American Social Welfare Policy A Pluralist Approach, 9th Edition Howard Karger Solution Manual

Type:

Solution Manual

Resource:

American Social Welfare Policy A Pluralist Approach

Edition:

9th Edition

Author(s):

Howard Karger David Stoesz

Instructor’s Resource Manual Shaunna C. Millar, LMSW Wichita State University

American Social Welfare Policy A Pluralist Approach Ninth Edition Howard Karger Kailua, Hawai’i

David Stoesz Up$tart

Table of Contents Chapter 1

Social Policy and the American Welfare State Error! Bookmark not defined.

Chapter 2

The Origins of American Social Welfare

7

Chapter 3

Social Welfare Policy Research

11

Chapter 4

Discrimination and Stigma in American Society

15

Chapter 5

Poverty in America

20

Chapter 6

The Voluntary Sector Today

25

Chapter 7

Privatization and Human Services Corporations

29

Chapter 8

The Making of Governmental Policy

34

Chapter 9

Tax Policy and Income Distribution

39

Chapter 10

Social Insurance Programs

43

Chapter 11

Public Assistance Programs

48

Chapter 12

The American Health Care System

53

Chapter 13

Mental Health and Substance Abuse Policy

58

Chapter 14

Criminal Justice

63

Chapter 15

Child Welfare Policy

68

Chapter 16

Housing Policies

73

Chapter 17

The Politics of Food Policy and Rural Life

78

Chapter 18

Social Policy and Education Error! Bookmark not defined.

Chapter 19

The American Welfare State in International Perspective

iii .

87

Chapter 1: Social Policy and the American Welfare State

Chapter 1: Social Policy and the American Welfare State CHAPTER SUMMARY Social welfare policy is arguably best viewed through the lens of political economy (i.e., the interaction of economic, political, and ideological forces). This chapter provides an overview of the American welfare state through that lens. In particular, it examines various definitions of social welfare policy, the relationship between social policy and social problems, and the values and ideologies that drive social welfare in the United States. In addition, the chapter examines the effects of ideology on the U.S. welfare state, including the import-ant roles played by conservatism and liberalism (and their variations) in shaping welfare policy. An understanding of social welfare policy requires the ability to grasp the economic justifications and consequences that underlie policy decisions. As such, this chapter contains a brief introduction to Keynesianism, free market economics, socialism, and communitarianism, among others.

STUDENT LEARNING OBJECTIVES • • • • • •

Students will define social welfare policy, and identify how it drives social work practice.

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.

Students will examine the growth of fringe groups in the United States.

TEACHING TIPS •

• • • •

It is important to create a comfortable, safe space for students to be able to discuss political perspectives. The instructor should lead the class in a discussion of how to participate in civil discourse in the classroom, and encourage students to develop a set of class expectations for mutual regard and respect.

Begin by exploring the term “policy.” Ask student about the policies they follow in their personal lives, at work, or in any agencies they encounter in their daily lives.

Challenge students to provide support for their opinions shared in class, and to develop skills in providing convincing and compelling arguments that are substantiated.

Identify the swinging pendulum of how the United States has moved from liberal to conservative approaches historically in addressing social issues.

Bring up a number of controversial topics such as immigration, reproductive health care services, voting access, and other similar challenges. Ask your students to explore how a libertarian, a liberal, or a conservative may solve each one.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

1 .

Chapter 1: Social Policy and the American Welfare State

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

Definitions of Social Welfare Policy (Discussion Prompt 1)

II.

Social Problems and Social Welfare Policy (Discussion Prompt 2 and Out-of-Class Assignment 1)

III.

Social Work and Social Policy (In-Class Activity 4)

IV.

Values, Ideology, and Social Welfare Policy (Discussion Prompt 3)

V.

The Political Economy of American Social Welfare (Out-of-Class Assignment 4)

VI.

The U.S. Economic Continuum (Discussion Prompt 4)

VII.

Keynesian Economics (In-Class Activity 3)

VIII.

Conservative or Free Market economics

IX.

Democratic Socialism

X.

The U.S. Political Continuum (In-Class Activities 1 and 2)

XI.

Liberalism and Left-of-Center Movements (Out-of-Class Assignment 2) a. Liberalism b. Neoliberalism c.

XII.

Self-Reliance School

Classical Conservatives and the Far Right (Out-of-Class Assignment 3) a. Classic conservatism b. Neoconservatism c.

Cultural and Social Conservatism

d. Libertarianism XIII.

The Growth of Fringe Groups (Discussion Prompt 5)

XIV.

The Welfare Philosophers and Neoconservative Think Tanks

XV.

Conclusion

KEY TERMS 1. Capitalism 2. Case management 3. Democratic capitalism 4. Democratic socialism 5. Governmental sector 6. Gross domestic product (G DP) 7. Human capital 8. Ideology 9. In-kind benefits 10. Keynesian economics 2 .

Chapter 1: Social Policy and the American Welfare State

11. Mixed welfare economy 12. Neoliberalism 13. Political economy 14. Public choice school 15. Self-reliance school 16. Social services 17. Social justice 18. Social policy 19. Social welfare policy 20. Socialism 21. Supply-side economics 22. Temporary Assistance for Needy Families (T A NF) 23. Think tanks 24. Welfare state

DISCUSSION PROMPTS 1. 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?

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. What is the political ideology of one of your favorite family members? Describe how that person feels about a free market economy. Does your family member tend to believe that government is the solution or the problem? What does your family member think causes poverty? Would they prefer that people who are economically disadvantaged solve their own problems, or that our society give people a little more help? Where do you think your family member sit on the U. S. political continuum?

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. As your text identifies, the United States has seen an increase in the presence of fringe groups both in social media and real, day-to-day experiences for people. Why do you think this has happened? Do you see these groups having an impact on your life and world? Why or why not?

IN-CLASS ACTIVITIES 1. The Politics of the President. Divide students into teams of 3–4 students and have them recreate the U. S. Political Continuum (pp. 12–18) 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.

2. Examining the Political Spectrum. Chapter 1 introduces social welfare policy, and examines both economic and political continuums. Educations are able to create a group quiz by scrolling down the page at the Pew Research Center “Political Typology Quiz.” Once created, students can compare their own place on the continuum with their peers in the class. Ask students to examine their results, and be prepared to participate in a class discussion about those results, and the sources of their political ideologies. Link: https://www.pewresearch.org/politics/quiz/politicaltypology/ 3 .

Chapter 1: Social Policy and the American Welfare State

3. Liberal vs. Conservative Economic Views of Social Welfare. Watch the YouTube video for an entertaining contrast of Keynes’ and Hayek’s viewpoints titled “Fear the Boom and Bust: Keynes vs. Hayek Rap Battle.” Use the video to illustrate and discuss these different perspectives. Link: https://youtu.be/d0nERTFo-Sk 4. Social Work and Policy. Take a look at the website of the National Association of Social Workers, and read through some of the advocacy and legislative issues links. Where would you place the NA S W along the U.S. political continuum? How do your own values and beliefs about policy issues put you in line with social work as a profession, and where do they deviate? Link: https://www.socialworkers.org/Advocacy

OUT-OF-CLASS ASSIGNMENTS 1. 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.

2. The Politics of the Republican or Democratic Party. Students should access the website for the Republican Party or the Democratic Party. Have them 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.

3. 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, M S N BC, CN B C, Headline News, or C NN).

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?

4. Richard Wilkinson: How Economic Inequality Harms Societies. Watch the T ED video titled “How Economic Inequality Harms Societies.” 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 United States, 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.

Harvey, D. (2007) A brief history of neoliberalism. New York: Oxford University Press.

Haynes, K. S. and Mickelson, S. (2006). Affecting change: Social workers in the political arena. New York: Longman.

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

Lane, S. & Pritzker, S. (2018). Consider yourself asked: Introduction to political social work. Political Social Work: Using Power to Create Social Change. (pp. 3–21) Lane, S.R., Ostrander, J., Rhodes Smith, T. (2017). ‘Politics is social work with power’: Training social workers for elected office. Social Work Education, 37, 1–16.

McClelland, P. D., & Tobin, P. H. (2010). American dream dying: The changing economic lot of the least advantaged. Lanham, MD: Rowman & Littlefield Publishers, Inc. Mizrahi, T., & Davis, L. E. (2008). Encyclopedia of social work (20th ed.). Washington, D C; Oxford, UK; New York, NY: NASW Press and Oxford University Press.

Popple, P. R., & Leighninger, L. (2019). The policy-based profession: An introduction to social welfare policy analysis for social workers (7th ed.). Pearson Education.

4 .

Chapter 1: Social Policy and the American Welfare State

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.

Stern, M. J., & Axinn, J. (2018). Social welfare: A history of the American response to need (9th ed.).

Boston, MA: Pearson Education.

Journals, Articles, Videos, and Podcasts Andrew Marantz, “The Anti-Coup,” The New Yorker, Nov. 23, 2020.

Esposito, L., & Perez, F. (2014). Neoliberalism and the commodification of mental health. Humanity and Society, 38(4), 414–442.

Gray, M., Dean, M., Agllias, K., Howard, A., & Schubert, L. (2015). Perspectives on Neoliberalism for Human Service Professionals. Social Service Review, 89(2), 368–392.

Hacker, J. (2005). Bringing the welfare state back in: The promise (and perils) of the new social welfare history. The Journal of Policy History, 17(1), 125–151.

Hanauer, A. (2015, May 15). The Influence of Policy. Retrieved from: https://www.youtube.com/watch?v=iBRxl3Klhj0 Helleiner, E. (2011). Understanding the 2007–2008 global financial crisis: Lessons for scholars of international political economy. Annual Review of Political Science, 14(1), 67–87.

Rosenwald, M., Weiner, D. R., Smith-Osborne, A., & Smith, C. M. (2012). The place of political diversity within the social work classroom. Journal of Social Work Education, 48(1), 139–158.

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

Strier, R. (2013). Responding to the global economic crisis: Inclusive social work practice. Social Work, 58(4), 344–353.

Websites American Solidarity Party—https://www.solidarity-party.org/ •

A newer political party, established in 2011.

Congressional Research Institute for Social Work and Social Policy—https://crispinc.org/ •

An independent, nonpartisan group that works to expand the participation of social workers in federal legislative and policy processes.

Constitution Party—https://constitutionparty.com/ •

One of the three largest third party organizations in the United States, this website provides information and background on the party since its creation in 1992.

Democratic Party—https://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—https://www.epi.org/ •

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

Green Party—https://www.gp.org/ •

This is the primary website for the Green Party in the United States, and provides information on the party’s current and historical activities, since its founding in 1984.

Libertarian Party—https://www.lp.org/ •

This is the official website to the Libertarian Party, and provides information on the party’s platform and leadership.

5 .

Chapter 1: Social Policy and the American Welfare State

Republican National Committee—https://www.gop.com/ •

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

White House—https://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.

6 .

Chapter 2: The Origins of American Social Welfare

Chapter 2: The Origins of American Social Welfare Chapter Summary This chapter examines the historical antecedents of the American social welfare state, examining the early institutions that addressed human needs. The influence of Judeo Christian charity customs is examined, as well as the English Poor Laws which served as an early model for much of American social welfare. These influential eras of social welfare development—colonial America, the Civil War, Progressivism, the Great Depression, Post-World War II, the Great Society—are linked to modern welfare state. The roles of industrialization and the voluntary sector are also examined. Early social welfare leaders who emerged throughout the 19th and 20th centuries created structures that would advance social justice in America, create models for social welfare responses, and champion causes to improve conditions for people.

STUDENT LEARNING OBJECTIVES •

Students will understand how the English Poor Laws are reflected in modern social welfare.

•

Students will describe the legacy of social welfare policies from historically significant eras.

•

Students will examine religion’s important role in developing the social work profession.

•

Students will be able to identify the differences and similarities between Charity Organization Societies and the Settlement House movement.

•

Students will name key leaders in social work, and identify their accomplishments.

TEACHING TIPS •

Students benefit from seeing the “big picture” of how the elements of social welfare history combine together to form the puzzle of understanding present day values and policies.

Emphasize the connection of these pieces as part of the whole.

•

It is useful for students to connect how historical events played an important role in the development in their own values, as well as those within social welfare.

•

When students feel disconnected from the “real life” application of events decades and centuries ago. Help students consider personal experiences and real world examples of where the values of the past are connected into their present day lives.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

7 .

Chapter 2: The Origins of American Social Welfare

Chapter Outline I.

Early Antecedents of Welfare Statism (Discussion Prompt 1) a. Judeo-Christian Doctrine and Social Welfare (In-Class Activity 1)

II.

The English Poor Laws (Discussion Prompt 2)

III.

The Poor in Colonial America (Out-of-Class Assignment 1)

IV.

Social Welfare in the Civil War Era (Out-of-Class Assignment 2)

V.

Industrialization and the Voluntary Sector a. Social Darwinism (Discussion Prompt 3) b. Religion and Social Welfare (Out-of-Class Assignment 4) c.

Charity Organization Societies

d. Settlement Houses e. Black American Associations f.

The Social Casework Agency

g. The Progressive Movement VI.

The Great Depression and the Modern Welfare State (Out-of-Class Assignment 3)

VII.

The Post-World War II Welfare State

VIII.

The Languishing Social Welfare State (Discussion Prompt 4)

IX.

Conclusion: Social Work's Leadership in Social Welfare (In-Class Activity 2)

KEY TERMS 1. Elizabethan Poor Laws 2. Great Society 3. New Deal 4. Office of Economic Opportunity 5. Settlement houses 6. Social Darwinism 7. Social welfare functions

DISCUSSION PROMPTS 1. What was the historical role of the social work profession in social welfare policy development?

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

3. How has the impact of Social Darwinism continued to impact social welfare in America? Answers could reflect on “blame the victim” orientation toward those experience poverty and focus on personal morality, rather than economic justice, by the religious right.

4. How have the values and ethics of the social work profession evolved since its inception?

IN-CLASS ACTIVITIES 1. Timeline Development. 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. This could also be done digitally through Flipgrid, with peer replies.

8 .

Chapter 2: The Origins of American Social Welfare

2. Major Social Welfare Issues of Today. As a group, reflect on one or more major social welfare issues facing our society today. Where do these issues come from? What are their historical roots?

OUT-OF-CLASS ASSIGNMENTS 1. Create a Digital Timeline. If students do not create a timeline in class, have them go to an online timeline website, such as the one at “Read Write Think” (http://interactives.readwritethink.org/timeline). This one is easy to use and free, and you simply insert your information and it creates the timeline for you from the info. Have students create a timeline with a particular historical era described in the chapter, providing a brief overview of the key elements of that era and how it was important to social work & social welfare, or present these orally to the class.

2. Visit The Social Welfare History Project. Visit the Social Welfare History Project at V CU Libraries to research different periods in American social welfare history. Students can click on the different eras and find a plethora of articles about the historical periods of their choosing.

Have students research a particular era or social problem history, and report back to the class on their findings. Link: https://socialwelfare.library.vcu.edu/ 3. Fireside Chats. Choose one of the Fireside Chats listed at the American Presidency Project website. Draw parallels between the Great Depression Era and today. Contrast the response of government during the Great Depression and the current administration. Link: https://www.presidency.ucsb.edu/documents/presidential-documents-archive-guidebook/firesidechats-f-roosevelt 4. Self-Reflection: Religious Motivations for Social Work. The Encyclical Letter of Pope Benedict XVI called “Deus Caritas Est” 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 Addams, J. (1938). Twenty years at Hull House: With autobiographical notes. New York: Macmillan.

Axinn, J. J., & Stern, M. J. (2007). Social welfare: A history of the American response to need.

Boston: Allyn & Bacon.

Blau, J., & Abramovitz, M. (2014). Chapter 6: Social movements and social change. In The dynamics of social welfare policy. New York: Oxford University Press.

Day, P. J. (2009). A New History of Social Welfare 6th Edition, 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.

Russell, J. W. (2006). Double standard: Social policy in Europe and the United States (pp. 43–52).

Lanham, MD: Rowman and Littlefield.

Stern, H., & Axinn, J. (2012). Social Welfare: A History of the American Response to Need. (8th Edition). Pearson.

Trattner, Walter (1999). From Poor Law to Welfare State, Sixth Edition. New York: Free Press.

9 .

Chapter 2: The Origins of American Social Welfare

Journals, Articles, Videos, and Podcasts Belcher, J. R., & Tice, C. J. (2011). Protestant church charity: History, trends, and implications.

Journal of Religion & Spirituality in Social Work, 30, 164–177.

Cannon, L. (2017, July 11). Ronald Reagan: Impact and legacy. Miller Center, University of Virginia. https://millercenter.org/president/reagan/impact-and-legacy Council on Social Work Education. (2021, Feb 19). Dr. Iris Carlton-LaNey Presents on the Contributions of Black Icons [Video]. YouTube. https://youtu.be/yZa-UXhAai4 Faherty, V. E. (2006). Social welfare before the Elizabethan Poor Laws: The early Christian tradition, AD 33-313. Journal of Sociology & Social Welfare, 33, 107–122.

Lowe, T. B. (2006). Nineteenth Century Review of Mental Health Care for African Americans: A Legacy of Service and Policy Barriers, Journal of Sociology & Social Welfare, 33(4), 29–50.

Reagan Foundation. (2011, August 3). President Reagan's Address to the Nation on the Campaign Against Drug Abuse [Video]. YouTube. https://youtu.be/Gj8gAQ_cQ7Q Schottland, Charles (1987). Wilbur Joseph Cohen: Some Recollections. Social Work, 32(5), 371–372.

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

Websites Hull House Museum—https://www.hullhousemuseum.org/ •

Explore this site for more information about Hull House and early work within the Chicago community.

Jane Addams Digital Edition—https://digital.janeaddams.ramapo.edu/ •

Collections of Jane Addams’s papers, digitalized.

NASW National Association of Social Workers—https://www.socialworkers.org/ •

Provides further descriptions of pioneers in the social work profession and their contributions.

National Women’s History Museum—https://www.womenshistory.org/ •

An extensive web collection on "Reforming Their World: Women in the Progressive Era".

Portrait of America: Survey Graphics in the Thirties— https://xroads.virginia.edu/~MA01/Davis/survey/home.html •

With its emphasis on the New Deal, this site features selected Survey Graphic articles from the 1930s and a bibliography of related books and journal articles for further reading.

Social Welfare History Project, V CU Libraries—https://socialwelfare.library.vcu.edu/ •

The website to help the public understand and appreciate the history of social reform and social welfare services that have strengthened the fabric of American society.

10 .

Chapter 3: Social Welfare Policy Research

Chapter 3: Social Welfare Policy Research CHAPTER SUMMARY Policy analysts engage in the systematic investigation of a social policy or a set of policies. They are employed in a variety of settings, including federal, state, and local governments; think tanks; universities; social justice or public interest groups or community organizations; and larger social agencies. The goals of policy analysis can range from pure research to providing information to legislators (i.e., congressional researchers) and to advocacy research. This chapter examines one of the major tools used by the policy researcher, a systematic and structured framework for policy analysis. The authors also propose a model for policy analysis.

STUDENT LEARNING OBJECTIVES • • • • •

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

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

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

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

Students will learn to identify and utilize the elements in a policy analysis framework.

TEACHING TIPS •

Emphasize the importance of following the model provided and of including all elements.

•

It is useful for students to be exposed to policy briefs from the various U.S. governmental agencies, from the UN, World Bank, or other organizations that produce two-page policy briefs.

This helps students visualize policy analysis.

•

Have students identify the policy analysis elements in the policy briefs they identify.

•

Students benefit from analyzing very simple policy, such as their personal policy for health and safety. This contextualizes the process of policy analysis itself.

•

Talk about policy analysis as a narrative that tells the story of policy. It is the evidence that is presented within this story that leads to critical thinking with analysis and recommendations.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

Introduction (Out-of-Class Assignment 1)

II.

A Proposed Model for Policy Analysis (Discussion Prompt 1)

III.

Historical Background of the Policy (Discussion Prompt 2) 11 .

Chapter 3: Social Welfare Policy Research

IV.

Problems That Necessitate the Policy (In-Class Activity 1)

V.

Policy Description

VI.

Policy Analysis (Out-of-Class Assignment 2, In-Class Activity 2) a. Policy Goals b. Political Feasibility c.

Economic Feasibility

d. Administrative Feasibility VII.

Researching and Analyzing a Social Policy Assignment (In-Class Activity 3, Discussion Prompts 3 and 4)

VIII.

Social Policy Research and the Internet (Out-of-Class Assignment 3, Discussion Prompt 5)

IX.

Conclusion

KEY TERMS 1. Effectiveness 2. Efficiency 3. Pay-go financing 4. Policy framework 5. Social Science Index

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.

2. What are the key elements of policy frameworks? The eight key elements are noted on pages 53 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. Utilize Spotlight 3.1 in your textbook to help you discuss this in class.

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 sources of information identified on page 56–58 should be identified and critiqued through class discussion.

IN-CLASS ACTIVITIES 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. Divide 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 well-designed policy frameworks 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 12 .

Chapter 3: Social Welfare Policy Research

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 8.

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 onepage 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) Podcast Analysis. Podcasts have become enormously popular, and now you can find links to podcasts for even most major newspapers, such as the New York Times, Washington Post, and LA Times. For this assignment, use your Internet search engine to locate a conservative podcast (the Dan Bongino Show, Heritage Explains) and a liberal podcast (e.g., FiveThirtyEight, Pod Save America). Why do you think these have become so popular? What role do they appear to be playing in policy analysis? How does the policy analysis role of podcasters differ from that of think tanks? Write a two-page paper with your answers to these questions.

2) Ideologies and Policy Analysis. The Brookings Institution and the Cato Institute 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 3.1 on page 52 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, Articles, and Podcasts Daguerre, A. (2011). U S social policy in the 21st century: The difficulties of comprehensive social reform. Social Policy & Administration, 45, 389–407.

Edes, A., & Bowman, E. (2018, February 19). 'Automating Inequality': Algorithms In Public Services Often Fail The Most Vulnerable. https://www.npr.org/sections/alltechconsidered/2018/02/19/586387119/automating-inequalityalgorithms-in-public-services-often-fail-the-most-vulnerab 13 .

Chapter 3: Social Welfare Policy Research

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, 159–172.

Websites Association for Public Policy Analysis & Management—https://www.appam.org/ •

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

Council on Social Work Education—https://www.cswe.org/ •

The website of C S W E contains information of public policy initiatives of the largest professional organization of social work educators in the United States.

Evidence-Based Policymaking Resource Center—https://www.pewtrusts.org/en/research-andanalysis/articles/2018/12/18/evidence-based-policymaking-resource-center •

The Pew Charitable Trusts’ collection of evidence-based policy-making resources.

GCS W Policy Briefs—https://csd.wustl.edu/grand-challenges-for-social-work-policy-briefs/ •

Policy briefs were developed by members of the Grand Challenges networks for the 2016 Social Innovation for America’s Renewal. Policy briefs continue to be written and are available by searching for “policy recommendations” in Publications.

National Institute for Research Advancement—https://english.nira.or.jp/ •

The website for the N IR A contains a searchable database of think tanks worldwide.

National Association of Social Workers—https://www.socialworkers.org/ •

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

14 .

Chapter 4: Discrimination and Stigma in American Society

Chapter 4: Discrimination and Stigma in American Society CHAPTER SUMMARY Discrimination occurs in virtually all countries, and spans the spectrum from moderate to severe.

Forms of discrimination include (1) religious, (2) gender, (3) sexual orientation, (4) national origin, culture or tribal, (5) racial (including “colorism” based on the skin tones), (6) class and caste, (7) political, and (8) personal characteristics such as disability, age, and appearance.

Discrimination and poverty are inextricably linked to the fabric of American social welfare. Economic, social, and political discrimination often leads to poverty, which in turn, results in the need for income maintenance and other social programs. Realizing that discrimination leads to poverty, some policymakers have tried to address this cycle by attacking discrimination. These policymakers hope that if discriminatory practices and attitudes are curtailed, the result will be equal opportunities for achievement and success. This chapter probes discrimination based on race, gender, sexual orientation, disability, and age.

STUDENT 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 underrepresented groups in the United States.

•

Students will critique the effectiveness of legal attempts to rectify the consequences of discrimination.

TEACHING TIPS •

Students may not be aware that discrimination takes many forms. It is important to be as inclusive as possible. Students themselves are excellent sources of information, and can be their own best experts on subject material.

•

Ask students about their own experiences with discrimination. Make sure students understand this is completely voluntary. Students may also be sources of great insight in addressing discrimination.

•

It is important to ensure that the content of the chapter is connected to social work values and ethics. Nondiscrimination, as well as anti-racism, is a hallmark value of the profession, and this fact cannot be overstated to students.

•

Whenever possible, encourage your students to expose themselves to different communities and people. Encourage them to go outside their comfort zones and visit different temples, cultural events from a variety of communities, L GB TQI A events, nursing homes and senior centers, centers for people who are disabled, and in general, communities and events that are different from their own experience. Encourage your students to reflect upon these experiences and to share them with their classmates. Students may often have a wealth of knowledge of what is happening within the campus and surrounding community, and can share social media links, pages, resources, and more.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

15 .

Chapter 4: Discrimination and Stigma in American Society

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

Discrimination (In-Class Activity 1)

II.

Racism (Discussion Prompt 1)

III.

Race and the Middle Class

IV.

Black Americans (Discussion Prompt 2) a. The Demography of Black Americans b. Black Americans in Poverty c.

The “Diswelfare” of Black Americans (Out-of-Class Assignment 1) i. Poverty ii. Family structure iii. Labor force participation and income iv. Crime v. Housing vi. Health vii. Education

V.

Hispanic or Latino Americans a. Hispanic Poverty and Income

VI.

American Indians and Native Alaskans

VII.

Asian Americans (Discussion Prompt 3)

VIII.

Immigrants and Immigration (In-Class Activity 2)

IX.

Immigration-Based Discrimination in Europe

X.

Women and Society a. Violence and Sexual Harassment b. The Feminization of Poverty c.

Myths around Women and Work

d. Income and Job Disparities between Men and Women e. Day Care and Material Leaves: Barriers to Female Employment f.

Other Obstacles Faced by Working Women (Discussion Prompt 4)

g. Women’s Reproductive Health h. Gender Discrimination and Violence in an International Context XI.

LGB TQI A+ Populations at Risk a. LGB TQI A + Rights b. Gays and Lesbians in the Military c.

LGB TQI A + Family Life

d. Homophobia XII.

Ageism (Discussion Prompt 5) 16 .

Chapter 4: Discrimination and Stigma in American Society

a. Elderly Poverty and Social Programs b. Health Care and the Elderly c.

COVID-19

XIII.

People with Disabilities

XIV.

Legal Attempts to Remedy Discrimination (Out-of-Class Assignment 3) a. Desegregation and the Civil Rights Movement b. Affirmative Action (In-Class Activity 3)

XV.

Conclusion

KEY TERMS 1. Affirmative action 2. Comparable worth 3. DA CA 4. De facto segregation 5. Dual labor market 6. Indian Child Welfare Act of 1978 7. Institutional racism 8. Mortality rate 9. Occupational segregation 10. Personal Responsibility and Work Opportunity Reconciliation Act (P R W OR A) 11. Public transfer programs 12. White privilege

DISCUSSION PROMPTS 1. Why do you think may be causes of racism? Have attempts to address racism worked? Why or why not?

2. What is the meaning of the phrase “diswelfare” in relation to Black Americans? Answers should address the variety of statistical disparities reported in the chapter.

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. Utilize Spotlight 4.1 on page 65 to assist you with class discussion.

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.

IN-CLASS ACTIVITIES 1. Causes of Discrimination. Create small teams of 4–5 students. Ask them to come to class with a current news article, personal experience, YouTube video, meme, social media post, etc. that appears to exemplify at least one of the seven forms of discrimination listed in Chapter 4. They will share this with your team in as much detail as possible, and provide a link to it, if online. Ask them to choose one or two to examine with the theories that have been proposed to explain discrimination (pp. 62–63). Have each group attempt to explain what they believe the cause of 17 .

Chapter 4: Discrimination and Stigma in American Society

discrimination may be, in light of that specific theory and if there is time, ask them to report their findings to the larger class group.

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. 72–77). Assign pairs of teams to prepare for an in-class debate on one of the following statements (Flip a coin to assign pro/con sides for each pair and allow three-minute debates): a. Immigration to the United States should be encouraged by federal policies. b. Immigration to the United States should be discouraged by federal policies. c. Immigrants should have the same civil and employment rights as anyone else in America. d. Undocumented immigrants should have the same civil and employment rights as anyone else in America.

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. Assign pairs of teams to prepare for an in-class debate on one of the following statements. Flip a coin to assign pro/con sides for each pair and allow three-minute debates): a. Affirmative action is a good means of correcting historical patterns of injustice. b. Affirmative action is harmful to the disadvantaged groups it seeks to assist. c. Affirmative action is a form of discrimination against society’s majority groups. d. Affirmative action should only be voluntary, not mandatory.

OUT-OF-CLASS ASSIGNMENTS 1. Black Lives Matter. In 2020, in the midst of the COVID-19 pandemic, uprisings and large protests broke out across the United States and around the world in response to police killing of George Floyd. The organization Black Lives Matter demanded and started a petition calling for the defunding of police across the United States. You can read it here at this link: https://blacklivesmatter.com/defundthepolice. Research and write a response explaining the motivation behind BLM’s call to defund the police, what defunding the police entails, and what it might mean for the Black community.

2. LGBTQI A+ Equity. How does equity for the L G BTQ+ community vary around the United States?

Guide students to the site: http://www.lgbtmap.org/equality-maps. Ask them to prepare a brief single-page summary on an LG BTQ + equity issue of their choice based on the options available on the site. Instruct students that they should narrow their focus to be able to accommodate the parameters of the assignment and that they will give a brief presentation of their findings to the class.

3. Debate Online. Move your debates from in-class to online, by asking students to record their debate through a video conferencing platform like Zoom or Teams, and posting it on YouTube for the class to watch.

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

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

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

Sullivan, L. et al. (2015). The racial wealth gap: Why policy matters. New York: Demos.

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

18 .

Chapter 4: Discrimination and Stigma in American Society

Journals, Articles, Video, and Podcasts Aday, T. (2015). The effectiveness of the Violence against Women Act (V A W A) in creating systemlevel change. S PN H A Review, 11(1), 3.

Benassi, D, & Morlicchio, E. (2019). “New Urban Poverty.” The Wiley Blackwell Encyclopedia of Urban and Regional Studies. Edited by Anthony Orum, 2019.

Carten, A. (2016, August 21). How racism has shaped welfare policy in America since 1935. https://theconversation.com/how-racism-has-shaped-welfare-policy-in-america-since-1935-63574 Engelbrecht, C. (2018, June 3). Fewer immigrants are reporting domestic abuse. Police blame fear of deportation. The New York Times. Retrieved from https://www.nytimes.com/2018/06/03/us/immigrants-houston-domestic-violence.html Jim Crow Stories: Personal Narratives. (n.d.) The Rise and Fall of Jim Crow: Jim Crow Stories.

Retrieved December 15, 2021, from https://www.thirteen.org/wnet/jimcrow/stories_narratives.html Lee, E. (2017). The Clery Act on Campus: Status update and gender implications. New Directions for Community Colleges, 2017(179), 59–66.

McKernan, S., Ratcliffe, C., Steuerle, C.E., Quakenbush, C, and Kalish, E. (2015, February). Nine Charts about Wealth Inequality in America (Updated). Urban Institute. https://apps.urban.org/features/wealth-inequality-charts/ NBC News Learn. (2020, May 1). Freedmen's Bureau [Video]. YouTube. https://youtu.be/5B4cpiTYhWk Noyori-Corbett, C., & Moxley, D. (2017). A transnational feminist policy analysis of the Trafficking Victims Protection Act. International Journal of Social Welfare, 26(2), 107–115.

Whittier, N. (2016). Carceral and intersectional feminism in congress: The Violence Against Women Act, discourse, and policy. Gender & Society, 30(5), 791–818.

Wooten, S. C. (2017). Revealing a hidden curriculum of Black women’s erasure in sexual violence prevention policy. Gender & Education, 29(3), 405–417. https://doiorg.proxy.libraries.rutgers.edu/10.1080/09540253.2016.122501

Websites American Civil Liberties Union—https://www.aclu.org/ •

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

Human Rights Campaign—https://www.hrc.org •

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

National Association for the Advancement of Colored People—https://naacp.org •

The website for the N A AC P, founded in 1909, the N A AC P is the oldest civil right organization in America.

National Association of Black Social Workers—https://www.nabsw.org/ National Urban League—https://nul.org/ •

The website of the N U L founded Sullivan, L. et al. (2015). The racial wealth gap: Why policy matters. New York: Demos in 1910 to advocate for civil rights through economic empowerment.

UnidosUS (formerly the National Council of La Raza)—https://www.unidosus.org/ •

The website for this organization, founded in the 1960s to support the civil rights of Hispanic Americans.

19 .

Chapter 5: Poverty in America

Chapter 5: Poverty in America CHAPTER SUMMARY This chapter examines the characteristics of poverty in the United States, focusing particular attention on demographic aspects and ways of measuring poverty; family constitution and poverty; child poverty and elderly poverty; the urban and rural poor; and the connections between poverty and workrelated issues such as the minimum wage, structural unemployment, dual labor markets, job training programs, and the alternative financial sector or the fringe economy. Last, key strategies developed to combat poverty will be surveyed.

STUDENT LEARNING OBJECTIVES •

Students will understand the various explanations and theories of poverty in the United States.

•

Students will critically understand how and why poverty affects different demographics in the United States.

•

Students will critique the historical approaches to combat poverty.

•

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

TEACHING TIPS •

Experiential learning such as the apartment search exercise work well with students who have not experienced poverty in their own lives. Alternatively, students may try to budget for other needed goods and services, such as food (a healthy diet) or transportation on welfare or the minimum wage. Many students may have done a similar exercise in high school, but ask them to look through the lens of their current lives—college students, maybe with partners or families, living in a pandemic, etc.

•

Acknowledge that you understand that students may have experienced poverty in their lives—and may indeed still be experiencing poverty. The pandemic may be accentuating this reality even further, so be sensitive to this, as well. Consider bringing in campus resources for food assistance, housing, health services, and more, that students could benefit from knowing about.

•

Help your students explore websites such as the Census Bureau in class. Many sites aren’t user friendly, and students will feel more comfortable using them if they have been exposed to the sites in class.

•

It is important to keep in mind the racial and gendered aspects of poverty, and to integrate discrimination and oppression material into this chapter.

•

The social work profession is dedicated to promoting social and economic justice. Help your students connect the material in this chapter with this goal of our profession by explicitly bringing this to the students’ attention.

•

Students can be challenged at first to differentiate between poverty threshold and poverty guidelines, where they come from, and how they are determined. This chart can be helpful in understanding them further: https://aspe.hhs.gov/topics/poverty-economic-mobility/povertyguidelines/frequently-asked-questions-related-poverty-guidelines-poverty

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

20 .

Chapter 5: Poverty in America

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

Theories on Poverty (In-Class Activity 1) a. Culture of Poverty b. Eugenics and Poverty c.

The Progressive Understanding of Poverty (Out-of-Class Assignment 1)

II.

Who Makes Up the Poor? (Out-of-Class Assignment 2)

III.

Measuring Poverty (Out-of-Class Assignment 3)

IV.

Measuring the Depth of Poverty

V.

Families and Poverty

VI.

Child Support Enforcement (Discussion Prompt 1)

VII.

Children in Poverty

VIII.

Poverty and Older Adults

IX.

The Rural Poor (In-Class Activity 2)

X.

Poverty and the Economy a. The Changing Economy

XI.

Work and Poverty (Discussion Prompt 2) a. The Working Poor b. Why Are There Working Poor? c.

Underemployment and Unemployment

d. The Minimum Wage e. Strategies Developed to Combat Poverty f.

ID As

a. Three Approaches to Combat Poverty (Discussion Prompt 3) XII.

America’s Fringe Economy (Discussion Prompt 4)

XIII.

World Poverty

XIV.

Conclusion (Discussion Prompt 5)

KEY TERMS 1. Absolute poverty 2. Alleviative approach to poverty 21 .

Chapter 5: Poverty in America

3. Annual percentage rate (A PR) 4. Area poverty 5. Case poverty 6. Chronic unemployment 7. Culture of Poverty (C o P) 8. Curative approach to poverty 9. Cyclical unemployment 10. Discouraged workers 11. Flexicurity 12. Frictional unemployment 13. Fringe economy 14. Gig economy 15. Nongovernmental organizations (N G Os) 16. Poverty line 17. Preventive approach to poverty 18. Primary labor market 19. Relative poverty 20. Secondary labor market 21. Social wage 22. Structural unemployment 23. Underemployed 24. “Working poor”

DISCUSSION PROMPTS 1. 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.

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

3. 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.

4. What is predatory lending? Who could be particularly vulnerable because of the practices within this industry? Utilize Spotlight 5.4 on page 135 to extend your class discussion with the case scenario presented.

5. COVID-19 has had an impact on how people are able to support themselves in their day-to-day lives. Listen to this story together as a class, “COVID-19 Teaches Us a lot about differences in the disability community,” and ask students to reflect on the implications of the information presented.

This can also lend itself to a strong asynchronous online discussion together with students on a class discussion board.

IN-CLASS ACTIVITIES 1. Theories of Poverty. Create groups in class to discuss the theories that are discussed in the textbook. 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.

22 .

Chapter 5: Poverty in America

2. Rural Poverty. Create groups in class to discuss the differences between rural poverty and urban poverty. Have each group brainstorm ideas for solving poverty in each of these settings. Would all potential solutions work in both? What about in suburban areas? Have groups discuss together, and then share 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 (S P M) on the U.S. Census Bureau website. In what groups of Americans does the S P M 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.

4. Families and Poverty*. Direct students to play the poverty simulation game “Spent” from the Urban Ministries of Durham. Link: https://playspent.org/ Ask students to complete a couple of simulations, making different choices as they go.... what happens? Ask students to reflect on this experience with a 1–2-page paper, choosing at least three of these to consider in their writing: a. Did you make it through the month without running out of money? If you made it through the month without running out of money, how much longer do you think you could have made it under the conditions of the exercise? b. What surprised you about this exercise? What didn't? c.

How do your class text readings this week inform your understanding here?

d. What does a game like this get right about poverty, and/or what does it miss? e. Did you make any decisions that seemed wise at the time but which you later regretted? f.

Why might a simulation like this be important for social workers to experience?

*This activity can also be modified easily into an online discussion board, as well.

ADDITIONAL RESOURCES Books Allard, S.W (2017). Places in need: The changing geography of poverty. New York, NY: Russell Sage Foundation.

Edin, K.J., & Shaefer, H.L. (2015) $2.00 a Day: Living on Almost Nothing in America. Boston: Houghton, Mifflin, Harcourt.

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

23 .

Chapter 5: Poverty in America

O’Connor, A. (2002). Poverty knowledge: Social science, social policy and the poor in twentiethcentury 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, Articles, Videos, and Podcasts 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.

Kharas, H., & Dooley, M. (2021, June 2). Long-run impacts of COVID-19 on extreme poverty. https://www.brookings.edu/blog/future-development/2021/06/02/long-run-impacts-of-covid-19-onextreme-poverty/ Lichter, D. T., & Johnson, K. M. (2007). The changing spatial concentration of America’s rural poor population.

McMasters School of Social Work Leadership Archive. (2020, September 3). British Poor Law Social Policy History and its Effects on Contemporary Policy Contexts. YouTube. British Poor Law Social Policy History and its Effect on Contemporary Policy Contexts - YouTube Sheffield, R. (n.d.). Air Conditioning, Cable T V, and an Xbox: What is Poverty in the United States Today? The Heritage Foundation. Retrieved November 30. 2021, from https://www.heritage.org/poverty-and-inequality/report/air-conditioning-cable-tv-and-xbox-whatpoverty-the-united-states Tortajada, C. (2016). Nongovernmental Organizations and Influence on Global Public Policy. Asia & the Pacific Policy Studies, 3(2).

Websites Center for Poverty Research—https://poverty.ucdavis.edu/ •

The website for the federally funded poverty research institute at University of California, Davis.

Institute for Research on Policy—https://www.ipr.northwestern.edu/ •

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

National Poverty Center—http://www.npc.umich.edu/ •

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

Talk Poverty—https://talkpoverty.org •

Talk Poverty is a website of the Center for American Progress, a progressive public policy research and advocacy organization. There you can find data on poverty state by state.

U.S. Census Bureau. Poverty—https://www.census.gov/topics/income-poverty/poverty.html •

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.

24 .

Chapter 6: The Voluntary Sector Today

Chapter 6: The Voluntary Sector Today CHAPTER SUMMARY This chapter locates the voluntary sector with respect to the other institutions involved in social welfare in the United States. Supporting the voluntary sector are philanthropic contributions that have been a mainstay for social service initiatives. Prominent human service agencies are embedded in communities nationwide, providing essential social services. Historically, voluntary organizations have been the platform for social justice movements. While voluntary sector organizations have been dependent on philanthropy from large foundations, individual contributors provide most of the donations to this sector of American social welfare. In recent decades, government purchase-ofservice contracts have been an important source of revenue for nonprofit organizations. Finally, the responses to September 11, 2001, Hurricane Katrina in 2005, and the Great Recession of 2008 demonstrate the importance of the voluntary sector in responding to Americans in need.

STUDENT LEARNING OBJECTIVES •

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

•

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

•

Students will understand the role of a diversified social services system and how this is consistent with social work values and ethics.

TEACHING TIPS •

Engage students by referring to the agencies in which they are placed, or agencies they have encountered in their lives.

•

Students have some trouble identifying the voluntary sector. It is helpful to provide a large number of very specific examples of the voluntary sector.

•

It is also very helpful to provide examples of social entrepreneurship, clinical entrepreneurs, social services executives, etc. It helps the student distinguish among all these groups if they are encouraged to come up with the examples themselves.

•

Students benefit from having clear definitions of each of the types in the voluntary sector. It is worthwhile to spend time coming up with definitions the students can understand and can find relatable. It is important to clarify the goals and characteristics of each type you introduce.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

25 .

Chapter 6: The Voluntary Sector Today

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

The Voluntary Sector Today (in-Class Activity 1)

II.

Community-Based Agencies (Discussion Prompt 1) a. The Independent Sector (Out-of-Class Assignment 3) b. Advancing Social Justice c.

The United Way (Out-of-Class Assignment 1)

d. Elite Philanthropy (Discussion Prompt 2) III.

The Future of the Voluntary Sector

IV.

Commercialization

V.

Faith-Based Social Services

VI.

Social Entrepreneurship (Discussion Prompt 3)

VII.

Issues Facing the Voluntary Sector a. Frivolity b. Dark Money c.

Property Tax Exemptions

d. Religious Precepts e. Celebrity Philanthropy f.

VIII.

Salaries

Conclusion (Discussion Prompt 1)

KEY TERMS 1. Charity Organization Society 2. Commercialization 3. Standardize 4. Voluntary sector

DISCUSSION PROMPTS 1. How have you seen philanthropy at work in the fight against COVID-19? Consider different community and human needs that humanitarian and charitable organizations have mobilized to address.

2. 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.

3. In response to diminishing resources, creativity has become an important skill for raising money.

How do you see organizations and social service agencies getting creative in our community?

What entrepreneurial strategies would you think would be important for success within nonprofit agencies in your community?

26 .

Chapter 6: The Voluntary Sector Today

IN-CLASS ACTIVITIES 1. DIY Agency. Utilizing discussion question 3 on page 154, ask students to consider unmet needs in their community, and then create their own nonprofit agency to meet the need(s). Who would they recruit for their board of directors? Where would they solicit resources, both case and inkind? Who would they recruit for staff? What would name their agency? What kind of logo would it have? Would the agency focus on providing services or advancing social change?

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 two-page paper.

2. Public vs. Private Services. Select one of the larger nonprofit agencies in your area 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 would you prefer to go if you needed help? Describe your experience in a 1–2-page reflective 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.

Journals, Articles, and Podcasts 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.

Websites Alliance for Charitable Reform—http://acreform.org/ 27 .

Chapter 6: The Voluntary Sector Today •

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

Center for the Advancement of Social Entrepreneurship—https://centers.fuqua.duke.edu/case/ •

The website for C A S E, a research and education institute associated with Duke University.

Human Services Research Institute—https://www.hsri.org/ •

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

Philanthropy Roundtable—https://www.philanthropyroundtable.org/ •

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

United Way—https://www.unitedway.org/ •

The website for the national United Way organization.

28 .

Chapter 7: Privatization and Human Services Corporations

Chapter 7: Privatization and Human Services Corporations CHAPTER SUMMARY This chapter reviews the privatization of social welfare, a dynamic that has accelerated in recent decades. As a function of public dissatisfaction with governmental social programs, increasing reliance on the private sector to finance and deliver social services has emerged as an important theme in American social welfare. Privatization, as this idea has been termed, addresses the problem of the proper relationship between the public and private spheres of the national culture. In this case, the concept of privatization has come to involve “the idea that private is invariably more efficient than public, that government ought to stay out of as many realms as possible, and that government should contract out tasks to private firms or give people vouchers rather than provide them services directly.”

STUDENT LEARNING OBJECTIVES • • • •

Students will critically analyze the major issues and challenges surrounding the privatization of the social welfare services in the United States.

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.

TEACHING TIPS •

Keep in mind that you cannot discuss every single issue covered in this chapter satisfactorily, so you may have to focus on the interests of your class or the needs of your community.

•

The discussion prompts and activities are suggested, but you can modify easily by changing the topic and a few keywords. Feel free to do so and to modify any activities or discussion prompts to suit your needs. Over time, you will know what works and what does not work for your particular situation.

•

Social policy does not happen in a vacuum. Being abreast of the news is important, but news stories may suggest more appropriate topics that the topics chosen here for the discussion prompts and activities. It is very fruitful for social work students to be aware of what is happening at the state, national, and global levels. Keep this in mind as you prepare your lessons.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

29 .

Chapter 7: Privatization and Human Services Corporations

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

Privatization (Discussion Prompt 1) a. Commercialization b. Preferential Selection (Discussion Prompt 2, In-Class Activity 1) c.

Dual Levels of Care

d. Oligopolization (Discussion Prompt 3) e. The Challenge of Privatization (Discussion Prompt 4) f.

Unions and the Private Sector (Out-of-Class Assignment 1)

g. Social Contributions of Business h. Corporate Influence on Social Welfare Policy (Discussion Prompt 5, Out-of-Class Assignment 3) i.

II.

Human Services Corporations

The Future of Corporate Involvement in Social Welfare (In-Class Activity 2, Out-of-Class Assignment 2) a. Private Practice b. The Future of Private Practice

III.

Conclusion

KEY TERMS 1. Collective bargaining 2. Corporate sector 3. Corporate social responsibility 4. Corporatization 5. Human services markets 6. Oligopolization 7. Preferential selection 8. Privatization 9. S-CHI P 10. Scientific philanthropy 11. Social entrepreneurship 12. Social investment strategy 13. Voluntarization 14. Welfare capitalism 15. Welfare sectors 16. YA V I S syndrome

30 .

Chapter 7: Privatization and Human Services Corporations

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.

IN-CLASS ACTIVITIES 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 Commonwealth. Divide 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.

OUT-OF-CLASS ASSIGNMENTS 1. Unions and Social Welfare. The Service Employees International Union (S EI U) has taken the lead in challenging the declining trend in union membership and union influence. Organization efforts have been unusually successful in the southern United States. (e.g., Houston and Miami).

Using Internet search engines examine one successful organizing effort in the south. What seems to be different about the S E IU approach? In your opinion, is there a social welfare benefit associated with SE IU 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, Walmart started selling generic drugs for $4.00 in Florida, a marketing approach that is now nationwide. One might argue that this decision by Walmart, 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 network advocacy be directed toward the corporate sector in addition to the public sector?

Write your answers in a two-page paper.

31 .

Chapter 7: Privatization and Human Services Corporations

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.

Kahn, Si, & Minnich, Elizabeth. (2005). The Fox in the Henhouse: How Privatization Threatens Democracy.

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

Sanger, M. B. (2003). The welfare marketplace: Privatization and welfare reform. Washington, D C: Brookings Institution Press.

Journals, Articles, and Podcasts Abramovitz, M., & Zelnick, J. (2015). Privatization in the human services: Implications for direct practice. Clinical Social Work Journal, 43(3), 283–293.

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.

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.

Richardson, Jr., L. and Valentine, D. (2005). Privatizing Functions of State Government. Institute of Public Policy, University of Missouri.

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 Alliance for Charitable Reform—http://acreform.org/ •

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

American Public Human Services Association—https://www.aphsa.org/ •

The website for A P H S A 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—https://www.hks.harvard.edu/centers/mrcbg/programs/cri •

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

Interfaith Center on Corporate Responsibility—https://www.iccr.org/ •

The website for I C C R that works with corporate shareholders to promote sustainability and social justice.

32 .

Chapter 7: Privatization and Human Services Corporations

National Organization for Human Services—https://www.nationalhumanservices.org/ •

The website for N O H S, a professional organization of human service educators.

33 .

Chapter 8: The Making of Governmental Policy

Chapter 8: The Making of Governmental Policy CHAPTER SUMMARY This chapter describes the process by which governmental policy is made, including its phases, the importance of stratification, and the role of influential organizations. It reaffirms that in an open, democratic society, public policy should reflect the interests of all of its citizens, who can be greatly impacted by the many social welfare policies are established by government. Decisions by federal and state agencies have a direct bearing on the administration and funding of social welfare programs that assist millions of Americans and employ thousands of human service professionals. Challenges to legislative norms in recent years are discussed, and a critical analysis of the policy process highlights the social stratification, the phases through which policy is formulated, and the organizational entities that have become instrumental in decision making. The importance of making the public policy process more representative is highlighted as a primary concern for social welfare advocates. Voter mobilization, voting access, and voter registration are also important elements in this process. The involvement of social workers is identified as a key element for enhanced public policy development. More social workers have shifted to direct service roles, diminishing social work presence and leadership in social policy, and has led to the call for concerted efforts to rebuild a role for social work to understand and manage complex organizations and programs, and in shaping policy analysis.

STUDENT LEARNING OBJECTIVES •

Students will understand how policies are made in the United States.

•

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 understand the critical involvement of social workers in enhanced policy development.

TEACHING TIPS •

Help students understand the political process and how bills become laws. It is very important that students feel comfortable enough with the process so that they feel they can intervene effectively.

•

The language of legislation can feel daunting to new policy students. Remove the veil by reading example legislation together, and parse out its meaning so that students feel competent and capable when doing it on their own.

•

Help students find their local and state representatives, and provide support and feedback as students make the first attempts at contacting their government. Provide firm examples of advocacy tools and professional language for emails, letters, and phone calls.

•

Don’t assume that students know how to vote. Students can’t engage others in voting if they themselves do not understand how to do it. Be sure to be explicit about voter registration, and when/where/how to vote.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

34 .

Chapter 8: The Making of Governmental Policy

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

The Making of Governmental Policy (In-Class Activity 1)

II.

Technical Aspects of the Policy Process (Discussion Prompt 1)

III.

A Critical Analysis of the Policy Process (Discussion Prompt 2)

IV.

The Policy Process a. Social Stratification b. Formulation (Out-of-Class Assignment 1) c.

Legislation

d. Implementation (Discussion Prompt 3) e. Evaluation f.

V.

Marginalization (In-Class Activity 2)

Social Work and Advocacy Organizations (and In-Class Activity 3) a. Advocacy Organizations and the New Policy Institutes (Out-of-Class Assignment 2 and 3)

VI.

Political Practice (Out-of-Class Assignment 4 and Discussion Prompt 4)

VII.

Conclusion

KEY TERMS 1. Bureaucratic rationality 2. Congressional Record 3. Elitist 4. Filibuster 5. Institutional conception of social welfare 6. Lobbyist 7. Marginalization 8. Market rationality 9. Political Action Committee (P A C) 10. Political practice 11. Progressive 12. Public policy 13. Residual conception of social welfare 35 .

Chapter 8: The Making of Governmental Policy

14. Social stratification 15. Think tanks

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. Two orientations are discussed in Chapter 1—the institutional conception of social welfare and the residual conception of social welfare. What are the differences between these two approaches to social welfare? Encourage students to provide examples of each orientation they see in America today.

3. The authors point out that while a policy may be enacted, that may not mean that it will be implemented. What are some of the reasons for these challenges? Responses may include discussion on public ambivalence, “administrative burden,” court challenges, and governmental shutdown periods.

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. 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, problem solving.

IN-CLASS ACTIVITIES 1. Power Structure. Have students discuss what they perceive to be the existing power structure in the United States. Make sure that they consider political parties, news organizations, the wealthy who contribute to political campaigns, online activist organizations, advocacy groups, hashtag movements, and other popular cultural groups. In their small group, ask them to create a diagram of this structure and share it with the class.

2. Marginalization. Divide 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. Two Reasons. Have students individually identify two reasons for why they might vote in the next election and two reasons they may not vote in the next election. Have them share these together in small group discussions, creating example social media posts that could be shared to reinforce the importance of voting and also address voting barriers for the next election.

OUT-OF-CLASS ASSIGNMENTS 1. Think Tanks. Assign students to examine the website of a think tank. Provide choices for them to select from, or use a list like this one from the Congressional Research Institute for Social Work and Policy. In a brief two-page paper, students should complete these tasks: a. Identify how the think tank announces itself on the home page (consider languages, images, aesthetics). What were the major themes found on that page? b. Locate a mission or purpose for the group, if possible. c. Briefly describe its history and funding. d. Respond to this question—was the information not present that you looked for? e. Find the think tank on social media. What were your observations about how effectively these media were used? Give at least one example. f.

Where would you place this think tank on the U.S. political spectrum? What evidence did you find that supports your conclusion?

36 .

Chapter 8: The Making of Governmental Policy

2. Who Represents Me? Provide students with this worksheet, shared by the Nancy A. Humphreys Institute for Political Social Work at the University of Connecticut, so they can identify their representatives at various levels of government, from local school boards to President of the United States.

3. Communicating with Elected Officials. Provide students with example letters to elected officials, such as these provided by the Center for Community Health and Development at the University of Kansas. Writing letters to public officials and organizations is a common form of political action for both social workers and the people they serve. Ask students to choose a social welfare issue important to them, and then to prepare a draft of a letter they might send to an elected official regarding their chosen issue. Do not require a student to actually send the letter, but do ask that it demonstrate professional format and content, free from typos or other errors. In the draft letter, ask students to: a. Identify the purpose they are writing to the legislator. b. Explain their position on the issue. How will this impact themselves or others, positive or negatively? c. Specifically request an action you wish the legislator would take, and by what deadline—this week, this month, this year? d. Offer an alternative, if your letter is opposed to a specific action. e. Give thanks to the official and provide contact information in their closing.

4. Congressional Websites. After completing the “Who Represents Me?” worksheet, access the website of the U.S. House of Representatives. After spending a few minutes familiarizing yourself with the vast amount of information linked to this site, locate your local representative that you named on the worksheet. What committees does he or she serve on? What legislation has he or she sponsored or cosponsored? 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.

ADDITIONAL RESOURCES Books Brunori, D. (2014). Local tax policy: A Federalist perspective, 3rd edition. Washington, D C: Urban Institute.

Brunori, D. (2016). State tax policy: A primer, 4th edition. Washington, D C: Urban Institute.

Finn, J. & Jacobson, M. (2013). Social Justice. In National Association of Social Workers and Oxford University Press (Eds) Encyclopedia of Social Work. Retried from http://socialwork.oxfordre.com D OI: 10.1093/acrefore/9780199975839.013.132.

O’Connor, M. K., & Netting, F. E. (2011). Analyzing social policy: Multiple perspectives for critically understanding and evaluating policy. Hoboken, NJ: John Wiley & Sons, Inc. Steuerle, E. C. (2008). Contemporary U. S. tax policy. Washington, DC: Urban Institute.

Thorndike, J.J. (2013). Their fair share: Taxing the rich in the age of F D R. Washington, DC: Urban Institute.

Vile, J. (2018). Essential Supreme Court Decisions: Summaries of Leading Cases in U.S. Constitutional Law, 17th Edition. Lanham, MD: Rowman and Littlefield.

Weiss-Gal, I. (2013). Policy practice in practice: The inputs of social workers in legislative committees.

Social Work, 58(4), 304–313.

Journals, Articles, and Podcasts Falk, G., Lynch, K., & Tollestrup, J. (2018) Federal Spending on Benefits and Services for People with Low Income: In Brief. Washington, DC: Congressional Research Service. Retrieved from https://fas.org/sgp/crs/misc/R45097.pdf 37 .

Chapter 8: The Making of Governmental Policy

Ferrera, A., & Lederach, J. P. (Guests). (2018, June 7). N P R: On Being: How Change Happens, In Generational Time [Audio podcast]. Retrieved from https://cutt.ly/4oI7QL 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.

Ingraham, C. (2016). “This is Actually What America Would Look Like without Gerrymandering.”

Washington Post.

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: One income working families, tax liabilities, and benefit reductions. Families in Societies, 88, 418–426.

Steuerle, C.E. (1997). Devolution as Seen from the Budget. Urban Institute. Retrieved from https://www.urban.org/sites/default/files/publication/66971/307034-Devolution-as-Seen-from-theBudget.PDF York, E. (2018) “The Benefits of Cutting the Corporate Income Tax Rate.” Tax Foundation. Fiscal Facts No. 606.

Websites Americans for Tax Reform—https://www.atr.org •

Americans for Tax Reform, founded in 1985 by Grover Norquist, opposes all tax increases and has been effective in soliciting pledges form G O P officials to oppose all tax increases.

Center on Budget and Policy Priorities—https://www.cbpp.org •

THE C B P P is a think tank organized in 1981 to focus on budget and tax issues effecting moderate and low-income Americans.

Congress.gov—https://www.congress.gov/legislative-process •

Students can visit to learn more. The video at the link provides a good overview of processes that can be new to students, such as how committees consider proposed legislation.

CS P AN Classroom—https://www.c-span.org/classroom/ •

Check out the variety of links, information, videos, and more at the classroom website. Click on “lesson plans” to view resources by topic in short, easily digestible pieces.

FairVote—https://www.fairvote.org •

Per its website, FairVote works to study problems with the electoral system and "develop practical solutions, and work with national, state, and local partners to advance reforms that result in fairer elections."

The Government Accountability Office (G AO)—https://www.gao.gov •

Students can check out the G AO, the independent and nonpartisan agency of the U.S. federal government that reports to Congress. It participates in investigations and audits, to ensure that the funds appropriated by Congress are spent for the purposes they were intended. The website provides testimony, reports legal decisions, and more.

Tax Policy Center—https://www.taxpolicycenter.org The website for the Tax Policy Center, a joint venture of the Brookings Institution and the Urban Institute.

38 .

Chapter 9: Tax Policy and Income Distribution

Chapter 9: Tax Policy and Income Distribution CHAPTER SUMMARY Tax policy, the use of legislation to define how revenues are generated in order to achieve social objectives, is fundamental to the structure of social welfare in the United States. Although this function may seem prosaic, in fact, tax policy has been the flash point of major historical events, as evident in the Boston Tea Party when colonists objected to taxation without representation. Massive tax cuts of the George W. Bush administration provoked dire warnings by liberals and conservatives alike about the fiscal health of the republic sparking the emergence of a new Tea Party movement. The 2017 Tax Cuts and Jobs Act (T CJ A) of the Trump administration further widened economic inequality.

Although tax policy is an instrument of government, its influence is not limited solely to generating revenues for federal and state social programs: Through “tax expenditures,” areas exempted from taxation, tax policy provides significant incentives not only for specific industries but also for individual behavior, as in the mortgage interest deduction. For this reason, tax policy is of increasing interest to advocates of social justice. As support for direct benefits through traditional social programs has waned, social advocates have turned to “targeted tax expenditures”—preferably, refundable tax credits like the Earned Income Tax Credit (E I TC)—as a means to advance economic justice. As a vehicle for funding social programs, tax policy is also an important barometer for social equity; and indeed, policy analysts have long used income distribution—and more recently wealth distribution—as an indicator of how fair the economy has been for various groups.

STUDENT LEARNING OBJECTIVES •

Students will demonstrate an understanding of the tax policy in the United States 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.

TEACHING TIPS •

Students sometimes have a hard time understanding the concepts of progressive, regressive, flat, estate, capital gains, and other taxes. Students have heard a number of stories in the news about “fair taxes” and other forms of taxation, contributing to the confusion. Providing a handout describing each type is very helpful.

•

Students seldom have background knowledge about taxes, and this is a generally scary topic for them. Start by explaining what a marginal tax rate is.

•

Explain that fees also constitute a form of taxation.

•

Students will have heard that many Americans pay no taxes or federal taxes. Clarify this point.

Explain all the forms of taxation to clarify this point.

•

It is extremely important to connect the concept of taxation and redistribution to social work values and ethics. Explore the students’ feelings and make the distinction between personal ethics and professional ethics. Explain what the position of the social work profession is regarding taxation and redistribution. Many practicing social workers are sadly ignorant in these respects and contribute to oppression and marginalization.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

39 .

Chapter 9: Tax Policy and Income Distribution

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

Introduction a. Tax Policy b. History of U.S. Tax Policy (Discussion Prompts 1 and 2)

II.

Social Justice

III.

The Antitax Movement (Discussion Prompt 3)

IV.

Federal Tax Expenditures (In-Class Activity 1, Out-of-Class Assignment 3)

V.

State Tax Policy

VI.

Poverty Reduction and Economic Inequality (Out-of-Class Assignment 1, Discussion Prompt 4)

VII.

Progressive Tax Reform (Out-of-Class Assignment 2, In-Class Activity 2, Discussion Prompt 5)

VIII.

Conclusion (In-Class Activity 3)

KEY TERMS 1. Earned Income Tax Credit (E IT C) 2. Federal Insurance Contributions Act (F IC A) 3. General services tax (G S T) 4. Income distribution 5. Payroll tax 6. Progressive taxation 7. Refundable tax credits 8. Value added tax (V AT)

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.

40 .

Chapter 9: Tax Policy and Income Distribution

3. What are the differences between entitlement programs and discretionary program? 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.

IN-CLASS ACTIVITIES 1. Federal Tax Receipts. Have students look at Table 9.2 on page 191 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].

2. Poverty Relief: Welfare or Taxes. Divide 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.

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 twopage 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 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 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 E I TC refund in the current year. What is the least amount of money you can earn in order to maximize your EI T 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 presents the President’s perspective on the federal budget. The Government Accountability Office 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.

41 .

Chapter 9: Tax Policy and Income Distribution

ADDITIONAL RESOURCES Books Boortz, N., & Linder, J. (2006). The fair tax book: Saying goodbye to the income tax and the I R S. New York: Harper Paperbacks.

Brunori, D. (2007). Local tax policy: A Federalist perspective. Washington, D C: Urban Institute.

Brunori, D. (2011). State tax policy: A political perspective. Washington, D C: Urban Institute.

Slemrod, J., & Bakija, J. (2008). Taxing ourselves: A citizen’s guide to the debate over taxes (4th ed.).

Cambridge, MA: MIT Press.

Steuerle, E. C. (2008). Contemporary U. S. tax policy. Washington, D C: Urban Institute.

Journals, Articles, and Podcasts 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: Low income working families, tax liabilities, and benefit reductions. Families in Societies, 88, 418–426.

Websites Americans for Tax Reform—https://www.atr.org/ •

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 from G OP officials to oppose all tax increases.

Center on Budget and Policy Priorities—https://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—https://www.ncsl.org/ •

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—https://taxfoundation.org/ •

The website for the Tax Foundation, a nonpartisan tax research and education think tank founded in 1937.

Tax Policy Center—https://www.taxpolicycenter.org/ •

The website for the Tax Policy Center, a joint venture of the Brookings Institution and the Urban Institute.

42 .

Chapter 10: Social Insurance Programs

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 (O AS DI); Unemployment Insurance (U I); and Workers’ Compensation. In addition, this chapter explores some of the major issues and problems surrounding social insurance programs. It also examines how pension systems in selected industrialized countries operate compared to the United States.

STUDENT LEARNING OBJECTIVES •

Students will understand the rationale for the existing forms of social insurance programs.

•

Students will show a critical understanding of the various forms of social insurance programs concerning the amounts of benefits, eligibility, and length of benefit.

•

Students will critically analyze some of the endemic problems with the various programs concerning benefits to vulnerable and low-wage populations.

•

Students will 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 United States.

•

Students will analyze the factors that significantly threaten the feasibility of social security in the future.

TEACHING TIPS • • •

Help students understand the concept of “entitlement” and explain the funding mechanisms that differentiate entitlements from public assistance programs. Discuss how the general public utilize these terms, and explore the reasons behind the confusion.

Utilize the website of the Social Security Administration and teach your students in class how to navigate it to obtain information. This website has a very useful pension calculator.

International comparisons are useful. Use the information provided on pensions in other countries to guide a discussion on Social Security and pensions. What works, what doesn’t?

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

43 .

Chapter 10: Social Insurance Programs

Chapter Outline I.

Definition of Social Insurance (Out-of-Class Assignment 1) a. The Background of Social Insurance b. The Financial Organization of Social Insurance (Discussion Prompt 3)

II.

Key Social Insurance Programs (In-Class Activities 1 and 3) a. OA SD I (Out-of-Class Assignment 2) b. Unemployment Compensation (Discussion Prompt 4) c.

Worker’s Compensation (In-Class Activity 4)

d. The Social Security Dilemma (In-Class Activity 2, Out-of-Class Assignment 3) i. Arguments against the Current Social Security System ii. Arguments for the Current Social Security System iii. Social Security in Trouble (Discussion Prompt 2) iv. The Long-Term Prospects for Social Security e. Medicare (Hospital Insurance and Supplementary Medical Insurance) (Discussion Prompt 5) III.

Lingering Problems in the Social Security System a. Reforming Social Security b. Privatizing Social Security

IV.

Pension Systems in Selected Industrialized Countries a. Canada’s Retirement Income System b. Retirement in the United Kingdom c.

Germany’s Social Security System

d. The Australian Retirement System V.

Conclusion (Discussion Prompt 1)

KEY TERMS 1. Cost-of-living adjustments (C OL A) 2. Dependency ratio 3. Means-testing 4. Regressive 5. Safety nets 6. Social insurance 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 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 2035 at the latest unless corrective action is taken now. What do you propose should be done?

3. Do you think workers such as women who do household chores and who take care of children should receive Social Security/OA SD I benefits? Social Security/OA SD I 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 44 .

Chapter 10: Social Insurance Programs

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?

IN-CLASS ACTIVITIES 1. Social Insurance Programs Presentations. Divide your class into 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. Alternatively, you could have students utilize a collaborative program such as Canva or Microsoft Docs to create this collaborative poster virtually from a phone or computer.

2. Debate on Privatizing Social Security. Divide class 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 United States. 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. As with In-Class Activity 1, you could utilize a virtual platform for this activity, as well.

4. Worker’s Comp. Divide the class in small groups either online or in the classroom. 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. Change the parameters for retirement such as age and income.

What are your expected benefits if you retire at age 62? 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 economically disadvantaged people, rural and/or urban, is an excellent backdrop for beginning discussion on this chapter.

3. Beneficiary Interviews. Students should interview different cohorts receiving social insurance, for example, 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? Allow these interviews to be conducted by phone, by video conference platform, or in-person, as safety allows.

45 .

Chapter 10: Social Insurance Programs

ADDITIONAL RESOURCES Books Beveridge, W. H. (1942). Social Insurance and Allied Services. Agathon. Government Accountability Office (G A O) (2004).—Social Security Administration: More effect needed to assess consistency of disability decisions. ǁǁ Report to the Chairman, Subcommittee on Social Security, Committee on Ways and Means, House of Representatives, G AO -04-656.

Social Security Administration (2010).—Annual statistical report on the Social Security Disability Insurance program, 2009.

Titmuss, R. M. (1976 [1955]) Essays on ‘The Welfare State’ (3rd ed), London: Allen & Unwin.

Journals, Articles, and Podcasts 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 aggregate capital accumulation. Journal of Political Economy, 82 (5), 905–926.

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(11—12), 1224–1233.

Websites Kaiser Family Foundation YouTube Channel—https://www.youtube.com/c/KFFvideos/playlists •

Find a wealth of videos that can be utilized for class and student access about Medicare, the AC A, and more.

The Social Security Act—https://www.ssa.gov/history/35act.html •

This gateway website serves as a clearinghouse for U.S. official documents. Visitors can access the original Social Security Act of 1935 as well as other historical records in Social Security.

Social Security Administration. Social Security: The official website of the Social Security Administration—https://www.ssa.gov/ •

This is the official website of the Social Security Administration. This website provides information on O A SD I National Archives.

Social Security Advisory Board. Social Security Advisory Board—https://www.ssab.gov/ •

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—https://www.src.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 N B ER Retirement Research Center— https://www.nber.org/ 46 .

Chapter 10: Social Insurance Programs •

The N B ER 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.

47 .

Chapter 11: Public Assistance Programs

Chapter 11: Public Assistance Programs CHAPTER SUMMARY This chapter examines key public assistance programs, including the former Aid to Families with Dependent Children (AF D C); AF DC’s replacement, Temporary Assistance to Needy Families (T A N F); Supplemental Security Income (S SI); and general assistance (G A). The chapter also investigates and analyzes the problems and issues inherent in public assistance programs.

STUDENT LEARNING OBJECTIVES •

Students will describe the characteristics of the major U.S. social assistance programs.

•

Students will demonstrate an understanding of the history of the main welfare programs in the United States including AF DC and T AN F.

•

Students will demonstrate a critical understanding of the main ideologies behind the welfare programs as it relates to work and personal responsibility.

•

Students will critically analyze some of the inherent problems and challenges in the welfare programs for recipients, states, and the federal government.

•

Students will demonstrate an understanding of welfare program trends and issues.

TEACHING TIPS •

It may be helpful to start the class understanding the misconceptions students may have about public assistance programs and to provide correct information to dispel myths.

•

The goal of this chapter is to help students to understand public assistance programs and to have general knowledge about the topic. Teach your students where to obtain information about these programs, which they will have to do as practitioners.

•

It is very likely that social work practitioners will have to come in contact with public assistance programs regardless of area of specialization. Stress this fact to your students.

•

Connect the content of this chapter to social work values and ethics. Ask your students how public assistance programs are consistent with social work values and ethics, how they are inconsistent with each other, and how they can be improved.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

48 .

Chapter 11: Public Assistance Programs

Chapter Outline I.

Assumptions and Myths about Public Assistance (Out-of-Class Assignment 1, In-Class Activity 1)

II.

Aid to Families with Dependent Children (Out-of-Class Assignment 2, In-Class Activity 2) a. The Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (In-Class Activity 3, Out-of-Class Assignment 3) b. Has the PR W OR A Worked? c.

III.

Teenage Pregnancy (Discussion Prompt 1)

Supplemental Security Income (S S I) (Discussion Prompt 2) a. Problems with S SI

IV.

General Assistance

V.

Trends and Issues in Public Assistance a. From Welfare Policy to Labor Policy (Discussion Prompt 3) b. Welfare to Work (Workfare) (In-Class Activity 4, Out-of-Class Assignment 4) c.

Welfare Behaviorism i. Behavioral Poverty ii. Personal and Parental Responsibility (Discussion Prompt 4)

VI.

Conclusion (Discussion Prompt 5)

KEY TERMS 1. Block grants 2. Disentitlement 3. Entitlement 4. Family caps 5. General assistance (G A) 6. Income maintenance programs 7. Job Opportunities and Basic Skills (J OB S) 8. Means-tested 9. Welfare behaviorism 10. Welfare dependency

DISCUSSION PROMPTS 1. 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?

2. Is SS I necessary? Who receives S S I? What has led a person down the path of such dependency that they must receive S SI 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? Help students understand the differences between Social Security and S SI at this link: https://www.ssa.gov/sf/FactSheets/aianssavsssifinalrev.pdf 3. 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 49 .

Chapter 11: Public Assistance Programs

is more likely to enter a primary labor market and why? Who is more likely to enter a secondary labor market and why?

4. Does welfare-to-work penalize economically disadvantaged women by forcing them to work outside the home? Do women have the same right to stay at home and care for their children as wealthier women? What about “family values?” Does forcing a lower-income mother to work “defamilize” her home? Does anyone have the right to receive assistance without working? Why should society help women stay at home with their children?

5. 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?

IN-CLASS ACTIVITIES 1. Myths and Facts. Before the students look at the chapter, divide the blackboard in two (do N O T 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 teams of two or three, and assign a public assistance program to each. Each small group should develop an infographic on the pros and cons relative to the program, and present this to the class.

3. AFDC and TA NF Class Discussion. AF DC and T AN F have been 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 T ANF improve on A FD C or not? What do you think? Encourage students to utilize Spotlight 11.2 in the chapter reading in their conclusions.

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 welfare-to-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, either in-person, by phone, or virtually.

2. Do You Qualify? Go to the SN A P website and use their benefits estimator, noting that each state has its own website 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 PR WOR A. Research the characteristics and details of P R WO RA and its history. Using sources such as Internet or journal articles, each student must write a two-page summary of this act.

4. Understanding PR W ORA. Following the “Getting to Know P R WOR A” assignment, the students write a two-page analysis of PR W OR A and its effects. What are the arguments in favor of PR WO 50 .

Chapter 11: Public Assistance Programs

RA? What are the arguments against P R WO RA? 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, M A: Harvard University Press.

Crow, S., & Anderson, J. (2004). Working against the Clock: Implementing Five-year Welfare Time Limits in California. San Francisco, C A: 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.

Nord, M., Coleman-Jensen, A., Andrews, M., & Carlson, S. (2010). Household food security in the United States, 2009. ER R-108, U.S. Department of Agriculture, Econ. Res. Serv.

Loprest, P., & Zedlweski, S. (2006). The changing role of welfare in the lives of low-income families with children. Washington, D C: The Urban Institute.

Journals, Articles, and Podcasts 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., & 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., & 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., & Curtis, M.A. (2005). T ANF sanctions and hardship. Social Service Review, 79(2), 215–236.

Websites Kaiser Family Foundation YouTube Channel—https://www.youtube.com/c/KFFvideos/playlists •

Find a wealth of videos that can be utilized for class and student access about Medicaid, health reform, and more. Of particular note is the video playlist titled “Faces of Medicaid,” which provides insight into a range of individual experiences with the program.

Latino Social Work Organization—https://www.lswo2022.com/ Library of Congress—https://www.congress.gov/ •

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.

National Immigration Law Center—https://www.nilc.org/issues/economic-support/quick-guide-acameans-tested-programs/ •

The NILC provides a helpful guide to help understand immigrant eligibility for the Affordable Care Act and key federal means-tested programs.

Social Security Administration. Supplemental Security Income (S SI)—https://www.ssa.gov/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.

51 .

Chapter 11: Public Assistance Programs

US Department of Health and Human Services. Administration of Children and Families. Temporary Assistance for Needy Families (T A NF)—https://www.acf.hhs.gov/ofa/programs/temporary-assistanceneedy-families-tanf •

This website provides information on T AN F. 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.

52 .

Chapter 12: The American Health Care System

Chapter 12: The American Health Care System CHAPTER SUMMARY This chapter examines the U.S. health care system—specifically, the large numbers of uninsured people; key governmental health programs, such as Medicare and Medicaid; the crisis in health care, including COVID-19; the attempts to curb health care costs; and the role of managed care in the American health care system. The chapter also examines gun violence (a major health policy issue) and surveys various proposals designed to ameliorate the problems in the U.S. health care. The chapter also investigates the organization of medical services in the United Kingdom, Canada, and Australia.

STUDENT LEARNING OBJECTIVES •

Students will critically analyze the parameters of the major issues in the U.S. health care system including programs, access and costs, effectiveness and efficiency.

•

Students will demonstrate an understanding of the major structural factors associated with the high costs of health services in the United States.

•

Students will critique the health care system in the United States with a comparative analysis of the health care systems in Canada, Britain, and Australia.

•

Students will demonstrate a comprehension of how welfare ideology has and continues to shape health care provision in the United States.

•

Students will provide an analysis of the strengths, weaknesses, and failures of the various strategies to reduce health care costs in the United States.

TEACHING TIPS •

The health care system in the United States is evolving and facing unprecedented challenges, and therefore it is important for instructors to keep abreast of changes and emerging issues regarding this topic, as it is impossible for a textbook to reflect the fast changes.

•

Students should understand the arguments for and against the different positions in health care.

Of all stake holders, who holds what position and why? This is essential in social work practice, as our role is to help all sides understand each other.

•

Social workers need to understand medical and legal terminology in order to understand the rules in health care. Handouts with essential words are very helpful, and students can participate in their compilation. Sites such as the C D C often have helpful glossaries.

•

Health care is often a controversial topic, but social work has a specific position based on our Code of Ethics and the values of the profession. In the effort to provide accurate and factual information, do not forget that social workers must be grounded in our values and ethics.

•

Teach your students to use critical thinking by utilizing news stories about health care, questioning their accuracy and the possible biases of the writer(s).

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

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Chapter 12: The American Health Care System

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

The Uninsured (Discussion Prompt 1)

II.

The Organization of Medical Services (In-Class Activity 1)

III.

Major Public Health Programs: Medicare, Medicaid, and S-C HI P (Discussion Prompt 2) Medicare a. Part A (HI) Benefits b. Part B (S MI) Benefits c.

Part C (MA) Plans

d. Part D (Drug) Coverage e. Gaps in Medicare Coverage f.

Reimbursements to Providers

g. Funding h. The Medicare Minefield IV.

Medicaid

V.

The Children’s Health Insurance Program (CH IP) (In-Class Activity 2)

VI.

The Health Care Crisis (Discussion Prompt 3) a. The Covid-19 Pandemic

VII.

Overview of U.S. Health Care Expenditures

VIII.

Private Health Insurance

IX.

Explaining the High Cost of U.S. Health Care (Discussion Prompt 4) a. Hospital Costs b. Physicians’ Salaries c.

The Pharmaceutical Industry (Out-of-Class Assignment 3)

d. Cutting Health Care Costs (In-Class Activity 3) X.

Managed Care

XI.

The Underinsured (Out-of-Class Assignment 2)

XII.

Gun Violence and Health Care Policy a. The Debate around Gun Control

XIII.

What Can Be Done

XIV.

Reforming U.S. Health Care (Out-of-Class Assignment 1)

XV.

National Health Service

XVI.

National Health Insurance a. Single-Payer System 54 .

Chapter 12: The American Health Care System

XVII.

Incremental Reform

XVIII.

The Patient Protection and Affordable Care Act

XIX.

Obamacare under Trump

XX.

U.S. Health Care in International Perspective

XXI.

Comparative Analysis: Health Care in Canada, the United Kingdom, and Australia (Discussion Prompt 5, Out-of-Class Assignment 4) a. The Canadian Health Care System b. The United Kingdom’s National Health Service c.

XXII.

The Australian Health Care System

Conclusion

KEY TERMS 1. Health maintenance organizations (H MOs) 2. Home health care 3. Inpatient care 4. Managed care 5. Medigap 6. Portability 7. Preferred Provider Organizations 8. Prospective payment system

DISCUSSION PROMPTS 1. Why are there so many uninsured people in the United States? Is this a systemic problem, or are the uninsured simply negligent? Is this a problem the United States 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- CH I P. What do they have in common?

How are they different?

3. Is there a health care crisis? How does the U.S. 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 United States sacrifice excellence in care for reduced costs? Or should we accept high costs as a natural part of high technological achievements? How has COVID-19 contributed to your thinking on these questions?

4. What are the major factors driving health care cost increases in the United States? The cost of American health care 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?

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?

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Chapter 12: The American Health Care System

IN-CLASS ACTIVITIES 1. Health Care System Discussion. Divide the class in small groups and have each small group use the textbook to develop a taxonomy of the components of the health care system in the United States. 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. Divide the class in teams of two or three students and assign a major health care program to each small group. Each small group then creates a poster, either virtually or on paper, explaining the program and presents this to the class.

3. Health Care Costs. Divide the class in small groups and, utilizing the textbook, discuss the elements that contribute to health care costs in the United States. 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, social media, 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) doing two things—(a) discussing the existing need; and (b) providing ideas for an improved health care system.

2. ER Interview. Students should conduct an interview with nurse or 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 specifically about the impact of COVID-19 on emergency and preventative care.

3. Prescription Drugs and Their Costs. Students should use the Internet to find the 10 most prescribed drugs (a) in the United States, 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.

4. Comparative Policy: Students should select a foreign country and use the Internet (use websites such as the NI H, WHO, and CD C) 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 U.S. 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, C A: 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, D C: Center on Budget and Policy Priorities.

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Chapter 12: The American Health Care System

Zimmerman, M., (2000). Comparative health care systems. Encyclopedia of Sociology New York: Macmillan Publishers.

Journals, Articles, and Podcasts Atkins, D., Fink, K., & Slutsky, J. (2005). Better information for better health care: The Evidencebased Practice Center Program and the Agency for Health care Research and Quality. Ann Intern Med, 142, 1035–41.

Jencks, S.F., Williams, M.V., & Coleman, E.A. (2009). Rehospitalizations among patients in the Medicare fee-for-service program. New England Journal of Medicine, 360, 1418–28.

Mann, Brian. (2021, December 30). N P R. https://www.npr.org/2021/12/30/1069062738/more-than-amillion-americans-have-died-from-overdoses-during-the-opioid-epidemi Prickett, K., Martin-Storey, A., & Crosnoe, R. (2018). Firearm ownership in high-conflict families: Differences according to state laws restricting firearms to misdemeanor crimes of domestic violence offenders. Journal of Family Violence, 33(5), 297–313. https://doi.org/10.1007/s10896-018-9966-3 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. American Journal of Public Health 99, 2289–2295.

Websites Centers for Disease Control and Prevention (C DC)—https://www.cdc.gov/ •

The CD C 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 CD C aims to be very responsive to public health concerns.

Kaiser Family Foundation YouTube Channel—https://www.youtube.com/c/KFFvideos/playlists •

Find a wealth of videos that can be utilized for class and student access about health insurance, global health, health reform, and more.

National Institutes of Health—https://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.

Robert Wood Johnson Foundation—https://www.rwjf.org/en/our-focus-areas/focus-areas/healthsystems.html •

The Robert Wood Johnson Foundation supports research on health, and can assist students in finding literature on health and health care.

U.S. Department of Health and Human Services. Agency for Health Care Research and Quality— https://www.ahrq.gov/ •

The Agency for Health Care Research and Quality's (A H RQ) 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, A HR Q supports research that helps people make more informed decisions and improves the quality of health care services.

World Health Organization—https://www.who.int/ •

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 evidence-based policy options, providing technical support to countries and monitoring and assessing health trends.

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Chapter 13: Mental Health and Substance Abuse Policy

Chapter 13: Mental Health and Substance Abuse Policy CHAPTER SUMMARY This chapter reviews the provision of mental health and substance abuse. Despite the nation’s abysmal record in mental health and substance abuse, American psychiatry largely determined the methods for intervening with mental disorders, primarily through the Diagnostic and Statistical Manual of Mental Disorders (D SM). This chapter takes us through a historical perspective on mental health reform, legislation, and deinstitutionalization, and tackles the challenges of psychotropic medication, and the psychopharmacological scandal. Particular attention is given to children’s mental health, funding for mental health and substance abuse services, and the opioid crisis, while questions for the future of mental health and substance abuse policies are raised.

STUDENT LEARNING OBJECTIVES •

Students will demonstrate an understanding of the mental health services in the United States.

•

Students will critically analyze the roles and challenges faced by community mental health centers in the provision of health care in the United States.

•

Students will demonstrate an understanding of the challenges of mental health care service provision in the United States vis-à-vis the role of state and the federal government.

•

Students will critically analyze drug policy, and identify arguments for and against particular substance abuse policies.

•

Students will identify emerging trends in mental health and substance abuse, and will be able to seek and obtain information on rapidly changing topics as competent practitioners.

TEACHING TIPS •

This is a very broad and complex topic involving mental health and substance abuse content. It may benefit the students to cover this chapter over more than one session.

•

Students may have strong opinions and beliefs about substance abuse. As an instructor, it is important that you clarify facts and identify biases.

•

Connect the material covered in this chapter to social work values and ethics. Help students identify the positions and opinions that are consistent with social work.

•

If your students do not have a strong background in sociology, it may be necessary to spend some time identifying basic concepts such as labeling, structural causes of homelessness vis-àvis mental health and drug abuse, and the social construction of mental health.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

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Chapter 13: Mental Health and Substance Abuse Policy

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

Mental Health Reform (Discussion Prompt 1)

II.

The Community Mental Health Centers Act (In-Class Activity 1)

III.

Deinstitutionalization (In-Class Activity 4, Discussion Prompts 2 and 3)

IV.

The Failure of Psychotropic Medication

V.

The Psychopharmacological Scandal

VI.

Children’s Mental Health (Discussion Prompt 4)

VII.

The Opioid Crisis

VIII.

Legalization of Drugs

IX.

Parity for Mental Health Care (Out-of-Class Assignment 1)

X.

Posttraumatic Stress Disorder (In-Class Activity 2)

XI.

Substance Abuse (Out-of-Class Assignment 2) a. Alcohol Abuse b. Drug Abuse (In-Class Activity 3)

XII.

Conclusion (Out of Class Assignments 3 and 4)

KEY TERMS 1. Fetal alcohol spectrum disorders (F AS D) 2. Buck v. Bell 3. Deinstitutionalization 4. Donaldson v. O’Connor 5. Halderman v. Pennhurst 6. Diagnostic and Statistical Manual of Mental Disorders (D S M) 7. Panetti v. Quarterman 8. Parity 9. Wyatt v. Stickney

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 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?

3. What impact did the court decisions in question 1 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).

4. 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.

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Chapter 13: Mental Health and Substance Abuse Policy

5. Children are increasingly diagnosed with mental health problems and prescribed strong medications. Many of the medications children take for mental health issues have not been tested on children, and may have very deleterious side effects. Should children be diagnosed with mental health disorders, and if so, should children take medications developed for adults? Why or why not?

IN-CLASS ACTIVITIES 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.

2. Identify Mental Health Disorders in Popular Culture. Select a popular T V 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 textbook 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.

3. Drug Policy Reform. After studying the chapter, students should have an understanding of current drug policy in the United States. Divide the class in small groups. Students should work on a proposal to reform drug policy in the United States. 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 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 in the textbook. 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.

4. The Men of Atalissa. Students should watch the video available online at https://www.nytimes.com/video/us/100000002757071/the-men-of-atalissa.html?src=vidm. Also ask them to read this article: http://www.nytimes.com/interactive/2014/03/09/us/the-boys-in-thebunkhouse.html?_r=0 - (it may ask them to make a free N YT account before reading - no credit card required).

After viewing the article, and watching the video, ask students to join together in an online discussion or write a reflection paper, utilizing at least five of these prompts: a. What are your reflections on this video and these readings? b. What was the impact of policy on the lives of these men? c.

Who should be responsible for protecting people with disabilities and other vulnerable groups of people? Who was ultimately to blame?

d. Why did some people in this story claim to care for and still abuse the “Boys?” e. Could the Boys in the Bunkhouse have had a different ending?

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Chapter 13: Mental Health and Substance Abuse Policy

f.

Should disabled adults have to work? Should disabled adults be given the opportunity to work? Why or why not?

g. Should developmentally disabled adults get to make decisions for themselves? Should this be limited at all?

ADDITIONAL RESOURCES Books Barry, Dan. (2017). The Boys in the Bunkhouse: Servitude and Salvation in the Heartland. Harper Perennial.

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 (S A MH S A). (2009). Results from the 2008 National Survey on Drug Use and Health: national findings. Rockville, MD: SA M H S A, Office of Applied Studies (N S DU H Series H-36, HH S Publication No. S M A 09-4434) Substance Abuse and Mental Health Services Administration (S A MH S A). (2010). National expenditures for mental health services and substance abuse treatment, 1986–2005. Rockville, MD: SA M H S A, Center for Mental Health Services and Center for Substance Abuse Treatment. (HHS Publication No. S M A 10-4616.)

World Health Organization [W H O]. (2011). Mental Health Atlas 2011. World Health Organization

Journals, Articles, and Podcasts 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.

Howell, D. (2017). The Unintended Consequences of Deinstitutionalization. American Criminal Law Review, 54(17), 17–23.

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. New England Journal of Medicine, 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 M E P S and NH E A, 2002. Health Care Financial Review 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— https://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, Library of Medicine—https://www.nlm.nih.gov/portals/researchers.html 61 .

Chapter 13: Mental Health and Substance Abuse Policy •

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 (N I M H)—https://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 (S A MH S A)—https://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.

U.S. Department of Health and Human Services. U.S. Department of Health and Human Services— https://www.hhs.gov/ •

This is the official website of the U.S. Department of Health of Human Services. This is the principal agency in the United States overseeing health and the provision of social services.

This website is a gateway to other websites in social services.

62 .

Chapter 14: Criminal Justice

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 history of U.S. criminal justice, aspects of the criminal and juvenile justice systems, and recent data on crime and justice expenditures; important developments and issues that include racism, the War on Drugs, the prison-industrial complex, prison reform, police violence; and the future of criminal justice in this country.

STUDENT LEARNING OBJECTIVES •

Students will demonstrate an understanding of the history of the conceptualization of crime and conduct and the criminal justice system.

•

Students will critically analyze and interpret the various sources of criminal data in the United States.

•

Students will demonstrate an understanding of the various government agencies, including the prison system and the juvenile justice system in the criminal justice system.

•

Students will demonstrate an understanding of the connection between racism and poverty and the criminal justice system in the United States with a social justice perspective.

•

Students will critically analyze emerging issues for the future of criminal justice in this country.

TEACHING TIPS •

Students may have strong opinions coming into this chapter’s material, so it’s important to create space for varying viewpoints. Questions about defunding the police, police violence, racism, and more will be a part of this conversation, so be prepared to talk about these candidly with students who may have had direct experiences with the criminal justice system as individuals or with friends and family members.

•

Spend specific time exploring the consequences of the criminal justice system and the “War on Drugs” on the stigmatization and exclusion of people from social and political life. Most students have not lived in a time before this policy shift in the United States.

•

Connect the contents of this chapter to the values and ethics of the social work profession. Ask your students how aspects of the criminal justice system in the United States conform to social work values and ethics, and how it contradicts them.

•

Check out "Mapping Police Violence" for a visual depiction of use of force in the United States and a reminder that 27 percent of those killed by police in 2021 were people of color, although they only represent 13 percent of the population.

•

There are also many questions about voter suppression, and the disenfranchisement of people who are either in prison or have past felony convictions being left out of the conversation. Many people who are in correctional settings or have been in the past do not realize they are still eligible to vote. Be sure to talk about the fact that this is a social justice issue as 1 in 16 Black Americans have lost their right to vote due to felony disenfranchisement.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

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Chapter 14: Criminal Justice

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Chapter Outline I.

History of U.S. Criminal Justice (In-Class Activity 1, Discussion Prompt 1)

II.

The Criminal Justice System (Out-of-Class Assignment 3)

III.

Juvenile Justice (Out-of-Class Assignment 1, Discussion Prompt 2)

IV.

The New Jim Crow

V.

The War on Drugs (Out-of-Class Assignment 2, Discussion Prompt 3)

VI.

The Underclass and “Moral Poverty” (In-Class Activity 2)

VII.

The Prison–Industrial Complex

VIII.

Prison Reform

IX.

Police Violence (Discussion Prompt 4)

X.

Conclusion (Discussion Prompt 5, In-Class Activities 3 and 4)

DISCUSSION PROMPTS 1. Crime varies considerably in terms of both the nature of offenses and the characteristics of offenders. How prevalent is crime in your community? What are the primary offenses? Who are the people who are offenders?

2. Utilize the video links provided in Spotlight 14.1 in your course textbook to view with the class.

Use these as a jumping off place to begin to discuss juveniles in the criminal justice system.

3. 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 United States vis-à-vis the criminal justice system?

4. 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 United States?

IN-CLASS ACTIVITIES 1. Legislation Now. In pairs or trios, ask students to navigate to the Congress.org website, and identify legislation related to criminal justice, and trace its implications for social welfare. Has the policy been effective? What are its costs? How might it be made more adequate?

2. Criminal Justice Timeline. Have students create a group timeline of important points in the history of the criminal justice system in the United States. Have a class discussion of the major historical events in the development of the criminal justice system in the United States and what each of those critical moments in time mean for criminal justice. If students do not create a timeline in class, have them go to an online timeline website, such as the one at “Read Write Think” (http://interactives.readwritethink.org/timeline). This one is easy to use and free, and you simply insert your information and it creates the timeline for you from the info.

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Chapter 14: Criminal Justice

3. Alternative Solutions. Have students join together in class together to discuss how mental health and substance abuse are highly correlated to the criminal justice system and policing.

Have them consider these questions in small group format: a. In what situations or 911 calls do you think social workers/mental health professionals/addictions specialists should be the first and only response instead of police officers? b. When should police and those social service professionals work side by side? What calls should only police officers respond to? c. How can policing reform mitigate or lessen the amount of people with mental illness or substance use in our jails and prisons? d. Any other implications for policy change around policing you think deserve discussion?

4. A Picture Is Worth 1000 Words. Utilizing the incredible photographic work of Richard Ross, utilize the curricular prompts that can be found online to help students walk in the shoes of juveniles that are incarcerated. There are many webinars and artist talks online where storytelling and imagery can be powerful tools in policy change, such as the ones linked below. Link to the curricular prompts: https://www.juvenile-in-justice.com/curriculum; links to artist talks and webinars: https://youtu.be/o4eNX-hkE9k, https://youtu.be/Rjy0nt15XLM, https://youtu.be/hnWPGYrh1ZA.

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 (D Y S). 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 D Y S 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 if possible. 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. Is it having an impact?

3. Women in the Criminal Justice System in the United States. What about women? Ask students to research women and their experiences 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 virtual 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, O H: Anderson.

Belknap, J. (2007). The Invisible Woman: Gender, Crime, and Justice (3rd ed.). Belmont, C A: Wadsworth Publishing Company.

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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.

Stevenson, B. (2014). Just mercy: A story of redemption and hope. New York, N Y: Spiegel & Grau.

Journals, Articles, Videos, and Podcasts Campbell, M.A., French, S., & Gendreau, P. (2009). Predicting violence in adult offenders: A metaanalytic comparison of instruments. Criminal Justice and Behavior, 36, 567–590.

Kapp, S. A., Petr, C. G., Robbins, M. L., & Choi, J. J. (2013). Collaboration between community mental health and juvenile justice systems: Barriers and facilitators. Child and Adolescent Social Work Journal, 30(6), 505–517.

Miethe, T.D., Hong, L., & 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.

Reside, G. [Vanderbilt University]. (2017, December 8). Restorative Justice as an Alternative to Mass Incarceration. [Video]. YouTube. https://youtu.be/6TT8qNn21dU 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 (A CL U)—https://www.aclu.org/ •

The American Civil Liberties Union is an organization dedicated to protecting the rights of Americans, their civil liberties. The A C LU is very active in criminal justice issues, observing and intervening to insure justice for all.

Families Against Mandatory Minimums (F A M M)—http://famm.org/ •

FA MM is a U S A nonprofit organization founded in 1991 to challenge what they believe to be the inflexible and excessive penalties required by mandatory sentencing laws. F A MM promotes sentencing policies that give judges the discretion to distinguish between defendants and sentence them according to their role in the offense, the seriousness of the offense, and their potential for rehabilitation. F A M M 's members include prisoners and their families, attorneys, judges, criminal justice experts, and concerned citizens.

The Marshall Project—https://www.themarshallproject.org •

The Marshall Project is a nonprofit, online journalism organization focusing on issues related to criminal justice in the United States.

National Organization of Forensic Social Work—https://www.nofsw.org/ •

The National Organization of Forensic Social Work endeavors to advance social justice through the interprofessional collaboration of human service and legal systems.

The Sentencing Project—https://www.sentencingproject.org/ •

The Sentencing Project is a Washington, D.C.-based research and advocacy center working for decarceration or to reduce the use of incarceration in the United States and to address racial disparities in the criminal justice system.

Sourcebook of Criminal Justice Statistics—https://nicic.gov/sourcebook-criminal-justice-statistics-0 66 .

Chapter 14: Criminal Justice •

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.

U.S. Department of Justice. Office of Justice Programs. Bureau of Justice Statistics— https://bjs.ojp.gov/ •

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.

U.S. Department of Justice. Office of Justice Programs. National Institute of Justice— https://nij.ojp.gov/ •

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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Chapter 15: Child Welfare Policy

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, but the U.S. ranks 18th in a nations ranking regarding child well-being. The history of U.S. child welfare policy, leading to current work with child protection, foster care, and emerging issues are all examined.

STUDENT LEARNING OBJECTIVES •

Students will demonstrate an understanding of the evolution of the child welfare system in the United States with emphasis on child protection services foster care, adoption, and the early childhood Head Start education program.

•

Students will 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.

•

Students will demonstrate an understanding of the role of adoption in providing child welfare services.

•

Students will critically assess the most pressing and emerging issues in child welfare that include day care teen pregnancy, and maternal and child health

•

Students will 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 United States.

TEACHING TIPS •

Experiential activities tend to be more productive than mere discussion. The Child Abuse Skit may produce better learning outcomes over the long term for students than other activities.

•

Emphasize to students that social workers are mandated reporters in cases of suspected child abuse. Explain that reporting a case does not necessarily result in the removal of the child, but that failure to report may have tragic consequences.

•

It is important to always foster critical thinking skills for students. This is a chapter that permits much discussion and exploration on ways to improve the system.

•

Because this is an area where students may feel emotionally invested, it is important to reinforce the importance of following social work values and ethics, in particular where they differ from the student’s own personal values.

•

The content covered in this chapter allows for the fruitful exploration of the effects of racism and economic discrimination and oppression. Be sure to allow the students to make all these connections and to examine how poverty and racism contribute to the condition of American children.

•

At the same time that we are looking at Victorian era child welfare service history and some of progress made in protecting some children, we must acknowledge the failures in social welfare policy that allowed the same protections for children of different racial and ethnic groups in the United States. The United States has a terrible history, for example, in its failures with Native American children, with "Indian Residential Schools" operating into the 1970s, removing children from family homes and tribes in order to assimilate them into white Anglo culture. Not only were they forbidden from native languages, religions, and cultural dress, they were exposed to abuse, disease, and intimidation. Once returned to their original homes, they faced challenges within their communities, and economic hardships.

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Chapter 15: Child Welfare Policy

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

History of U.S. Child Welfare Policy (Discussion Prompts 1 and 2, Out-of-Class Assignment 1)

II.

Protective Services for Children (In-Class Activity 1, Discussion Prompt 4, Out-of-Class Assignment 4)

III.

Foster Care for Children (Out-of-Class Assignment 2, Discussion Prompt 6)

IV.

Adoption (Out-of-Class Assignment 3)

V.

Head Start (In-Class Activity 3)

VI.

Emerging Issues in Child Welfare (In-Class Activity 2, Discussion Prompt 3)

VII.

Conclusion (Discussion Prompt 5)

KEY TERMS 1. Battered child syndrome 2. Currier v. Doran 3. Disproportionality 4. Permanency planning 5. Recovered memory

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 Etta Wheeler try to get advice from the director of the New York Society for the Prevention of Cruelty to Animals (N Y S PC A) 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 economically disadvantaged, 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.

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Chapter 15: Child Welfare Policy

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 United States 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 N A S W are effective advocates for children? Are other advocacy organizations more effective? Explain.

6. Maintaining the cultural identity of youth from different racial and ethnic groups in the foster and adoptive care systems is a heated issue in child welfare. When there are too few families from racially and ethnically diverse groups for the children needing foster care and adoption, what should the policy of the welfare department be in placing youth from racially and ethnically diverse groups?

IN-CLASS ACTIVITIES 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. Emerging Issues in Child Welfare. Divide the class into three groups, and assign an emerging topic or issue in child welfare to each group. 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.

3. Interview with a Child Welfare Worker. Ask a child welfare worker to attend class either inperson or virtually, to talk about their job. What are some of the challenging 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?

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 United States to Other Countries. Divide the class in small groups. Students should conduct library and Internet research on foster care in the United States and in another country. You may allow students to select the other country or you may assign it. Students then produce a poster with infographic information (tables and graphs) of their findings and present it to the class.

3. Research on Adoption. Comparing the United States to Other Countries. Divide the class in small groups. Students should conduct library and Internet research on adoption in the United States and in another country. You may allow students to select the other country or you may assign it. Students then produce a poster with infographic information (tables and graphs) of their findings and present it to the class.

4. Orphan Trains. Watch a few of the YouTube videos on the playlist below about the Orphan Trains in the United States. Between 1854 and 1929, nearly a quarter of a million children from the East Coast of the United States were resettled under what came to be known as the Orphan Train Movement. This collection of video segment from the West by Orphan Train documentary explores the origins of the movement and the experiences of the young riders through archival photographs, historical reenactments, expert interviews and first-person accounts from Orphan Train riders. YouTube Playlist Link: https://www.youtube.com/watch?v=2By5aKoCBko&list=PLvrLtntb03x8vPX0wRzLrY-EAu-PZct25.

As you watch, consider the following questions: 70 .

Chapter 15: Child Welfare Policy

a. Not all of the riders of the Orphan Trains were orphans. Some children were placed by families who could not care for them at the time but expected to reunite with their children when circumstances changed. What factors do you think would have led parents to make this decision? b. Between 1854 and 1929 an estimated 250,000 children were placed in homes via the Orphan Trains. Why do you think there were so many homeless children? What was happening in the United States at this time that created the need for the Orphan Trains? c. What were the reasons for the creation of the Children's Aid Society? d. Considering the circumstances of the time period, do you think the Orphan Trains were the best solution? Can you think of any alternate solutions that might have provided opportunities for the children in need? e. Would Orphan Trains be an appropriate solution for today? Why or why not? f.

What resources are available to financially struggling families in the United States today? Do problems still exist?

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, M A: 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.

Journals, Articles, Videos, and Podcasts Association of State and Territorial Health Officials (A S THO). (2014). Neonatal abstinence syndrome: How states can help advance the knowledge base for primary prevention and best practices of care.

[PD F Document]. Retrieved from: http://www.astho.org/prevention/nas-neonatal-abstinence-report/.

Duarte, C. S., & Summers, A. (2013). A three-pronged approach to addressing racial disproportionality and disparities in child welfare: The Santa Clara County example of leadership, collaboration and data-driven decisions. Child and Adolescent Social Work Journal, 30(1), 1–19.

Griese, B., Burns, M. R., Farro, S. A., Silvern, L., & Talmi, A. (2017). Comprehensive grief care for children and families: Policy and practice implications. American Journal of Orthopsychiatry, 87(5), 540–548.

Hopson, L., Franklin, C., & Harris, M. B. (2016). Social work practice in school settings. In E. Schott & E. Weiss (Eds), Transformative social work practice (chap. 13, pp. 163–181). Los Angeles, C A: SA G E Publications.

Unspoken: America's Native American Boarding Schools, Part One. (n.d.) PBS Utah. Retrieved December 5, 2021, from https://www.pbsutah.org/pbs-utah-productions/shows/unspoken/ Unspoken: America's Native American Boarding Schools, Part Two. (n.d.) P B S Utah. Retrieved December 5, 2021, from https://www.pbsutah.org/pbs-utah-productions/shows/unspoken/part-two/ Zannettino, L., & McLaren, H. (2014). Domestic violence and child protection: Towards a collaborative approach across the two service sectors. Child & Family Social Work, 19(4), 421–431.

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Chapter 15: Child Welfare Policy

Websites Annie E. Casey Foundation—https://www.aecf.org/ •

The mission of the Annie E. Casey Foundation is to foster public policies and human service reforms that promote the well-being of vulnerable children and their families. The site provides research, information, and access to data.

Children’s Defense Fund—https://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—https://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 C WL A 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—https://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.

U.S. Department of Health and Human Services. Administration for Children and Families. Child Welfare Information Gateway—https://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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Chapter 16: Housing Policies

Chapter 16: Housing Policies CHAPTER SUMMARY A house represents more than a mere address of domicile in America: It is the primary asset of most American families and a significant expenditure. On average, Americans spend 34 percent of their annual income on housing. Homeownership appears to result in more stability since renters are 2.7 times more likely to relocate in a given year than homeowners. The stability encouraged by homeownership may also be a prerequisite to the development of neighborhood identity, involvement in local social networks, and the engagement with local institutions and organizations that strengthen social support. However, persistent problems for affordable and quality housing continue.

Most of the recent attention on housing has focused on the middle class. Yet, housing problems affect millions of Americans. Persistent problems include a lack of low-income affordable housing, a large inventory of dilapidated and dangerous housing, and high numbers of homeless people. Although housing discussions have frequently focused on homelessness, finding and maintaining adequate and affordable housing is also problematic for people on public assistance, for the working poor, and for a large section of the middle class. This chapter discusses federal housing programs directed toward homeownership and examines housing problems in the United States, with particular emphasis on low-income housing, affordability, homelessness, and proposals for housing reform.

STUDENT LEARNING OBJECTIVES •

Students will demonstrate an understanding of the history of policies and institutions that are aimed at increasing home ownership among lower-income households.

•

Students will 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.

•

Students will demonstrate critical skills in assessing the institutional, individual and communal factors that creates barriers for lower-income households to own and keep their homes.

•

Students will apply skills on current housing policy to understand how this and other factors are correlated with homelessness in the United States.

•

Students will critically assess the role of government and nongovernmental agencies in providing housing through housing reform initiatives.

TEACHING TIPS •

You should try to do the “Housing Needs” classroom activity even if time is limited. This activity will open student’s eyes to the reality of housing and housing needs.

•

Encourage your students to visit or volunteer at a homeless shelter. Students will obtain enormous insight on what they take for granted.

•

If they haven’t ever done so, encourage students to utilize public transportation such as a bus.

•

Help your students make the connection between the right to safe and decent housing to social work values and ethics. Explain that regardless of their feeling vis-à-vis the market, they must follow the Code of Ethics of the social work profession as practitioners.

•

Encourage your students to visit apartment complexes and open houses in the area. If they were looking for housing, would they be able to find something they liked and could afford? How much money does a family need to receive a month in order to afford decent housing?

•

Students do not always appreciate the idea of learning legislation, but it is important for competent social workers to know the legislation affecting the populations we serve. Emphasize this fact to your students, and help them by producing handouts and flashcards of the important pieces of legislation regarding housing.

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Chapter 16: Housing Policies

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

Overview of Housing Legislation (In-Class Activity 4)

II.

The Federal Government and Low-Income Housing Programs

III.

Issues in Housing Policy

IV.

Trends in U.S. Housing (Discussion Prompt 1)

V.

Problems in Homeownership (Discussion Prompt 2, Out-of-Class Assignment 4) a. Homeownership and the Subprime Mortgage Crisis (Discussion Prompt 2, In-Class Activity 6) b. The Downside of Homeownership (In-Class Activity 1) c.

Problems in Finding Affordable Rental Housing (In-Class Activity 2)

d. Gentrification (Discussion Prompt 3) e. Overcrowded and Deficient Housing VI.

Other Factors Affecting Housing (Out-of-Class Assignment 1) a. Residential Segregation (In-Class Activity 5) b. Property Taxes and Other Housing Costs

VII.

Homelessness (Discussion Prompt 4) a. Who Are the Homeless? b. How Many People Are Homeless? (Out-of-Class Assignment 3) c.

Trends In Homelessness (Out-of-Class Assignment 2)

d. Attempts to Remedy Homelessness e. Some Long-Term Solutions to Homelessness (Discussion Prompt 5) VIII.

Housing Reform

IX.

Housing in an International Context a. Comparison of U.S. and European Housing (In-Class Activity 3)

X.

Conclusion

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Chapter 16: Housing Policies

KEY TERMS 1. Block grant 2. Circuit breaker programs 3. Continuum of Care (C o C) 4. Gentrification 5. Housing First 6. HUD 7. McKinney-Vento Act 8. NIM B Y

DISCUSSION PROMPTS 1. How have housing policies benefitted some American cohorts? Review the history of federal housing policies since its 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. How does gentrification affect communities? How does it affect people who are in poverty? What are the possible long-term effects of gentrification? Should gentrification be encouraged? Why or why not?

4. 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. Utilize Spotlight 16.2 from the course textbook chapter to help consider how the presented case scenario in Hawaii compares/contrasts with homelessness in your community.

5. Consider Spotlight 16.4 and ask the discussion question included with the case vignette—is something like Pu’uhonua O Wai’anae possible in your community?

IN-CLASS ACTIVITIES 1. Debate Home Ownership. Divide class 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 class 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. Design “basic” housing for the United States, the United Kingdom, and other European countries. 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 into smaller groups and assign to each one of the acts in the chapter. Ask them to create a poster of the act to share with the class, either in-person or virtually.

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5. Redlining. Show the short film, “Segregated by Design,” in class, and ask them to reflect on the implications of the racist history of housing in communities, and what that may mean for housing now—https://www.segregatedbydesign.com/.

6. History in a Jiffy: a. If you have access, check out the third episode of the Netflix series “Explained,” which tackles “The Racial Wealth Gap.” This 16-minute film not only addresses this history, but also takes the story up to the present, looking at how the 2008 subprime mortgage crisis disproportionately targeted and affected African Americans. Link: https://www.netflix.com/title/80216752 b. This six-minute episode of “Adam Ruins Everything,” “The Disturbing History of the Suburbs,” uses the metaphor of a Monopoly-like game to quickly (and somewhat humorously) explore the history of housing segregation. It also explains the connection between housing and school segregation, with a guest appearance by New York Times writer Nikole HannahJones. Link: https://youtu.be/ETR9qrVS17g

OUT-OF-CLASS ASSIGNMENTS 1. 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?

2. Apply for Housing. Students should access the H U D website and find the link to Section 8 Housing in their state. Then the students should try to apply for housing. Students should write a two-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?

3. 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? That is, paperwork, references, or savings. Who is likely to be excluded? What are the challenges to obtaining a mortgage?

ADDITIONAL RESOURCES Books Brenner, N., & Theodore, N. (eds.). (2002). Spaces of neoliberalism: Urban restructuring in North America and Western Europe. New York, N Y: Blackwell.

Desmond, Matthew (2016). Evicted: Poverty and Profit in the American City. New York: Crown.

Pelletiere, D. (2009). Preliminary assessment of American Community Survey data shows housing affordability gap worsened for lowest income households from 2007 to 2008. Washington, D C: National Low Income Housing Coalition.

Rothstein, R. (2018). The Color of Law. W W Norton & Company.

US Interagency Council on Homelessness. (2010). Opening doors: Federal strategic plan to prevent and end homelessness. Washington, D C: U S Interagency Council on Homelessness.

Journals, Articles, and Podcasts 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.

Attanasio, O., Blow, L., Hamilton, R. & Leicester, A. (2009). Booms and busts: Consumption, house prices and expectations." Economica, 76, 20–50.

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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), 284–296.

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 Mental Health Journal, 44(1), 1–10.

Websites Mapping Inequality: Redlining in New Deal America—https://dsl.richmond.edu/panorama/redlining •

Launched in 2016 by researchers at the University of Richmond, Mapping Inequality is an interactive map that makes their materials freely accessible and easily explorable for redlining in the 1930s.

National Alliance to End Homelessness—https://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.

National Coalition for the Homeless—https://nationalhomeless.org/ •

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—https://homelesslaw.org/ •

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—https://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.

United States Interagency Council on Homelessness—https://www.usich.gov/ •

The U.S. Interagency Council on Homelessness (U S I CH) is the only federal agency with a sole mission focused on preventing and ending homelessness in America. The council consists of 19 federal agencies that help create and catalyze implementation of the Federal Strategic Plan to Prevent and End Homelessness.

U.S. Department of Housing and Urban Development—https://www.hud.gov/ •

This is the official site of the U.S. 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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Chapter 17: The Politics of Food Policy and Rural Life

Chapter 17: The Politics of Food Policy and Rural Life CHAPTER SUMMARY How can a nation as affluent as the United States allow food insecurity (i.e., poverty-related insecurity around the lack of access to food) and even starvation to occur? Food policy in the United States is marked by important contradictions. The policies related to the production and distribution of food form an important part of the U.S. welfare state. For example, over the course of a year an estimated one in four Americans participates in at least one of the 15 food assistance programs administered by the U.S. Department of Agriculture (U S D A). This chapter examines the federal response to hunger and the government’s attempts to distribute foodstuffs to the economically disadvantaged. Topics include the Supplemental Nutrition Assistance Program (S N A P) (formerly called Food Stamps), W IC and other food programs, U.S. farm policy, the plight of farmworkers in the United States, and the overall problems of food production and distribution. Although the issues around food may initially seem disparate, they are tied together in a complex mosaic that is fundamental to the well-being of the nation.

STUDENT LEARNING OBJECTIVES •

Students will demonstrate critical skills in understanding the role played by the U S DA in alleviating hunger and food insecurity.

•

Students will critically assess how hunger and food insecurity directly or indirectly affects various demographic populations in the United States.

•

Students will reveal an understanding of the history, roles, operations and effects of the Food Stamp, WI C and other food programs in meeting the nutritional needs of lower-income households.

•

Students will gain skills to analyze past and present farming policies and practices in the United States 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.

•

Students will demonstrate an ability to pinpoint and assess U.S. farming policy issues in relation to national and global environmental and sustainability concerns.

TEACHING TIPS •

Due to the large amount of content in this chapter, you may want to cover it over more than one class session.

•

It is important that students understand the general issues regarding the corporatization of farming, environmental issues, etc., but students must learn the food programs in the United States. As social workers, your students will need this knowledge.

•

Emphasize to your students the importance of protecting the environment and sustainability.

Connect those points with the values and ethics of the social work profession.

•

Due to time and logistic considerations, you may want to consider treating the visit to the farm (Classroom Activity 1) as an extra-credit activity on a weekend day.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

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Chapter 17: The Politics of Food Policy and Rural Life

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

The Contradictions of American Food Policy (Discussion Prompt 2, Out-of-Class Assignment 2)

II.

Hunger in the United States (Discussion Prompt 1, Out-of-Class Assignment 1)

III.

Governmental Food Programs (In-Class Activity 2) a. Supplemental Nutrition Assistance Program: A Description i. SN A P: Who Is in the Program, and What Does It Cost? b. Special Supplemental Nutrition Program for Women, Infants, and Children (W IC) c.

Other Food Programs

d. Have the Food Programs Worked?

IV.

Farming in the United States a. Governmental Farm Policies b. Farmworkers (Out-of-Class Assignment 3, In-Class Activity 1)

V.

Issues in American Farming a. The Corporatization of American Farming (Discussion Prompt 3) b. Biofuels, Fracking, and Farming c.

Genetic Engineering

d. Global Trade e. Food Safety (Discussion Prompt 4) f.

Local Selling

g. Organic Farming h. Sustainable Development (In-Class Activity 3) i.

VI.

Climate Change

Conclusion

KEY TERMS 1. Electronic benefit transfer (EB T) 2. Fracking 3. NAF TA 4. Supplemental Nutrition Assistance Program (S N A P) 5. Sustainable Development 6. US DA

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Chapter 17: The Politics of Food Policy and Rural Life

DISCUSSION PROMPTS 1. What does “food insecurity” mean? Discuss this term together, and ask—why do you think this phenomenon exists in America?

2. Serious questions exist as to the effectiveness of U.S. food programs for low-income people.

What alternatives, if any, exist to the current matrix of food programs that make up the nutritional safety net?

3. 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?

4. Is food safe? How can we ensure 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?

IN-CLASS ACTIVITIES 1. Farming. Utilize the “Food, Farming, and Justice” role-play in class on La Vía Campesina, available for download from the Zinn Education Project at https://www.zinnedproject.org/materials/food-farming-and-justice-a-role-play-on-la-viacampesina/.

2. Food Programs. Divide the class into small groups and assign a food program to each one. Each small group then uses the book to describe the food program assigned to them through a theatrical or creative skit or commercial. Allow students to be as creative as they wish, and present 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. Note: some campuses now have food pantries available to students, so check out that possibility, as well.

2. Plan a Healthy Menu on a Small Budget. Students are given a food budget at random (you can use the guidelines for S N A P 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.

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ADDITIONAL RESOURCES Books Bernstein, J., Brocht, C., & Spade-Aguilar, M. (2000). How much is enough? Basic family budgets for working families. Washington, D C: 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.

Sachs, J. (2005). The End of Poverty: Economic Possibilities for Our Time. London, G B: Penguin Press.

Yates, M. D. (Ed.). (2007). More unequal: Aspects of class in the United States. New York: Monthly Review Press.

Journals, Articles, and Podcasts 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. Social Science of Medicine, 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 Pediatric Adolescent Medicine, 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 (N H A NE S) 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 NH A N E S participants. Journal of Nutrition, 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— https://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—https://frac.org/ •

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.

United Farm Workers. Si Se Puede—https://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 81 .

Chapter 17: The Politics of Food Policy and Rural Life

research and information on policy and issues affecting farm workers. The site also provides links to other sites related to farm workers.

Urban Institute—https://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.

U.S. Department of Agriculture. Economic Research Service. The Economics of Food, Farming, Natural Resources, and Rural America—https://www.ers.usda.gov/ •

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.

U.S. Department of Agriculture. Food and Nutrition Service. Women Infants and Children— https://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.

U.S. Department of Health and Human Services. Administration for Children and Families.

Office of Family Assistance—https://www.acf.hhs.gov/ofa •

This site provides background information about T AN F, current laws and regulations, policy information, and other resources. This site also provides data and reports, and links to state programs that administer T ANF directly.

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Chapter 18: Social Policy and Education

Chapter 18: Social Policy and Education CHAPTER SUMMARY This chapter explores the relationship between poverty and education. In particular, the chapter explores how a college education lessens income inequality and helps achieve a more economically secure lifestyle. It also examines the role of college choice in determining collection completion and post-college income. The chapter then looks at how college is made to appear more affordable through grants and student loans that often influence future life choices. The chapter then turns to the politics of K-12 public education, and examines reforms in public education.

STUDENT LEARNING OBJECTIVES •

Students will demonstrate their understanding on how a college education lessens income inequality.

•

Students will understand the difference between traditional and charter schools.

•

Students will gain skills to analyze past and present educational policies and practices in the United States and their impact for students and their families.

•

Students will examine emerging issues that have impact on current educational policy and the future.

TEACHING TIPS •

Bring in outside voices for this class—you are part of the educational system about which you speak, so it’s important for students to hear from others with more objectivity on issues related to higher education.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

Chapter Outline I.

Low-Income Students and Higher Education (Discussion Question 1) a. Selling Higher Education (Discussion Question 2)

II.

Making the Unaffordable Appear Affordable (In-Class Activity 2) 83 .

Chapter 18: Social Policy and Education

a. Student Debt and Default (Discussion Question 3) III.

The Benefits of Higher Education

IV.

The Politics of Public Education a. Race and Education (In-Class Activity 1) b. Property Taxes, School Funding and Inequality

V.

The Politicization of Public Education

VI.

The Content-Driven versus Whole-Student Approach to K-12 Education

VII.

The Education Landscape a. Opting Out of Public Education i. Homeschooling

VIII.

Reforming Public Education (Out-of-Class Assignment 1) a. Charter Schools b. School Vouchers

IX.

Conclusion (Out-of-Class Assignment 2)

KEY TERMS 1. Brown v. Board of Education 2. Swann v. Charlotte-Mecklenburg Board of Education 3. Charter schools 4. Creative financing 5. De facto segregation 6. Direct Plus Loans 7. Education Savings Account (E S A) 8. Every Student Succeeds Act (E SS A) 9. Federal Supplemental Educational Opportunity Grants (F S E O Gs) 10. GI Bill 11. Kitzmiller trial 12. No Child Left Behind Act (N CL B) 13. OEC D 14. Open-admissions colleges 15. Parent Loans for Undergraduate Students (P LU S) 16. Pell Grants 17. Perkins Loans 18. School vouchers 19. Scopes Monkey Trial 20. Teach for America (T F A) 21. Tertiary education 22. White flight 23. Whole-student approach

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Chapter 18: Social Policy and Education

DISCUSSION PROMPTS 1. While there is a significant income gap between the lifetime salaries of high school and college graduates, how important is that gap if post-high school training is factored in?

2. As a high school counselor, a low-income student with below average grades asks for your advice whether to attend college. What would you advise the student based on the research?

3. Should the government forgive student loan debt? If yes, should it be fully forgiven? Forgiven up to a certain point? Or should it be forgiven based on the capacity to repay the debt?

IN-CLASS ACTIVITIES 1. Movie Night. Have students watch Walkout, the true story of the Chicano students of East L.A. who, in 1968, staged several dramatic walkouts in their high schools to protest academic prejudice and dire school conditions. Aided by a popular and progressive young teacher, Sal Castro, Paula Crisostomo and a group of young Chicano activists battle parents, teachers, bureaucrats, the police and public opinion to make their point. Ask students to reflect on the conditions students experienced, and compare/contrast it from their own experiences today.

2. Debate on Free Education. Divide class into two teams. Each team takes the pro or con side on whether or not college education should be totally free. Allow teams 20 minutes to prepare. Each team should select a student to speak. Then hold a classroom debate on this topic. Allow 2 minutes to each person to debate the issue for 10 rounds, for a total of 20 minutes. Do this in real time, either in the traditional face-to-face classroom or via a web-based classroom platform (i.e., Teams, Zoom).

OUT-OF-CLASS ASSIGNMENTS 1. Schools. Ask students to write a two-page paper, examining whether charter schools should replace traditional schools. Why or why not? Support your perspective with evidence to support your position.

2. COVID-19 and Public Education. What impact has the pandemic had on public education? Ask students to write a two-page brief, answering this question, and providing an accompanying infographic to illustrate the data provided.

ADDITIONAL RESOURCES Books Cassuto, L., & Weisbuch, R. (2021) The New Ph D: How to Build a Better Graduate Education. Johns Hopkins University Press.

Charney, M., Hagopian, J., & Peterson, B. (E d.). (2021). Teacher Unions and Social Justice.

Rethinking Schools.

Harris, A. (2021). The State Must Provide: Why America's Colleges Have Always Been Unequal—and How to Set Them Right. Harper Collins.

LaPorte, N. (2021). Guilty Admissions; The Bribes, Favors, and Phonies behind the College Cheating Scandal. Twelve Publishing.

Musto, R. G. (2021). The Attack on Higher Education: The Dissolution of the American University.

Cambridge University Press.

Journals, Articles, and Podcasts Jensen, E. (2013) How poverty affects classroom engagement. Educational Leadership. Retrieved Feb. 26, 2019 from www.ascd.org.

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Singer, J. B. (Producer). (2016, August 23). #105 - Recovery High Schools: Interview with Lori Holleran Steiker, Ph.D. [Audio Podcast]. Social Work Podcast. Retrieved from http://www.socialworkpodcast.com/2016/08/RecoveryHS.html Montgomery, K., Knox, K., & Roberts, A. (2013). Connecting school-based practices and juvenile justice. In C. Franklin, M. Harris, & P. Allen-Meares (E ds.), The school services sourcebook: A guide for school-based professionals. New York, N Y: Oxford University Press.

White House Initiative on Advancing Educational Equity, Excellence, and Economic Opportunity for Hispanics, U.S. Department of Education. (n.d.). Students, Immigration Status, and the Right to Public Education. https://sites.ed.gov/hispanic-initiative/2021/07/students-immigration-status-and-the-rightto-public-education/

Websites Council on Social Work Education—https://www.cswe.org/ •

Council on Social Work Education (C S W E) is the national association representing social work education in the United States. Its members include over 750 accredited baccalaureate and master’s degree social work programs, as well as individual social work educators, practitioners, and agencies.

National Education Association (N E A)—https://www.nea.org/ •

The National Education Association is the largest labor union and the largest white-collar representative in the United States. It represents public school teachers and other support personnel, faculty and staffers at colleges and universities, retired educators, and college students preparing to become teachers.

Reclaim the American Dream—https://reclaimtheamericandream.org •

Website that is “an informational gateway aimed at helping people who are upset about America today to get engaged in fixing our democracy and making our economy fairer at the local level, where people power still has clout.”

School Social Work Association of America (S S WA A)—https://www.sswaa.org •

The website for the School Social Work Association of America, who seeks to “empower school social workers and promotes the profession to enhance the social and emotional growth and academic outcomes of all students nationally and globally.”

U.S. Department of Education—https://www.ed.gov/ •

The Department of Education (E D) is responsible for supporting the education of American children and adults in schools and colleges across the country. Education is decentralized in the United States, meaning that the task of providing and running schools is left in the hands of state and local officials. The federal government’s role has largely been to provide federal monies to bolster programs that teach children how to read, promote science or help students attend college, among other things.

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Chapter 19: The American Welfare State in International Perspective

Chapter 19: The American Welfare State in International Perspective CHAPTER SUMMARY This chapter examines the future of the established welfare states, and the challenges which may lay ahead for human services professionals.

STUDENT LEARNING OBJECTIVES •

Students will demonstrate skills in understanding the various welfare systems in different countries and their impact on the well-being of peoples.

•

Students will analyze the factors that explain the presence of different welfare approaches between the United States and most European countries.

•

Students will critically assess how the welfare state is evolving, with some emphasis on the United States and British examples.

•

Students will demonstrate an understanding of the various measures of development among nations.

•

Students will demonstrate an understanding of how globalization, including bilateral and multilateral agencies in the development and welfare of the nations.

TEACHING TIPS •

Students find a handout detailing welfare state typologies extremely useful. You may prepare one, or may assign the students themselves to prepare it.

•

Encourage your students to act locally but think globally. The community of the future is necessarily global, and Americans cannot afford to ignore the rest of the world.

•

Emphasize the Code of Ethics of the social work profession.

LECTURE GUIDE AND ASSET CORRELATION The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities or online activities connect to a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities These assignments and activities can be used in place of or in supplement of the online activities available for students.

Key Terms Each chapter provides a list of key terms or concepts that students should know.

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Chapter 19: The American Welfare State in International Perspective

Chapter Outline I.

Typologies of Welfare States (In-Class Activity 2)

II.

American Exceptionalism (In-Class Activities 1 and 3)

III.

The Welfare State in Transition

IV.

Ranking National Development (Discussion Prompt 1, Out-of-Class Assignment 1)

V.

Capability Poverty (Discussion Prompt 2)

VI.

The Fourth World (In-Class Activity 4)

VII.

International Aid (Discussion Prompt 3)

VIII.

Global Capital (In-Class Activity 5)

IX.

The Future (Out-of-Class Assignment 2)

X.

Conclusion

KEY TERMS 1. Capability poverty 2. Gini coefficient 3. Human Development Index (H DI) 4. Institutional approach 5. Millennium Development Goals 6. Residual welfare 7. Welfare exceptionalism

DISCUSSION PROMPTS 1. Which development index do you think best measures a nation’s progress? What indicators would you include to make it more comprehensive?

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?

IN-CLASS ACTIVITIES 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. Is 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. Maps. Presenting students with a blank map of the world and asking them to write the names of countries can be a great object lesson about the lack of awareness Americans have regarding the rest of the world. Alternatively, you could ask them to utilize a free online platform for this activity, like Seterra (link: https://online.seterra.com/en/vgp/3199). Encourage students to expand their knowledge and awareness.

3. 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 10 minutes per chapter required.

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4. Millennium Development Goals. Select one of the Millennium Development Goals and track it according to several developing countries. What would explain variations in progress toward meeting that goal?

5. 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 socioeconomic statuses and different countries.

OUT-OF-CLASS ASSIGNMENTS 1. Understanding Comparative Measures. Divide the class into groups and assign a measure of well-being (H DI, child mortality rates, C DI, Gini Index, etc.) to each and have the students compare the United States 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 United States to other countries. The groups then present their results to the class.

2. Posters on U.S. Performance. After the students conduct their research comparing the United States 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). Why we need a new welfare state, Oxford University Press, United Kingdom.

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. (U ND P). (2002). U ND P, Human development report 2002, Oxford University Press, Oxford.

Journals, Articles, and Podcasts 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, U K: 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.

Wood, G., & Gough, I. (2006). A comparative welfare regime approach to global social policy. World Development, 34(10), 1696–1712.

Websites Organization for Economic Cooperation and Development—https://www.oecd.org/unitedstates/ 89 .

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The O E CD is an organization of 34 countries dedicated to economic development. This website provides useful information, reports, and data on international and national development issues.

International Federation of Social Workers—https://www.ifsw.org/ •

The International Federation of Social Workers is the worldwide body for professional social work. It comprises 141 professional social work associations representing over 3 million social workers. IF S W has formal consultative status with the United Nations and other global bodies.

International Monetary Fund—https://www.imf.org/en/Home •

The I M F is an international organization of 187 nations working on economic issues. The I M F provides information on economic development and indicators such as Gross Domestic Product and other similar measures.

United Nations—https://www.un.org/en/ •

This is the official website of the United Nations (U N). This site is a gateway to information, datasets, and other international sites and agencies. The U N is concerned with peace and security, development, human rights, humanitarian affairs and international law.

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