to allow all the students in the class to speak.

2. Debate Housing Vouchers. Divide group into two teams. Each team takes the pro or con side on housing vouchers. Allow teams 20 minutes to prepare. Then hold a classroom debate on housing vouchers. Allow 2 minutes to each person to debate the issue, one from each team at a time, for 10 rounds, for a total of 20 minutes.

You may want to have additional rounds to allow all the students in the class to speak.

3. Housing Needs. Divide the class in small groups and ask them to design a basic housing that meets the minimum needs of people. Provide students with poster-size post it notes or other paper and colored markers. Students should then draw the floor plan of a housing unit that fits the basic needs of a family of four with the minimum of space. Students should consider the needs and resources of low-income people and design their projects accordingly. The students then present their projects to the rest of the class and describe the rationale for their design.

4. Legislation. Divide the class in 7 groups and assign to each one of the acts in figure 16. 1 (pages 354-355). Provide each student with Provide students with poster-size post it notes or other paper and colored markers. Each team should use the materials to describe their assigned act. Then each team presents their assigned act to the class utilizing their poster as a visual aid.

OUT-OF-CLASS ASSIGNMENTS 1. Katrina and Housing Report. Students should conduct library and internet research on Hurricane Katrina and the subsequent displacement of thousands of people (mostly the poor). Students should include the following (this is not exhaustive): a) How did cities like Houston Texas, Atlanta GA Baton Rouge LA, and other communities help the Katrina victims?; b) What type of emergency housing arrangements were made for the evacuees when they arrived in the different cities?; c) What arrangements did New Orleans make? Effects of race?

2. Research Services for the Homeless in your Community. As a class, investigate the organizations that provide services for the homeless in your community. Then divide the class in as many teams as organizations you found (if there are too many organizations, select the most important) and send the students in teams to interview the director of the program and the case managers. What do these organizations do? Who do they serve? What services do they provide?

3. Apply for Housing.

Students should access the HUD website (http://portal.hud.gov) and find the link to Section 8 Housing in their state. Then the students should try to apply for housing. Students should write a 2-page report detailing the ease or difficulty of the application, and the problems people in need of housing might have with the site. How easy or difficult is it to obtain housing assistance? What are the income limits, amount of the benefit, and waiting periods?

4. Can you Get a Mortgage? Students should conduct internet research and talk to a banker to investigate the requirements for obtaining a mortgage. How hard or easy is it to obtain a mortgage? What are the requirements? i.e. paperwork, references, or savings. Who is likely to be excluded? What are the challenges to obtaining a mortgage?

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ADDITIONAL RESOURCES Books Brenner, N., & Theodore, N. (eds.). (2002). Spaces of neoliberalism: Urban restructuring in North America and Western Europe. New York, NY: Blackwell Burt, M., Aron, L.Y., Lee, E., & Valente, J. (2001). Helping America’s Homeless: Emergency Shelter or Affordable Housing? Washington, D.C.: Urban Institute Press.

Immergluck, D. (2009). Foreclosed: High-risk lending, deregulation, and the undermining of America’s mortgage market. Ithaca, NY: Cornell University Press.

Pelletiere, D. (2009). Preliminary assessment of American Community Survey data shows housing affordability gap worsened for lowest income households from 2007 to 2008.

Washington, DC: National Low Income Housing Coalition.

U.S. Department of Housing and Urban Development. A Picture of Subsidized Households 2000 and 2008. Washington, DC: Author.

US Interagency Council on Homelessness. (2010). Opening doors: Federal strategic plan to prevent and end homelessness. Washington, DC: US Interagency Council on Homelessness.

Journals Albright, L., Derickson, E.S., & Massey, D.S. (2011). Do Affordable Housing Projects Harm Suburban Communities? Crime, Property Values, and Property Taxes in Mt. Laurel, New Jersey. Office of Population Research, Princeton University. Available at SSRN: http://ssrn.com/abstract=1865231 Attanasio, O., Blow, L., Hamilton, R. & Leicester, A. (2009). Booms and busts: Consumption, house prices and expectations." Economica, 76, 20-50.

Chambers, M., Garriga, C., & Schlagenhauf, D. (2009). Accounting for changes in the homeownership rate. International Economic Review, 50, 677-726.

Gerardi, K., Ross, S. L., & Willen, P. (2011), Understanding the foreclosure crisis. Journal of Policy Analysis and Management, 30(2), 382–388.

Kirkpatrick, S.I, & Tarasuk, V. Housing circumstances associated with household food access among low-income urban families. The New York Academy of Medicine. 88(2), 284296.

Owens, M., & Baum, C. (2009). The effects of federal housing assistance on exiting welfare and becoming employed for welfare recipients. Journal of Poverty, 13(2), 130-151.

Yu, M., North, C.S., LaVesser, P.D., Osborne, V.A., Spitznagel, E.L. (2008). A comparison study of psychiatric and behavior disorders and cognitive ability among homeless and housed children. Community Ment Health J., 44(1), 1-10.

Websites National Alliance to End Homelessness. [http://www.endhomelessness.org] •

This is the official website of the National Alliance to End Homelessness. This site provides information on policy, issues, and research. This website provides alternative solutions to the problem of homelessness in America.

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National Coalition for the Homeless. [http://www.nationalhomeless.org/index.html] •

This is the official website of the National Coalition for the Homeless. This site provides information on policy advocacy, and technical assistance to local organizations seeking to implement their programs to end homelessness. Research reports are also available.

National Law Center on Homelessness and Poverty. Lawyers Working to End Homelessness. [http://www.nlchp.org/index.cfm] •

This organization of lawyers is dedicated to working through legal channels to end homelessness. The organization seeks to impact legislation, and is involved in policy advocacy and public education. This site provides research reports, law briefs, acts and legislation, case summaries, and advocacy guides.

National Low Income Housing Coalition [http://www.nlihc.org] •

The National Low Income Housing Coalition is an advocacy group dedicated to fighting for social justice in the area of low income housing. This site provides access to research reports, legislative updates, and contact information for legislators.

Solutions for America. Thriving Neighborhoods. Preventing Homelessness in America. [http://www.solutionsforamerica.org/thrivingneigh/homelessness.html] •

This website provides links to many housing and homeless sites and access to research reports. This site is useful to begin research on homeless and housing issues. Information also includes IDA’s for housing and homeownership.

US Department of Housing and Urban Development. HUD.gov [http://portal.hud.gov] •

This is the official site of the US Department of Housing and Urban Development.

This site provides information on mortgage and rental assistance, loans, official government information on housing issues, policy, and law.

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153

Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following.

Multiple Choice Questions 1.

Which of the following statements is NOT accurate about the HOME program?

A. The program can be used to assist in making down payment loans.

B. The purpose of the program is to increase home ownership.

C. Matching funds cannot be used for new construction.

D. HOME allows cities and towns some flexibility in addressing their housing needs.

Answer C Difficulty: 2 Bloom’s Taxonomy: Knowledge

2.

The McKinney-Vento Homeless Assistance Act created all of the following programs EXCEPT A. Providing transitional and permanent housing to families.

B. Increasing SRO housing.

C. Eliminating TANF to some homeless.

D. Providing block grants to the states for emergency shelters.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Understanding

3.

How is domestic violence linked to homelessness?

A. It is a myth that the two are related.

B. The abuser in domestic violence situations is often homeless.

C. Homelessness increases the threat of domestic violence.

D. 80% of homeless women had experienced domestic abuse.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Understanding

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4.

Which of the below is NOT a goal of the Cranston-Gonzales National Affordable Housing Act? A. Link housing assistance with social services B. Centralize housing policy C. Facilitate home ownership D. Preserve existing federally subsidized housing units Answer: B Difficulty: 2 Bloom’s Taxonomy: Understanding

5.

Marketplace laws should not apply to housing because A. State government does not have the ability to control the marketplace.

B. Demand is relatively inelastic.

C. Landlords typically make huge profits on their investments.

D. Supply does not vary with economic cycles.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Understanding

6.

The not-for-profit sector has begun to build housing units through A. State laws mandating the building.

B. Profits siphoned from the private sector.

C. Monies from foundations and government subsidies.

D. Gentrification Answer C Difficulty: 1 Bloom’s Taxonomy: Knowledge

7.

Which was NOT a policy of the Quality Housing and Work Responsibility Act (QHWRA)?

A. Employment history can be considered for eligibility.

B. A work requirement is attached to Section 8 housing.

C. PHAs are encouraged to recruit "good" working class families.

D. People receiving Social Security cannot apply.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Knowledge

8.

The Low Income Housing Tax Credit A. Encouraged landlords to rent to low-income households.

B. Was a tax credit given to low-income tenants.

C. Is accessible only to the working poor.

D. Was found to be unconstitutional by the US Supreme Court.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Understanding

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9.

The following are types of mortgages especially attractive to low-income workers EXCEPT A. ARMs. B. Conventional 30-year mortgages.

C. Interest-only repayment schedules.

D. Reduced minimum payment options.

Answer: B Difficulty: 3 Bloom’s Taxonomy: Analysis

10.

Most homeless clients have the following characteristics EXCEPT that A. Most are white.

B. The majority completed a high school education.

C. Most homeless clients are single.

D. A majority of homeless women had children under the age of 17.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Understanding

11.

By the early 2000s, the national home ownership rate was A. 35 %.

B. 68 %.

C. 15 %.

D. 5 %.

Answer: B Difficulty: 1 Bloom’s Taxonomy: Knowledge

12.

The standard benchmark for "affordability" is that households should pay no more than what % of their income for housing?

A. 30 % B. 40 % C. 20 % D. 50 % Answer: A Difficulty: 2 Bloom’s Taxonomy: Knowledge

13.

As a result of urban renewal projects, which of the following statements is NOT accurate?

A. "Gentrified" neighborhoods sprung up with affordable housing for low-income families.

B. Many cheap single-room occupancy (SRO) hotels were razed, leading to more homeless.

C. Gentrification has had a big impact on more and more central-city neighborhoods.

D. Localities tried to attract upper-income families to revitalized inner cities, often at the expense of poor families.

Answer: A Difficulty: 3 Bloom’s Taxonomy: Analysis .

164

14.

15.

What % of the US homeless population are children?

A. 33 % B. 45 % C. 39 % D. 10 %

Answer: C Difficulty: 1 Bloom’s Taxonomy: Knowledge

The following is an element of the 1995 National Low-Income Housing Coalition plank A. End homelessness by removing opportunities for loitering.

B. Promote gentrification to encourage urban renewal and revitalization.

C. End economic and racial segregation through affirmative housing programs and the enforcement of fair housing laws D. Reform federal tax laws to give priority to builders who promise to increase the value to the land to increase tax revenues to help poor people.

Answer: C Difficulty: 3 Bloom’s Taxonomy: Understanding

Essay Questions

1. Compare and contrast the four programs in the Cranston-Gonzales National Affordable Housing Act, Difficulty: 3 Bloom’s Taxonomy: Analyzing 2. Is there evidence that a crisis in affordable rental housing exists? Cite examples in support of your answer.

Difficulty: 3 Bloom’s Taxonomy: Applying 3. How does the Quality Housing and Work Responsibility Act of 1998 tie workforce participation into housing benefits?

Difficulty: 2 Bloom’s Taxonomy: Understanding 4. Discuss at least 3 of the historical highlights of housing legislation.

Difficulty: 3 Bloom’s Taxonomy: Analyzing 5. Have there been attempts to address homelessness? Have these attempts been successful? Name and discuss at least two provisions by the federal government.

Difficulty: 3 Bloom’s Taxonomy: Applying

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Chapter 17 The Politics of Food Policy and Rural Life CHAPTER SUMMARY Chapter 17 provides a review of US farm policy and portrays how a sizeable chunk of the US population is food insecure. The main programs that supplement food and nutrition for lower income households, i.e., Food Stamps and WIC are also examined. Since farming is a seasonal activity in the US, the plight and role of farm workers who help in harvesting fruit and vegetable is also reviewed. US farming policy in the light of increased globalization along with environmental and sustainability issues is also briefly assessed.

LEARNING OBJECTIVES • • • • •

Demonstrate critical skills in understanding the role played by the USDA in alleviating hunger and food insecurity.

Critically assess how hunger and food insecurity directly or indirectly affects various demographic populations in the US. Reveal an understanding of the history, roles, operations and effects of the Food Stamp, WIC and other food programs in meeting the nutritional needs of lowerincome households.

Gain skills to analyze past and present farming policies and practices in the US and their impact on food production and security, and critically analyze the role and plight faced by farm workers in relation to social justice and food policy.

Demonstrate an ability to pinpoint and assess US farming policy issues in relation to national and global environmental and sustainability concerns.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts 1.

2.

3.

4.

5.

What does “food insecurity” mean?

How is it possible for food insecurity and obesity to coexist in the same country?

How can we improve the lives of farm workers?

What are the effects of farming on the environment?

Is food safe?

Classroom Activities 1. Visit a Farm and Work.

2. Food Programs.

3. Sustainable Farms, Sustainable Cities.

Out-of-class Assignments 1. Visit a Food Pantry 2. Plan a Healthy Menu on a Small Budget.

3. Farm Workers Rights Research Paper.

Web Resources • •

[National Center for Children in Poverty]: http://www.nccp.org [Food Research and Action Center]: http://frac.org .

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• • • • •

[The Urban Institute. Research of Record]: http://www.urban.org [United Farm Workers]: http://www.ufw.org [US Department of Agriculture, Economic Research Service]: http://www.ers.usda.gov [US Department of Agriculture, Food and Nutrition Service]: http://www.fns.usda.gov [US Department of Health and Human Services, Administration for Children and Families]: http://www.acf.hhs.gov

MySearchLab Assignments and Activities Cases: • •

Annie Golam, Albania

Watch: • • • • •

Applying Critical Thinking Engaging the Client to Share Their Experiences of Alienation, Marginalization Social and Economic Justice: Understanding Forms of Oppression and Discrimination Advocating for the Client Working Poor

CHAPTER OUTLINE The Contradictions of American Food Policy 1. (Discussion prompt # 2) 2. (Out-of-class assignment # 2) Hunger in the United States 1. (Discussion prompt # 1) 2. (Out-of-class assignment # 1) Government Food Programs 1. (Classroom activity # 2) Snap (Formerly Called Food Stamps): A Description of the Program Snap: Who Is In The Program And What Does It Cost?

Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) Other Food Programs Have The Food Programs Worked?

Farming In the United States 1. (Out-of-class assignment # 3)

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Farmworkers 1. (Classroom activity # 1) 2. (Discussion prompt # 3) Issues in Farming and Food Production The Corporatization of American Farming Farming and the Environment (Discussion prompt # 4) Food Safety 1. (Discussion prompt # 5) Sustainable Agriculture 1.

(Classroom activity # 3)

DISCUSSION PROMPTS 1. What does “food insecurity” mean? Discuss the term “food insecurity”. Why do you think this phenomenon exists in America?

2. How is it possible for food insecurity and obesity to coexist in the same country? It is ironic that food insecurity and obesity coexist at about the same magnitude. Explain.

3. How can we improve the lives of farm workers? Life for those who help plant cultivate and tend and harvest crops in America is often unbelievably hard, children of farm workers suffer greatly and many are inflicted with parasites disease and even die from agricultural injuries, If you agree that this scenario should not be tolerated in America, what can you you’re your classmates do to convince others to prevent it.

4. What are the effects of farming on the environment? Discuss. Is traditional framing less damaging to the environment than modern farming? Why or why not? What are some alternatives to protect the environment?

5. Is food safe? How can we insure food safety? Are traditional framing techniques more conducive to safer food? Why or why not? What does food safety mean to the whole population? To those most vulnerable in the population?

CLASSROOM ACTIVITES 1. Visit a Farm and Work. Take the class to a nearby tourist fruit or vegetable picking farm instead of regular class. Have the students pick fruit or vegetables for an hour.

The students must work for an hour without chit-chatting or visiting. The goal is to collect as much produce as possible in an hour. When the hour is up, weigh the amount of produce each student picked. Ask the students if they would like to do this work for 8 to 10 hours a day, seven days a week. Discuss the life of farm workers and the social conditions under which they labor. Contrast the life of a farm worker with the life the students lead. WARNING – Make sure you have signed consent forms (excuse any student who does not sign), and assist immediately any student who feels sick.

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2. Food Programs. Divide the class into small groups and assign a food program to each one. Provide poster-size post it notes or similar paper and colored markers to each group. Each small group then uses the book to describe the food program assigned to them. Allow students to be as creative as they wish. After the small groups complete their poster, they present their results to the class.

3. Sustainable Farms, Sustainable Cities. Divide the class into small groups and have them discuss the question “What do smart, sustainable cities have to do with sustainable farming?” Students should then come up with ideas on sustainable farming and sustainable cities that support sustainable farming. Finally, students should come up with a list of things they can do in their daily lives to foster sustainable agriculture. Let the groups work for about 30 to 30 minutes. After the small groups have discussed the topic and come up with ideas, the small groups present their findings and ideas to the whole class.

OUT-OF-CLASS ASSIGNMENTS 1. Visit a Food Pantry. Students should visit an emergency food provider such as a local community food pantry or church sponsored food pantry for the purpose of learning; how it operates; what groups/organizations provide food and supplies; who provides the staffing; who are the recipients; and determine whether there are limits on the amount of food that can be donated to a single family and the number of times a family can request food. Findings should be presented to the full class.

2. Plan a Healthy Menu on a Small Budget. Students are given a food budget at random (you can use the guidelines for food stamps given in the text). Students then produce a week menu for a family of four. The menu must include breakfast, lunch, dinner, and a daily snack. In order to complete exercise, students must obtain food price circulars from the grocery stores in the area, and then plan the menu based on dietary needs and food prices as published by the local grocery stores.

Students then present their budget to the class and explain the difficulties they encountered in planning healthy, balanced meals for a family of four on the different food budgets. This exercise may also be done in teams consisting of three or four students.

3. Farm Workers Rights Research Paper. Students should conduct library and internet research on the cause of farm workers. Students should write a short paper describing the conditions of farm workers before the farm worker movement, the goals of the movement, main events and principal dates for the movement, and other relevant information.

ADDITIONAL RESOURCES Books Bernstein, J., Brocht, C., & Spade-Aguilar, M. (2000). How much is enough? Basic family budgets for working families. Washington, DC: Economic Policy Institute.

Diamond, J. (2005). Collapse: How societies choose to fail or succeed. New York: Penguin Group.

Fisher, G. M. (1997) (revised). The development of the Orshansky poverty thresholds and their subsequent history as the official U.S. poverty measure. U.S. Census Bureau, Poverty Measurement Working Paper series.

Available at http://www.census.gov/hhes/www/povmeas/papers/orshansky.html.

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Sachs, J. (2005). The End of Poverty: Economic Possibilities for Our Time. London, GB: Penguin Press.

Yates, M. D. (Ed.). (2007). More unequal: Aspects of class in the United States. New York: Monthly Review Press.

Journals Cheung, M., & Delavega, E. (2009). Using the Child Development Index to conduct child welfare research. Social Development Issues, 31(3), 86-90.

Heflin, C.M., Siefert, K., & Williams, D.R. (2005). Food insufficiency and women’s mental health: Findings from a 3-year panel of welfare recipients. Soc Sci Med, 61(9), 1971–1982.

Issa, P., & Zedlewski, S.R. (2011). Poverty among older Americans, 2009. The Urban Institute. Retirement Security Data Brief Number 1.

Kanbur, R. (2005). Growth, inequality and poverty: Some hard questions. Journal of International Affairs 58(2), 223-232 Kirkpatrick, S.I., McIntyre, L., Potestio, M. (2010). Child hunger and long-term adverse consequences for health. Arch Pediatr Adolesc Med., 164(8), 754–762.

Rector, R.E., Johnson, K.A., & Youssef, S.E. (1999). The extent of material hardship and poverty in the United States. Review of Social Economy, 57, 351–387.

Seligman, H.K., Bindman, A.B., Vittinghoff, E., Kanaya, A.M., Kushel, M.B. (2007). Food insecurity is associated with diabetes mellitus: results from the National Health Examination and Nutrition Examination Survey (NHANES) 1999–2002. J Gen Intern Med., 22(7), 1018–1023.

Seligman H.K., Laraia, B.A., Kushel, M.B.. Food insecurity is associated with chronic disease among low-income NHANES participants. J Nutr. 2010; 140(2): 304–310.

Stage. J., Stage, J., & Mcgranahan, G. (2010). Is urbanization contributing to higher food prices? Environment and Urbanization, 22(1), 199-215.

Websites Columbia University. Mailman School of Public Health. National Center for Children in Poverty..[ http://www.nccp.org/] •

This site provides information, research reports, and statistics on child poverty and hunger. The organization is dedicated to advancing knowledge, education, and promoting alternatives and strategies to end child poverty.

Food Research and Action Center. [http://frac.org/about/] •

This is a national organization dedicated to research and advocacy on hunger and food insecurity. The site provides information, research, and statistics on hunger and food insecurity topics.

The Urban Institute. Research of Record. [http://www.urban.org/] •

The Urban Institute is a research organization dedicated to data-gathering, research, and evaluation of programs. It evaluates policy and policy proposals and conducts research to inform policy. This site provides research reports, information, and statistics useful to the student and scholar.

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United Farm Workers. Si Se Puede. [http://www.ufw.org/] •

This is the official web page of the United Farm Workers. This organization is dedicated to empowering farm workers and advocating for their rights. The site provides access to research and information on policy and issues affecting farm workers. The site also provides links to other sites related to farm workers.

US Department of Agriculture. Economic Research Service. The Economics of Food, Farming, Natural Resources, and Rural America. [http://www.ers.usda.gov/Briefing/] •

The Economic Research Service is dedicated to strong research in the areas of economics in rural America and farming. This website provides access to research reports, data and statistics useful for students and scholars.

US Department of Agriculture. Food and Nutrition Service. Women Infants and Children. http://www.fns.usda.gov/wic/ •

This is the official site of the Women, Infants and Children program. It provides information on the program, program eligibility, food packages, and other relevant information. The site also provides access to the online and downloadable application.

US Department of Health and Human Services. Administration for Children and Families.

Office of Family Assistance. [http://www.acf.hhs.gov/programs/ofa/] •

This site provides background information about TANF, current laws and regulations, policy information, and other resources. This site also provides data and reports, and links to state programs that administer TANF directly.

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Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging

Choose the best possible answer for each of the following.

1.

2.

3.

Which of the following statements does NOT accurately describe conditions in the United States?

A. Undernourished children are at high-risk for being poor performers in school.

B. Americans spend a smaller percentage of their income on food than any other nation.

C. One-quarter of U.S. food stock is thrown away each year.

D. Three percent of American households either suffer from hunger or worry about going hungry.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Synthesis Typical farmworkers A. Have had six years of education.

B. Earn more than $100,000 annually.

C. Are heavy users of social services.

D. Enjoy museums.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Knowledge The Kyoto Protocol attempted to A. Limit untaxed food products entering the United States.

B. Reduce the damages that NAFTA caused.

C. Limit greenhouse gas emissions.

D. Give a scientific reason for global warming.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Knowledge

4.

The Kyoto Protocol failed because A. Some groups feel it interferes with economic development B. Industrialized nations such as the US have no incentive to sign it.

C. It does not address the issues of underdeveloped nations.

D. It attempts to regulate emissions.

Answer: A Difficulty: 3 Bloom’s Taxonomy: Analyzing

5.

Farming corporatization leads to .

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A. Closed markets where prices are fixed by negotiated contracts.

B. Increased markets for farm products produced by local farmers.

C. Reduced environmental risks.

D. More consolidation among decision makers.

Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

6.

In 2010, approximately how many million people participated in the Food Stamp program?

A. 10 B. 15 C. 40 D. 5 Answer: C Difficulty: 1 Bloom’s Taxonomy: Knowledge

7.

What is the maximum amount a family of four can receive in food stamps for the period 2009-2011?

A. $ 523 B. $ 668 C. $ 1050 D. $ 150 Answer: B Difficulty: 2 Bloom’s Taxonomy: Understanding

8.

NAFTA has A. Been a good program for family farmers.

B. Lowered farm prices and interrupted local markets.

C. Not increased rural poverty in Mexico.

D. Been declared unconstitutional by the U.S. Supreme Court.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Understanding

9.

U.S. food policy A. Is almost completely subsidized.

B. Is based on the belief that the government has an obligation to meet the food needs of American citizens.

C. Is based on a free-market economy.

D. Uses only entitlement programs to distribute food.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Analysis

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10.

In contrast with an entitlement program, a discretionary program A. Has been authorized by an act of Congress.

B. It is dependent on a yearly budget.

C. Can serve only American Citizens.

D. Requires the signature of the President of the United States.

Answer: B Difficulty: 3 Bloom’s Taxonomy: Analysis

11.

Which of the following groups of illegal immigrants are NOT eligible for food stamps?

A. Undocumented workers.

B. Persons lawfully admitted for permanent residence with 40 qualifying quarters.

C. Green Card holders who have resided in the US for five years or more.

D. Refugees admitted under Section 207 Answer: A Difficulty: 2 Bloom’s Taxonomy: Applying

12.

The WIC program A. Provides only foodstuffs to those who are eligible.

B. Is an entitlement program.

C. Is available only to single-parent households.

D. Must rely on Congress to reauthorize funding for its programs.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Understanding

13.

Which of the following statements about seasonal agricultural laborers is accurate?

A. Median income for men and women is about the same.

B. The use of local social services by laborer families is typically high.

C. 55% of farm workers are U.S. born.

D. One-third of U.S. farm laborers work in fields without drinking water, handwashing facilities, or toilets.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Understanding

14.

Which of the following statements is NOT accurate about corporate farming?

A. It emphasizes uniformity over quality.

B. Typically, these farms own all aspects of production.

C. These farms are highly specialized operations.

D. It is consistent with the principle of maintaining open, competitive markets.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Analysis

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15.

The term sustainable development refers to A. Meeting the environmental needs of future generations.

B. Thinking globally about resource issues.

C. Finding a balance between development and open space.

D. Maximizing profits.

Answer: A Difficulty: 3 Bloom’s Taxonomy: Analyzing

Essay Questions 1. What are some of the problems associated with undernourished children? Are there economic impacts? If so, explain.

Difficulty: 2 Bloom’s Taxonomy: Understanding 2. Describe and explain the trends in US agriculture. Discuss the effects of these trends and what the results could be in the future if trends continue.

Difficulty: 3 Bloom’s Taxonomy: Applied 3. What percent of eligible people receive food stamps? Why do you think this number is so low?

Difficulty: 2 Bloom’s Taxonomy: Analyzing 4. Evaluate the effectiveness of US food programs.

Difficulty: 3 Bloom’s Taxonomy: Evaluating

5. Provide a brief overview of the demographics of U.S. farmworkers.

Difficulty: 1 Bloom’s Taxonomy: Knowledge

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Chapter 18 The American Welfare State in International Perspective CHAPTER SUMMARY Chapter 18 is a summary of the welfare state in the light of global trends. The welfare system in the US is explored with comparisons to other European systems with an assessment of whether the US system is “exceptional” or not. At the beginning of the Chapter, various welfare systems are outlined with efforts to place the US in the various categories. The world is also ranked into 4 groups in terms of development and various measures of development are also provided. Finally, bi-lateral and multi-lateral agencies that are involved in global social and economic issues are briefly introduced.

LEARNING OBJECTIVES • • • • •

Demonstrate skills in understanding the various welfare systems in different countries and their impact on the well-being of peoples.

Analyze the factors that explain the presence of different welfare approaches between the US and most European countries.

Critically assess how the welfare state is evolving, with some emphasis on the US and British examples.

Demonstrate an understanding of the various measures of development among nations.

Demonstrate an understanding of how globalization, including bilateral and multilateral agencies in the development and welfare of the nations.

LECTURE GUIDE AND ASSET CORRELATION Discussion Prompts 1. How does the US compare to other countries 2. What is the unique rationale for capability poverty as set forth by Amartya Sen, the 1998 Nobel Prize winner in economics and Martha Nussbaum?

3. What are some reasons why international organization might target women as a means for enhancing prosperity in struggling nations?

4. What are some challenges to NGO’s?

5. What are the measures we use for comparative policy?

Classroom Activities 1. American Exceptionalism 2. Ideology behind the Welfare State 3. The Forms of Capital as Resources Out-of-class Assignments 1. Fundraising Project 2. Understanding Comparative Measures 3. Posters on US Performance

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Web Resources • • • • •

[Organization for Economic Cooperation and Development]: http://www.oecd.org [International Monetary Fund]: http://www.imf.org [United Nations]: http://www.un.org [United Nations Development Programme]: http://www.beta.undp.org [World Health Organization]; http://www.who.int/en/

MySearchLab Assignments and Activities Cases: • • •

Golam, Albania Organizing Social Work in the Republic of Armenia, Part I Organizing Social Work in the Republic of Armenia, Part II Here, reference the

Watch: • • • •

Applying Critical Thinking Social and Economic Justice: Understanding Forms of Oppression and Discrimination Advocating for the Client Applying Leadership to Promote Change to Improve Quality of Social Services

CHAPTER OUTLINE Typologies of Welfare States 1. (Classroom activity # 2) American Exceptionalism 1. (Classroom activity # 1) The Welfare State in Transition 1. (Discussion prompt # 1) Ranking National Development 1. (Out-of-class activity # 2) 2. (Out-of –class activity # 3) The Human Development Index 1. (Discussion prompt # 5) The Fourth World 1. (Discussion prompt # 3) Capability Poverty

1. (Discussion prompt # 2) .

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International Aid 1. (Discussion prompt # 4) Global Capital 1. (Classroom activity # 3) The Future 1. (Out-of-class assignment # 1)

DISCUSSION PROMPTS 1. How does the US compare to other countries? Discuss how do you think the American welfare state compares to other industrialized nations? Has the country fallen behind, and if so why? What are the measures that are taken into account?

Are these appropriate? Are these biased?

2. What is the unique rationale for capability poverty as set forth by Amartya Sen, the 1998 Nobel Prize winner in economics and Martha Nussbaum? Do you agree with their position? Why or why not?

3. What are some reasons why international organization might target women as a means for enhancing prosperity in struggling nations? What are some examples of this? What are the results?

4. What are some challenges to NGO’s? As strong as the contributions of NGOs have and continue to be in developing countries. What are problems that they cannot address that limit their effectiveness?

5. What are the measures we use for comparative policy? Are these valid and reliable?

Why or why not? What are some of the problems that plague these measures?

Should we do away with them?

CLASSROOM ACTIVITES 1. American Exceptionalism. Ask the students to provide information on why they think the United States is unique or exceptional. Write each on the board. When you have enough points, but the board is not too full as to be cluttered, take each point and analyze it. It the claim true, why or why not? What does it say about the people who make such a claim? Discuss American Exceptionalism and whether it has contributed to current ideologies.

2. Ideology behind the Welfare State. Divide the class into small groups. In the small groups, students should identify and understand the values and ideologies that underlie the different types of welfare states as described by Esping-Andersen and give the students ten minutes to per chapter required.

3. The Forms of Capital as Resources. Divide the class into small groups. In the small groups, students should identify the forms of capital (resources) available, such as human capital, financial capital, and other forms of capital (resources).

Students should provide concrete examples for each form of capital. Encourage the students to identify as many forms of capital. The students should also identify how much capital may be available to people of different socio-economic statuses and different countries.

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OUT-OF-CLASS ASSIGNMENTS 1. Fundraising Project: NGOs have made a difference in the lives of impoverished people across the world. Habitats for Humanity, Grameen Development Bank and First Nations Development Institute (FNDI) have made particularly significant contributions. Go to the website of each and gather information relevant for staging a mock fundraising event. Students might donate tokens to the organization deemed most effective in serving its targeted population and reaching targeted goals. They must give a rationale for this selection.

2. Understanding Comparative Measures. Divide the class into groups and assign a measure of well-being (HDI, child mortality rates, CDI, Gini Index, etc.) to each and have the students compare the US on this measure. Students should use official websites such as International Monetary Fund, World Health Organization, United Nations Development Programme, or the Organization for Economic Cooperation and Development to compare the US to other countries. The groups then present their results to the class.

3. Posters on US Performance. After the students conduct their research comparing the US to other countries on specific well-being measures, students create a poster with graphs and tables on their comparative findings. Hang the posters around your floor.

ADDITIONAL RESOURCES Books Esping-Anderson, G. (1990) The three worlds of welfare capitalism, Princeton University Press, Princeton, NJ Esping-Anderson, G., Gallie, D., Hemerijk, A., Myers, J. (2002). welfare state, Oxford University Press, United Kingdom

Why we need a new

Gough, I. (2000). Global capital, human needs, and social policies. Basingstoke: Palgrave MacMillan.

Titmuss, R. M. (1976 [1955]) Essays on ‘The Welfare State’ (3rd ed), London: Allen & Unwin.

United Nations Development Programme.(UNDP). ( 2002). report 2002, Oxford University Press, Oxford.

UNDP, Human development

Journals Cheung, M., & Delavega, E. (2011). Child savings accounts: Learning from poverty reduction policies in the world. International Social Work,1-24.

Conversi, D. (2010). The limits of cultural globalization? Journal of Critical Globalisation Studies 1(3), 36-59.

Hacker, J. (2002) Introduction: American Exceptionalism revisited; “The politics of public and private social benefits” pp. 5-51 in The Divided Welfare State. Cambridge, UK: Cambridge University Press Jæger, M. M. & Kvist, J. (2003). Pressures on state welfare in post-industrial societies: Is more or less better? Social Policy and Administration 37(6), 555–572 Pascall, G., & Manning, N. (2000). Gender and social policy: comparing welfare states in Central and Eastern Europe and the former Soviet Union. Journal of European Social Policy 10(3), 240-266. .

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Wood, G., & Gough, I. (2006). A comparative welfare regime approach to global social policy. World Development, 34(10), 1696-1712.

Websites OECD. Organization for Economic Cooperation and Development . [http://www.oecd.org] •

The OECD is an organization of 34 countries dedicated to economic development.

This website provides useful information, reports, and data on international and national development issues.

IMF. International Monetary Fund. [http://www.imf.org] •

The IMF is an international organization of 187 nations working on economic issues.

The IMF provides information on economic development and indicators such as Gross Domestic Product and other similar measures.

UN. United Nations. [http://www.un.org] •

This is the official website of the United Nations (UN). This site is a gateway to information, datasets, and other international sties and agencies. The UN is concerned with peace and security, development, human rights, humanitarian affairs and international law.

UNDP. United Nations Development Programme. Empowered lives, resilient nations. [http://www.beta.undp.org/undp/en/home.html] •

The United Nations Development Programme (UNDP) is the UN’s global development network. This website provides access to information, research reports, and databases available for use. The UNDP is the creator of the Human Development Index (HDI).

WHO. World Health Organization. [http://www.who.int/en/] •

WHO is the directing and coordinating authority for health within the United Nations system. It is responsible for providing leadership on global health matters, shaping the health research agenda, setting norms and standards, articulating evidencebased policy options, providing technical support to countries and monitoring and assessing health trends.

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Test Bank The following assessment has been created for in-class use. This assessment is available through Pearson’s MyTest website—allowing for easy access for creating your own tests.

Please contact your local Pearson sales representative to learn about the options available.

Visit http://www.pearsonhighered.com/replocator.

Multiple Choice Questions Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging Choose the best possible answer for each of the following.

1.

What incident caused the Three World formulation to lose utility?

A. The formation of OPEC B. The introduction of capitalism to China, North Korea, and Cuba C. The fall of the Berlin Wall D. The Cold War

Answer: 2 Difficulty: 2 Bloom’s Taxonomy: Knowledge

2.

Institutional welfare refers to the provision of services A. In institutions.

B. In an inpatient psychiatric center.

C. In a bureaucratic style.

D. To the population as a whole.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Understanding

3.

Organization dedicated to increasing housing for underprivileged people: A. Habitat for Humanity B. Grameen Development Bank C. First Nations Development Institute D. The World Bank Answer: A Difficulty: 1 Bloom’s Taxonomy: Knowledge

4.

Organization dedicated to working for the development of Native Americans: A. Habitat for Humanity B. Grameen Development Bank C. First Nations Development Institute D. The World Bank Answer: D Difficulty: 1 Bloom’s Taxonomy: Knowledge

.

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5.

6.

7.

Organization dedicated to micro loans: A. Habitat for Humanity B. Grameen Development Bank C. First Nations Development Institute D. The World Bank

The three-part classification of nations is based on A. Type of social welfare system.

B. Type of government.

C. Age of government.

D. GDP per Capita.

Answer: B Difficulty: 1 Bloom’s Taxonomy: Knowledge

Answer: B Difficulty: 2 Bloom’s Taxonomy: Understanding

Amartya Sen spoke of A. Democracy being a by-product of industrialization.

B. Democracy being a precondition for development.

C. The possibility of benign dictatorships promoting development.

D. The need to send aid to developing countries regardless of cost.

Answer: B Difficulty: 2 Bloom’s Taxonomy: Analysis

8.

The International Monetary Fund A. Assists in creating infrastructure projects in developing countries.

B. Was eliminated in the 1970s due to rich countries not contributing.

C. Sends loans to poor countries to assist in balancing their budgets.

D. Enables poor countries to lend monies to other poor countries.

Answer: C Difficulty: 2 Bloom’s Taxonomy: Knowledge

9.

Residual welfare refers to A. Serving the poorest of the poor.

B. Serving the whole population.

C. Utilizing budget surplus to provide social services.

D. Serving residual citizens.

Answer: A Difficulty: 2 Bloom’s Taxonomy: Understanding

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10.

Paul Collier (2007) discussed reasons that aid should be sent to the poorest countries. These reasons included A. Doing away with corrupt governments and civil unrest.

B. The moral and ethical reasons for distributing aid.

C. Creating institutions that will develop civic decision-making.

D. Helping with local infrastructure projects.

Answer: A Difficulty: 3 Bloom’s Taxonomy: Knowledge

11.

The Four Tigers are A. The four most heavily populated nations in the world.

B. Asian nations with a well-developed military.

C. Asian nations with aggressive governments.

D. Asian nations with high levels of growth.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Understanding

12.

What percent of GDP does the United States spend on public benefits?

A. 37.6 percent B. 24.4 percent C. 17.1 percent D. 49.8 percent Answer: C Difficulty: 1 Bloom’s Taxonomy: Knowledge

13.

The Gini coefficient is used to gauge national development in what area?

A. The level at which environmental protections leverage social equality.

B. The level at which human capital is utilized to foster development among less fortunate individuals.

C. The distribution of income across economic deciles.

D. The level of societal well-being as measured by literacy, income, and health.

Answer: C Difficulty: 3 Bloom’s Taxonomy: Understanding

14.

A problem that voluntary organizations present to social welfare is that A. Voluntary organizations offer free services to beneficiaries.

B. They utilize resources not otherwise available.

C. They can grow very large, with budgets that exceed that of some governments.

D. They are fragmented and uncoordinated.

Answer: D Difficulty: 2 Bloom’s Taxonomy: Understanding

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15.

The Human Poverty Index includes the measures it does because A. It is necessary to measure basic human needs only.

B. Economic measures are the most relevant and thus are the measures used.

C. These measures include several dimensions of human well-being.

D. These measures foster further development.

Answer: c Difficulty: 3 Bloom’s Taxonomy: Analysis

Essay Questions 1. NGO’s have become very important in the provision of social and human services in underdeveloped nations. However, they are not always viewed favorably. What are some of the reasons NGO’s are viewed favorably, and what are some of the reasons they are not? Explain. What is your position?

Difficulty: 3 Bloom’s Taxonomy: Analysis 2. With regard to social welfare, what are some common responses to unfavorable comparisons between the United States and other countries?

Difficulty: 2 Bloom’s Taxonomy: Understanding 3. What are the Millennium Development Goals? Why does the UN specifically chose these goals? Are other goals that could foster development in a more efficient manner? In terms of reaching these goals, how is the world performing? What are some of the barriers to success?

Difficulty: 3 Bloom’s Taxonomy: Analyzing 4. Discuss the plusses and minuses of the Gini coefficient.

Difficulty: 2 Bloom’s Taxonomy: Analyzing

5. Describe Esping-Andersen’s Welfare State Typology.

Difficulty: 1 Bloom’s Taxonomy: Knowledge

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