SOWK 774:Social Welfare Issues Related to Children and Families

Course Syllabus

I. Purpose/Rationale of the Course

Traditionally and currently, master’s level social workers provide leadership and direct services within the public and private components of the child welfare service delivery system. This course is designed to address three key areas by: 1) providing a broad overview of the significant policies, laws, organizational structures and settings, programs, and practices that led to the development of current child welfare services, 2) focusing on key practical aspects of working with children in child welfare settings, and 3) identifying critical issues facing practitioners in this service area particularly in South Carolina.

II. COURSE OBJECTIVES

Knowledge

1. Demonstrate an understanding of the social, political and legislative forces that shaped the child welfare system in the United States by identifying at least three social trends and four major pieces of legislation influencing child welfare policy and practice.

2. Critically examine the public child welfare system in the US with particular attention to its impact on children from diverse cultural backgrounds by identifying at least three reasons for the urgency regarding cultural competence by child treatment professionals.

3. Understand and identify at least two instances of empirical research that have shaped current practices in child welfare.

4. Describe at least five current child welfare practice models.

5. Explain the role of the courts in the child welfare system by identifying at least three types of courts which can interface with child welfare practice.

6. Demonstrate an understanding that effective case management has measureable outcomes by identifying at least four examples of measurable outcomes for children in care.

7. Describe at least two effective models or strategies of collaboration across agencies.

8. Identify at least five major value issues that confront the child welfare professional.

9. Employ successful advocacy techniques for casework and policy development/implementation by meeting with a policy maker or public body and identifying at least two advocacy techniques that can be used with that person or entity.

Skills

10. Demonstrate the use of critical thinking skills by developing and debating a topic related to a child welfare issue.

11. Demonstrate the ability to research available information on a child welfare topic to learn best practice knowledge and models of intervention.

12. Demonstrate the use of effective listening, presentation, and public speaking skills in advocacy for child welfare.

Values

13. Be able to identify one’s values related to children and families and to support a particular value in class discussions of child welfare issues and in a written assignment.

III. Methods of instruction

This course will require active participation from all members. The instructor will utilize lectures, speakers, films, and group discussions in presenting the materials. Students will be responsible for completing the scheduled reading assignment for each class. Students will be responsible for leading a debate and review of issues in child welfare policy during assigned class sessions.

IV. Course Requirements

1. Debate question(s): 25 pts. Date of debate to be assigned. Paper due one week after debate.

Students will select a debate question on a particular child welfare issue by the second week in the term. Topics may be selected from a list or proposed by the students. One student or team of students will take the affirmative view and the other will oppose or take the negative position on a particular issue.

2. Compilation and content analysis of media coverage of a child welfare issue. 25 pts.

This is a critical assessment of how people understand issues in child welfare based on what media exposure.

3. Advocacy assignment: 25 pts.

Attend a meeting of a public body, such as the State Board of Education, other state agency board meeting, local school board meeting, city or county council, state court of appeals, legislative committee, or meet with a legislator or state official on a topic related to child welfare and write a 3-5 page paper on your experience.

4. Additional 25 points.

Quiz after modules 1, 2, & 3 each worth 5 points. In lieu of quiz after module 4 please find an example of an innovative child welfare program and bring it to final class for discussion. (10 points).

Attendance:

Students are expected to attend all class meetings. Absence from class, whether “excused” or “unexcused” may result in a lowered course grade, or in extreme circumstances, in the awarding of a grade of “F” for the course.

Writing

Social workers must be competent writers and must be able to convey their ideas clearly. You are required to use American Psychological Association, APA, manual for all written work. Points will be deducted for grammatical/spelling errors, or failure to follow assignment format. Many resources are available to help with writing:

(1) The instructor will read rough drafts in advance for writing errors and content on a first come first served basis, as time permits.

(2) The writing center provides free assistance to students. Webpage: http://www.cla.sc.edu/writ/

(3) There are many web pages that provide assistance with writing.

Finally, use of appropriate language in assignments is required. Please refer to NASW Press Guidelines for Describing people for use of language in assignments. This is available online http://www.naswpress.org/resources/tools/01-write/write-07.html

2. Class participation & attendance:

Attendance is required and students are expected to attend and actively participate in all classes. Students are expected to read and be prepared to discuss critically in class the assigned required readings. Arrival on time and remaining in the class without interruption is courteous to your other classmates. NOTE: If you cannot attend class or will be late to class, you should call or email Earl to let him know you will not be in class and why you will not be in class.

3. Format for class discussion. In this class we will be examining multiple and diverse perspectives. By nature, the debates will encourage differing points of view. We all must treat each other with respect when opinions are shared. Language should be used which recognizes diversity and is respectful of others. It is also imperative, as we struggle with complex political, personal and social issues, that we not silence others by assuming that there are “politically correct” lines of thought that cannot be challenged. Our goal is to learn and to understand all sides of an issue whether or not we agree.