Canadian Social Welfare, Sixth Edition, 6E Joanne C. Turner Test Bank

Type:

Test Bank

Resource:

Canadian Social Welfare

Edition:

6th Edition

Author(s):

Joanne C. Turner Francis J. Turner

Chapter 1: The Socio-Cultural Base of Canadian Social Welfare Essay Questions 1. Find a current newspaper article that identifies a population in need and summarize the main points. List any unmet needs of the population, and any systems that are assumed to be responsible for responding to the need.

2. What are some factors that significantly contribute to the structure of social welfare in a society?

3. Discuss how values and ideologies play an important role in social welfare systems.

4. How did the Depression, followed by World War II, influence the development of social welfare in Canada?

5. What does “universality” refer to when we are exploring social welfare?

Short Answer Questions 1. What is need and how does the understanding of need change over time?

2. What is evidence that every individual benefits in some way from social welfare?

3. Define social welfare.

4. What attitudes and perspectives influence our ideas about social welfare?

5. Who should be involved in ensuring the social welfare network is well developed and well maintained, and why?

Multiple Choice Questions.

1. Social welfare is financed by: a. Municipal taxes b. Provincial taxes c. Federal taxes d. All of the above* 2. People who advocated for social welfare benefits such as pensions and unemployment insurance that Canadians today view as their right, were once seen as: a. Liberals b. Conservatives c. Communists* d. New Democrats .

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3. The welfare system a. Is static and unchanging b. Undergoes constant review and change* c. Is a simple social reality d. Only is used by the poor 4. Social welfare a. Ensures that individuals and groups have access to a range of goods and services* b. Is unique to Canada c. Is not related to values and attitudes d. Is a specific term for social assistance 5. Social welfare is a term that a. Has been associated with the word charity in a pejorative sense* b. Is referring to contributing to society through employment c. Means people have received goods and services by working for them d. If received means people are welfare abusers.

6. A central problem with the voluntary sector is: a. Volunteers tend to lack skills and expertise. b. It often focuses its attention on replacing government services c. It is required to raise its own funds.* d. It is often lacking in competent service provision.

7. A commonly heard criticism about social welfare programs is: a. They should be created exclusively by disciplinary experts b. They do not extend adequately into the health sector c. They are based more in the voluntary sector than in governmental programs d. They are too generous and do not use taxpayers’ money wisely*

8. Many of the first social services were a. Operated by religious groups* b. Operated by the military c. Originated with the government d. All of the above 9. Social welfare a. Is a generic term b. Refers to complex network of legislation, policies and programs c. Refers to institutions and services d. Refers to professions and resources e. All of the above* 10. One reason some people may distance themselves from discussions of social responsibility today is: .

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a. There is stronger support for welfare as a professional territory issue b. There still exists a “we/they” influence on understanding welfare* c. Prior negative experiences with “the system” d. Fear of being associated with communist ideologies True and False Questions 1. Each one of us at different times in our lives benefits from one or more federal or provincial programs of assistance. a. True* b. False 2. The Prime Minister of Canada does not contribute to the financing of social welfare. a. True b. False* 3. The concept of social welfare has often been associated with the word “charity” in the pejorative sense of the word. a. True* b. False 4. The “Undeserving” were those who, in the opinion of persons of influence, were in need through their own faults or failings. a. True* b. False 5. In recent times there has been a growing acceptance that weaknesses in systems create individual need, more so than individual failings. a. True* b. False 6. For many Canadians, our rights and duties to each other in meeting social welfare needs extends to people in other parts of the world. a. True* b. False 7. According to the author of Chapter 1, Canada responds to its own citizens’ needs only. a. True b. False* 8. Decisions about programs that are needed, and about regulations for services, are taken primarily by leaders with expertise in economics, political science and sociology. a. True b. False* .

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9. Providing aid to other parts of the world hurts our country and ourselves in the long run. a. True b. False* 10. Geography and climate present significant challenges in the creation of a just and equitable social welfare system. a. True* b. False

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Chapter 2: The Philosophical and Value Base of Canadian Social Welfare Essay Questions 1. Compare and contrast the accomodationist, polycentric and communitarianism perspectives.

2. Discuss a current social welfare policy or program that demonstrates an institutional perspective.

3. Discuss a current social welfare issue that demonstrates a residual approach.

4. Discuss the following statement using a concrete example: “A Society has the right to protect itself from those who would seem to radically change it or from those who illegally seek to benefit from it” (Ch 2, p. 19).

5. Compare and contrast beliefs that support and beliefs that oppose social welfare.

Short Answer Questions 1. Define the elitism perspective and provide an example of this type of perspective from current global issues.

2. Define the Protestant work ethic and provide an example of where this perspective would seem to occur in current Canadian policies.

3. Define communitarianism and provide an example of this perspective from current issues.

4. Define and provide an example of descriptive or existential beliefs, evaluative beliefs and prescriptive beliefs.

5. How do the institutional and residual perspectives differ?

Multiple Choice Questions 1. One major factor in the decline of Canada’s social programs is a. The globalization social movement* b. The return to utilitarianism c. The return to laissez-faire economics in the 1970's d. The residual approach 2. Social welfare is a. A term for social services b. Each society’s definition of the good and desirable* c. Always institutional in nature d. A product of free-trade e. None of the above Copyright © 2009 Pearson Education Canada

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3. Regeneration is related to a. The rise of corporatism b. Experiential reality c. The rise of possessive individualism d. The rise of the Social Gospel Movement and the Liberalism movement* 4. The residual perspective considers social welfare a. A necessary social institution b. A way in which each member can improve social functioning c. Believes humans require resources to achieve life-cycle and skill acquisition tasks d. A limited and temporary societal response* 5. The institutional approach sees social welfare as a. A necessary social institution* b. Essential if one is to gain by one’s own merit c. The way to develop superior talent and ability d. A limited and temporary societal response.

6. The theory of population a. Was articulated by Bentham b. States that human population grows geometrically* c. States that human population grows arithmetically d. States that food resources will outstrip population growth e. None of the above.

7. The Protestant work ethic was first articulated by a. Martin Luther King b. Jacques Ellul c. John Stuart Mill d. Martin Luther* e. Calvin Klein 8. The Protestant work ethic was extended by John Calvin to a. Define work as a divine vocation b. Define work in the market place as a religious experience c. See material success as God’s personal favour d. See failure to succeed as moral inferiority e. All of the above* 9. French Canada was influenced by a. Calvinism b. Roman Catholicism c. Belief in the family as a distinct unit d. All of the above e. B and C above* .

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10. Postmodernism calls for a. New mechanisms to allow the voices of the many to be heard b. Integration of social justice into everyday social work practice c. A return to neighbourhood and community d. All of the above* e. A and C above

True and False Questions 1. In Canada, the striving for pluralism is unanimously supported. a. True b. False* 2. Corporatism is entering the lifeblood of social programs. a. True* b. False 3. All social welfare programs are based on social approval. a. True* b. False 4. Ramsay Cook suggested that in Canada the meaning of regeneration shifted from social salvation to spiritual rebirth. a. True b. False* 5. Many of our current attitudes to social welfare came from the Social Gospel Movement and the Liberalism movement. a. True* b. False 6. The institutional perspective views social welfare as a necessary social institution. a. True* b. False 7. The residual perspective sees social welfare as a limited and temporary social response to human problems. a. True* b. False 8. Some common beliefs about human nature by Aristotle, Aquinas and Kant do not support the view that social welfare is a social institution. a. True b. False* Copyright © 2009 Pearson Education Canada 3

9. Utilitarianism was the first set of principles that gave rise to the concept of “the economic human”. a. True* b. False 10. John Stuart Mill’s theory of individualism supports the notion of utilitarianism. a. True b. False*

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Chapter 3: The Political Base of Canadian Social Welfare Essay Questions 1. Explain the meaning of democracy. Find evidence to support the view that Canada is democratic in spite of there not being social and political equality.

2. Describe the historical developments of the more conservative party in Canada, including its stand regarding various issues, and how its ideologies link to British or American conservatism.

3. Discuss how the ideology of liberalism has changed in terms of the characteristics of the “Good Society” it once espoused, and those it espouses today, and in terms of who the chief supporters of liberalism ideology once were and who they are today.

4. Discuss how the ideology of conservatism has changed in terms of the characteristics of the “Good Society” it once espoused, and those it espouses today, and in terms of who the chief supporters of conservatism once were and who they are today.

5. Discuss how the ideology of socialism has changed in terms of the characteristics of the “Good Society” it once espoused, and those it espouses today, and in terms of who the chief supporters of socialism once were and who they are today.

6. Select a time period when there were several cuts to social welfare programs and spending in Canada’s history, and explain the ideological, economic and political reasons those cuts occurred.

Short Answer Questions 1. Describe what ideas John Maynard Keynes proposed in his work The General Theory of Employment, Interest and Money in 1936.

2. What differences are there between social conservatives and libertarians, according to Brooks (2007)?

3. What are three things the political process establishes or achieves with regard to social welfare?

4. If one looked at three different phases in the historical development of social welfare in Canada, how would each of the time periods (1949–1973, 1974–1982, and 1983–2007) be characterized?

5. What were some of the impressive steps forward in terms of social welfare in Canada during the 1960s?

6. Describe some of the major economic realities, nationally and globally, that were occurring in the 1970s and which had a negative impact on social welfare in Canada.

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7. Describe some of the developments that resulted in the creation of the G8 and the World Trade Organization.

Multiple Choice Questions 1. Which of the following two major events are referred to as “twin crucibles” by author Thomas Brenner and are recognized as having had significant influence on the development of Canada’s social welfare system? a. Great Depression and the “Dirty Thirties” b. First World War and Second World War c. The “Dust Bowl” and Second World War d. Great Depression and Second World War* 2. Why did Liberals and Conservatives advocate programs such as social insurance and labour rights just as the 1950s were beginning? a. They wished to curb massive unemployment. b. Schemes were created from which governments could benefit financially through these programs. c. They hoped to stem the growth in support for socialism.* d. They were being pressured by U.S. Trade Policies.

3. The first piece of social welfare legislation that was universal in Canada was: a. Old Age Security Act (1951) b. Family Allowance Act (1944)* c. War Veterans Allowance Act (1930) d. Unemployment Assistance Act (1956) 4. Which of the following best defines what or who generates the terms and conditions under which social workers operate? a. The Prime Minister of Canada b. The political process* c. Unions of public employees d. The Governor General of Canada 5. What ranking was Canada given in 2007 by Freedom House’s World Democracy Audit, in its assessment of 150 countries in the world?

1. 8th place* 2. 18th place 3. 28th place 4. 38th place 6. “Stagflation” is said to be occurring when there is: a. Low unemployment and high inflation b. Low unemployment and low inflation c. High unemployment and low inflation .

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d. High unemployment and high inflation*

7. Where in Canada was an experiment conducted by the federal government to see if a negative taxation form of GAI (Guaranteed Annual Income) would decrease work effort? a. Dauphin, Manitoba* b. Saint John, New Brunswick c. North Bay, Ontario c. Glace Bay, NS 8. Which of the following is not an organization that has had a strong influence on shaping the public agenda in favour of the business community? a. Canadian Council on Social Development* b. Business Council on National Issues c. C.D. Howe Institute d. Fraser Institute 9. In a ‘neo-conservative era’ such as the one ushered in by Thatcher in the UK, Reagan in the US, and Mulroney in Canada, the primary providers of care to the poor and disadvantaged most often are: a. Public charities b. Private charities* c. Regional civil services d. Regional government services 10. During which decades did the National Action Committee on the Status of Women (NAC) have their greatest impact on government policy? a. The 1930s and 1940s b. The 1950s and 1960s c. The 1920s and 1930s d. The 1970s and 1980s*

True and False 1. Global and local politics can play a part in shaping Canada’s social welfare system. a. True * b. False 2. A political party which captures more of a conservative ideology is described as more “left wing”. a. True b. False* 3. During the 1960s two signature pieces of social policy legislation that were enacted were the Canada Assistance Plan and the act known as the Established Program Financing (EPF). .

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a. True* b. False 4. The energy crisis of 1973 has been identified as an initial “shock wave” in what would prove to be one of the most challenging decades in Canada’s political and social history. a. True* b. False 5. Milton Friedman, an economist, advanced ideas that came from a belief that full employment is always good for the economy. a. True b. False* 6. While Mulroney was prime minister, the think-tanks of the Fraser and the C.D. Howe Institutes provided barriers to attempts by the business lobby to express itself. a. True b. False* 7. The 1970s saw a shift to the “right” in political terms. a. True* b. False 8. When the Unemployment Insurance Program was converted to the Employment Insurance Program in 1996 there were increases to the level and duration of benefits. a. True b. False* 9. The Canada Health and Social Transfer gave more autonomy to provinces for delivering health, post-secondary education, welfare and social services. a. True* b. False 10. The National Child Benefit Supplement was created to promote participation in the workforce and to overcome “the welfare wall”. a. True* b. False

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Chapter 4: The Economics Base of Canadian Social Welfare Essay Questions 1. Identify seven social welfare public goods that take the form of “risk spreading” or “life cycle expenditure spreading” and explain how they typify that form of economic activity.

2. Thoroughly discuss the “Monetarist vision”, citing recently published newspaper or magazine articles or editorials that include commentaries that appear to be in harmony with that vision.

3. Provide a detailed description of the Keynesian model, explaining how supply, demand and employment would be characterized, and locate current news items in which authors or interviewees appear to be influenced by the Keynesian model today.

4. The author of Chapter 4 states: “we have seen a significant shift away from social welfare systems, risk spreading, and mutual aid, and towards a system of individualism and self-reliance” (p. 54). Find evidence of this phenomenon occurring in a specific city or region of Canada and comment on who, if anyone, seems to be critical of the shift.

5. Measuring poverty is important if we want to decrease it. Provide definitions of different ways poverty is commonly measured, and research some of the strategies to combat poverty that are being proposed by some Canadian authors and leaders.

Short-Answer Questions 1. What are three central questions often asked related to scarcity in economics?

2. List some ways people save money and some of the reasons they save?

3. Explain how the economy functions, according to Keynes’ theories.

4. What are three reasons we should care about poverty and inequality in our society?

5. What has been the impact of soaring corporate profits and manager remuneration, combined with a declining ability among families to be able to afford goods and services?

Multiple Choice Questions 1. A graph that reveals the trade-off between savings and consumption within an economy is known as: a. The radical redemption rate (RRR) b. The consumer price index (CPI) c. The mid-way economical calculator (MEC) d. The production possibility frontier (PPF)*

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2. The most feasible solution to helping the “poorest of the poor” through a policy approach would be: a. A guaranteed income policy* b. A guaranteed tax benefit policy c. Food voucher distribution policies d. Home Heating Supplements 3. Who was instrumental in setting up the World Bank and the IMF in 1944? a. William Lyon Mackenzie King b. Ronald Reagan c. John Maynard Keynes* d. Milton Friedman 4. “Workfare”, where firms are given subsidies by governments to be able to hire individuals in receipt of welfare, is said by the author to only be excusable in situations such as: a. A sheltered workshop for people with severe disabilities* b. Countries where NAFTA does not apply c. Provinces where over 10% of the population is receiving welfare d. During national recessions when there is more urgent need for employment opportunities 5. What has been dominating fiscal policy over the past 15 years, to the detriment of the vulnerable underclass of Canadian society? a. Conservative regimes b. Interest group politics* c. Working Class politics d. Liberal regimes 6. Chicago and Austrian Schools in economics strongly believe in: a. small government, price stability, and the superiority of personal choice and free markets.* b. small government, price fluctuation, and the superiority of personal choice and free markets. c. small governments, price stability, and the superiority of personal choice and controlled markets. d. small governments, price stability, and the superiority of nationalist choice and free markets.

7. A measurement of poverty made through direct means necessary to sustain life, and often converted to the money amount needed to secure the food, is known as: a. Sustenance poverty b. Basic means poverty c. Relative poverty d. Absolute poverty* 8. A measurement of poverty that is measured with respect to social norms through Low Income cut-offs (LICOS) for different household sizes and rural and urban locations is known as: a. Sustenance poverty b. Basic means poverty Copyright © 2009 Pearson Education Canada

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c. Relative poverty* d. Absolute poverty 9. An economy that is always at full employment is part of the: a. Keynesian View b. Monetarist View* c. Edwardian View d. Proletarian View 10. Rather than relying on a combination of anti-inflationary policies and loose monetary policy (a low Canadian dollar) to maintain their competitiveness, what should Canadian business have been doing instead? a. Lending profits to governments in need. b. Investing in productivity with their profits.* c. Reducing the national debt. d. Investing in stock market funds for stability.

True and False 1. Using a statistic such as “one in five children are living in poverty” is an effective way to present the issue because it gives an indication of how much incomes need to increase to eliminate poverty. a. True b. False* 2. Necessity goods are more likely to be produced offshore, thus needing to be imported, than luxury goods. a. True b. False* 3. Since the year 2000, the Consolidated spending by Canadian Federal, Provincial, Territorial and Local Governments for the three categories of Social Services, Health and Education is highest in Social Services and lowest in Education. a. True* b. False 4. With regard to a public good, the social benefit derived from consuming an additional unit of the good is lower than the private marginal benefit. a. True b. False* 5. There has been a general shift in the tax burden away from corporate taxes and towards personal income tax and excise taxes on personal consumption. a. True* b. False .

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6. The rate of income tax, as imposed by a government in power, is a reflection of the dollar votes of Canadian society for the consumption and provision of public goods. a. True* b. False 7. Keynes is remembered for emphasizing the importance of stability in employment due to his experiences during the Great Depression. a. True* b. False 8. With regard to a public good, the “free rider” principle holds that it is very hard to keep people from benefiting from a good without paying for it. a. True* b. False 9. Over the past twenty years there has been a gradual shift toward increased support for public expenditures, away from private consumption. a. True b. False* 10. The minimum wage is universally set at the living wage level (i.e. the wage needed, based on a 40-hour work week, to afford shelter, transportation, groceries, utilities, a modest set of clothing and entertainment). a. True b. False*

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Chapter 5: The Geographic Base of Canadian Social Welfare Essay Questions 1. Undertake a neighbourhood scan of your peopled place and identify ten major social welfare agencies that serve your community; identify your MP, MPP, and municipal representatives; and provide information about five services for children, youth, young adults, adults and seniors.

Find the nearest food bank, child welfare agency, hospital, urgent care/community health care clinic, and the centre for a large-scale disaster.

2. Identify three different geographical regions in Canada and discuss the impact of the geography on the people of the region. Discuss a current social issue related to the environment that has affected the region chosen.

3. Identify three emergency or disaster events within the last ten years in Canada. Describe the event and the impact the event had on the community, and how future responses may be affected.

4. Discuss the issues of social welfare that have arisen from the tsunami of December 26, 2004.

5. On July 2nd, 2005, a series of rock concerts, called Live 8, were held across the world to raise awareness of poverty in Africa. Select a country in Africa and discuss issues of poverty. Provide statistics related to health, disease, education, and income. Why is this happening in Africa and not North America?

Short Answer Questions 1. What is the difference between “placed peoples” and “peopled places”?

2. Why do social work and geography “fit together”?

3. Explain and provide an example from your own experience of the metaphor “I am I and the Environment” (p. 66).

4. In what fundamental areas are place and sense of place vital to human health and development?

5. What are three negative impacts that can be experienced by people due to loss of place and sense of place?

6. What are some processes through which someone could pursue the possibility of “reinhabiting” the place where you already reside?

Multiple Choice Questions 1. Feminist geography a. Argues for links between the oppression of women and the domination of nature* Copyright © 2009 Pearson Education Canada

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b. Is uncomfortable with abstract and grand theories c. Is designed to force a rapid transfer to industrialization d. Is another term for feminist social work 2. Too often, social work literature transforms the broad notion of environment into the much narrower: a. Physical environment b. Ecological environment c. Social environment* d. Objective environment 3. A term used to convey the state that many adults find themselves in, with no real understanding of human settlement patterns or regional interaction, is: a. Geographic limitation b. Geographic dementia c. Geographic disability d. Geographic illiteracy* 4. The following can be said about Western traditions with regard to land: a. They have promoted holistic conceptualizations about environment. b. They have moved to collectivist from individualist worldviews c. They have tended to separate humans from the natural world* d. They have tended to adopt Aboriginal traditions.

5. Many geographers support the notion of “Place” as involving: a. Location and Way of Life b. Location plus meaning associated with the location* c. Meaning associated with location d. Location associated with place of origin 6. Building of sustainable communities and living in tune with the rhythms of nature are associated with what is currently referred to as: a. Living well in place* b. Living harmoniously c. Living in juxtaposition d. Living luxuriously 7. The definition “the attachment that we have to locations with personal significance” best refers to the notion of: a. Sense of place* b. Sense of identity c. Sense of people d. Sense of meaning 8. The ecosystems perspective or framework is applied in geography with three interdependent scales or levels: Copyright © 2009 Pearson Education Canada

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a. micro, local and global b. micro, mezzo and macro c. local, regional and global* d. local, regional and macro 9. Modern geography: a. Focuses on landforms, climates, coastlines and vegetation b. Straddles the divide between the social and the physical sciences* c. Focuses on culture, language, spatial patterns of human activities and meanings d. Straddles the divide between place and space True and False 1. Zapf and Bodor argue that both human geography and social work may be on the verge of incorporating a sense of materialism that reintroduces a unity of person and environment. a. True b. False* 2. When interconnections between species and place are ignored or violated, the effects are long-term and often unforeseen. a. True* b. False 3. Environmental concerns are currently third on the Canadian public’s agenda. a. True b. False* 4. Identity and connection with others has become, in the context of modernity, something linked with place. a. True b. False* 5. Separating our relationships into concepts of duality creates a subject/object stance that connects us with the lived world. a. True b. False* 6. According to Zapf and Bodor, Aboriginal societies identified themselves with specific places or homelands. a. True* b. False 7. Most of the legislation and policies that define our social welfare system have been designed by urban centres in the south. a. True* b. False Copyright © 2009 Pearson Education Canada

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8. The vision of human potential is the same for an outport fishing village in Newfoundland and a mining town in Northern Ontario. a. True b. False* 9. The ecosystems concept is fundamental in human geography and in social work. a. True* b. False

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Chapter 6: The Historical Base of Canadian Social Welfare Essay Questions 1. Explain the significance of the English Poor Laws to social welfare generally and to Canada specifically.

2. Find a website about John Joseph Kelso and write a biographical profile of this humanitarian, noting at least three different areas in which he contributed to social welfare.

3. Summarize the significance of the Rowell-Sirois Commission.

4. There were several social protests in Canada in the 1900s; identify the significance of the Winnipeg Strike and the Regina Riot.

5. Find three recent newspaper articles and one website for (a) child poverty, (b) homelessness, (c) immigration and (d) health, and summarize the key issues identified provincially, territorially and federally.

6. Summarize the main findings of the Marsh report. How is this relevant for the present state of social welfare?

Short Answer Questions 1. Identify two positive and two negative aspects of the feudal system.

2. Where did the principle of less eligibility originate? Explain its meaning.

3. Explain the principle of need and the two ways of considering need.

4. What is laissez-faire and how does it differ from humanitarianism?

5. What was the Regina Riot of July 1st, 1935 concerned with?

6. What did Bill C-69 (1991) accomplish in relation to the Canada Assistance Plan?

7. What three problems did the Task Force on Homelessness identify?

8. Identify three priorities for health-related issues.

9. What is the significance of the 1998 and 1999 federal budgets?

10. What is the significance of Bill C-6 (2004), the Act Respecting Assisted Human Reproduction and Related Research?

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Multiple Choice Questions 1. The principle of less eligibility can be traced to a. The Rowell-Sirois Commission b. The Royal Commission for Inquiring into the Administration and Practical Operations of the Poor Laws* c. The Marsh Report d. The Atlantic Charter e. The Canada Assistance Plan 2. In 1893 An Act for the Prevention of and Cruelty to and Better Protection of Children was passed to encourage the founding of additional children’s aid societies in Ontario due largely to the work of a. Leonard Marsh b. Benjamin Disraeli c. R B Bennett d. J J Kelso* e. None of the above 3. The Statute of Labourers a. Required able-bodied labourers to accept employment from any masters willing to hire them b. Was an outcome of the Regina Riots c. Prohibited citizens from giving alms to able-bodied beggars d. A and B above e. A and C above* 4. Parliament passed at least eight major pieces of social legislation in the 1950s and 1960s. The most significant was a. The CHST act b. The Family Allowances Act c. The Canada Assistance Plan (CAP)* d. All of the above. e. None of the above 5. By 1992, child poverty in Canada was a major concern because a. 1 in 15 children lived in poverty b. 1 in 10 children lived in poverty c. 1 in 20 children lived in poverty d. 1 in 5 children lived in poverty* e. 1 in 3 children lived in poverty

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6. Laissez-faire a. Was developed by Adam Smith b. States that individuals pursuing their own good work toward achieving the good of all c. Suggests that interference in business by government would be harmful d. Was published in Wealth of Nations (1766) e. All of the above* 7. The first Children’s Aid Society in Toronto (1891) was developed by this journalist, who became Ontario’s first superintendent of neglected and dependent children: a. J J Kelso* b. R B Bennett c. William Lyon Mackenzie King d. Marguerite Bourgeoys e. Mary Richmond 8. By 1933 the effects of the Depression had intensified such that a. Fifteen to twenty percent of the population was dependent on municipal social assistance b. Local municipalities were going bankrupt under the strain of their social assistance needs c. Twenty-five percent of the normal male working force was unemployed d. Most young men had not found their first jobs after leaving school e. All of the above* 9. The Marsh Report a. Was a lengthy and complicated document b. Described universal risks c. Proposed a system of social insurance and taxation to pay for the proposed plan d. Stated that society must provide for those needs that individuals cannot fill e. All of the above* True and False 1. In 1933, the effects of the Depression had lessened and fewer than 10% of the population depended on municipal social assistance. a. True b. False* 2. The practice of relegating those in need to a second-class existence strongly influenced the development of social welfare in Britain, the United States and Canada. a. True* b. False 3. Atlantic Canada felt strongly about the British philosophy of less eligibility, and both Nova Scotia and New Brunswick operated according to the English Poor Laws. a. True* b. False 3 Copyright © 2009 Pearson Education Canada

4. The British North America Act (1867) assigned welfare provisions to the federal government. a. True b. False* 5. During the 1970s the emphasis in social welfare shifted from developing new social welfare programs to an evaluation and reorganization of programs already established. a. True* b. False 6. CAP was the largest single source of funding for social services in Canada, accounting for an average of 38.5% of provincial spending. a. True* b. False 7. The CHST gave the provinces less power in deciding the redistribution of funding to health, post-secondary education and social assistance and services. a. True b. False* 8. The voluntary sector employs more than one million workers and six and a half million volunteers. a. True* b. False 9. In 1999 the Canadian Child Tax Benefit (CCTB) reduced federal support to families. a. True b. False* 10. There is evidence of the development of a national perspective on safe, affordable housing. a. True* b. False

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Chapter 7: Aboriginal Peoples in Canada Essay Questions 1. Identify Aboriginal agencies and services in your community.

2. Provide a video review of The War against the Indians (1992) (NFB).

3. Provide a video review of For Angela (NFB), 1995.

4. Provide a video review of Richard Cardinal: Cry from a Diary of a Métis Child (NFB).

5. What Aboriginal or Inuit peoples are found in your province/territory? Identify one famous Aboriginal person in your province and provide a brief history of his or her life and achievements. If you were to learn the language of the largest Aboriginal peoples group in your province/territory what language would you learn and where would you go to learn this language?

6. Identify three issues that have been in the media about Aboriginal peoples in Canada and specifically in your province/territory within the past six months.

7. Identify five Aboriginal individuals who have made significant contributions to Canada.

Provide a brief biography and identify their achievement.

8. Explain the meaning of three Aboriginal ceremonies.

9. Provide a book review of one of Ian Ross’s books.

10. Find two different Aboriginal stories. What are the purposes of these stories? What is the difference between a fable and a fairy tale? How do these stories compare to stories we are told as children?

Short-Answer Questions 1. Identify the objectives of The Indian Act of 1876.

2. Summarize the main points of the Royal Commission on Aboriginal Peoples.

3. Identify a social welfare issue in the current media pertaining to Aboriginal needs.

4. Identify social and health indicators of concern to Aboriginal peoples.

5. Define the terms Aboriginal peoples, Inuit and Métis.

6. What was the Oka crisis?

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Multiple Choice Questions 1. The Delgamuukw decision a. Set down the basis for decision-making regarding traditional lands b. Gave Aboriginal people less power and control in issues of Aboriginal lands and entitlements c. Requires other parties to take the inherent rights of Aboriginal peoples into account in decisions that affect their lives d. All of the above e. A and C above* 2. The Penner Report a. Supported the special and distinct status for Indian First Nations* b. Did not support the special and distinct status for Indian First Nations c. Recommended new legislation d. All of the above. e. None of the above 3. In Citizens Plus the chiefs of Alberta a. Asserted their collective cultural rights* b. Considered themselves legally and culturally the same as Euro-Canadians c. Agreed to abandon their traditions and social practices d. All of the above. e. None of the above 4. The most comprehensive study of Aboriginal peoples is a. RCAP* b. NAFTA c. OSAP d. SSHRC e. CAA 5. Aboriginal women face unique issues because a. The Indian Act removed Native women from their roles as decision-makers and teachers* b. Until 1985 Aboriginal women who married non-Indians kept their Aboriginal status c. Egalitarian relationships around roles and relationships were part of traditional Aboriginal societies, and were supported by the Indian Act d. All of the above e. A and C above 6. As part of ongoing decolonization a. Aboriginal peoples are reclaiming and reaffirming their own history, stories and traditional beliefs b. Aboriginal peoples are declaring their right to educate their own people c. Aboriginal peoples are seeking control of their health and social services d. Aboriginal peoples are involved in the education of their own professionals e. All of the above* Copyright © 2009 Pearson Education Canada

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7. The Indian Act a. Was first created in 1876 and gave the Canadian government complete control over the cultural, social, economic and political activities of those persons defined in the Act as Indian* b. Was a very progressive piece of legislation for its time c. Ensured the preservation of Aboriginal language and culture d. Preserved traditional Aboriginal family values e. All of the above 8. The Royal Proclamation of 1763 a. Was the first significant legislation in Canada that concerned Aboriginal peoples b. Re-established friendly relationships with some Aboriginal groups who had been dissatisfied with their earlier contacts with Euro-Christian missionaries c. Ensured Aboriginal control of their own lands d. All of the above* e. A and C above 9. The Gradual Civilization Act of 1857 a. Proposed moving smaller groups of Aboriginal peoples onto reserves b. Created a serious crisis amongst tribal councils c. Was widely accepted by Aboriginal peoples d. A and B above* e. A and C above.

10. Enfranchisement a. Is a term from the French world franchiser, meaning to cloak b. Was used to promote assimilation c. Required that Aboriginal peoples had to prove their readiness to be absorbed into EuroCanadian society d. Was established by a rigorous test e. All of the above* True and False 1. The Indian Act evinces a clear example of gender discrimination. a. True* b. False 2. In Citizens Plus the chiefs delivered the clear message that they were prepared to assume responsibility for the welfare of their own peoples. a. True* b. False 3. Aboriginal peoples were very satisfied with the proposed Charter of Rights and Freedoms. a. True b. False* Copyright © 2009 Pearson Education Canada

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4. The government responded to the Penner Report by advocating for increased powers for First Nations but stated that new powers should be controlled by and subject to approval of, the federal government. a. True* b. False 5. The Royal Commission on Aboriginal Peoples (1991) was in part an answer to the Oka crisis. a. True* b. False 6. The former Minister of Indian Affairs apologized publicly for the treatment of Aboriginal children in residential schools. a. True* b. False 7. The RCAP proposed that the Canadian government return to the original Indian Act of 1876. a. True b. False* 8. The Hawthorn Report (1967) revealed the deplorable circumstances in which Canada’s Status Indians were living. a. True* b. False 9. Trudeau was in favour of special status for Aboriginal peoples. a. True b. False* 10. Recent shifts in social work education parallel the development of culturally appropriate social services within rural and urban Aboriginal communities. a. True* b. False

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Chapter 8: Our Bilingual Heritage: The Context of Official Languages Policy Essay Questions 1. Explore the importance of translation in Health Care or in the Correctional field and discuss some issues professionals should keep in mind when supporting clients who do not have competence in both official languages.

2. Research one of the following significant historical issues connected to the development of rights for French Canadians: the Acadian Deportation; Louis Riel; activities of the “Orange Lodge”.

3. Explore and discuss significant legislative developments that pertain to linguistic rights in Canada.

4. Choose one significant issue from the 20th century that was important to how Quebec’s relationship with the rest of Canada has developed and provide details of that event or phenomenon.

5. Identify an organization in your community that celebrates French language and culture.

Interview a member and write about the organization’s goals, activities, and level of success achieving its goals.

6. Find an individual who has participated in the federal government’s six week 2nd Language learning programs. Learn about the daily activities they participated in during the six weeks of immersion, and ask for their reflections on the value of the experience.

7. Seek ideas on how to transform unilingual organizations into bilingual ones, and describe 3 strategies that you would incorporate if you were an agency director.

Short-Answer Questions 1. What have been some criticisms of efforts related to Official Languages and what are some responses to such criticisms voiced by Hayday in his study published in 2005?

2. What national values does Michel Bastarache believe are defined by Language rights?

3. Explain the difference between majority and minority status with regard to the French language in Canada, and geographic sites where a minority status of the language could be found.

4. Contrast two different Canadian cities, with regard to the degree to which English and French are spoken.

5. Give examples of variations between different populations of francophones, in relation to educational achievement and income levels.

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Multiple Choice Questions 1. Which Canadian province is officially bilingual? a. Nova Scotia b. Quebec c. New Brunswick* d. Ontario 2. How many Canadians speak both English and French? a. 1 in 2 b. 1 in 3 c. 1 in 4 d. 1 in 5* 3. “Section 23” of a piece of legislation focused on language rights in Canada relates to: a. the right to distinct cultural and educational institutions b. the right to education in the minority language in each of the provinces and territories* c. the right to government services at the federal level d. equality of official language communities 4. After French and English, what are the next 3 mother tongue languages spoken most often, according to Statistics Canada (2001)? a. Chinese (including Cantonese, Mandarin, Hakka and others), Italian and German* b. Spanish, Chinese and German c. Spanish, Punjabi and Chinese (including Cantonese, Mandaren, Hakka and others) d. Japanese, Spanish and Italian 5. What does a “Commissioner of Official Languages” do? a. Oversee coordination and hiring related to translation from one official language to another b. Ensures the security of officially translated documents c. Observes progress in promoting bilingualism* d. Represents their respective countries at the international policy level 6. An extremely important piece of legislation connected to linguistic rights that came into being in 1969 is the: a. Official Linguistics Act b. Linguistic Treaties Act c. Language Communications Act d. Official Languages Act* Copyright © 2009 Pearson Education Canada

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7. The significance of language is likely understood more profoundly by individuals who a. Have learned a third language b. Have been in immersion programs throughout their primary and secondary education c. Do not have the everyday privilege of communicating in their first language* d. Speak the language of the majority population in a given society 8. What is the purpose behind adoption of an official language? a. To encourage the flourishing of official language groups as a component of the democratic ideal* b. To encourage greater immigration of people from parts of the world where that language is spoken c. To strive for communication in a limited number of languages in a particular country for greater national unity d. To appease lobby groups who have been particularly exemplary advocates for their cause.

9. Which of the following is not something necessarily known to create positive associations with bilingualism? a. Increased contact with the other linguistic community b. Formal classroom learning of the other official language* c. Ability to understand the other language d. Good opportunities to learn the other official language 10. What is a highly active and visible organization which has contributed to recognition of the value of Anglophone children learning French? a. “French is Fun” Board b. “Parents for French”* c. “French Forever” d. « Vive le francais » Children’s Organization True and False 1. Francophone populations can be found, in varying sizes, in all provinces and territories. a. True* b. False 2. Research literature reviews written by anglophone researchers ordinarily contain at least one reference written by a Canadian francophone. a. True b. False* 3. Canadian social policy makers believed, until the 1970s, that both immigrants and Aboriginal peoples would assimilate to either the English or French majorities. a. True* b. False Copyright © 2009 Pearson Education Canada

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4. Quebec became the first officially bilingual province of the nation during Confederation, in 1967. a. True b. False* 5. The Official Languages Act is not there to force Canadians to learn the other official language. a. True* b. False 6. In the home, 10% of the Canadian population today speaks neither English nor French a. True* b. False 7. A primary reason why Acadian settlers were deported in the 1750s from the Atlantic region was their failure to swear allegiance to the British Crown. a. True* b. False 8. It took 91 years for the government of Manitoba to honour rulings that an 1890 declaration, taking away constitutional rights given to the French language in 1870, was unconstitutional. a. True* b. False 9. Newcomers to Canada can benefit from established English or French language programs with almost immediate access, in Quebec and Ontario. a. True b. False* 10. Wherever official language legislation exists, there is a requirement that all employees be bilingual. a. True b. False*

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Chapter 9: The Changing Status of Women: From Poverty to Precarious Work Essay Questions 1. Find evidence from media reports during the past five years that show how the lives of many women continue to include domestic violence, systemic discrimination and exclusion from society’s benefits. Identify which groups or individuals are speaking out about the issues.

2. Discuss how the social disparity that exists between men and women in Canada can be explained, including historical origins.

3. Write an essay on a female leader who has made significant contributions to the advancement of women or who has been an important figure in the women’s movement.

4. Discuss and explore the unique realities and challenges of a specific group of women living in Canada today.

5. Explore and describe living conditions, challenges and barriers of many Canadian families headed by female single parents.

Short-Answer Questions 1. Give three examples of situations that were problematic for women in the 1960s and that inspired the women’s movement 2. Identify five areas in which the women’s movement’s commitment to rights and equity can be seen.

3. Explain what the term “reproductive labour” refers to.

4. Explain the significance of intersecting oppressions in relation to domestic violence.

5. Describe the process that led to a dramatic fall in the number of unemployed women who qualified for Employment Insurance between 1989 and 1999.

Multiple Choice Questions 1. Who released the Global Gender Gap Report in 2006 that clearly demonstrates women are in a position of disadvantage? a. The NDP Party of Canada b. World Economic Forum* c. United Nations d. World Economic Report

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2. The concentration of poverty among women first noticed in the 1960s is referred to as: a. “the pink poverty phenomenon” b. “female gender poverty” c. the “female poverty concentration” d. the “feminization of poverty”* 3. What is one of the known factors that contribute to limitations around women’s ability to be economically self-sufficient? a. Preference for being nurturers in the home b. Equal loads of domestic work c. Access to decent employment is restricted* d. Rural residency 4. According to the 1995 UN Beijing Platform for Action, what are considered to be prerequisites for achieving political, social, economic, cultural and environmental security? a. Greater participation by women in the United Nations b. World peace and a World Government c. Gender equality and a Global Military Organization d. Empowerment of women and Gender equality* 5. When the conditions exist for women to realize their full human rights and to fulfill their potential to contribute to national, political, economic, social and cultural development, and to benefit from the results, we will be able to say we have achieved: a. Feminization of success b. Gender Equality* c. Feminist Redemption d. Gender awareness 6. What is the predominant area in which many women have found themselves, when joining the labour market? a. Service Industries* b. Jobs formerly occupied by males c. Manufacturing jobs d. Teaching jobs 7. Which description of the paid labour jobs usually held by women is most accurate? a. Usually average pay, unskilled and part time b. Usually low pay, skilled and part time c. Usually low pay, unskilled and part time* d. Usually low pay, unskilled and full time 8. Which of the following represents the average amount of time spent per day in unpaid work based on Marshall’s 2006 study? a. Women 4.3 hours per day; men 2.5 hours per day* b. Women 6 hours per day; men 1 hour per day Copyright © 2009 Pearson Education Canada

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c. Women 3.2 hours per day; men 2.3 hours per day d. Women 2 hours per day; men 3.1 hours per day 9. How much did employment among women with children under the age of 3 increase between the mid 1970s and 2004? a. 17% b. 27% c. 37%* d. 47% 10. How many Canadian women have been physically or sexually assaulted by their marital or common law partner according to Mosher’s 1998 study? a. One-fifth b. One-fourth c. One-third* d. One-half True and False 1. Canada ranked in the top ten best 115 countries in indicators that are pertinent to evaluating inequality between men and women in the 2006 Global Gender Gap Report. a. True b. False* 2. Among persons aged 89 or older, 50.4% were women according to 2006 Statistics Canada reports. a. True b. False*

3. Men have superiority and control that are defined and enforced through all social systems and institutions, as well as through everyday attitudes and behaviours. a. True* b. False 4. A majority of Aboriginal women in Canada are living off reserves. a. True* b. False 5. Between 1996 and 2004, the rate of women in senior management positions went down by 5%, from 27% to 22%. a. True* b. False

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6. From 1974 to 2003, one study found that the female spousal homicide rate has been four to five times higher than the rate of male spousal homicide. a. True* b. False 7. One of Canada’s universal programs is child care. a. True b. False* 8. Approximately 80% of day care provision in Canada today is informal or unregulated. a. True* b. False 9. Women in Canada continue to be more at risk of living in poverty than men. a. True* b. False 10. One quarter of women with disabilities lived in poverty in 2001. a. True* b. False

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Chapter 10: Immigrants: History and Current Issues Essay Questions 1. Select a major group of Immigrants who came to Canada before World War II. Discuss the reasons for immigration, settlement patterns in Canada, and how this group of immigrants influenced the development of Canada.

2. The “war-brides” of WWII are the largest single immigrant group of all one gender who ever immigrated. What kinds of adjustment issues did they encounter? Visit the Pier 21 website for some of your information.

4. Select a major group of Immigrants who came to your community in the past decade. Discuss their reasons for immigration, adjustment issues, and how this group of immigrants have influenced the development of your community.

5. Research immigration issues that have appeared in the newspaper during the past three months. What issues are presented?

6. Should Canada increase or decrease immigration quotas? Discuss and explain.

Short Answer Questions 1. Select one of the major immigration groups in your area and determine their major motivation for immigration.

2. Discuss the statement “Canada has always had an open-door immigration policy”.

3. What is meant by “racialized groups”?

4. What is the difference between an immigrant and a refugee?

5. Select an immigrant group not portrayed in your textbook (pp. 135-166) and summarize the social welfare experience of this group.

Multiple Choice Questions 1. During the first immigration phase a. Those allowed to enter Canada were mainly skilled technicians b. Those allowed to enter Canada were mainly British and French* c. Those allowed to enter Canada were fleeing the poverty of Europe d. Those allowed to enter Canada were unskilled immigrants from Italy, Portugal and Greece

2. The Points system a. Increased immigration from Britain Copyright © 2009 Pearson Education Canada

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b. Discouraged applications from independent immigrants c. Allowed non-Europeans to sponsor close relatives* d. Saw a decline in Third World immigrants 3. Historically the preferred immigration categories have been a. Eastern and Southern Europeans b. Asians c. Africans and people from the Caribbean d. British, Northwest Europeans and white Americans* 4. Common reasons people migrate are a. To seek greater opportunities b. To avoid diseases and plagues c. To gain greater freedom d. To avoid service in their national armed forces e. A and C above* 5. The second category of refugees (people who only apply once they are in Canada, having entered on temporary permits) include those who a. Apply from their homeland for consideration due to fear of persecution for reasons of race, religion or nationality b. Apply from their homeland for consideration due to fear of persecution because of membership in a particular social group c. Apply from their homeland for consideration due to fear of persecution because of a political opinion d. None of the above* 6. The significance of the 1988 Multiculturalism Act is that a. It made Canada the first country ever with an official multiculturalism law b. It promoted cultural pluralism c. Its intent was to generate measures to reduce discrimination d. All of the above*

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7. Responsibility for immigrant integration is often left to a. Provincial government-sponsored programmes b. Federal government programmes c. Voluntary and non-government services* d. None of the above 8. Immigration policies are related to a. National and racial origins of immigrants b. War c. Political unrest d. International conditions of poverty e. All of the above* 9. In 1867, the largest single source of immigration was a. French nationals b. Spanish nationals c. Chinese nationals d. British nationals* e. All of the above True and False 1. The Points system has been described as a racially discriminatory merit system. a. True b. False* 2. There is a hierarchy of racism in Canada. a. True* b. False 3. European explorers migrated to Canada to enrich their motherland. a. True* b. False 4. Canada has always had an open-door immigration policy. a. True b. False* 5. Low fertility rates affect government attitudes to immigration. a. True* b. False

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6. The British government discouraged immigration to Canada. a. True b. False* 7. In the fourth immigration phase, restrictions continued for those speaking “enemy” languages. a. True* b. False 8. The last immigration phase began after the Vietnam War. a. True b. False* 9. Backlogs in processing immigration applicants can be linked to concerns of patronage in appointments to membership on the Immigration and Refugee Board. a. True* b. False 10. Concern has been expressed in Canada about the number of migrants that can be absorbed without threatening the nation’s own social cohesiveness and the dominant “cultural identity”. a. True* b. False

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Chapter 11: What Is Happening to the Living Standards of Working Age Canadians?

Essay Questions

1. Select an organization in your province or community that has organized protests or spoken out against unjust policies or legislation related to social welfare. Describe their activities and comment on how successful their efforts seem to have been.

2. Compare Canadian statistics with those of other countries such as the United States, Britain, Sweden and Australia, with regard to how committed each country seems to be to the education and health of its citizens.

3. What is the significance of the NCBS? 4. Discuss some key issues that emerged from the Human Resources Development Canada test projects in New Brunswick and British Columbia.

5. Discuss the concept of workfare, tracing its historical roots, its philosophical basis, and myths related to the concept.

6. Discuss the focus of the most recent G-8 meeting.

7. What does John Kenneth Galbraith (1992) mean by “an ebbing away of the habits of the heart.” Does this apply to Canadian social welfare policies and programs and government philosophy today?

Short- Answer Questions 1. Why might it be argued that there has been a significant decline in the quality of life of Canadians?

2. Explain the difference between liberal-residual and solidaristic-universal systems of social welfare.

3. Explain the difference between CAP and CHST. 4. What is the significance of the Social Union Framework Agreement?

5. How effective has Campaign 2000 been?

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Multiple Choice Questions 1. The United Nations Human Development Index (HDI) is based on a. Opportunity for a long healthy life b. Educational attainment c. Standard of living d. All of the above* e. None of the above 2. In 2001 the child poverty rate among Immigrant families with less than five years residency in Canada was a. 19% b. 29% c. 39% d. 49%* 3. Among the OEDC countries, Canada a. Has the second-highest incidence of low-wage employment* b. Has the highest public expenditure on universal day care c. Has the highest expenditure on education d. B and C above e. None of the above 4. Cuts in benefit levels to key income support programs such as Employment Insurance and Social Assistance are signs of a. The solidaristic-universal approach b. The neo-liberal approach* c. The conservative approach d. None of the above 5. The National Child Benefit supplement a. Transformed the CCTB from a child benefit into a parental work-incentive programme b. Denotes a reversal of traditional Canadian social welfare objectives c. Went to 1.5 million families in 2001-2004 d. All of the above* e. None of the above 6. The Compassionate Care Benefit of Employment Insurance a. Allows people to take a leave to care for a family member b. Applies to care for a family member likely to die in 26 weeks c. Does not address those who are unable to live independently but are not terminally ill d. All of the above* e. None of the above

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7. According to a public opinion poll conducted by the Canadian Centre for Policy Alternatives in 2005, how many Canadians reported that they are always just one or two missed paycheques away from being poor? a. One quarter b. One third c. Half* d. Three quarters 8. What has the rise in income inequality been primarily attributed to? a. The rise in separations and divorce b. Faster increasing incomes at the upper end of the income scale* c. Faster increasing incomes at the middle range of the income scale d. Increasing size of family units 9. According to this textbook, where could one expect to receive the highest payment for a minimum wage salary, and where the lowest? a. Nunavut (Highest); Newfoundland and Labrador (Lowest)* b. Ontario (Highest); Prince Edward Island (Lowest) c. Alberta (Highest); Newfoundland and Labrador (Lowest) d. Manitoba (Highest); Yukon (Lowest) 10. Data from the General Social Survey on time use in 2005 revealed that there has been an increase in the number of hours spent on the job, that adds up to: a. Two more work weeks over a year b. Three more work weeks over a year c. Four more work weeks over a year d. Five more work weeks over a year* True and False 1. The NCB Supplement went to 40% of all Canadian families with children in 2001-2004. a. True* b. False 2. In 2001-2004 the CCTB’s base benefit was paid to approximately 82% of Canada’s families with children. a. True* b. False 3. The SUFA marked the re-entry of the federal government into the social policy arena. a. True* b. False 4. The liberal-residual system socializes the cost of “familyhood.” a. True b. False* Copyright © 2009 Pearson Education Canada

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5. Corporatist-statist systems are more concerned with free-market dogma. a. True b. False* 6. A decline in the number of poor people in Canada has been occurring in the past five years at a rate that is surprisingly rapid. a. True b. False* 7. Higher parental incomes are almost always associated with better outcomes for children’s futures. a. True* b. False 8. Block funding under the Canada Social Transfer gives the provinces and territories a financial incentive to cut the costs of social assistance. a. True* b. False 9. In the General Social Survey (GSS) on time use in 2005, 25% of workers reported having a ten-hour work day. a. True* b. False 10. Splitting between the income support for children and their parents is likely to provide children with a sense of being able to escape embarrassment and damage to their self-esteem. a. True b. False*

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Chapter 12: The Nature of Oppression and Anti-oppressive Policy Development Essay Questions 1. Select a policy from an agency or a government program and discuss each of the critical questions for policy analysis offered on page 197.

2. Focusing on Exploitation (one of Young’s “five faces of oppression”) provide examples of the existence of this type of oppression in your community or province.

3. Focusing on Marginalization (one of Young’s “five faces of oppression”) provide examples of this type of oppression in your community or province.

4. Focusing on Powerlessness (one of Young’s “five faces of oppression”) provide examples of this type of oppression in your community or province.

5. Focusing on Cultural Imperialism (one of Young’s “five faces of oppression”) provide examples of this type of oppression in your community or province.

6. Focusing on Violence (one of Young’s “five faces of oppression”) provide examples of this type of oppression in your community or province.

7. Write an essay providing evidence of the impact of some of the “myths of normalcy” that reflect mainstream norms and standards, articulated by Bishop (2002).

8. Discuss how heterosexist privilege is maintained both structurally and culturally.

Short-Answer Questions 1. Identify five “primary structures” relevant to oppression.

2. Identify five “secondary structures” relevant to oppression.

3. Describe three factors that might prevent some people from recognizing the privilege they have.

4. What are three divisions demonstrating how people can be marginalized by class, occupation, or service usage?

5. What are three divisions demonstrating how people can be marginalized by race, gender, sexual orientation/sexual identity, ability or age?

Multiple Choice Questions 1. Recognizing that oppression is very complex, how does Mullaly (2007) believe it can be characterized? a. “a common set of levels of severity” is experienced by people who experience oppression b. “a common set of forms of severity” is experienced by people who experience oppression c. “a common set of dynamics” between the dominant and subordinate groups.* d. “a common set of levels of hostility” between the dominant and subordinate groups 2. Which of the following are “primary structures” (Carniol, 1992)? a. Patriarchy* b. Religious institutions c. Schools d. Media Copyright © 2009 Pearson Education Canada

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3. Which of the following are “secondary structures” (Carniol, 1992)? a. Globalization b. Heterosexism c. Racism d. Family* 4. On what three levels does oppression operate? a. Structurally, culturally and individually* b. Emotionally, physically and mentally c. Culturally, collectively and on the family level d. Individual, group and family levels 5. What are three primary assumptions that Anne Bishop (2002) believes structural oppression is based upon? a. Superiority, inferiority, and inequality b. Racism, sexism and classism c. Separation, hierarchy, and competition* d. Exploitation, marginalization and cultural imperialism 6. The exercise of power and the expression of autonomy by people who are oppressed is known as: a. Denial b. Aggression c. Resistance* d. Revolution 7. What can be gained through use of a “reversing technique” whereby the qualities or characteristics of a stereotype are applied to the dominant group according to Mullaly (2002)? a. Greater empathy on the part of people engaged in oppressive acts b. Negative stereotypes can be confronted* c. Neutralization of the power of oppression d. Heightened respect for the oppressed group 8. What did women involved in the second wave of feminism develop, individually and collectively, that has challenged male domination (Saulnier, 1996)? a. Support Groups b. A “counter discourse”* c. Collectivities d. Pay equity 9. What organization, lead by which individual, is recognized for having actively critiqued Canada’s economic, health, and environmental policy and programs while addressing human rights issues? a. The Federal New Democratic Party, lead by Jack Layton b. The Council of Canadians, lead by Stephen Lewis Copyright © 2009 Pearson Education Canada

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c. The Council of Canadians, lead by Maude Barlow* d. The Federal New Democratic Party, lead by Ed Broadbent 10. What is an example of a concept that emphasizes the relevance of meaningful and active participation of individuals whose lives are significantly constrained by oppression? a. “Affirmative action” b. “Social inclusion”* c. “Anti-marginalization” d. “Anti-oppression” True and False 1. One’s group affiliation can explain why oppression is experienced by some people and not others. a. True* b. False 2. Mullaly’s (2007) position is that oppression is most often experienced similarly by individuals. a. True b. False* 3. Primary structures are concrete and refer to social institutions and systems. a. True b. False* 4. People who could be said to be part of the “mainstream” do not often recognize how they contribute to the oppression of others. a. True* b. False 5. It is possible to be oppressed in some aspects of our lives and to be the oppressor in others. a. True* b. False 6. People who display differences can be oppressed through discourses that perpetuate stereotypical and pejorative images. a. True* b. False 7. For the past 15 years, all levels of government have engaged in a major expansion of social welfare policies, regardless of which government has been in power. a. True b. False*

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8. The majority of people who struggle with various forms of structural oppression have meaningful opportunities to participate in policy development. a. True b. False* 9. Co-authorship of joint narratives giving priority to a diversity of subjects is an unlikely path toward countering the homogenizing tendency of welfare policy. a. True b. False* 10. In spite of being inculcated with beliefs and values that make up dominant ideology, it is possible to contribute to the creation of a counter discourse. a. True* b. False

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Chapter 13: Canada’s Unique Psychosocial Realities Essay Questions 1. Through research, expand your knowledge of some of the psychosocial realities of a group of Canadians not mentioned in the chapter, who have descendants in your community or who have recently relocated from another country to live in your community.

2. Read an account of life in a residential school and write an essay describing significant learning you gained through the exercise.

3. Summarize critiques that have been written of Canada’s Multicultural Policy that appeared in 1971.

4. What are some of the groups of people who were not welcomed into Canada during the first half of the twentieth century? What were their countries of origin? Provide some historical context to this form of systemic discrimination.

5. Explore the meaning and the importance of self-determination for Aboriginal people.

Short-Answer Questions 1. As the demographic portrait in Canada continues to change, what are some implications for social workers?

2. In what ways was the residential school experience devastating for Aboriginal communities and families?

3. Discuss where support for bilingualism in Canada is most likely to be found.

4. According to the study conducted by the Public Service Human Resources Management Agency in 2005, what were the two most likely factors that contributed to the creation of barriers to employment experienced by people who are members of a visible minority group?

5. What pieces of legislation and agreements appeared in the 1980s and 1990s that were of significance to the province of Quebec? Why were they significant?

Multiple Choice Questions 1. Canada is often described as a multicultural mosaic that is… a. strengthened through assimilation enforced by legislation b. founded on tolerance and reinforced by legislation* c. strengthened through tolerance and enforced by integration d. transformed into a “melting pot” 2. Canadians have always been a people on the move to, within, and beyond the nation in search of: a. safety, employment, and advancement* b. safety, agricultural land and advancement c. education, safety and employment d. education, employment, and possessions Copyright © 2009 Pearson Education Canada 1

3. According to Canadian Heritage, Canada was the first country in the world to: a. Adopt a national Linguistic Respect act b. Adopt an Official Languages policy c. Adopt a National Charter of Rights and Freedoms d. Adopt an official Multicultural Policy* 4. Which country is the only one to have a higher percentage of residents born outside the country, compared to Canada’s 18.4 percent of the total population being born elsewhere? a. Australia* b. United States c. Norway d. Japan 5. What proportion of people identified themselves as Canadian in the 2001 Census? a. 9% b. 19% c. 29% d. 39%* 6. Which four provinces were part of Canada when its first Constitution Act was passed in 1867? a. Ontario, Quebec, Nova Scotia, New Brunswick* b. Ontario, Quebec, Prince Edward Island, Nova Scotia c. Ontario, Nova Scotia, Prince Edward Island, New Brunswick d. Quebec, New Brunswick Nova Scotia and Prince Edward Island 7. During which historical meeting during the 1980s did Quebec’s government attempt to seek special constitutional recognition? a. Charlottetown Accord b. Meech Lake Accord* c. Montreal Accord d. Quebec Accord 8. During which historical meeting during the 1990s was the right of Aboriginal peoples to selfgovernment recognized? a. Charlottetown Accord* b. Meech Lake Accord c. Montreal Accord d. Quebec Accord 9. The name of the institutions in which Aboriginal children were placed after being forcibly separated from their families and communities, beginning in 1874, is: a. Boarding schools b. Children’s asylums c. Residential schools* d. Boarding homes Copyright © 2009 Pearson Education Canada

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10. An agreement signed in 1991 between Canada and which province gave that province the sole right to select its own independent immigrants and refugees for settlement in it? a. British Columbia b. Alberta c. Ontario d. Quebec* True and False 1. In a recent public opinion survey, Aboriginal issues were identified as one of the top three priorities for government, along with health care and education. a. True b. False* 2. In a referendum held May 20th, 1980, following a pledge from the prime minister that the government would immediately take action to renew the Constitution if Quebeckers voted no, the people of Quebec voted no to the creation of a “sovereignty-association”. a. True* b. False 3. The Anglophone majority across Canada is less likely to support putting more government resources into the promotion of bilingualism than is the francophone minority. a. True* b. False 4. The mass migrational push of people from Great Britain during the 1880s was largely comprised of individuals and families selected from the upper echelon of British society. a. True b. False* 5. According to the 2001 Census, Canada’s population originates from up to 100 different ethnic groups including North American First Nations, Métis, Inuit, French, British, Scottish, and Irish. a. True b. False* 6. Social workers need to be aware of the chronology of “push and pull factors” that may have contributed to their client’s current position and vulnerability. a. True* b. False 7. The authors believe that “otherness” should be resisted and efforts should be made to try to fit it into something that already exists. a. True b. False* Copyright © 2009 Pearson Education Canada

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8. Social workers should strive and expect to become ethno-culturally aware and competent across the spectrum of Canadian human diversity. a. True b. False* 9. Approximately 100,000 children went through the residential school system, according to Indian and Northern Affairs, Canada, 2004. a. True* b. False 10. The exercise of government power over the education of Aboriginal people can be interpreted as an attempt to erode or destroy Aboriginal sovereignty, culture, tradition, value, and language with the ultimate goal of assimilating Aboriginal people into mainstream Canada. a. True* b. False

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Chapter 14: Agencies in General Essay Questions 1. There are three common problems in the social welfare system in Canada. Identify these problems. Provide two examples in your community of gaps in service and provide one example in Canada of duplication of service. From the field of mental health, provide an example of discontinuity of services.

2. You are the director of an agency and have been asked by the Board of Directors to reorganize the agency using Resnick and Patti’s principles. Provide an organizational flow chart (diagram) in which a dynamic model of organization is shown. Explain this model to your Board of Directors.

3. What are the main differences between the voluntary, public, and commercial sectors?

4. Visit the website www.socialunion.gc.ca and summarize the key points of this initiative.

5. Create a new social agency following the guidelines on pp. 213-214 Short Answer Questions 1. Compare two mission statements from voluntary direct service agencies.

2. Describe the services provided by two indirect service agencies in your community.

3. Describe the characteristics of the voluntary sector.

4. Identify and describe two “new” needs in your community.

5. Identify and describe an innovative way an “old” need is being met in your community.

Multiple Choice Questions 1. An example of a secondary setting for social work practice would be a. A child welfare agency b. A school setting* c. A family service agency d. All of the above 2. Physical and mental health care is a. A municipal responsibility b. A Federal responsibility c. A Provincial/Territorial responsibility* d. None of the above Copyright © 2009 Pearson Education Canada

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3. A fear is sometimes expressed that if the commercial sector becomes too large a part of social welfare, or obtains a monopoly in one field of service, the poor may not be served because: a. The location of the commercially based agencies tend to not be accessible b. They will not be able to afford the fees* c. Unemployed people may be excluded d. The nature of the service will change dramatically 4. Indirect services a. Advocate for certain causes b. Do not require face-to-face interaction with clients c. Carry out a variety of functions such as fund-raising and research d. All of the above* 5. It is argued that private service delivery a. Offers increased efficiency through competition b. Offers more clearly defined services c. Offers less flexible services d. A and B above* e. All of the above 6. Much of the money that supports services of voluntary agencies comes from a fairly uncertain source which is: a. Government b. Charitable donations* c. Tax Revenue d. Corporate Sponsors 7. A common feature of the voluntary agency is: a. Religious roots b. Private philanthropy c. Board of directors* d. Hierarchical structure 8. Voluntary agencies will often avoid taking a stand on contentious issues or offering services that might attract public criticism because they are: a. Extremely vulnerable to public perception that the funds are not being used wisely* b. More conservative in nature c. Mandated to respect the ethical values of their founders d. Too busily engaged in offering services to comment on issues that may be relevant 9. HIV and AIDS a. Has resulted in an entirely new and unanticipated area of human need* b. Has resulted in generous support from the government c. Has received limited support from the private sector d. B and C above. e. None of the above Copyright © 2009 Pearson Education Canada

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10. Information centres a. Collect and categorize vast amounts of data b. Give clients clear facts relevant to their situations c. Have data on legislation, social, health and community agencies d. Can refer clients to specific services e. All of the above* True and False 1. The multi-service concept is particularly ineffective in rural settings. a. True b. False* 2. Social agencies often have their funding divided amongst several or all levels of government. a. True* b. False 3. Bereavement services is an example of a new need a. True b. False* 4. Society is relatively static and does not create new agencies very often. a. True b. False* 5. The strategic plan is a blueprint for identification of the agency’s mission and policy statements. a. True b. False* 6. Creation of multi-service centres makes help-seeking more complex. a. True b. False* 7. Cultural interpreters allow services to be provided in a culturally and linguistically sensitive manner. a. True* b. False 8. Social workers can bring about social change by acting as advocates on their clients’ behalf while fulfilling the role of “good bureaucrats”. a. True* b. False

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9. Change is easy within social agencies. a. True b. False* 10. When social workers elect to collaborate in order to change some aspect of their agencies’ operations they are applying a problem-solving model to their agencies’ processes. a. True* b. False

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Chapter 15: Industries and the Provision of Social Services Essay Questions 1. Identify five changes in the focus of Employee Assistance Programmes over the past thirty years.

2. Find a journal article related to Employee Assistance Programmes and summarize the social work role in the article you have chosen.

3. Find a newspaper article related to an employee assistance issue published within the past six months. Discuss this issue in relation to issues raised in your textbook.

4. Find an example of a recent (within the past six years) strike or layoff in an industry in Canada and identify the employee assistance issues that are involved in the negotiations.

5. What are some of the stressors encountered by EAP social workers?

6. Select three different regions in Canada, identify a specific industry for each region and then compare and contrast the EAP issues.

Short Answer Questions 1. Explain the connection between EAP and alcohol-abuse programs?

2. Why are industries supportive of EAP programs?

3. What are two issues related to confidentiality that arise in EAP work?

4. How does the issue of time affect EAP work?

5. What are the advantages of internal and external social work services?

Multiple Choice Questions 1. The first EAP was created in Canada by a. Steel Company of Canada in 1946 b. CNR in 1902 c. Wal-Mart in 1998 d. Bell Canada in 1947* e. Shopper’s Drug Mart

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2. In the 1990s social work services to industry a. Focused on reducing workplace problems b. Emphasized employer-initiated self-referrals c. Developed a wider perspective including prevention and promotion of health and wellness* d. B and C above. e. All of the above 3. Unions have been a. Vigilant about not letting employers neglect issues that affect the health and well-being of employees* b. Viewing social work in industry as a band-aid approach c. non-supportive in promoting social work services d. All of the above 4. The use of social work services in industry depends upon a. Educating employers b. Educating employees* c. Having the social worker available periodically d. B and C above 5. Major challenges in the provision of social work services include a. If attached to benefits employees expect immediate services b. New tools such as interactive Internet communications are needed c. Capping of the number of sessions may create ethical dilemmas d. All of the above* e. None of the above 6. To be taken seriously by industry, social workers must a. Demonstrate accountability b. Demonstrate commitment to continuous quality improvement c. Have an MSW d. A and B above* e. A and C above 7. Social workers with internal EAPs a. Have the opportunity to interact with employees and management on a regular basis* b. May be seen as providing more objective services c. May offer off-site services d. All of the above 8. Qualifications for EAP workers are a. Established by the professional association of social workers b. Established by the Canadian Association of social workers c. Defined by the contract with the industry* d. Usually do not require an MSW e. A and D above Copyright © 2009 Pearson Education Canada

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9. EAP practices have helped social workers a. Pay more attention to their own workplaces b. Recognize the importance of strong employee morale c. Recognize the need for access to their own EAP benefits d. Recognize the need for staff training e. All of the above* 10 The emphasis for the social worker in industry is on: a. Delivering excellent customer service* b. Ensuring terms of the contract with the employer are met c. Gaining new ground for the profession, as a field of practice d. Rapid assessment, referral and treatment True and False 1. Typically one family service agency will hold the “master contract” for social work services in a particular industry. a. True* b. False 2. The managed care model allows for unlimited eligible sessions. a. True b. False* 3. Some social workers believe that to provide services capped at one to three sessions is impractical, imprudent and unethical. a. True* b. False 4. Many contracts in Canada limit the employee to 52 sessions per year. a. True b. False* 5. Most contracts state that an employee will have access to social work EAP services within 24 to 48 hours. a. True* b. False 6. Privacy legislation introduced in 2004 across Canada further protects employee confidentiality. a. True* b. False

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7. It is critical to sort out with the industry the question of who “owns” the social work records. a. True* b. False 8. Labour unions have not supported the development of EAP services. a. True b. False* 9. Social workers will want to clarify with the workplace beforehand how they will deal with requests for service from children of employees. a. True* b. False 10. The emphasis for the social worker in industry is on delivering excellent customer service. a. True* b. False

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Chapter 16: Canadian Approaches to Income Security Essay Questions 1. If you were to receive social assistance benefits using the Social Assistance Benefits Table (16.2), in which province might it be most advantageous to reside in as a: single person, a person with a disability, a single parent with one child, and as a couple with two children. Explain your answers.

2. What is the difference between the CAP, the CHT and CST? 3. What is SA and what are the eligibility rules in your province/territory? What are some arguments that support the view that SA should be considered a human resources strategy issue rather than a workfare issue?

4. Identify the various pensions available to veterans of wars and provide the history of veteran’s allowances.

5. Who are the poor in Canada?

Short Answer Questions 1. Define the following terms: demogrant and LICO. 2. Explain the difference between relative poverty and absolute poverty.

3. Explain the difference between selective and universal programmes and provide an example of each.

4. What is the difference between the QPP and the CPP and what do both plans provide?

5. What did the CCTB replace?

Multiple Choice Questions 1. Demogrants are a. Cash payments b. Based on a demographic characteristic c. Are usually provided by the employer d. All of the above e. A and B above* 2. Which of the following factors contribute to poverty? a. Patriarchy b. Inability to keep pace with inflation c. Racism Copyright © 2009 Pearson Education Canada

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d. All of the above* e. None of the above 3. There are two major forms of income security: a. Indoor and outdoor relief b. Means and Needs c. Selective and Universal* d. Federal and Provincial e. None of the above 4. A demogrant is a cash payment to an individual or family based on a. Means Tests b. Lack of income c. Needs tests d. A demographic characteristic (usually age)* e. None of the above 5. In a regressive tax system a. Taxes are collected on the ability to pay basis b. Everyone regardless of income pays the same sales tax* c. High income earners pay a greater proportion of income tax d. A and C above e. None of the above 6. CAP was a. A funding arrangement that allowed the government to cost-share with the provinces b. A landmark social policy c. Allowed the federal government to ensure minimum standards of service delivery d. All of the above* e. None of the above 7. Universal programs a. Provide cash benefits for all the individuals in society who fall into a certain category* b. Must be proved by a means test c. Have been systematically increased in the pas 35 years d. Were developed mainly prior to WWI e. All of the above 8. EI may be obtained by a. Loss of job through termination b. Temporary disruption of work because of illness c. Application of maternity/paternity benefits d. All of the above* e. None of the above

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9. RAP provides a. Financial assistance to government assisted refugees* b. Is only for independent class immigrants c. Is intended to assist family class immigrants d. Is delivered only by one agency e. All of the above 10. Selective programs a. Personalize problems of poverty b. Focus attention on broader social structures c. Stigmatize people d. A and B above e. A and C above* True and False 1. People’s ability to climb out of poorly paying jobs is limited. a. True* b. False 2. The LICO is based on the share of income an average Canadian family devotes to food, clothing and shelter. a. True* b. False 3. The LICO assesses absolute poverty. a. True b. False* 4. Relative poverty means that one has insufficient means in relation to prevailing community standards. a. True* b. False 5. Absolute poverty denotes a standard of living so low that a person cannot obtain adequate nutrition or shelter. a. True* b. False 6. For all families in Canada, recent statistics indicate that 24% have no financial wealth (such as a house as equity). a. True* b. False

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7. Many young Canadian families are likely to be poor. a. True* b. False 8. Evidence in the latest statistics shows that advocates’ demands for a total end to child poverty have been met. a. True b. False* 9. A selective payment usually involves a transfer of money from a level of government to an individual. a. True* b. False 10. A demogrant is a cash payment to an individual or family based on a demographic characteristic such as age. a. True* b. False

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Chapter 17: Our System of Health Care Essay Questions 1. Locate news reports over the past year that provide evidence of decreasing hospital beds, admission rates, and lengths of hospital stay. What critiques are found in the news articles and what strategies or solutions are being offered?

2. Select three of the broad determinants of health in the Canadian context that were identified at the 2002 York University conference and find two research articles in which each of the three determinants you chose are explored in relation to a specific population group.

3. Explain reasons why one provincial Health Council concluded that “...some groups, in particular the poor, immigrants, rural residents, and Aboriginals, face greater difficulties in getting care” 4. Locate some examples of research connected to health care, in which the inquiry is informed by interpretive paradigms, including narrative therapy.

5. Find and summarize three research articles in which a social justice framework appears to have been adopted by an organization, resulting in benefits such as “pride of leadership, higher levels of positive patient outcomes, a more satisfied workforces that feels positive about their work, or being an exemplar of best practices”.

Short-Answer Questions 1. What are the five overarching principles of Universal health care in Canada?

2. What is included in the system of health care service delivery?

3. What were specific concerns noted by members of the 2001-2002 Commission, with regard to the current health system?

4. What recommendations for health care reform grew from the First Ministers meeting in 2004?

5. Explain the social determinants of health as described by people attending a World Health Organization assembly.

6. What are some social, health or education-related problems that Canadian children who live in poverty are more likely to experience?

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Multiple Choice Questions 1. Who was identified as the greatest Canadian of all time in a recent survey? a. Pierre Trudeau b. Terry Fox c. Roy Romanow d. Tommy Douglas* 2. What is the name of the Commission appointed in 2001-02 to advise the federal government on how to ensure access to sustainable, timely, affordable, and quality health care for all Canadians? a. The Douglas Commission b. The Fox Commission c. The Romanow Commission* d. The Chretien Commission 3. Health is conceptualized by the World Health Organization (WHO) as: a. “The absence of disease” b. “A state of complete physical, mental, and social well-being”* c. “A state of relative physical, mental and social well-being” d. “The absence of illness” 4. One reason why it is challenging to be able to provide adequate health services for children and families in Canada today is: a. Charitable donations by individuals for this purpose are negligible b. Federal governments want to provide attractive investment conditions for businesses* c. Societies and Associations representing specific medical problems and conditions are disappearing d. Fewer students are going into medical research as a career option.

5. Acupuncture, Massage, therapeutic touch, and traditional Chinese medicines are known as: a. Para-scientific approaches b. Complementary and alternative therapies* c. Naturopathic Homeotherapy d. Wholistic health models 6. How much higher is the suicide rate among First Nations youth than the national average? a. 2-3 times higher b. 3-4 times higher c. 4-5 times higher d. 5-6 times higher* 7. How many times more important are living conditions, compared to health care, as predictors of health outcomes? a. 1-2 times higher b. 2-3 times higher Copyright © 2009 Pearson Education Canada

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c. 3-4 times higher d. 4-5 times higher* 8. Which population group reportedly has difficulty accessing health care services more often? a. Infants b. Younger persons* c. Middle-aged persons d. Older adults 9. Who are nearly two and a half times more likely to report difficulties trying to obtain care for minor health problems in Canada? a. People living in Canada for less than five years* b. People who leave the country each winter for vacations c. People who have moved to Canada between five and ten years ago d. People who change communities of residence often due to career moves 10. Multidisciplinary care has given way to the following, which emphasizes collaboration across disciplines along with attunement to scopes of practice and mutual decision-making: a. Interagency care b. Interprofessional care* c. Interdisciplinary care d. Interparadigmic care True and False 1. When the Canada Assistance Plan become the Canada Health and Social Transfer in 1996, the availability of some services become limited. a. True* b. False 2. The complex system of care provided by health care teams today is primarily privately funded. a. True b. False* 3. Health status, as indicated by life expectancy, has reportedly deteriorated over the last decade. a. True b. False* 4. Canada’s health care system has, to date, managed to avoid the effects of a worldwide move toward philosophies that extol the virtues of small governments, low taxes, and fewer programs and services. a. True b. False*

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5. Epidemiologists and social scientists have begun to uncover important connections between social and environmental factors and health. a. True* b. False

6. Tuberculosis rates among First Nations and Inuit populations are 6-11 times higher than rates for other Canadians. a. True* b. False 7. Suicide is the single greatest cause of injury-related deaths among Aboriginal peoples. a. True* b. False 8. The continuing rise of government expenditures for health is unsustainable. a. True* b. False 9. An empirical link has been demonstrated between a government’s political ideology and the health of its citizens. a. True* b. False 10. Decisions about how resources are allocated within institutions and agencies reflect the priorities of the governments. a. True b. False*

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Chapter 18: Community Capacity Building: A Re-conceptualization of Services for the Protection of Children Essay Questions 1. How does the author of chapter 18 propose to re-conceptualize child welfare?

2. Find a recent (past six months) newspaper article in which issues of child welfare are discussed in your community. Offer a critical analysis of how the issue is presented through this medium.

3. Find an example of building community capacity in your community.

4. Find a recent journal article discussing child welfare in Canada. Provide the article and a summary of the main issues.

5. What issues does the author identify in terms of the use of language? Provide three other examples of de-humanizing language used outside the area of child welfare.

Short-Answer Questions 1. Identify three issues that tend to remain in the background of child protection interventions.

2. Identify three rights that the author argues people should have.

3. Define family wellness.

4. Identify three family-centred interventions.

5. What do the terms “at-risk” and “at-promise” mean?

Multiple Choice Questions 1. At promise is the suggested substitute language for a. Children and families at risk* b. Crown wards c. Adolescents d. Foster children e. None of the above 2. At risk a. Perpetuates the strengths concept of families b. Perpetuates deficit-model assumptions* c. Conveys the importance of identifying many problems faced by parents and children outside their families Copyright © 2009 Pearson Education Canada

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d. All of the above e. B and C above 3. Family wellness is more than the absence of discord, it involves a. Economic supports* b. More control for social workers in agencies c. Maintenance of the existing policies d. A and B above. e. None of the above 4. Social workers in child welfare experience a. Good pay b. Low attrition rate c. Unmanageable workloads* d. All of the above e. None of the above 5. Most social workers work in: a. Collective organizations b. Community organizations c. Hierarchical organizations* d. Feminist organizations 6. An approach that involves bringing services to children and families out of the professional/bureaucratic paradigm and into the citizen/family/community paradigm is called: a. Community capacity building* b. Extra-bureaucratic approach c. Intra-community approach d. Family capacity building 7. A re-conceptualization of child welfare suggests that integral dimensions of professional practice include a. Reflective inquiry* b. Control by social workers c. Rigid procedures and policies d. All of the above e. A and B above 8. A re-conceptualization suggests the exclusion of the following a. Professionals b. Organizations c. Citizens d. Families e. None of the above*

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9. Collaboration requires social workers a. To give up power and control* b. To stay with established policies and procedures c. To keep power and control d. B and C above e. None of the above 10. The re-conceptualization suggested a. Must recognize that protection of children must move beyond social workers b. Must build upon the knowledge base we gain through research and experiences c. Must include parents, teachers, law enforcement officials, courts, mental health workers, public health workers, and other citizens d. All of the above* True and False 1. Maltreatment of children through their exposure to family violence has increased in recent years. a. True * b. False 2. The concept of children and families at risk recognizes the strengths perspective and family resiliency. a. True b. False* 3. The concept of families at risk perpetuates deficit-model assumptions and discourse. a. True* b. False 4. Treating people as “cases” dehumanizes them a. True* b. False 5. The CASW child welfare research project identifies shortage of qualified social workers as an issue in child welfare systems. a. True* b. False 6. Family wellness refers only to the absence of discord. a. True b. False*

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7. Wellness is an ecological concept that suggests the importance of social and economic supports. a. True* b. False 8. Children have considerable power in society and a strong political voice. a. True b. False* 9. Doing things differently in child welfare would suggest moving into prevention, early intervention, and outreach. a. True* b. False 10. Family-centred and community capacity-building approaches to child protection work are essential. a. True* b. False

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Chapter 19: Youth and Youth Services Essay Questions 1. Select one of the issues identified in the chapter: peer pressure, parental divorce, life-style choice, leaving home, immigrant youth, eating disorders, dating violence, internet issues, gay and lesbian youth, or youth suicide, and conduct a literature review based on Canadian journals to identify service needs in one of these areas.

2. Describe two different programmes in your community that provide information and education on dating violence.

3. Provide a book review on a self-help book on eating disorders 4. Provide a movie review of Goldtooth, the Karate Kid (SKI films), an NFB movie on issues related to adolescents, or one of the videos shown in your class. In your movie review, briefly summarize the movie, and then identify the major intended message. Did the movie succeed in its educational purpose in your opinion? Why or why not?

5. Review three different newspapers for a two-week period and identify how many articles on the front page and on the local page address issues related to youth and youth services. What trends do you observe? Then review one newspaper from five years ago, and one from ten years ago. What differences and similarities do you find?

Short Answer Questions 1. Identify three issues faced by street youth.

2. Identify four issues the might affect newcomer youth.

3. Identify two key characteristics of anorexia nervosa, bulimia nervosa, and compulsive overeating.

4. Check one of the websites on suicide identified in your textbook and summarize the warning signs.

5. Identify two misconceptions about gay and lesbian youth.

Multiple Choice Questions 1. Peer relationships a. Can enhance self-esteem b. Can create adjustment problems c. Teach problem-solving skills and values d. All of the above* e. None of the above Copyright © 2009 Pearson Education Canada

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2. Anorexia nervosa is a. Episodes of binge eating and purging b. More prevalent than bulimia nervosa c. A body weight of 15% or more below normal* d. Binge eating without extreme weight gain e. None of the above 3. The most important feature in shaping adolescent identity in a family of divorce is a. Joint custody b. Equal access to visitation rights by both parents c. Counselling service availability d. The post-divorce relationship between parents* e. A and B above 4. Adolescents from other countries a. Face language and cultural differences b. May be traumatized by coming from other countries c. May have learning difficulties d. All of the above* e. None of the above 5. Dating violence a. Is not a serious problem in Canada b. Has been experienced by 16 to 30% of women* c. Is over-emphasized in the media d. A and C above e. None of the above 6. Pressures on young women that contribute to dating violence include a. Romantic fantasies featured in movies b. Covert pressure from family and friends c. The perceived value of having a boyfriend in a couple-oriented society d. All of the above* e. None of the above 7. Treatment goals for survivors of violence include a. A safety plan b. Information about available resources c. Emphasis that violence is a crime d. All of the above.* e. A and C above 8. Issues related to the use of the Internet are a. More and more youth are entering private and adult-only chat rooms b. Children lack supervision using the internet Copyright © 2009 Pearson Education Canada

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c. Children lack rules about using the Internet d. Teens often meet people in person who they have met on the internet e. All of the above* 9. Teen suicide a. Is the second leading cause of death among youth* b. Decreases following puberty c. Results from being able to set priorities d. All of the above 10. To help youth with suicidal feelings, it is important to a. Talk openly about suicide b. Find professional help c. Be calm and listen d. All of the above* True and False Questions 1. Adults consider gambling a dangerous activity for adolescents. a. True b. False* 2. Homosexuality is a mental illness or disorder. a. True b. False* 3. Sexual activity indicates sexual orientation. a. True b. False* 4. Both women and men may act abusively. a. True* b. False 5. Teens connect to the internet an average of 9.3 hours weekly. a. True* b. False 6. Young women reported that parents had recognized the violence in their relationships. a. True b. False* 7. Social isolation and low self-esteem are common in gay and lesbian teens. a. True* b. False Copyright © 2009 Pearson Education Canada

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8. Rates of depression decrease following puberty. a. True b. False* 9. Teen suicide is the second leading cause of death amongst youth. a. True* b. False 10. Dieting often precipitates eating disorders. a. True* b. False

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Chapter 20: Services for Families Essay Questions 1. Find and summarize research that demonstrates that “gambling has become a family policy issue that is critically incapacitating many families in Canada today” (p. 307).

2. Explore the historical origins of a Canadian national voluntary organization that has been significant to families, such as Family Service Canada, Canadian Child Care Federation, Boys and Girls Clubs of Canada, or Big Brothers & Big Sisters of Canada. Include what you can find out about the origins of the branch that is closest to you. Include information regarding the goals and achievements of the organization.

3. Identify an organization in your community that provides specialized services to seniors, such as the Victorian Order of Nurses and the Red Cross. Describe how the services provided are of importance to all family members and what need the services are intended to meet.

4. The closing sentence of this chapter states “Countries that clearly support family roles and functioning provide economic, workplace, educational, health, and social supports for family members”. Research and describe one country in which these supports for families appear to be established.

5. Identify a specific challenge that a family might face, such as abuse or illness, and research and describe how specific organizations in your community could be helpful to that family.

Short-Answer Questions 1. Describe some of the programs offered by Family Service Agencies.

2. Describe the services offered by Home Support organizations.

3. How do federal/provincial jurisdictional issues complicate an already complex funding situation for families?

4. Explain the “strengths and assets-based perspective” as it relates to families.

5. What are some factors that are influencing family well-being in Canada today?

Multiple Choice Questions 1. A shift to a desirable service delivery paradigm could come about if services were organized: a. With attention focused on the identified service recipient Copyright © 2009 Pearson Education Canada

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b. Based on what families need to fulfill their functions* c. With government intervention only d. With community intervention only 2. What best describes funding for family-focused community organizations today? a. Long-term and project-based b. Short-term and project-based c. Long-term and need-based d. Short-term and project-based* 3. How many Military Family Resource Programs exist today? a. 3 in Canada and 13 Canadian programs internationally b. 13 in Canada and three Canadian programs internationally b. 30 in Canada and three Canadian programs internationally* b. 130 in Canada and three Canadian programs internationally 4. What is the “vision” of Family Service Canada, the organization that provides leadership training and national program development? a. Strong Families in a Caring Society* b. Self-sufficient Families in Society c. Diverse Families in Diverse Society d. Caring Families in a Caring Society 5. What is the name for the services for families with family members who are acutely ill, chronically ill, or disabled and elderly? a. Community Family programs b. Family Service Agencies c. Family Resource Programs d. Home Support and Homecare Services* 6. Which province is the only one in Canada to have a legislated family policy and a Minister of State for Family Policy? a. Ontario b. Quebec* c. British Columbia d. Prince Edward Island 7. One impact of the political swing towards “every family being responsible for its own wellbeing” is: a. An increase in the challenges of being financially poor* b. A decreasing concentration of wealth among Canada’s richest families. c. Families are now creating their own solutions d. Greater funding available for community-based facilities that support families.

8. The majority of research in Canada has been conducted on families with: a. Multiple siblings Copyright © 2009 Pearson Education Canada

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b. Children who have disabilities c. Children under the age of 18* d. Three generations under the same roof 9. What has occurred as a result of advances in technology and new medical procedures that has had a significant impact on families? a. Increased frail, ill and disabled people being cared for at home* b. Decrease in the need for home support services c. Greater funding to community services d. More day care services are available for seniors and disabled adults 10. In 2003/04 what approximate percentage of children aged 0-12 could be accommodated in regulated child care spaces? a. 5.5% b. 15.5%* c. 25.5% d. 35.5%

True and False 1. Federal and provincial government policies consistently provide for standards that would support the essential roles that family members need to fulfill. a. True b. False* 2. Family is not defined by age, offspring, or sexual orientation. a. True* b. False 3. The current conservative political climate has resulted in less funding being available for community-based facilities that previously supported families. a. True* b. False 4. Rural and northern communities in Canada are sufficiently serviced today. a. True b. False* 5. The federal government does not have an over-arching family policy to provide a framework and commitment to supporting families, through legislation, policies, resources, and services. a. True* b. False

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6. Canada, since 2006, has had a systematic, regulated child care program in Canada. a. True b. False* 7. Schools, which used to be a place of support for parents, are no longer available for afterschool or family and adult programs. a. True* b. False 8. Most organizations in the voluntary service sector operate without any ongoing stable source of revenue. a. True* b. False 9. Funding mechanisms are most often organized around a single, identified problem or for a specific ethnocultural group, making the service unavailable for other family members. a. True* b. False 10. Policy-makers in this country are beginning to discuss developing a new “social architecture” for Canada. a. True* b. False

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Chapter 21: Services for Older Adults

Essay Questions 1. Find three articles in social work gerontology journals related to caregiver stress. Identify the common findings and the unique findings about caregiver stress in each article. Then identify three ways that caregiver stress might impact the social welfare system.

2. Is mandatory retirement discriminatory? Provide your arguments for and against removing mandatory retirement from the university/college system.

3. Locate the nearest senior’s centre in your neighbourhood. What programs are offered specifically for widows and for widowers?

4. What stresses might elderly persons experience being admitted to a long-term care facility?

What stresses do family members with relatives in long-term care facilities experience?

5. What is ageism? What policies might be considered an example of ageism? Find three advertisements that are ageist in the message they portray.

Short Answer Questions 1. How might the professional conceptualization of long term care differ from the way long term care is conceptualized by a care recipient?

2. Identify three symptoms that might be experienced by someone who has recently been widowed?

3. Identify three risk factors related to institutionalization.

4. Identify three facts about caregivers.

5. Identify four facts related to the gender of the caregiver.

Multiple Choice Questions 1. Family members with relatives in long-term care facilities a. Do not visit regularly b. Seldom are involved in care provision or care decisions c. Carefully negotiate their relationships with staff* d. None of the above 2. The most intense period of grief experienced by people who are widowed usually persists from: a. The death to three months Copyright © 2009 Pearson Education Canada

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b. The death to six months c. One to six months* d. Six months to one year 3. Ethnic minorities moving into long-term care facilities may experience stress adjusting because of: a. Loss of family b. Loss of community c. Loss of culture including the ability to communicate in their own language d. All of the above* 4. Widows vary in their ability to access social support based upon a. Lack of transportation b. Poor health c. Language or literacy barriers d. All of the above* 5. After the death of a spouse a. Relationships with family members remain stable* b. Relationships with friends improve c. Relationships with both family and friends decline d. Relationships with both family and friends improve 6. Western society provides widows with a. Economic support b. Emotional support c. Social support d. All of the above* e. A and C above 7. Research on long-term facilities shows a. Relatives cease to visit after the first year b. Family members continue to visit regularly* c. Family members avoid coalitions with staff d. Family members cease to provide any care e. None of the above 8. Elderly married couples a. Felt positively about moving into long term care facilities b. Often were overwhelmed by the care giving they had to perform and looked forward to assistance c. Felt moving would lessen the burden of care they were causing their spouse d. All of the above* e. A and C above

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9. Older adults a. Are a heterogeneous group* b. All experience stress when faced with care giving c. All experience stress when faced with retirement d. B and C above e. None of the above 10. In coping with widowhood a. Maintaining frequent contact with significant others is associated with lower incidence of depression b. Demonstration of support before widowhood is important c. Church involvement and religious faith helps d. Pets and humour helps e. All of the above* True and False Questions 1Primary caregivers who have spent years attending to relatives, and who find themselves near the “breaking point” consistently experience intense relief when the person they are caring for is moved to a long-term care facility. a. True b. False* 2. Social security benefits and supplementary grants are available to widows aged 60 and older, which assists many to pay for basic necessities of life. a. True b. False* 3. Social support is considered to be the “greatest moderator” of the effects of care giving stress. a. True* b. False 4. One of the mental health issues caregivers have been found to experience in high levels is psychiatric symptoms such as insomnia, headaches, and excessive irritability. a. True* b. False 5. Losing a spouse is one of the most traumatic experiences of aging. a. True* b. False 6. The most severe problem experienced by widows and widowers is loneliness. a. True* b. False

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7. Men are more likely than women to think about widowhood as a possible event in their lives. a. True b. False* 8. The emotional strain of care giving ends with placement. a. True b. False* 9. Significantly more husbands providing care for their spouses receive help with household chores from their spouses than do their female counterparts providing care for their husbands. a. True* b. False 10. Social workers are encouraged to support client self-determination as much as possible. a. True* b. False

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Chapter 22: Persons with Disabilities: Barriers to Their Full Participation in Society Essay Questions 1. Find three different definitions of “disability” and discuss which you believe holds the greatest merit.

2. Lepofsky stated that “collective agreements, employer policies, and insurance plans may include provisions which create barriers that make it difficult for people with some disabilities to obtain competitive employment or to take advantage of benefit plans used by other employers” (p. 336). Try to find examples either through reviewing research literature or by examining policies, plans or agreements. What changes might you recommend in relation to the identified barriers?

3. Research the goals and services of an organization that advocates with and on behalf of people who have a long-term disability.

4. Research the goals and services of an organization that advocates with and on behalf of people who have an intellectual disability.

5. Research the goals and services of an organization that advocates with and on behalf of people who have a mental disability.

Short-Answer Questions 1. What are four examples of “personal barriers”?

2. Explain why the passage of the 2005 Accessibility for Ontarians with Disabilities regulations is encouraging?

3. Without knowing it, how might some parents of children with disabilities create barriers that could prevent the children from learning to make choices?

4. What are three of the many attitudes that underlie barriers against persons with disabilities?

5. What are some of the sources of many attitudinal barriers?

Multiple Choice Questions 1. “Ownership of a disability” refers to: a. Accepting the fact that the disability will limit what one is capable of doing in life b. Surpassing it to the extent that it is no longer the cardinal point around which all of life’s activities revolve* c. Communicating with people on first contact that one is affected by a disability d. Making the disability the pivotal focus in the life of its owner Copyright © 2009 Pearson Education Canada

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2. Attitudes and behaviour related to accommodating people with disabilities will only change when: a. People realize that a large number of people will benefit from the accommodations that are made. b. People can be convinced that changes will not be too costly. c. There is more education about why accommodation is important. d. There is strong, effective, and mandatory legislation enforced by the courts.* 3. A willingness to be helpful in knocking down barriers against persons with disabilities, enhanced with careful planning that considers all types of disabilities requires: a. Knowledge of needs and co-ordination of resources that can be allocated to meet needs* b. Knowledge of needs and ability to use media to advocate for needs c. Co-ordination of resources that can be allocated to meet needs and the support of policy makers d. Organizational skills and an interdisciplinary approach.

4. What does “tokenism” refer to with regard to persons with disabilities? a. Being offered material goods other than wages for work. b. The decision on the part of governments, people, and organizations to hire one person with a disability in each program or department. c. Being bribed to not report when buildings are not accessible. d. The decision on the part of governments, people, and organizations to do only the minimum in removing barriers against persons with disabilities.* 5. When most people think of disabilities they tend to think only of: a. Physical ones* b. Developmental or intellectual disabilities c. Learning disabilities d. Mental disorders 6. One of the most obvious and powerful attitudinal barriers faced by persons with disabilities in becoming equal participants in society is: a. Impatience that results in Frustration b. Prejudice that results in discrimination* c. Lack of understanding that results in ignorance d. Intolerance that results in exclusion 7. What is the major cause of disability? a. Falling b. Environmental hazards c. Aging* d. Genetics 8. The number of people with disabilities is: a. Steadily decreasing Copyright © 2009 Pearson Education Canada

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b. Remaining the same c. Slightly decreasing d. Steadily growing* 9. What types of disabilities can create hardships and barriers for some people but are often overlooked? a. Short-term disabilities* b. Physical disabilities c. Learning disabilities d. Mental disabilities 10. When a person loses a child or a spouse and attempts to go through the various stages of the grieving process, this type of disability is referred to as: a. Grief disability b. Mental disability c. Emotional disability* d. Intellectual disability True and False 1. The Crown corporation Via Rail which was taken to court by the Council of Canadians with Disabilities spent more in legal fees than it would have cost to make its trains accessible. a. True* b. False 2. When it comes to caregivers and family members who take on total responsibility for older persons with disabilities, a tendency to overprotect is rare. a. True b. False* 3. People who are responsible for making buildings accessible usually concentrate on 2-3 types of disabilities at a time, which does not help people with other types of impairments. a. True b. False* 4. A building that does not comply with an applicable building code need not be retrofitted to comply with that law if it is not renovated. a. True* b. False 5. Barrier removal costs very little, if anything at all. a. True* b. False

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6. Many people in authority in the public and private sectors do not know that they have created barriers. a. True* b. False 7. While many people can and do have more than one disability it is most often readily apparent which of their conditions is the most disabling for them. a. True b. False* 8. Concrete and physical barriers are more difficult to remove or prevent than attitudinal barriers. a. True b. False* 9. In the very near future more goods, services, and facilities designed to meet the needs of persons with disabilities will be required. a. True* b. False 10. Almost all people will experience some sort of disability at one point in their lives. a. True* b. False

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Chapter 23: Corrections Essay Questions 1. Provide a brief history (1-2 pages) of the John Howard Society and explain its role in the correctional services system and in your community.

2. Provide a brief history (1-2 pages) of Elizabeth Fry Society and explain its role in the correctional services system and in your community.

3. Provide a brief history (1-2 pages) of St. Leonard’s House and explain its role in the correctional services system and in your community.

4. Provide a brief history (1-2 pages) of the Salvation Army’s specific role in the correctional system and in your community.

5. Explain how a “sentencing circle” occurs. How is it organized and what is its purpose?

6. Find the statistics for offenders for your region. Which of the trends and challenges identified in your textbook seem to be represented in the statistics?

7. Discuss one of the following issues: (a) drugs and drug abuse in the prison system, (b) HIV/Aids amongst prison inmates, (c) Hepatitis C in the prison system, or (d) aging inmates. Use a social work journal article and two current newspaper or media sources in your discussion.

Short Answer Questions 1. Define maximum, medium and minimum-security systems and identify the location of the each system serving your municipality.

2. What is parole? Provide the three criteria in granting parole.

3. Identify three problems facing the correctional system today.

4. What two types of parole are available?

5. What issues should be noted about First Nations Offenders?

6. Identify and discuss three issues that might be particularly relevant for women offenders.

Multiple Choice Questions 1. Until the 1950s, programs in penitentiaries usually included a. Licence plate manufacturing b. Agricultural work c. Manufacturing shoes Copyright © 2009 Pearson Education Canada

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d. All of the above* e. None of the above 2. Community program alternatives have expanded to include a. Use of probation b. Community service orders c. Victim-offender reconciliation programs d. All of the above* e. None of the above 3. Community-based policing identifies the following as factors in crime and social order problems: a. Lack of sufficient police for each neighbourhood b. Lack of community support c. Lack of sufficient visible minority police officers d. Poverty, neglect, unemployment and abuse* e. None of the above 4. Some governments in Canada are considering a. Privatization* b. Turning the whole system over to the provincial and territorial governments c. Integrating males and females in the prison system d. A and B above e. None of the above 5. In maximum security institutions a. Most of the prison population is housed b. Offenders’ movements are flexible c. Offenders’ association with others are restricted* d. All of the above e. None of the above 6. There are five women’s centres for federally sentenced women, which a. Stress that programs should match women’s needs* b. Fit women into existing programs c. Offer more and varied programs than men offenders d. All of the above e. None of the above 7. Day parole a. Is used to prepare offenders for full parole b. Allows the offender to live in the community c. Is used to prepared offenders for statutory release d. A and C above* e. None of the above Copyright © 2009 Pearson Education Canada

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8. The following are trends and challenges in the correctional system: a. Integrated correctional facilities b. Increase in the demand for health care owing to longer sentences* c. Decrease in the need for women’s services d. Decrease in the number of young offenders e. C and D above 9. First Nations offenders are a. Underrepresented in the prison system b. More likely to receive full parole c. Have lower recidivism rates d. Overrepresented in the criminal justice system* e. None of the above 10. In the coming years corrections in Canada will be faced with a. Increasing numbers of young offenders entering the adult system b. Increasing numbers of women c. A greater number of persons with mental health problems because of the decrease in resources to mental health services d. An increase in demands on health care because of longer sentences and an increase of admissions for offences committed 15 to 20 years ago e. All of the above* True and False 1. The number of offenders with contagious diseases will increase in the coming years. a. True* b. False 2. Women prisoners have very similar issues and needs as males. a. True b. False* 3. First Nations offenders are more likely to receive full parole. a. True b. False* 4. Persons sentenced to less than two years serve their sentence in municipal jails. a. True b. False* 5. Persons sentenced to two years or more serve their sentence in federal penitentiaries. a. True* b. False

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6. Government officials have attempted to satisfy public opinion with the development of community notification programs. a. True* b. False 7. Public opinion has shifted toward more concern about law and order in the past decade of the twentieth century. a. True* b. False 8. The shift in public opinion has led to lower incarceration rates and shorter sentences. a. True b. False* 9. Some governments in Canada are considering the idea of privatizing some of their prison capacity. a. True* b. False 10. Maximum-security systems are for offenders who are considered a risk to staff, to other offenders, or to the community. a. True* b. False

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Chapter 24: Social Workers Essay Questions 1. Trace the history of the women’s movement in Canada. For each stage identify a key figure and purpose.

2. Identify the critical issues in the debate about same-sex marriage.

3. Personal and social change is a challenging mandate. Develop a single-subject ABAC design to change one of your behaviours. Provide the graph and daily evaluative notes.

4. Find an article in a social work journal on harm reduction strategies. Identify the intended recipients, summarize the findings, and identify one social policy that exists or should be created to support this area of harm reduction.

5. Review the CASW Code of Ethics for Social workers. Identify which statements in the Code of Ethics would be violated by the examples on pp. 358-359.

Short Answer Questions 1. Define social humanism.

2. Define social justice.

3. Identify five change mandates of the profession of social work.

4. Identify four professional mandates of social work.

5. Give three reasons for use of interdisciplinary case consultation and two reasons to use professional teams.

Multiple Choice Questions 1. Social justice involves a. Human rights b. Entitlements and provision c. Social control d. All of the above e. A and B above* 3. Professional teams are used because a. They make specialized skills and knowledge available. b. They are less expensive than individual consulting c. They facilitate coordinated and effective delivery of service Copyright © 2009 Pearson Education Canada

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d. A and C above* e. None of the above 4. Interventions in social work are framed in terms of a. Preferred practices* b. Time constraints c. Mandated insurance coverage time limits d. Cost restraints e. All of the above 5. Social work has been instrumental in the development of a. United Nationals programmes for health, education and welfare* b. Social exclusion of diverse, minorities and marginalized collectives c. Terrorist prevention programs d. All of the above e. A and B above 6. Social workers undertake to evaluate and enable a. The meeting of basic biopsychosocial needs b. The formulation of solutions to personal and social problems c. The avoidance, reduction, and/or control of personal or social risks d. All of the above* e. A and C above 7. Harm reduction policies a. Are promoted by social workers* b. Have been not been directed toward prostitution c. Have been not directed toward street drug use d. Have not been directed toward needle exchanges e. None of the above 8. Social worker have always been engaged in preventive activities such as a. Education, such as addiction awareness b. Dissemination of information such as contraceptive information c. Raising collective awareness such as the risks of unprotected sexual intercourse d. Brief intervention such as school social workers who try and re-engage recent drop-outs e. All of the above* 9. Social workers have contributed to the development and implementation of a. Universal benefits b. Targeted security benefits c. Protection services d. Family preservation services e. All of the above*

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10. Social workers must a. Continue advocacy b. Assert our strengths c. Create more opportunities for our voices and those of our clients to be heard d. Participate actively in the new global order e. All of the above* True and False 1. If a client wishes to commit suicide, the social worker would have a professional mandate to protect the client against this expressed wish. a. True* b. False 2. Social work has emphasized building on people’s strength and abilities. a. True* b. False 3. The social work profession does not promote entitlements and provision. a. True b. False* 4. Various women’s movements have had little influence upon social work, as it is a femaledominated profession. a. True b. False* 5. The focus of the individual social worker or agency may vary, depending upon the situation, between personal change and collective change. a. True* b. False 6. Social workers would not help client systems process existential issues. a. True b. False* 7. Social workers must apply information and techniques with due respect to their professional mission, values, and ethics and to the social political climate in which the client system lives. a. True* b. False 8. The first level of partnership is with the client. a. True* b. False

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9. Supervision may be formalized or take the form of informal case consultation, but the profession often demands that the social worker’s professional judgements and actions be supervised by another professional worker. a. True* b. False 10. In most provinces, the law regulates the profession of social work. a. True* b. False

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Chapter 25: Social Service Workers Essay Questions 1. Find articles in which “scope of practice” of social work is discussed. Find additional articles in which “scope of practice” for any area of social service work is discussed.

Discuss similarities and differences you notice.

2. Find a social service worker program that is offered at a community college in your community, and compare its content with that in the Bachelor of Social Work program nearest to you. What differences are apparent, and what similarities did you find?

3. Referring to the examples of Common Job Titles for Social Service Workers by Job Setting (Table 25.1) find three postings of job opportunities that include any of the titles listed, and discuss the similarities and differences between them.

4. Search for information about an organization that promotes an area of social service work (eg. Youth Care). What does it offer to members? What are its goals? How might its existence ultimately benefit service users?

5. Discuss the need for an anti-oppression framework in order to foster inclusiveness and explain how “the very evils social workers seek to overcome in society – systemic barriers, prejudice, and discrimination – are reflected in the structure of the profession.” (p. 381) Short-Answer Questions 1. What are three factors that coincide with the continued growth of social services and welfare?

2. What are three areas in the range of skilled duties that social service workers provide?

3. What are four core areas of study found in the curriculum of social service worker programs in colleges?

4. Explain some of the things that may have motivated social service worker students to go into the field of helping.

5. What are some negative consequences of a common myth that college education lacks the rigour and theoretical foundation received through university programs?

Multiple Choice Questions 1. The work undertaken by social service workers focuses on building the capacity of: a. Individuals b. Groups c. Communities Copyright © 2009 Pearson Education Canada

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d. Society e. All of the above* 2. Social service worker programs were introduced: a. In 1966 in community colleges* b. In 1966 in universities c. In 1986 in community colleges d. In 1986 in universities 3. Today how high has the number of community and social service workers risen? a. To over 100,000 b. To close to 90,000 c. To close to 80,000* d. To close to 70,000 4. The fact that college-trained graduates outnumber degree-trained graduates by two to one speaks to: a. The greater ability of colleges to put educational programs into place b. The importance of paraprofessionals in providing service and the volume of work provided* c. Higher job prospects for university graduates d. Greater power for college graduates 5. A social service worker is someone: a. Trained to assist the social worker, as well as licensed to practise the profession b. Trained as a social worker, and licensed to practise the profession c. Trained as a social worker, but not licensed to practise the profession d. Trained to assist the social worker, but not licensed to practise the profession* 6. The “defining difference” between a social worker and a social service worker centres on the concept of: a. Empowerment b. Power c. Diagnosis* d. Skills 7. Currently how many college programs across Canada provide social service worker training? a. 20-30 b. 30-40 c. 40-50 d. Over 50* 8. In general, social service work is defined as: a. Practical, direct service, and non-counselling tasks.* b. Practical, direct service and diagnosis c. Case management and non-counselling tasks d. Case management and practical, direct service.

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9. What does a practicum component provide to students enrolled in social service worker programs? a. Opportunity to engage in role plays b. Field practice experience* c. Opportunity for problem-based learning d. The chance to work toward a degree 10. What percentage of social service worker students are typically women? a. 65% b. 75%* c. 85% d. 95% True and False 1. Much has been written about the paraprofession of social service work and its expanding role. a. True b. False* 2. Social service workers are limited in their ability to undertake therapeutic counselling. a. True* b. False 3. Employers and social service worker educators agree on which tasks clearly define social service work. a. True b. False* 4. Private colleges offering one-year “social service worker” programs are today lobbying to be included in Ontario’s professional college. a. True* b. False 5. Currently course work in college social service worker programs concentrate on a specialist approach to practice. a. True b. False* 6. Social service worker students are often attracted to the field because of personal life experiences. a. True* b. False 7. The overall unemployment rate for social service workers is below average, at 3.3 percent. a. True* b. False Copyright © 2009 Pearson Education Canada

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8. The incorporation of a paraprofessional position into the mix has been greeted with an almost unanimous welcome among some BSW, MSW, and doctoral practitioners. a. True b. False* 9. The lowest concentration of social service workers is found in Alberta, Manitoba and Prince Edward Island. a. True b. False* 10. Recent concern over youth and urban violence has produced a new wave of funding and additional jobs. a. True* b. False

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Chapter 26: Informal Helping and Mutual Aid Essay Questions 1. Provide a biography on Father Moses Coady, and discuss how the Antigonish Movement has evolved up to the present time.

2. Provide the history, mission and mandate and the twelve steps of AA, the model of many subsequent self-help groups.

3. Discuss the Tsunami disaster December 26th, 2004 in terms of informal and formal service systems.

4. Find a case study and develop a social network map for the client. Describe this in terms of social supports, helping and natural helpers, self-help, and informal support networks.

5. Find two articles about two different self-help groups, and identify the similarities and differences between the two groups.

Short Answer Questions 1. Define a natural helping network and provide an example.

2. Diagram your social network map and explain your map.

3. Define social networks and provide an example.

4. Give eight key aspects of a self-help group.

5. What do formal services offer that is different from informal services?

Multiple Choice Questions 1. The social buffering hypothesis suggests that a. People with little or no social support are at a greater disadvantage in coping with the demands of every day life b. People with strong natural support systems are better able to deal with major life changes and challenges* c. People in stressful situations are likely to suffer more physical, emotional and social dysfunction if they have good connections to supportive social networks d. None of the above e. A and C above.

2. Professional relationships focus upon a. Practical help b. Experiential knowledge Copyright © 2009 Pearson Education Canada

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c. Consensual validation d. A and B above e. None of the above* 3. Lay support is more likely to involve a. Communication and listening skills b. Confrontation c. Problem-solving d. B and C above e. None of the above* 4. In self-help groups, the following themes are found a. Help as a free, shared resource* b. Formal structures c. Tend to be expert-based d. None of the above e. A and C above 5. The strengths of the informal system are a. Help is usually available quickly b. It is highly personalized c. It is non-stigmatizing d. All of the above* e. None of the above 6. The weaknesses of formal services are well understood. Formal services are: a. Costly b. May be inefficient c. Hard to change d. Not readily responsive e. All of the above* 7. Compassion care benefits a. Are part of the provincial social assistance plan b. Are part of the national Employment Insurance program* c. Are available for twelve weeks within a 26 week period d. Cannot be shared with other family members who also qualify e. A and C above 8. The strengths of the informal system are a. Limited b. Intrusive c. First line of defence for those in need* d. A good substitute if coverage, equity and entitlement are valued e. A and B above Copyright © 2009 Pearson Education Canada

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9. Social networks are a. Relatively invisible to us b. Easily taken for granted c. Not very useful for understanding people’s social functioning d. All of the above e. A and B above* 10. Informal helpers can a. Listen b. Help clarify problems c. Involve practical help d. Involve friendship-based relationships e. All of the above* True and False 1. The social-buffering hypothesis posits that people with weak natural support systems are as able to deal with major life changes and challenges as people with strong support systems. a. True b. False* 2. People’s participation in mutual aid groups can help people solve problems and live with challenges. a. True* b. False 3. Helping can take many forms from individual self-reliance to sophisticated professional therapies. a. True* b. False 4. Professionals are very likely to see informal kinds of helping as insignificant. a. True b. False* 5. An industry-driven economy strengthened natural support systems for many people. a. True b. False* 6. The Antigonish Movement is a community development movement that began in Atlantic Canada. a. True* b. False

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7. Some professionals consider mutual aid an adjunct or aftercare to their clinical work. a. True* b. False 8. Informal natural helping roles have greatly diminished in importance. a. True b. False* 9. Different helping systems interact with and affect one another. a. True* b. False 10. Adequate social supports can protect people in crisis from a wide variety of pathological states. a. True* b. False

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Chapter 27: Regulation: Challenges and Opportunities for the Social Work Profession in Canada Essay Questions 1. In table format summarize the arguments for and against regulating social work.

2. The table on p. 409, “Analysis of Social Work Legislation in Canada” does not include Ontario, or any of the territories. Complete the table adding Ontario and the territories and determine if any of the other provincial information should be updated.

3. Discuss the statement “all provinces and territories should develop a College of Social Work.”

4. Describe the development of social work in your province/territory and identify and provide a brief biography of one of the early social workers in your province.

5. Should social workers be required to belong to both a Regulatory College and a Professional Association? What are the differences and similarities?

Short-Answer Questions 1. Describe the difference between licensure and regulation.

2. Identify four of the key criteria that regulated professions share.

3. What two main aspects of protection of the public does regulation achieve?

4. Identify three issues why social work regulation in the province of Ontario was so hard to achieve.

5. Identify three goals of regulation.

Multiple Choice Answers 1. A regulatory college for social workers exists in a. Ontario* b. Quebec c. British Columbia d. Alberta 2. In Ontario the professional association of social workers a. Regulates the practice of social work b. Establishes and enforces professional standards c. Ensures a voice for social workers at the local, provincial. national, and international levels* Copyright © 2009 Pearson Education Canada

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d. All of the above e. None of the above 3. The Discipline Committee of OCSWSSW is designed to a. Publicize the profession b. Hear and determine allegations of professional misconduct c. Hear and determine allegations of incompetence d. All of the above e. B and C above* 4. A college of social work protects the public by a. Compensating for the client’s lack of knowledge about the services they are receiving b. Providing equitable treatment by obliging all members of the profession to meet common standards c. Ensuring issues of confidentiality are observed in applied research d. All of the above e. A and B above* 5. All social workers in Canada are regulated by a. Department of Social Services b. Ministry of Labour c. Ministry of Long-term care d. A and C above e. None of the above* 6. The key criterion that regulated professions share according to McCorquodale is a. A complaints committee* b. A public relations committee c. A research committee d. A website e. All of the above 7. The following people can file a complaint to the Complaints Committee a. A colleague against a colleague b. A client against a practitioner c. One professional against another professional d. All of the above* e. A and C above 8 When interacting with regulated colleagues it is advantageous to be regulated as well because: a. Leaders of multidisciplinary teams tend to “load up” unregulated members of teams with more referrals b. There is an increase in individual departments rather than program management in health care c. Increased professional credibility is accorded to regulated professions under government legislation.* d. It provides the benefits of an elitist position Copyright © 2009 Pearson Education Canada 2

9. Regulation a. Has improved social work salaries b. Has improved compensation c. Has lifted the profession’s profile in the public mind* d. A and B above e. None of the above 10. What is one reason why the issue of scope of practice in social work is problematic? a. Registrars of regulatory bodies in Canada have agreed no national consensus on a definition of scope of practice is required. b. There is no national consensus for an agreed upon definition of scope of practice.* c. Defining scope of practice is straightforward and basic but a few see it as complex d. Social work interventions are limited thus there is little interest in it as an issue.

True and False 1. Regulation is intended for public protection a. True* b. False 2. Some object to regulation because it supports an elitist philosophy. a. True* b. False 3. All provinces have a College of Social Work as well as a professional association. a. True b. False* 4. The professional association advocates for social and professional issues. a. True* b. False 5. The regulatory college responds publicly to issues of interest to social work and their clients. a. True b. False* 6. Ontario was the first jurisdiction in North America to achieve some form of professional legislation of social work. a. True b. False* 7. A social worker in Ontario who wishes to qualify for membership in the Ontario College must have a BSW, MSW or Doctoral degree in social work. a. True* b. False Copyright © 2009 Pearson Education Canada 3

8. Self-regulation of social work solves all the problems of the profession. a. True b. False* 9. Models of regulation seldom change and remain relatively static. a. True b. False* 10. Regulation has lifted the profession’s profile in the public mind. a. True* b. False

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Chapter 28: Evaluation as Control Essay Questions 1. Find an example of a needs assessment conducted on a social problem in your community within the past three years. What are the recommendations? Have they been carried out?

2. Find a journal article discussing an outcome evaluation of a social services program. Provide a brief summary of the findings and recommendations.

3. Find a journal article in social work that demonstrates one of the three general approaches to assessing outcomes (p. 422-423). Briefly explain the study and identify three key findings.

4. Find an article on process evaluation and discuss why this approach was preferable to an outcome evaluation.

5. Find an article on quality assurance and identify the major components of quality assurance in the article as identified in your textbook (p. 422).

Short Answer Questions 1. When is an outcome evaluation used?

2. Define the term “needs assessment”. Give an example in your community where this might be used.

3. When would a researcher choose to conduct a process evaluation?

4. What does cost-benefit analysis show?

5. What three things is a service evaluation concerned with?

Multiple Choice Questions 1. Outcome evaluations using quantitative approaches usually a. Use key variables b. Use standardized tests c. Are concerned with internal validity d. All of the above* 2. Process evaluations a. Determine how and why interventions work* b. Use cost-performance measures c. Focus on the impact of services on clients d. None of the above Copyright © 2009 Pearson Education Canada

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3. A criteria useful in assessing the merits of objectives would be a. Clarity* b. Confidentiality c. Internal validity d. External validity 4. Needs assessments a. Explore the need for a potential or already existing program b. Confirm that a social problem that needs to be addressed does exist c. Would be concerned with service evaluation d. A and B above* e. B and C above 5. Service evaluation involves a. Monitoring b. Measuring c. Evaluating d. All of the above* e. A and B above 6. A peer review a. Focuses on how well a service is delivered b. Is conducted by members of a different profession c. Includes designating standards d. A and B above e. A and C above* 7. Evaluations are conducted to a. Determine if a program is needed b. Determine if a program is well run c. Determine if a program is worth the cost d. All of the above* 8. Cost-outcome evaluations a. Are concerned with efficiency* b. Are concerned only with effectiveness c. Determine needs d. Determine outcomes e. Determine process 9. Cost-benefit evaluations a. Address cost-performance b. Address service-outcome efficiency c. Address cost-outcome efficiency

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d. All of the above* e. None of the above.

True and False 1. Needs assessments are conducted after a program is established to determine service objectives. a. True b. False* 2. Evaluations serve a variety of target audiences, each with its own stake in the service or program being examined. a. True* b. False 3. Qualitative approaches help uncover the unexpected, unplanned factors that quantitative methods can miss. a. True* b. False 4. Evaluators must concern themselves with a number of possible confounding variables or possible alternative explanations. a. True* b. False 5. Outcome evaluations involve limited research activities. a. True b. False* 6. Evaluators never examine records of who receives services as these might bias their results. a. True b. False* 7. Objectives should be conceived in terms of ends rather than means to ends. a. True* b. False 8. Manipulability refers to consensus about the meaning of the terms used in the stated objectives. a. True b. False* 9. A needs assessment should consider who the proposed clients are, compared to who is really being served by the program. a. True* b. False Copyright © 2009 Pearson Education Canada

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10. Social welfare programs and services evolve from a collective sense that there is a social problem that must be dealt with. a. True* b. False

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Chapter 29: The Code of Ethics as a Means of Control: Is It? Essay Questions 1. Referring to some of the cases described in Chapter 29, discuss your response to the question “Is the code of ethics being used as a means of controlling the behaviour of social workers? Why or why not?”

2. Some provincial associations of social workers, such as New Brunswick, have adapted the CASW 2005 Code of Ethics and made specific changes. Find the Code of Ethics for one of these provinces and examine differences between the one that province’s members use and the 2005 Code of Ethics.

3. Using one of the legal search engines mentioned on page 427 or others, explore and discuss evidence about “how the court interprets the role and authority of the Discipline Committees”.

4. Using the case of Breton c. Comite de discipline de l’Ordreprofessionnel des travailleurs sociaux du Quebec (2005) QCCCA 195, discuss whether the obligation to adhere to military regulations supersedes the Code of Ethics of a Provincial Association.

5. Summarize the implications for schools of social work with regard to preparing students for adherence to the code of ethics, and examine course descriptions on the websites of three Bachelor of Social Work programs to find evidence that aspects of the Code of Ethics are taught in the program.

Short-Answer Questions 1. What are three of the six core social work values and practice principles included in the 2005 Code of Ethics (CASW)?

2. What three main purposes does the CASW Code of Ethics serve?

3. Explain how the mandates of the regulatory colleges and the associations are distinctly different.

4. Provide three examples of sanctions that a discipline committee might recommend.

5. Given an example of boundary violations that could create a conflict of interest.

Multiple Choice Questions 1. When was the 1994 Canadian Association of Social Workers’ Code of Ethics replaced? a. 1995 b. 2000 c. 2005* d. 2009 Copyright © 2009 Pearson Education Canada

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2. In 7 provinces as well as in Northern Canada, the responsibility for regulation of the social work profession has been delegated to the professional social work associations. In which three provinces is responsibility delegated through a social work regulatory body that is separate from and independent of the provincial social work association? a. British Columbia, Quebec and Prince Edward Island b. Nova Scotia, New Brunswick, and Prince Edward Island c. Manitoba, Saskatchewan and Alberta d. Prince Edward Island, Ontario, and British Columbia* 3. The code of ethics and standards to which members will be held accountable is typically set out in: a. A document made available to all members b. The provincial statute that determines the regulatory framework* c. The standards of practice document d. Regulations of agencies providing social work services 4. The code of ethics, at minimum, serves as… a. A guide for ethical decision-making based on core values and beliefs of the profession* b. A guide for ethical decision-making based on the law c. A guide for being aware of the values of the profession. d. A guide for being aware of the beliefs of the profession 5. Most ethical dilemmas often combine issues from which areas? a. Ethical, financial and moral b. Clinical, moral and legal c. Moral, legal and ethical d. Ethical, legal and clinical* 6. Abusing a client verbally could result in allegations of: a. Professional misconduct* b. Physical abuse c. Breaching confidentiality d. Exploiting a client 7. The most common standard of review for tribunals of professional regulatory colleges, which reflects a level of deference by courts to the special expertise of such tribunals, is that of: a. “a priori law” b. “reasonableness”* c. “uniformity” d. “congruence” 8. The number of discipline hearings across Canada a. Is extremely high b. Is increasing in great numbers Copyright © 2009 Pearson Education Canada

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c. Is average compared to other professions d. Remains relatively low* 9. What tend to be the most reported ethical complaints made against social workers in the U.S.? a. Dual relationships and boundary violations (sexual)* b. Dishonesty in billing practices c. Issues of confidentiality d. Difficulties with dual relationships 10. An examination of the penalties reached by Disciplines committees indicates that they all order, at minimum: a. Publicity regarding the action and at least temporary removal of right to practice b. A course on ethics and publicity regarding the breach c. Completion of clinical assessment, a course on ethics, and supervision for a period of time.* d. Apologies to victims and a course on ethics True and False 1. The 2005 Code of Ethics of the CASW provides social workers with the ability to work to determine what may be right in a specific situation rather than what is always right. a. True* b. False 2. All Discipline Committees give direction that decisions be made public. a. True b. False* 3. Ethics has been the most hotly debated topic, and one that has polarized discussion, in the literature about social work. a. True* b. False 4. Most ethical dilemmas fall into four neatly categorized areas. a. True b. False* 5. One sanction that a discipline committee may impose is that the social worker pay the costs associated with a discipline hearing. a. True* b. False 6. One sanction that a discipline committee may impose is that its findings be published in the local newspaper. a. True* b. False Copyright © 2009 Pearson Education Canada

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7. Decisions of a discipline committee are final and binding; social workers cannot appeal the decisions to another level. a. True b. False* 8. Sometimes a social worker admitting to the truth of allegations might enter a joint submission on penalty with the college. a. True* b. False 9. The Registrar has authority to reject a discipline committee’s decision regarding penalties. a. True b. False* 10. If as a social worker you claimed expenses for travel that you did not incur, this is solely a legal issue rather than a breach of the Code of Ethics. a. True b. False*

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Chapter 30: Globalization and Social Welfare Essay Questions 1. Discuss the statement “globalization is profoundly affecting the way we live in both positive and negative ways” (George and Wilding, 2002) using current news events.

2. Discuss the various definitions of globalization and the ways in which the welfare state has responded to globalization.

3. Discuss the impact of social movements on social welfare and select one social movement that has influenced the development of the Canadian welfare state. Find an article in a social work or social policy journal related to that social movement and summarize the findings of the article.

4. Discuss the situation of poverty in Africa in relation to globalization and social welfare.

5. Discuss the concept of neo-liberalism as it impacts on globalization and social welfare.

Short-Answer Questions 1. Provide three meanings of globalization.

2. Explain three ways the welfare state has responded to globalization.

3. Give two reasons why social policy choices seem to be shrinking.

4. What is implied by the term governance?

5. What are two kinds of social movements?

6. Give three meanings of privatization.

Multiple Choice Questions 1. Privatization a. Means only the sale of government assets b. Embraces denationalization* c. Does not engage in de-monopolization d. Would not include contracting out e. None of the above 2. Social movements a. Play a minimal role in social welfare reform b. Are a part of civil society* c. Support globalization Copyright © 2009 Pearson Education Canada

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d. A and C above e. None of the above 3. Social movements a. Try to influence political processes b. Frame their demands in terms of basic rights c. Try to alter existing political processes d. Articulate counter rights e. All of the above* 4. The welfare state has responded to globalization a. With minor and cautious changes b. By identifying the basic challenges of a two-tiered system c. Through a counter-reaction to the welfare state d. All of the above* e. A and B above 5. Globalization a. Is multifaceted* b. Is limited to the nation state c. Represents a neo-conservatism ideology d. Represents a shrinking trade system e. None of the above 6. Globalization is a. Dependent on our way of looking at it b. Related to technology c. A trend toward greater trade and financial integration d. A multiplicity of links and interconnections e. All of the above* 7. The term governance a. Implies a shift from government b. Implies a shift to a variety of complex institutional arrangements c. Implies that the welfare state can prevail d. All of the above e. A and B above* 8. Some claim that globalization is pushing us toward a world marked by a. Openness b. Diversity c. Cohesion d. A world where wealthy nations use their domestic policies to exclude the products of poorer nations e. A, B and C above* Copyright © 2009 Pearson Education Canada

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9. Information technology has affected which aspect(s) of social welfare? a. Management b. Education c. Professional practice d. Professional ethics e. All of the above* 10. Neo-liberalism a. Is the driving ideological force in opening up global markets b. Is more than a theory of markets c. Is a theory of well-being d. Affirms the primacy of individual choice as an arbiter of human worth e. All of the above* True and False 1. Globalization has been accompanied by a redistribution of income. a. True* b. False 2. In East Asia globalization had discouraged economic growth. a. True b. False* 3. In Northern Europe globalization has seen market income distributed more and more unequally. a. True* b. False 4. With globalization, North America has seen some increase in income inequality. a. True* b. False 5. Governance implies a shift from government to a variety of complex institutional arrangements by which nations are governed. a. True* b. False 6. It is clear that under globalization, the welfare state can prevail. a. True b. False* 7. Social movements only make claims for resources. a. True b. False* Copyright © 2009 Pearson Education Canada

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8. Social movements have supported corporate globalization. a. True b. False* 9. The maximization of human welfare is the maximization of free choice. a. True* b. False 10. Globalization’s great advantage is that it makes us more aware of the interdependency of the three aspects of welfare: people’s sense of themselves, mutual respect and trust. a. True* b. False

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Chapter 31: International Social Work Essay Questions 1. Discuss Canada’s contribution to international social welfare in relation to the Tsunami of December 26, 2004.

2. Discuss Canada’s role in the HIV/AIDS crisis in Africa.

3. Discuss Canada’s contribution to the United Nations.

4. What does the International Federation of Social Workers do?

5. What does the International Association of Schools of Social Work do?

6. What does the International Council on Social Welfare do?

7. Find one Canadian organization involved in international social welfare and provide its history, mission, mandate, fund-raising policies, and requirements for its staff and volunteers.

8. Discuss Canada’s historic role in international social welfare.

9. What Canadian agencies are involved with refugee camps? Discuss the state of refugee camps in a country of your choice.

10. How would you become an international social worker? What would you need to get a position with one of the UN organizations?

11. What impact has terrorism had on Canada?

Short-Answer Questions 1. Name three international non-governmental organizations.

2. What three financial organizations are related to international social development, despite their following neo-liberal economic paradigms?

3. Define social development.

4. Define international social work.

5. Explain the notion of a continuum of social development models.

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Multiple-Choice Questions 1. One of the ways Canada has played a key role in the United Nations is a. the Universal Declaration of Human Rights was drafted by Canadian John Peters Humphrey* b. The 1944 agreement that created the International Monetary Fund emerged from a conference in Ottawa c. Canada initiated and leads the World Trade Organization that establishes rules of trade between nations d. The Brundtland Commission that provided the report on Environment and Development in 1987 was headed by a Canadian.

2. Three international financial institutions that have an impact on international social development due to their loans and policies are: a. World Bank, CIBC and BMO b. WTO, IMF and the World Bank* c. WTO, World Bank and RBC d. World Bank, IMF and BMO 3. The largest and most important international organization concerned with social development is: a. Canadian Universities Services Overseas b. The World Trade Organization c. The World Bank d. The United Nations* 4. Who are the organizations involved in direct community development work as well as advocacy and activism? a. Human Rights commissions b. Governmental inquiries c. Interprovincia boards d. Non-governmental organizations*

5. Which region of the world has been the source of innovative methods in popular education that are very effective in raising awareness and critical consciousness? a. Latin America* b. Southern Asia c. Eastern Europe d. Africa 6. The three sister organizations of international social work in the non-governmental sector are a. The IFSW, the IASSW, the ICSW* b. The OASW, the CASW, the CASSW c. The UN, the NGO, the INGO d. The OECD, the CBC, the IMF e. None of the above Copyright © 2009 Pearson Education Canada 2

7. Which of the following strategies are larger social movement networks now effectively using to promote their causes? a. Public relations agents and marketing techniques b. Electronic communication and advocacy* c. Consultants from non-government organizations in developing countries d. Collaboration with union members 8. The UN has a. Designated years to attract attention to the slow pace of social and economic development b. Designated years to direct the world’s attention toward the needs of particular populations c. Has sponsored a number of world conferences or summits on specific aspects of development d. All of the above* e. A and B above 9. Canada a. Has not supported most of the UN’s major endeavours b. Has supported most of the UN’s major endeavours c. Did not ratify most of the UN Human Rights instruments d. Has ratified most of the UN Human Rights instruments e. B and D above* 10. What document is used by governments and organizations as a foundational reference point for the development of legislation and programs to protect and promote human rights? a. Universal Declaration of Human Rights (1948)* b.Universal Declaration of Human Rights (1988) c. Our Common Future (1948) d. Our Common Future (1988) True and False 1. The IFSW promotes the social work profession internationally. a. True* b. False 2. The IASSW has played a highly effective role in promoting professional social work education in both developed and developing countries. a. True* b. False 3. The IASSW does not have consultative status with the United Nations. a. True b. False*

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4. The “growth” model of social development prioritizes social objectives over economic objectives. a. True b. False* 6. Midgley’s developmental model can be exemplified by the development of microenterprises. a. True* b. False 7. Many social workers would find congruence between the neo-liberal economic theories of the growth model and social work’s core values. a. True b. False* 8. “International practice” refers to sharing of knowledge and experience across borders and includes comparative research on social policy and programs. a. True b. False* 9. Caution and humility in suggesting relevant knowledge for developing countries is important to avoid repeating the arrogance of colonial imperialism. a. True* b. False 10. Canada participated in the bombing of Kosovo in 1999 without the approval of the UN Security Council. a. True* b. False

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TEST ITEM FILE Linda Turner St. Thomas University

CANADIAN SOCIAL WELFARE Sixth Edition General Editors Joanne C. Turner Francis J. Turner

Toronto Copyright © 2009 Pearson Education Canada, a division of Pearson Canada Inc., Toronto, Ontario. Pearson Allyn and Bacon. All rights reserved. This work is protected by Canadian copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the Internet) will destroy the integrity of the work and is not permitted. The copyright holder grants permission to instructors who have adopted Canadian Social Welfare, Sixth Edition, edited by Joanne C. and Francis J. Turner, to post this material online only if the use of the website is restricted by access codes to students in the instructor’s class that is using the textbook and provided the reproduced material bears this copyright notice.

Table of Contents Chapter 1: The Socio-Cultural Base of Canadian Social Welfare Chapter 2: The Philosophical and Value Base of Canadian Social Welfare Chapter 3: Political Bases of Canadian Social Welfare Chapter 4: The Economics Base of Canadian Social Welfare Chapter 5: The Geographic Base of Canadian Social Welfare Chapter 6: The Historical Base of Canadian Social Welfare Chapter 7: Aboriginal Peoples in Canada Chapter 8: Our Bilingual Heritage: The Context of Official Languages Policy Chapter 9: The Changing Status of Women: From Poverty to Precarious Work Chapter 10: Immigrants: History and Current Issues Chapter 11: What Is Happening to the Living Standards of Working Age Canadians?

Chapter 12: The Nature of Oppression and Anti-oppressive Policy Development Draft Chapter 13: Canada’s Unique Psychosocial Realities Chapter 14: Agencies in General Chapter 15: Industries and the Provision of Social Services Chapter 16: Canadian Approaches to Income Security Chapter 17: Our System of Health Care Chapter 18: Community Capacity Building: A Re-conceptualization of Services for the Protection of Children Chapter 19: Youth and Youth Services Chapter 20: Services for Families Chapter 21: Services for Older Adults

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Chapter 22: Persons with Disabilities: Barriers to Their Full Participation in Society Chapter 23: Corrections Chapter 24: Social Workers Chapter 25: Social Service Workers Chapter 26: Informal Helping and Mutual Aid Chapter 27: Regulation: Challenges and Opportunities for the Social Work Profession in Canada Chapter 28: Evaluation as Control Chapter 29: The Code of Ethics as a Means of Control: Is it?

Chapter 30: Globalization and Social Welfare Chapter 31: International Social Work

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Chapter 1: Canadian Social Welfare: A Shared Patrimony Francis J. Turner

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Definition Social Welfare is: network of legislation policies programs institutions professions and resources

Ensures a range of goods and services needed to obtain full human potential Copyright © 2009 Pearson Education Canada

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Introduction Every citizen is a social welfare recipient will benefit from federal or provincial programs will contribute to financing

Social welfare is a complex and expensive system

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Attitudes and Perspectives • Emerge from Canadian values • Are influenced by – ideological, political and professional positions – related to collective duties – responsibilities to individuals and groups

• Shape the kinds and structures of policies and services Copyright © 2009 Pearson Education Canada

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Historical Issues Poor Laws Deserving and Undeserving Poor

World War I veterans Great Depression World War II

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The Present Broader acceptance of need for strong countrywide social net Visual cues that system is lacking Child poverty; food banks; street people; lack of low-level housing

“Warp and woof patterns”

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Limitations Geography and Climate Citizens as worthy judges Voluntary sector and fundraising

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Chapter 2: The Philosophical and Value Base of Canadian Social Welfare Roger Delaney

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Introduction Divergent views of social welfare within each society amongst different societies

Canadian government greater role in social welfare are 20th century progressed Positive gains were eroded in 1980’s-1990’s

Corporatism and neo-conservatism Copyright © 2009 Pearson Education Canada

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The Nature of Society Pluralist society bilingualism, multiculturalism, multi-party political system

Accommodationist perspective all theories contain part of truth

Polycentric perspective reality and how it is known.

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Philosophical Perspectives • Communitarianism – anchors values in human worth • individual rights arise from community rights • community rights can override individual rights

• Regeneration – rebirth through social salvation – Social Gospel Movement – Liberalism Movement Copyright © 2009 Pearson Education Canada

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Nature of Human Values Definition of Value enduring belief…what is preferable

Three types of beliefs Descriptive or Existential Evaluative Beliefs Prescriptive Beliefs

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Diverse Perspectives and Values Institutional Perspective social welfare necessary for all interdependence

Residual Perspective social welfare limited and temporary independence

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The Concept of Human Nature What is a human being?

Society’s obligation to provide “means” and “opportunities” Experiential Reality Conceptual system Agreement Reality Symbolic Interactionalism Copyright © 2009 Pearson Education Canada

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The Concept of Human Nature • Polycentric perspective – open systems

• One dominant agreement reality – closed system

• State of oppression • Social welfare concerned with – power, status, privilege wealth are distributed Copyright © 2009 Pearson Education Canada

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Views of Social Welfare Economic View utilitarianism laissez-faire possessive individualism

Homo consumens Social biology Technological determinism Copyright © 2009 Pearson Education Canada

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Perspectives on Human Beings in Society Advocates for social welfare Mutual Aid Social Justice Democracy Political, social, economic equality Social Responsibility Common Good Copyright © 2009 Pearson Education Canada

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Perspectives (cont.)

Opponents of social welfare self-help, economic freedoms, social liberty earned access to resources The Theory of Populations Protestant work ethic Personal responsibility protection of society charity as individual choice Copyright © 2009 Pearson Education Canada

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Conclusion Globalization influences Post-modernism meta-theories, professionalism are oppressive new mechanisms need--voices of the many social justice in everyday social work practice

Social work implications forgotten stories and marginalized voices Copyright © 2009 Pearson Education Canada

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Chapter 6: The Historical Base of Canadian Social Welfare Joanne C. Turner

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Feudal System • 5th to 14th century – agricultural agreement – serfs did not own land – met serfs basic needs – serfs had limited stability – lack of freedom

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British Roots • Bubonic Plague (1348-1349) • Statute of Labourers (Edward 111:1349) • weakening of church in caring for poor • Poor Laws (Elizabeth 1: 1533-1603) • Principle of Less Eligibility • Perception of Need – Poverty: personal failure or societal failure Copyright © 2009 Pearson Education Canada

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British Roots (cont.)

• Adam Smith, Wealth of Nations – capitalism and market economy – people are in need because of personal failures

• Laissez-faire – any intervention by government in business would be harmful

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British Roots (cont).

• Robert Owen, Beatrice and Sidney Webb – theories of humanitarians – people are needy because of circumstances beyond their control – Debated against Laissez-faire – Social reforms • better wages, housing, working conditions

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The Canadian Approach • Pre-confederation (1700’s) – laissez-faire and humanitarian views

• church/Catholic church in Quebec – Centres of poor relief

• Atlantic Canada (NB and NS but not PEI) – adopted Poor Law – workhouses and orphanages Copyright © 2009 Pearson Education Canada

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The Canadian Approach 1700s • Upper Canada – first to develop child welfare legislation • apprenticeships • education • support

• legislation to protect public from – undesirables – mentally ill Copyright © 2009 Pearson Education Canada

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Canada: 1800s • 1867 British North American Act – welfare responsibility of municipalities

• J.J. Kelso: first superintendent of neglected children • 1891 first Children’s Aid Society • 1893 first child welfare legislation passed in Ontario Copyright © 2009 Pearson Education Canada

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Canada: 1900s • 1920s-1930s: WWI veterans and families • health and welfare provincial responsibility but needed Federal help • Old Age Pension Act, 1926 – way found for cost-sharing between provincial and federal governments – precedent setting concept Copyright © 2009 Pearson Education Canada

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Canada: 1900s • 1932 relief camps for single men – March to Ottawa – Regina Riot • provincial revenues couldn’t meet societies needs

• 1933 effects of Depression – welfare state legislation began – 1935 unemployment insurance scheme – Rowell-Sirois Commission 1937 Copyright © 2009 Pearson Education Canada

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Canada: WWII to 1970s • WWII eradicated unemployment • Atlantic Charter 1941 • Marsh Report • provisions for unemployment • distinction between universal and employment risks • introduced concept of guaranteed annual income

– Family Allowances 1945 Copyright © 2009 Pearson Education Canada

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Canada 1950s -1970s • Canada Assistance Plan 1966 – consolidated cost-sharing programs – extended federal cost-sharing presence

• 1970’s shift from new programs to evaluation and reorganization • White Papers – Income Security; Unemployment Insurance; Status of Women; Social Security Copyright © 2009 Pearson Education Canada

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Social Policy in the 1980s and 1990s • Shift to neo-conservatism – unemployment is an unavoidable feature of market economies – aim to reduce government spending on social welfare • Bill C-21; Bill C-69; Bill C-80

• Stressed social welfare system • immigration issues; family structure; poverty Copyright © 2009 Pearson Education Canada

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Canada: 1990s • Industrial recession of 1990-1992 – climate of fiscal restraint

• Canada Health and Social Transfer Act, 1995 (Bill C-76) • replaced Established Program Financing (EPF) and Canada Assistance Plan (CAP) • gave provinces greater power in funding redistribution Copyright © 2009 Pearson Education Canada

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Ideological Perspective • Transfer to communities , voluntary sector • Social economy • Child welfare shifts – more home-based services

• Child Poverty – Fraser Institute versus Canadian Council on Social Development Copyright © 2009 Pearson Education Canada

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Child Welfare and Poverty cont.

• Early Childhood Development Agreement (2002) • 2003 Federal Budget • 2007 Federal Budget – Termination of bilateral agreements

• Ontario Ministry of Children and Youth Services (2003) Copyright © 2009 Pearson Education Canada

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The 1999 Budget • Tax Relief – Canadian Child Tax Benefit

• Health Care – Canadian Institute of Health Research

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Issues • Poverty and Homelessness • Housing • Immigration

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Chapter 7: Aboriginal Peoples of Canada A-M. Mawhiney S. Hardy

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Introduction • Definitions – Aboriginal peoples – Inuit – Métis

• Social and health indicators fall below mainstream Canadians • Band-aid approach Copyright © 2009 Pearson Education Canada

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Pre- and Early Contact • Unique social structure, traditions, culture, language, ways of living, thinking and world view • Anishnabe – community welfare – equality of sexes • Christian conversion • French assimilation of Aboriginal peoples

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Self-Government to State Control • Royal Proclamation (1763) • Gradual Civilization Act (1857) • Enfranchisement

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Indian Act (1876) • Redefined who was Indian – male person of Indian blood belonging to a particular band – any child of such person – any women who is or was lawfully married to such a person

• Indian Act Revisions (1951); legal definition of Indian changed Copyright © 2009 Pearson Education Canada

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Residential Schools • History of residential schools – racist curriculum – long separations – abuse

• Provincial adoption • Impact of WWII genocide

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Reports and Papers • White Paper (1969) • Special status issue • Citizens Plus • National Indian Brotherhood and Joint National Brotherhood Cabinet Committee • Repatriation of Constitution: ramifications • Penner Report (1983) Copyright © 2009 Pearson Education Canada

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Royal Commission of Aboriginal Peoples (1991) • Response to Oka Crisis • Impact of RCAP (1991) • Delgamuukw (1997) • Gender discrimination of Aboriginal women

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Implications for Social Work • Decolonialization • Mainstream SW programs • Need for Aboriginal human services programs • Need to work across cultures • Traditional ways of helping • Community-based approach Copyright © 2009 Pearson Education Canada

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Chapter 10: Immigrants: History and Current Issues Carole Pigler Christensen

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Introduction • Social, economic, and political forces • Diversity of client base

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Why do People Immigrate?

• Push and Pull factors • 1845-1924 greatest migration in recorded history – 50 million people travelled to North and South America

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Formulation of Immigration Policy • Department of Citizenship and Immigration founded 1950 • Immigration Act 1952 • Myth of “open door” immigration policy

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Who is an Immigrant?

• With exception of First Nations, all Canadians are descendants of immigrants • Phases of immigration: – 1667-1763: French settlers – 1759: British nationals – 1880: second European immigrant phase – 1900-WWI: third European immigrant phase – WWI-WWII: fourth European immigrant phase – Post WWII: fifth European immigrant phase

• Until 1960 only whites were “suitable” Copyright © 2009 Pearson Education Canada

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Rising Immigration from the Third World • Immigration Act of 1962 – Removed restrictions on race – Points System – Bias

• Immigration Act of 1978 – More restrictive – Allowed deportation – Elimination of nominated category Copyright © 2009 Pearson Education Canada

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Recent Trends • Target of immigration intake not met in 13 years • Climate refugees – Security concerns

• More than half of immigrants settle in Ontario • Most visible minorities settle in Toronto, Montreal, and Vancouver • Alberta receives highest proportion of immigrants of prairie provinces

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Majority and Minority • Who is a majority or dominant group?

• Who is a minority group?

• John Porter and “The Vertical Mosaic” (1965) – Ladder-like hierarchy

• Race, culture and terminology • Issue of visibility Copyright © 2009 Pearson Education Canada

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Persistence of Inequality • Techniques of domination and control – From Table 10.2: • Immigration restrictions; Persecution and expulsion; Land ownership; Denial of civil liberties; Voting restrictions; Arbitrary search and seizure; Employment and promotion; Housing restrictions; Public accommodation; Education; Negative racial myths and stereotypes; Mass media; Financial institution treatment; Social welfare/social service restrictions Copyright © 2009 Pearson Education Canada

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Current Immigration and Refugee Policy • Immigration and Refugee Protection Act (IRPA) 2002 – Safety and security measures

• Department of Citizenship and Immigration Canada (CIC) • Anti-Terrorism Act (2001) – Example: Maher Arar

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Current Immigration and Refugee Policy •

Three categories of permanent residents – – –

•

(1) Economic (2) Family (3) Refugees

Selection Factors (1) Education; (2) Language (3) Experience (4) Age; (5) Arranged Employment (6) Adaptability

•

Provincial right to select their own immigrants

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Citizenship and Residency • Three years as landed immigrants, eligible for citizenship.

– Meet residency requirements – Pass citizenship tests – Have no criminal records

• Permanent residence 18 years or older may sponsor • Children born to Canadian parents living abroad • Permanent Resident Card (2004) Copyright © 2009 Pearson Education Canada

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Refugees • Immigrant and Refugee Protection Act (2002) • Immigrant and Refugee Board (IRB) • Convention refugees • Immigrant Loans Program • Asylum seekers – Pre-removal assessment

• Lack of freedom of movement Copyright © 2009 Pearson Education Canada

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Foreign Workers and Temporary Residents • Foreign workers – NAFTA – Live-In Caregiver Program – Seasonal Agricultural Workers Program – Foreign students

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Multicultural Realities • 1969 Royal Commission on Bilingualism and Biculturalism • The Canadian Charter of Rights and Freedoms • Multiculturalism Act (1988) – Canada is the first country with an official multiculturalism law

• Attacks on official multiculturalism • Canadian Race Relations Foundation (1997)

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Experience of Three Immigrant Groups • Jewish Immigrants • Black Immigrants • The Chinese

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Providing for Needs of Immigrants • Government-sponsored program issues • Voluntary and non-government sector issues • Need for cross-cultural training of Social Workers

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Chapter 11: What Is Happening to the Living Standards of Working Age Canadians?

Brigitte Kitchen

Copyright © 2009 Pearson Education Canada

1

The Growing Social Divide • United Nations Human Development Index – opportunity for long and healthy life – education – standard of living

• Slashing of social spending

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Different Social Welfare Systems • Liberal-residual – market-based provisions for social welfare

• Solidaristic – direct responsibility for children, the aged, and the helpless

• Universalistic – fusion of social welfare and employment Copyright © 2009 Pearson Education Canada

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Neo-liberal Social Welfare System • Canada has a mixed social welfare system • De-universalization – Old Age Security – Family Allowances

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The Social Union Framework • Social Union Framework Agreement (1999) – Federal and provincial/territorial powers – Issue of residency-based barriers to social services – Replaced federal-provincial cost-shared arrangements – Role of federal government in social policy

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The National Child Benefit • Outcome of SUFA re: child poverty priority • Re-structuring of child benefits • CCTB and NCBS

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Employment Insurance • UIC to EI (1996) – Benefits have been cut while contributions have increased – Issue of Family Supplement

• Expanded in 2004 to include Compassionate Care Benefit

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Provincial Social Assistance Reform • Primary income support for working age unemployed • Harder to apply for and stay on social assistance • Families: “NCBS clawback”

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Conclusion • Increasing economic insecurity and social inequality • Collective responsibility and the common good regaining support

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Chapter 14: Agencies in General Barbara Decker Pierce

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Introduction • Purpose of social agencies and human service organizations – Delivery mechanism – Contact point

• Common core and unique traits

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Definitions • Social Agency – Formally structured – Sanctioned by society – Goals and activities meet human needs – Primary social work settings usually

• Human Service Organizations – Enhancement of social, emotional, physical and/or intellectual well-being – Secondary social work setting Copyright © 2009 Pearson Education Canada

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Three Types of Sponsorship and Funding • Government • Voluntary • Commercial • Mixed economy of welfare • Partnerships among the three sectors • Funding – Government grants, charitable donations, fees for service Copyright © 2009 Pearson Education Canada

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Government Sector • Federal, provincial, municipal/local • Often provide social services seen as rights of citizenship, legislated and funded by taxation • Social service agencies have not received have not received government surplus funds

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Areas of Government Responsibility • Income support • Health care • Child welfare • Employment Insurance • Vocational Rehabilitation • Housing • Corrections • Veterans • First Nations Copyright © 2009 Pearson Education Canada

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Provincial/Territorial Governments • Specific health and welfare services: – Physical and mental health care – Institutions for the aged and those with disabilities – Child welfare – Aspects of corrections – Short-term and emergency income support

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Municipal • Delegated by provincial governments: – Emergency income support – Homes for the aged – Daycare – Homemakers – Home nursing – Public health – Accommodation and food for transients and homeless Copyright © 2009 Pearson Education Canada

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Funding Arrangements • Federal – Funded by tax base – Transfers funds to provincial/territorial

• Provinces – Federal transfers – Own tax base

• Municipalities – Provincial/federal transfers – Local property taxes – Other revenue generation Copyright © 2009 Pearson Education Canada

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Voluntary Sector • Thousands of private agencies • 161,000 voluntary organizations in Canada • $75 billion in revenues • Direct Service organizations – Big Brothers

• Indirect Service – Canadian Council on Social Development Copyright © 2009 Pearson Education Canada

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Voluntary Agencies • Begins as a response to unmet needs • May be based on a needs assessment • Flexible response to emerging social needs • Meet a broad range of human needs

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Creating a New Social Agency • • • • • • • • • • •

Assembling a Board of Directors Establishing a mission, goals and objectives Finding a reliable source of funding Searching for partnerships Observing relevant government regulations Developing a constitution, bylaws and policies Designing programs Setting a budget Finding quarters Hiring an Executive Director who employs staff Publicizing the service Copyright © 2009 Pearson Education Canada

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Funding Challenges • Constant concern for voluntary agencies – Charity dollars – Foundations

• Competition for dollars • Vulnerable to bad public perception of use of funds

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Commercial Sector • For profit • Private service delivery – Efficient – Clearly defined, flexible – Fewer fixed costs

• Issues – Uncertainties over program design – Quality control – Can be terminated Copyright © 2009 Pearson Education Canada

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New and Emerging Needs • New – Always existed but are uncovered • E.g. violence in the family and against women

– New needs • E.g. HIV and AIDS

• Role of self-help and mutual support

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Chapter 15: Industries and the Provision of Social Services Catherine Brothers John Brothers

Copyright © 2009 Pearson Education Canada

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Introduction • User-fees for social agencies • Employers contracting services for their employees • Role of social work in workplaces

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Historical Context • Welfare secretary in industry, late 1800s • Concerns about alcohol abuse within the workplace • Impact of Alcoholics Anonymous (1935) • 1992 Conference Board of Canada: Corporate Responses to Substance Abuse in the Workplace – Bell Canada 1947 – ARF in Ontario (now Centre for Addiction and Mental Health) Copyright © 2009 Pearson Education Canada

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Target Population of Social Workers in Industry • Variety of workplaces • Help both employee and family • Employee Assistance Programs (EAP) • Types of problems and issues: – Alcohol and drug use, depression, needs of older workers, stress

• “Where the Client Is At” Copyright © 2009 Pearson Education Canada

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Attitudes Towards Social Work Services in Industry • Stigma versus standard workplace benefit • “Good business” • High tech and high touch • Positive morale versus low morale • Worth and dignity of each person

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The Role of Labour Unions • Supportive and proactive • Band-aid approach? Also need to work with organizational issues • Leader in sponsoring EAPs • Joint union and management sponsorship • Canadian Labour Congress – union counselling programs, social workers involved in training Copyright © 2009 Pearson Education Canada

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Confidentiality • Confidentiality issues and trust • Who owns the social work records?

– social work as employee versus off-site provider – advance planning with regards to: • Ownership of information • Threats of harm • Treating other family members Copyright © 2009 Pearson Education Canada

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Promotion of Social Work within Industry • Internet is major vehicle for educating employees • Build reputation and credibility • Constant attention to good customer care

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Time • Specific time tied to benefits • 24-hour availability • Average of 6 sessions per year • Caps of service or payment • Issues of managed care model

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Strategic Alliances in Providing Social Work Services to Industry • Employees at all work sites have access to benefits • Family service agencies and Family Service Canada – “master contract”

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Impact on the Social Worker’s Own Workplace • Family-friendly practices • Quality improvement • Staff training and development • Strong employee morale • Positive working environments • EAP benefits for social workers Copyright © 2009 Pearson Education Canada

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Internal versus External Social Work Services within Industry • Visible and present versus off-site • Internal EAP advantages and disadvantages • External EAP on and off-site • Employers and contracts • Strategic partnerships and alliances

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Outcome Measurement • Accountability • Utilization rates, changes in absenteeism, accident rates, employee satisfaction • Specific measurements – Involve workplace in determining outcomes

• Relationship between employee health and workplace outcomes Copyright © 2009 Pearson Education Canada

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Conclusion • 1800s the beginning • 21st century different roles • Social workers are an essential element in the workplace

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Chapter 16: Canadian Approaches to Income Security John R. Graham

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Introduction • Before 1940s-1950s: self-reliance, few places to turn for help if living in poverty – family, then friends, then community institutions, then unemployment relief

• Now income security system is elaborate – encompasses three levels of government

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Different Systems • • • • • • • • • • •

Single-parent families = income support programs Families with children = CCTB Individuals who are unemployed = income support programs Individuals with recent job loss = Employment Insurance Youth not living with parents or guardians = income support programs Individuals injured at work = Workers’ Compensation People with disabilities = income and health benefit programs The elderly = CPP, International Benefits, OAS Government-assisted refugees = Resettlement Assistance Program Veterans = War Veterans’ Allowance Other categories

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Poverty in Canada • Absolute Poverty: cannot obtain adequate nutrition or shelter • Relative Poverty: insufficient means in relation to prevailing community standards • Concept of poverty varies from place to place and over time

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Measures of Poverty • Frequently cited is Low Income Cut-Off (LICO) – assesses relative poverty – bases on share of income average Canadian family spends on food, clothing and shelter and then adds 20% to this amount – spending more than this share = living in poverty Copyright © 2009 Pearson Education Canada

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Measures of Poverty (2) • Four major points: (1) All measures of poverty are relative (2) All measures of poverty are arbitrary (3) Measures of poverty measure incomes of groups of people not individual need (4) Any poverty line is questionable because of points 1-3 above

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Who is Poor?

• 11.7 % of Canadians were low income in 2004 • Compared to 15.7% in 1996 • Household poverty rose in 1990s • Factors Contributing to Poverty – provincial minimum wage levels not keeping pace with inflation Copyright © 2009 Pearson Education Canada

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Who is Poor (2)?

• Different age cohorts are affected differently: – 17% of seniors are poor today as opposed to 30% in 1980s – young Canadian families are poor – 50% of lone-parent families are poor

• Child poverty is growing • Aboriginal peoples: 38.0% live in poverty • Visible minorities: 38.0% live in poverty • People with disabilities 35.8% live in poverty Copyright © 2009 Pearson Education Canada

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Who is Poor (3)?

• Limited ability to climb out of poverty – Poverty acute for families whose • main income recipient between ages 25-34 • with no university education

– OR • whose main income earner had a work limitation • unattached individuals under 65 years of age • immigrant families living in Canada for less than 10 years Copyright © 2009 Pearson Education Canada

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Unemployment in Canada • Unemployment is key cause of poverty • Average levels in 1990s highest since Great Depression • Statistics = those looking for jobs not those who have given up • Statistics don’t reflect the underemployed – involuntary part-timers Copyright © 2009 Pearson Education Canada

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Unemployment in Canada • Rise in part-time workers (voluntary and involuntary) • Increase in people holding multiple jobs (9% of Canadians) • Increase in working-poor households • Unemployment varies per region – Higher in Atlantic Canada and Quebec Copyright © 2009 Pearson Education Canada

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Selective Programs • Selective programs: – long history dating to Elizabethan poor relief • Usually involves a transfer of money from a level of government to an individual – social assistance, social allowance

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Selective Programs (2) • Eligibility based on means test evaluates: – financial resources (income, assets, debts and other obligations, – Number of dependents or level of health • Criticisms of Selective Programs – personalize poverty, stigmatize, monitoring

• Proponents – Efficient way to target money – Means test may motivate/coerce recipients to return to the work force Copyright © 2009 Pearson Education Canada

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Universal Programs • Provide cash benefits to ALL individuals in a society who fall into a certain category – Eligibility is a right of citizenship – Specific needs or economic status not an issue – No stigma; state responsibility to provide as long as eligibility requirement is met, e.g., OAS – Issue of progressive or regressive tax Copyright © 2009 Pearson Education Canada

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Demogrant, Social Assistance, Social Insurance • Demogrant = cash payment to an individual or family based on a demographics (e.g., age) • Social Assistance = selective income-security programs based on means tests • Social Insurance = income security programs whose eligibility is based on person’s previous record of contribution (e.g., CPP and EI)

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Government Jurisdiction • Sections 91 and 92 of Constitution define federal versus provincial government responsibilities • Federal government provides funding for cost-sharing programs delivered by provinces/territories (e.g., CAP and CHST, now split into CHT and CST) • Role of municipal government Copyright © 2009 Pearson Education Canada

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Canada Health and Social Transfers Canada Assistance Plan – landmark in social policy – enabled federal government to cost-share with provinces – Federal government could ensure minimum standards, relatively equal standards across provinces/territories, and a reliable funding base Copyright © 2009 Pearson Education Canada

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CHST (2) • CHST replaced CAP in 1996; resulted in 15% decrease in federal transfers to provinces – health, post-secondary education, and social services – provinces reduced social assistance – provinces now free of federal standards – has been called the “one of the worst mistakes in the history of our social security system” Copyright © 2009 Pearson Education Canada

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CHST (3) • CHST split in 2004 – Canada Social Transfer (CST) is a federal block transfer to provinces/territories for postsecondary education, social assistance, and social services including early childhood development and early learning and child care – Canada Health Transfer (CHT) is the primary federal transfer to provinces and territories in support of health care Copyright © 2009 Pearson Education Canada

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Major Income Security Programs in Canada • Federal – EI, CPP/QPP, OAS, GIS, SPA, VP, WVA, RAP, CCTB

• Provincial – WC, SA, provincial top-ups for the elderly

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Conclusions • Income security policies work best when they are: – collaborative – address those most in need

• Issues: – Poverty among, for example, Aboriginal peoples, children, persons with disabilities, immigrants, and women means we need better policy responses – Influence of USA

• Choices based on what has come before Copyright © 2009 Pearson Education Canada

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Chapter 19: Youth and Youth Services Teri Kay Melanie Cohen

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1

Introduction • Identity formation is the most important developmental task of adolescence (Erickson, 1963) – Chaotic stage of life – Anatomical and physiological changes

• Importance of peer relationships – positive and negative Copyright © 2009 Pearson Education Canada

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The Changing Family • Impacts of divorce and family unit breakup • Post-divorce relationship between parents most important feature in shaping emerging adolescent identity • Family service agencies – education and information, alternative-dispute resolution, counseling programs for parents, children, grandparents and self parents Copyright © 2009 Pearson Education Canada

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Lifestyle Choices • Time of exploration, search for identity and career path • Substance abuse and gambling – false comfort, health risk

• Youth need to be part of the solution rather than the problem – Peer-mentoring programs, Family Life Education Copyright © 2009 Pearson Education Canada

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Leaving Home • Reasons: – higher education or training – parents can no longer care for them – intolerable family situations • Support systems: – specialized foster homes, group homes, children’s mental health centres Copyright © 2009 Pearson Education Canada

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Leaving Home (2) • Issues: – Homelessness, prostitution, criminal behaviour – Protection of Children Involved in Prostitution Act (1999) – Young Offenders Act (1985) – Specialized juvenile courts Copyright © 2009 Pearson Education Canada

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Newcomers • Need greater access to settlement services • Language and cultural differences • Family conflicts over traditional values versus prevailing youth culture • Role reversal issues (e.g., translation) • Reach out to families and teens in schools Copyright © 2009 Pearson Education Canada

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Eating Disorders • Dieting is a way of life for many – Starts in early adolescence

• Eating disorders: – Anorexia – Bulimia – Compulsive overeating

• Reflects: body image, self-esteem, sense of belonging, societal and peer pressure Copyright © 2009 Pearson Education Canada

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Dating Violence • Definition: – any intentional sexual, physical, or psychological attack on one partner by another in a dating relationship.

– 16-30% of women surveyed were affected

• Pressure to be in a relationship • Formal and informal work necessary Copyright © 2009 Pearson Education Canada

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Impact of the Internet on Youths • Information highway • 85% of Canada’s 2.4 million teens use the internet for an average of 9.3 hrs per week • Risks of chat rooms

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Gay and Lesbian Youth • Stigma of homosexual behaviour • Fear of being “found out” • Social isolation and low self-esteem issues for gay and lesbian teens • Significant number of suicides • Rejection: parents, family members, educators, peers – PFLAG: for parents who might need help with acceptance Copyright © 2009 Pearson Education Canada

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Youth Suicide • Depression rates climb in adolescence • Teen suicide is second leading cause of death among youths in Canada • Causes of suicide – feelings of hopelessness, biological factors, emotional issues, social issues, intellectual issues Copyright © 2009 Pearson Education Canada

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Youth Suicide (2) • Signs and indicators of suicide: – direct statements, pattern, plan, means – boredom, disinterest, depression, anger, destructive behaviour – previous suicide attempts, or attempts by friends, family member – problems at school, family violence sexual abuse, major family change

• Emergency mental health-assessment teams Copyright © 2009 Pearson Education Canada

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Conclusion • Variety of professionals involved • Youth issues present social workers with formidable challenges • Remember importance of: – Fitting in – Influence of media – How scary growing up can be Copyright © 2009 Pearson Education Canada

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Chapter 21: Services for Older Adults James Gladstone Kerri-Ann Fitzgerald

Copyright © 2009 Pearson Education Canada Inc.

1

Introduction • Older adults represent large proportion of general population • By 2021, seniors will represent 18% of Canada’s population • Social work practitioners required to reduce stress associated with major life events

Copyright © 2009 Pearson Education Canada Inc.

2

Major Life Events (Associated with Aging) • Caregiving – stressful – primary caregivers likely to be female – is state shifting burden of caring onto women?

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Caregiving • Stress factors: – Caregiver relationship – Type of illness – Ethnic, cultural, and geographic factors

• Secondary sources of stress: – Difficulty maintaining outside employment; degree of job flexibility – Little known about impact experiences of person receiving care Copyright © 2009 Pearson Education Canada Inc.

4

Caregiving (2) • Meanings of caregiving experience – Questioning personal capabilities – Loss and powerlessness – Positive interpretations

• Coping – Social support – Influence of culture and ethnicity – Type of chronic illness Copyright © 2009 Pearson Education Canada Inc.

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Caregiving (3) • Services – Reluctance except in periods of crisis – Different services at different points • Education, interventions, technology

– Adapt interventions according to each situation

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Widowhood • Loss of spouse – more women because of longer life expectancy and men remarry

• Stress – Most intense period of grief persists 1 to 6 months – Loneliness – Age, gender, and race Copyright © 2009 Pearson Education Canada Inc.

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Widowhood (2) • Appraisal • Anticipatory isolation • Self-concept distinguishing between past and present

• Coping • Internal resources: feelings of competence • External resources: keeping busy, developing new roles and relations, focusing on social roles

• Services; community resources Copyright © 2009 Pearson Education Canada Inc.

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Relocation to Long-term Care Facilities • Risk factors – age, being unmarried, living alone, recent hospitalization, difficulties with activities of daily living, cognitive impairment.

• Rate of institutionalization differs by region – possibly also by race and culture

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Relocation to Long-term Care Facilities (2) • Stress – Move from home – Feelings of loss, depression, helplessness – Feelings of abandonment – Emotional strain continues even as caregivers reduce role

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Relocation to Long-Term Care Facilities (3) • Appraisal – Older adults have different interpretations of quality of care

• Coping – Avoiding, thinking, planning, and consenting – Changing role of family members

• Services – Reduce helplessness and frustration Copyright © 2009 Pearson Education Canada Inc.

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Conclusion • Transitions experienced differently by everyone • Transitions are a process – Different needs at different stages – “No-care zone” issues – Co-ordination of services Copyright © 2009 Pearson Education Canada Inc.

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Chapter 23: Corrections Donald G. Evans

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Introduction • Shift from rehabilitation to strict discipline and punitive approaches in past 55 years – Changes in community tolerance – Increase in lengths of sentences for violent and sexual offenders crowds jails; no impact on recidivism

• Work toward prevention Copyright © 2009 Pearson Education Canada Inc.

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Correctional Services: A Historical Overview • Three major systems – police, courts and correction services or – apprehension, adjudication and containment – all evident since earliest days of Canada

• Humanitarian features in corrections due to Quakers (Society of Friends) – Walnut Street Jail in Philadelphia; separate cells and exercise yard, solitude Copyright © 2009 Pearson Education Canada Inc.

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Historical Overview (2) • Auburn system (1829); solitude and work in groups became model for North America – Kingston Penitentiary (1830’s)

• Reformatories or industrial farms for less serious offenders (30 days to 2 years) • Local jails; hold people during trials

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Historical Overview (3) • Until 1950s, system almost self-sufficient – Little training for staff

• Staff to inmate ratio increased in 1970s • Conditional release (ticket of leave), 1899 – First reported to local police – 1905; first parole officer

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Historical Overview (4) • 1959; Parole Act and National Parole Board • Replaced in 1992 by Corrections and Conditional Release Act • Alternatives to imprisonment began in England, 1841 • Canada’s earliest probation service began in 1921 • Options for offenders expanded between 1955-75 • 1965 community programs have expanded Copyright © 2009 Pearson Education Canada Inc.

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More Recent Developments • Review of correctional system from mid to late 1970s • Balance between punitive measures and reintegration and assimilation – expansion of adult-offender skills training and therapeutic programs – refinement of probation and parole system with focus on victim-offender reconciliation and community restitution Copyright © 2009 Pearson Education Canada Inc.

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More Recent Developments (2) • Goal: Flexible and responsive correctional system • Examination of traditional police work in the late 1980s – community-based policing – identifies: poverty, neglect, unemployment, and abuse as contributing causes of crime and social order problems Copyright © 2009 Pearson Education Canada Inc.

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More Recent Developments (3) • 1990s public opinion shift: more law and order – Result: higher incarceration rates, longer sentences – Prison overcrowding but no public funding – Boot camps and super-max prisons – Privatizing

• Evidence-based program development and “what works” research Copyright © 2009 Pearson Education Canada Inc.

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Custodial Corrections • Institutional levels of security – Maximum: risk to staff, other offenders, community – Medium: where most offenders reside, risk to community – Minimum security: little or no risk to community

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Programs • Industrial programs – Corcan; commercial ventures in institutions

• Agricultural programs – Trend towards self-sufficiency

• Education and Life Skills • Treatment programs

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Offenders • Vast majority of incarcerated offenders are males • Women offenders: unique issues – Creating Choices; women-centred programming – 5 new regional institutions • Pacific, Western, Ontario, Quebec, Atlantic

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Offenders (2) • First Nations Offenders – over-represented in criminal justice system – less likely to receive full parole – higher recidivism rates – assistance of traditional culture and spiritual leaders – minimum-security forestry camp Copyright © 2009 Pearson Education Canada Inc.

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Community Corrections • Probation – administered by provinces and territories

• Parole: The National Parole Board except • Ont., Quebec have provincial parole boards • Day parole vs. full parole

– Volunteer system • John Howard, Elizabeth Fry, and St. Leonard’s societies, and Salvation Army Copyright © 2009 Pearson Education Canada Inc.

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Cam Corrections Be Effective?

• Investment in programs and evaluation – intensive behavioural programs – effective matching – program contingency enforcement – staff supervision and training – pro-social activities – relapse prevention in community – advocacy and brokerage Copyright © 2009 Pearson Education Canada Inc.

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Future Trends and Challenges • Increasing # of young offenders entering adult system • Increasing number of women • Decreasing mental health services • Contagious diseases • Longer sentences = need for health care services • Increase of sex offenders • Gangs and gang-related activities • Cost-containment and private sector involvement Copyright © 2009 Pearson Education Canada Inc.

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Conclusion • Attempting to meet public demand for safety • Improvement of assessment, classification, appropriate programs contribute to community safety • Continual evaluation and research

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Chapter 24: Social Workers Dennis Kimberley Louise Osmond

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1

Integration of Philosophies • The Mission: – Promote, enable and enhance well-being – Mutual, reciprocal, cooperative and interdependent action – Guided by values that promote justice, and that respect and enhance dignity and worth of diverse persons and social collectives – Transcend national interests Copyright © 2009 Pearson Education Canada Inc.

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Social Humanism and Promoting Social Care • Social work promotes and enables change in social well-being and health • Trying to better understand and mediate between clients and social environment – Change personal and collective problems, risks, and unmet fundamental needs

• Build on strengths and abilities • Paradox: uniqueness and commonalities Copyright © 2009 Pearson Education Canada Inc.

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Social Justice and Anti-oppressive Practice • Move beyond social responsibility to promote: – Human rights – Entitlements and provision – Fairness and equality – Equity – Social and intellectual freedoms – Social inclusion of diverse, minority and marginalized collectives – Reduction of injustice and oppression

• Inclusion of multiple stakeholders in decision making Copyright © 2009 Pearson Education Canada Inc.

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Science and Art • Scientific orientation – Observable, predictable truths, realities – Accountable practice – Creation of new knowledge • Practice wisdom • Aggregate information

• Individualization of service – Social work as art Copyright © 2009 Pearson Education Canada Inc.

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Women’s Movements • Promotion of equality, equity, amd challenging barriers • Active in promoting rights to: – Social assistance – Safe contraception – Accessible, safe abortion – Affordable day care – Cessation of sexual exploitation of children – Freedom from fear of violence and assault Copyright © 2009 Pearson Education Canada Inc.

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A Mandate to Promote and Enable Personal and Social Change • Changing biopsychosocial functioning of individuals and collectives • Focus on changing or adjusting: – Behaviour and actions – Intense feelings – Beliefs, attitudes, values, expectations and other knowledge or awareness dimensions – Biophysical or biomedical condition (cont.)

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A Mandate to Promote and Enable Personal and Social Change (2) • Focus on changing or adjusting: – Person-to-environment transactions – Social environment-to-person transactions – Biopsychosocial development – How above factors interact to affect sense of identity – Intervening to enable change in patterns of interaction of BPS dimensions and interpersonal relationships – Helping client systems to process existential issues Copyright © 2009 Pearson Education Canada Inc.

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Social Worker Mandates • Right and responsibility to: – Make informed professional observations/judgetments – Make relatively independent professional decisions or recommendations – Undertake relatively independent professional interventions and related practices – Undertake and provide what society would clearly define as professional services – Partner or team with others Copyright © 2009 Pearson Education Canada Inc.

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Professional Ethics in Action • Social workers cannot be guided solely by law, policy, or expedience • Observations, judgments, decisions, and actions guided by a set of principles – E.g., Canadian Association of Social Workers (CASW)

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Professional Knowledge • Professional groups: – Borrow and apply knowledge from cognate disciplines or related disciplines – Co-create knowledge – Create new knowledge – Create, improve and synthesize knowledge – Modify existing practices and construct innovative solutions Copyright © 2009 Pearson Education Canada Inc.

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Skills and Competence • Knowledge that informs – Professional observations – Judgments – Predictions – Decisions – Recommendations – Actions – Reflective evaluation

• Blend of knowledge and skills • Social worker independence and partnerships Copyright © 2009 Pearson Education Canada Inc.

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Clients, Consumers, and Other Partnerships • Clients as consumers and partners – Use expertise in conjunction with that of client – Empowerment; person-centred practices • If client is reality-based and not at imminent personal risk

• Professional supervision – Formalized or informal, by another social worker or by another professional Copyright © 2009 Pearson Education Canada Inc.

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Clients, Consumers, and Other Partnerships (2) • Case consultation and case conferencing – Consolidation and application of collective wisdom – Professional teams • Coordinated and effective services

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Social Work is What Social Workers Do: Partnerships for Personal and Social Change • General Goals: – Meeting of basic BPS needs – Formulation of solutions to personal and social problems – The avoidance, reduction, and/or control of personal or social risks – The reduction and/or control of personal or collective harm – The recognition, enhancement, and the development of client strengths, capacity, and potential Copyright © 2009 Pearson Education Canada Inc.

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Social Work is What Social Work Does: Partnerships for Change (2)

• Social work interventions are framed within the context of – Preferred ideologies – Preferred definitions of problem or need – Preferred practices – Preferred units of observation, intervention, and change – Preferred goals Copyright © 2009 Pearson Education Canada Inc.

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A Continuum of Social Worker Intervention – Assessment and Social Diagnosis – Formulation and Analysis of Social Policy – Promotion of BPS Health, Welfare, Capacity, and Social Security – Prevention – Harm Reduction – Provision of Economic and Material Support – Ensuring Protection and Safety Copyright © 2009 Pearson Education Canada Inc.

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A Continuum of Social Work Intervention (2) – Intervening to Stabilize Individual or Collective Crisis and Trauma – Counselling, Therapy, and Psychosocial Education – Self-Help and Mutual Aid – Advocacy and Social Justice – Collective Social Action – Case Management, Referral, and Liaison – After-care and Follow-up Copyright © 2009 Pearson Education Canada Inc.

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A Continuum of Social Work Intervention (3) – Development of Social, Community, Health, and Other Service Programs – Team, Community, Societal and Organizational Capacities – Systematic Inquiry – Providing Expert Consultation and Opinion – Education and Mentoring for New Social Workers and Others – Professional Associations and Future-Building Copyright © 2009 Pearson Education Canada Inc.

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Conclusion • Must advocate for clients and for the profession – Assert our strengths – Adapt to change – Create opportunities to be heard – Participate in the new global order

• Social workers in the present carry values and strengths of those in the past Copyright © 2009 Pearson Education Canada Inc.

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Chapter 27: Regulation: Challenges and Opportunities for the Social Work Profession in Canada Dan Andreae

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Introduction • Regulation: Code of conduct in law confers – Accountability to their peers – Commitment and obligation to public at large

• Social Work training – Majority have BSW, MSW, or PhD/DSW – Specialized training – Continuing education – Keep abreast of emerging developments Copyright © 2009 Pearson Education Canada Inc.

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Introduction (2) • Regulation is a process for clients to redress – indiscretions or complaints – abuse of power and privilege – breaches in professional conduct

• Regulations determine – who can use the title social worker – ensures clients of a certain level of service Copyright © 2009 Pearson Education Canada Inc.

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Introduction (3) • Social work practitioners are accountable to a legal body (college) that: – establishes and enforces professional standards – regulates practices and governs members – develops/establishes/maintains qualifications for membership – approves and provides education programs – issues certficates of registration – receives and investigates complaints against members – promotes high standards and quality assurance Copyright © 2009 Pearson Education Canada Inc.

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Conflicting Views Related to Social Work Practice and the Need for Professional Regulation • Opponents to regulation: – not necessary/relevant for macro or systemic social work – regulation is difficult given the diverse sectors and diverse focus of the profession – uniquely among professions, social workers practice “person in situation” – supporting an elitist philosophy Copyright © 2009 Pearson Education Canada Inc.

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Arguments for Regulation • Allows for inclusion in specific services: – capacity assessments – hospital (tendency to assign tasks to regulated professions) – increases legitimacy in giving testimony

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Criteria for Social Work Regulation • Governing body with representatives from public and profession • Registration identifying standards and procedures for evaluating applicants • A complaint review process • Disciplinary procedures • An appeal process • “Continuing competency” • Responsibility to develop and publish standards Copyright © 2009 Pearson Education Canada Inc.

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Regulation • Aimed at advancing public interest by: (1) protecting the public (2) developing mechanisms for high quality social work services (3) permitting public freedom of choice (4) promoting evolution of roles Copyright © 2009 Pearson Education Canada Inc.

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Different Regulations for Different Provinces: Ontario as Example • First profession regulated under Ministry of Community and Social Services (1998) rather than Ministry of Health and Regulated Health Professions Act (RHPA) • Separate profession (OASW) from regulatory body (college)

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Conclusion • Self-regulation does not solve all problems – Need to develop a national consensus around definitions – Does compensate for clients lack knowledge and provides equitable treatment – Can assist social workers in passing legislation to benefit clients – Has not meant improved salaries or compensation – Has improved public profile Copyright © 2009 Pearson Education Canada Inc.

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Conclusion (2) • Models of regulation are constantly being developed and refined • Must not create or exacerbate gapes between values and practice • Should strengthen the bonds between ethical practice and the pursuit of a more equitable society Copyright © 2009 Pearson Education Canada Inc.

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Chapter 30: Globalization and Social Welfare Glenn Drover

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Introduction • Proponents of globalization: – Economic growth, higher incomes, more women in labour force, better food supply, higher life expectancy, combatting terrorism and fundamentalism

• Opponents of globalization: – Uneven economic development, increasing income inequality, de-unionization, deterioration of land, increasing influence of corporations, weakening of nation-state, loss of cultural diversity

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Globalization • Welfare State • Security State • Governance – Public-private partnerships

• Social movements • Information Technology – Affects management, education, professional practice, and professional ethics Copyright © 2009 Pearson Education Canada Inc.

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Rethinking Welfare • How do groups and individuals articulate their welfare claims? Make those claims?

And how are institutions structured to respond to claims • Neo-liberalism • Maximization of human welfare • Post-structural theories • “Well-seeking” Copyright © 2009 Pearson Education Canada Inc.

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Conclusion • Limits globalization places on nation-states – Only one source of legitimacy

• Welfare: – Deals with people’s sense of self, aspirations, sense of security, and identity

• Globalization’s great advantage is that it makes us more aware of the interdependency of the three aspects of welfare. Its great disadvantage is that it challenges many of our assumptions.

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