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The University of Texas at Arlington

School of Social Work

SOCW 6334:001: Women and Family Policy

Summer Semester 2010

Name: Ruby Bouie, LMSW, PhD Student

Email Address: (
Preferred contact method).

Office Hours:

Upon Request

Course Number:
SOCW 6334
Section Number

Section 001,

and Course ID Number:
Women and Family Policy

Time and Place of Class Meetings:

University of Texas at Arlington, School of Social Work Complex, Building A, Classroom

from 8:30AM unti
l 11:50AM on Wednesday mornings during the scheduled semester.

CSWE (Council on Social Work Education) EPAS POLICY STATEMENT:
provide content about the history of social work, the history and current structures of social
welfare services, and th
e role of policy in service delivery, social work practice, and attainment
of individual and social well
being. Course content provides students with knowledge and skills
to understand major policies that form the foundation of social welfare; analyze org
local, state, national, and international issues in social welfare policy and social service delivery;
analyze and apply the results of policy research relevant to social service delivery; understand
and demonstrate policy practice skills in r
egard to economic, political, and organizational
systems, and use them to influence, formulate, and advocate for policy consistent with social
work values; and identify financial, organizational, administrative, and planning processes
required to deliver s
ocial services.


(from Graduate Catalog): Policies affecting women and the family;
interaction of women with other social institutions (family, economy, policy); the unique impact
of policies upon families and women of color; cross cult
ural comparisons and political strategies;
the role of the social work profession in this policy field. Prerequisite: SOCW 5303.

: This seminar builds on the content and concepts of
previous courses in the social work profe
ssional foundation curriculum, which builds on a liberal
arts foundation. This course will explore and discuss significant historical and contemporary
federal/state policies and policy issues which affect women and families. Through this course,
will have the opportunity to engage in various processes involved in social policy
analysis and evaluation. Analytic policy models will be discussed to facilitate understanding of
past policy decisions and development of strategies for addressing existing
policies. Special
attention will be given to the applicability of these policies with women and ethnically diverse

Educational Objectives Addressed

SOCW 6334 addresses the following MSSW concentration educational objectives (listed
separately for Direct Practice (they are the same for the different specializations) and
Community and Administrative Practice concentrations):



Relation to Concentration Objectives


By graduation, the students in the Direct Practice Concentration will
refer to Concentration objectives):


(3) Develop and apply appropriate, evidence
informed, empowerment
based intervention
plans within their area of specialization.


(4) Critically analyze theoretical models of micro practice to challenge societal

oppression and discrimination, as well as for decision
making in practice.


(5) Demonstrate an understanding of race, gender, sexual orientation, ability, culture, and
other client characteristics, in conducting culturally sensitive, competent, and ethical

social work practice.


(6) Demonstrate the ability to evaluate practice activities by use of outcome and process
techniques, using the results to modify practice.


(7) Demonstrate ability to integrate micro and macro practice, policy, and research into
r area of service delivery in order to enhance client well


By graduation, students specializing in Community and Administrative Practice
will achieve the foundation objectives and the following advanced concentration
(numbers refer to Co
ncentration objectives)


(1) Build on generalist skills in community assessment to design an intervention strategy
Including mission, goals, objectives, budget, logic model, and evaluation.


(2) Identify, critically evaluate, and apply appropriate, evidenc
informed intervention at
the agency or community level.


(4) Demonstrate skills in ethical and empowerment
based social work practice, taking
into account the impact of race, gender, sexual orientation, ability, culture, religion,
national origin and othe
r client characteristics in organizations, and communities.


(5) Design practice evaluation activities to improve human service interventions in
organizations and communities.


(6) Demonstrate ability to integrate micro and macro practice, policy, and resear
ch into
their area of service delivery in order to enhance client well


(7) Prepare to engage in life
long learning and activities to update and improve
professional knowledge and skills.


By graduation, students specializing in Direct Practice, with

a concentration in
Children and Families, will achieve the foundation objectives and the following
advanced objectives:


Demonstrate knowledge and skill in direct practice with children and family services.


Complete multidimensional, biopsychosocial asses
sments with client systems and groups,
taking into account client strengths, diversity and social justice.


Develop and apply appropriate, evidence
informed, empowerment
based intervention
plans with children and families.


Critically analyze theoretical mod
els of micro practice to challenge societal oppression
and discrimination, as well as for decision
making in practice.


Demonstrate an understanding of race, gender, sexual orientation, ability, culture, and
other client characteristics, in conducting cultu
rally sensitive, competent, and ethical
social work practice.


Demonstrate the ability to evaluate practice activities by use of outcome and process
techniques, using the results to modify practice.


Demonstrate ability to integrate micro and macro practice
into the delivery of services to
children and families to enhance client well
being through knowledge of policy,
generalist macro practice, and research.


Plan for life
long learning and activities to update and improve professional knowledge
and skills.

This course relates to and advances the program objectives by

teaching students how to
integrate micro and macro practice into the delivery of services to children and families to
enhance client well
being through the knowledge of policy and research.


By the end of this course, students will:


Demonstrate knowledge about the history of social policy development, as well as how
this has influenced the formation of current public policies related to women and


analyze policies and programs in terms of their impact on women and their
families, using evidence
informed information whenever applicable.


Formulate, implement, and evaluate family policies by employing models of policy
development and analysis.


Make pol
icy recommendations that address the social and economic needs of families at
both the state and federal levels.


Recognize and promote the importance of cultural and human diversity in the
development and implementation of family policies.


Apply knowledge

and skills to utilize social policies in the administration of human
services to families in multicultural settings.


Synthesize knowledge of social policies to advocate for and promote formal and informal
resource systems in support of families.


the role of social workers in the development and implementation of social
policies, including the application of social work values and ethics.


Assess the status of women from global perspective.


The weekly lecture/discussion peri
od will be organized with strong emphases on class discussion
and student participation. Student participation is critical for a successful and productive learning
experience, and students are expected to draw from the lecture, weekly readings, and
ents in order to contribute.

Transmission of Knowledge: Student
Centered Learning Environment

Active Learning

Students must read, write, discuss, or be engaged in solving problems. Most importantly, to be
actively involved, students must engage in such
order thinking tasks as analysis,
synthesis, and evaluation. Within this context, it proposed that strategies promoting active
learning be defined as instructional activities involving students in doing things and thinking
about what they are doing.

Collaborative Learning

The concept of collaborative learning, the grouping and pairing of students for the purpose of
achieving an academic goal has been widely researched and advocated throughout the
professional literature. The term “collaborative learn
ing” refers to an instruction method in
which students at various performance levels work together in small groups toward a common
goal. The students are responsible for one another’s learning as well as their own. Thus, success
of one student helps other
students to be successful.

Note: Course Syllabus Changes

The course instructor reserves the option to modify the
course syllabus throughout the course offering by adding guest speakers, audio visual
media, instructional technology, or supplemental mat
erials and/or modify assignments or
make substitutions so long as course objectives are met and the overall grading criteria
are maintained.


Students must have completed SOCW5303 or the equivalent before enrolling in this course. If
you hav
e not, or feel your basic skills or knowledge is not adequate in this area, please consult
the instructor to set up a one
time individual tutorial in the first two weeks of class.

Students are expected to participate actively in the teaching/learning pro
cess by asking questions,
participating in discussions and actively voicing their views and opinions. Methods to be used
include lectures, guest lecturers, presentations, class exercises, and exchange of ideas.




A.K., Rocha, C.J., & Butterfield, W.H.


The dynamics of family
Chicago, Illinois: Lyceum Books, Inc. ISBN



Hays, S. (2003).
Flat broke with children: Women in the age of welfare reform
. New
York: Oxford University Press. ISBN 13

Hoefer, R. (2006
Advocacy Practice for Social Justice.
Chicago, Ill: Lyceum Books.
ISBN: 0925065935


Expectations for written work:
Text citations and r
eference lists must be in correct APA (6

Ed.) format. All sentences should be carefully comprised of a student’s own words. Ideas,
information, and concepts that originated with any other source must be correctly cited in APA
style. Quotations should be

and must always be noted as such (using APA
format). Material that is not correctly cited is considered to be plagiarized and provides grounds
for academic discipline. Assignments should be carefully proofed for spelling and grammar.

references should include federal or state laws and budgets; congressional record; federal
or state statistics; government white papers; government pamphlets; academic journal articles;
research from reputable policy institutes, and web site references. Th
e paper should be 15 pages
in length total (no more) and include a minimum of 20 references APA Style. Failure to

submit a
paper with at least 15

quality references will be given an automatic grade of “B.” Links for APA

APA Citation
of Laws/Statutes


Family Policy Analysis Paper Proposal
(Learning Outcomes 1

Due Date: June 30, 2010

provided 2

day of class.

Students will write a 5 page

proposal that indentify a specific policy or set of policy for analysis,
identify the model of analysis to be applied, present a beginning review of literature, and
indentify initial sources of data f
or evaluation of policy.
The paper should have the following


Cover page


Introduction to the bill or law to be analyzed


Paragraph detailing the availability of references and how you have started the
process of determining how to find policy i
nformation on your topic


The policy analysis model you are choosing and why. Please include a sixth page
to this paper detailing the policy analysis model and the exact questions you will
be addressing within your formal Family Policy Analysis paper.


A se
ction describing, in your own words, why you hav

chosen your particular
policy analysis questions.


Your personal statement regarding why this topic is relevant to the Social Work
profession, why this topic relates to women and families, and why it is imp
to you personally.



Assignment: 50 points

Advocacy Assignment

(Learning Outcomes 1
9) Due Date: July 21, 2010

Each student will attend a town hall meeting, board meeting,
city hall meeting, or other public
sector meeting (prior
approval required)
. You are required to submit a 750 word review of that
meeting and your activity at that meeting

including the following:

Name of meeting




Relationship to our class discussions

Relationship to a direct practice
topic. How will the policies
discussed influence client’s lives?

Each student will contact the appropriate person prior to attending the meetin
g and request time
on the agenda. You will select an area of interest or concern to present at the meeting. If
attending a meeting such as town hall meeting,
request the agenda/topic items in advance, be
prepared to participate in discussion or ask questio
ns. In addition to the above items, you will:

Identify the topic area

Provide a fact sheet of the topic area in advance

State the advocacy techniques to be used and how the advocacy techniques will be

Assignment: 50 points

Policy Analysis Paper

(Learning Outcomes 1
9) Due Date: August 4, 2010

Rubric provided 2

day of class

Students should begin with the social problem identified for the
Policy Proposal

Offer a succinct

explanation of why this problem exists, and then introduce a cur
rent national,
state, or local family policy

topic must be approved by the instructor
) that addresses the
problem. The student will analyze the chosen policy by using one of the models of policy
analysis presented in this class. Indicate in your pape
r whi
ch model you have chosen
. The
analysis may be related to existing or proposed policy but should include the historical
background of the policy, a description of the problem, policy alternatives or recommendations,
and international social welfare comparis
on on your selected topic, regardless of the model
selected for an
alysis. This paper should be
15 pages (double
spaced) in length, excluding APA
style references. Student
s should include a minimum of 15 referenced sources
. Acceptable
sources include social work or related journals, scholarly periodicals, state and federal statutes,
legislative histories, committee hearings, books and professional interviews. Papers that are not
correctly cited will not be accepted and will

receive a failing grade.

Assignment: 100 points


and Participation Grades

Presentation: August 4 and 11, 2010 (Learning Outcomes 1

Each student is expected to actively and intently participate in class discussion. Meaningful class
ipation demands that assigned readings be completed and thought about before class.
Participation includes attendance, thoughtful questions, participation in class exercises,
interaction with other class members, and discussion.

Additionally, each student

will participate in a 7
10 minute brief presentation of their policy
analysis paper findings. Each student will answer the question: “Is this a good policy?” and
justify why or why not.

Assignment: 25 points

presentation and 25 points participation

rading Policy:

Grade Calculation

Policy Analysis Paper


Policy Proposal Paper


Advocacy Assignment




Participation and Attendance


Final Grade Calculation:

Total maximum points:









and below

Course Syllabus Modifications

Modifications to assignments and the class schedule may be necessary. Modifications to these
items and the course syllabus, if needed, will be made after consultation with the students.

Course Outline:





June 9



Valuing the Family

Family Policy Analysis


Chapter One

Chapter Two


Dinerman, M. (2004). Definitions

and their consequences.
Affilia, 19
, 353

June 16

Feminist Analysis

Family Violence

Speaker: Fran Danis,

“Violence Against
Women Act”

Chapter Three

Chapter Ten

Bhandari, S.

(2008). Analysis violence against women act and
south asian immigrants in the united states.
Advances in
Social Work, 9
(1), 44

Cho, H. & Wilke, D.J. (2005). How has the violence against
women act affected the response of the criminal justice
system to

domestic violence?
Journal of Sociology and
Social Welfare, 32
(4), 125

Jimenez, M.A. (1999). A feminist analysis of welfare reform: The
personal responsibility act of 1996
. Affilia, 14
, 278

June 23

Value Theoretical


Model of

Advocating for Families

Chapter Three


Hoefer, R. (2006).
Advocacy practice for social justice
. Chicago,
Ill: Lyceum Books, Inc.

June 30

Family Poverty

Theories of Poverty of
Family Policy

Proposal Due

Chapter Four

Chapter Five

Gonyea, J.G. (1994). The paradox of the advantaged elder and the
feminization of poverty.
Social Work, 39
(1), 35

Holden, K.C. & Fontes, A.

(2009). Economic security in
retirement: How changes in employment and marriage
have altered retirement
related economic risks for
Journal of Women, Politics, and Policy, 30

July 7

International Issues

Speaker: Chloe Culbert

icking Victims
Protection Act of 2000”

Chapter Thirteen

July 14

Advocacy Assignment Due

Welfare, Food, and

Work and Employment

Speaker: Emily Spence
Almauger, PhD

“Stalking Policy”

Chapter Six

Chapter Seven

McPhee, D. &

Bronstein, R. (2003). The journey from welfare to
work: Learning from women living in poverty.
, 34

July 21



Mental Health

: April Brooks,

Women and Mental

Chapter Eight

Chapter Nine

Chonody, J.M
. & Siebert, D.C. (2008). Gender differences in
depression: A theoretical examination of power.
, 338

Gehlert, S., Miniger, C., Sohmer, D., & Berg, K. (2008). (Not so)
Gently down the stream: Choosing targets to ameliorate
health disparitie
Health and Social Work, 33
(3), 163

July 28

Marriage as Family Policy

Family Caregiving and
Aging Policy

Speaker: Kristin
Whitehill, MSSW

“Women and Medicare:

Chapter Eleven

Chapter Twelve

Brown, L, Callahan, M., Strega, S., Walmsley, C.,
& Dominelli,
L. (2009). Manufacturing
ghost fathers: The paradox of
father presence and absence in child welfare.
Child &
Family Social Work, 14
, 25

Hartman, H. & English, A. (2009). Older women’s retirement
security: a primer.
Journal of Women, Polit
ics, and
Policy, 30
, 109

Howes, C. (2009). Who will care for the women?
Journal of
Women, Politics, and Policy, 30
, 248

August 4

Policy Paper Due


Chapter Twelve


McCormick, M.C. (2008). Women’s bodies aging: Culture,
context, and social work practice.
Affilia, 23
(4), 312





Attendance Policy and Class Participation:

It is expected that you attend class and participate in class discussion. Summer session is 11
weeks. Consequently, one missed class is a significant loss of instruction. Students are expected
to attend all classes (come to class on time and remain for th
e full class period), complete reading
assignments and be fully prepared to participate in class discussions and activities. Graduate
level participation includes consistency, frequency, and relevance to the topics of discussion.
Actions that undermine the

perception of your class participation and compromise the sense of
intellectual and practice community in the classroom include: prolonged private conversations
while others are speaking; habitually arriving late and/or leaving early; and disrespectful
mmunication either in person or via electronic means). Early and unexcused exits or absences
from class will be counted as one full absence for the class period. Disruptions of the class
learning environment
and of other class participants
will result in t
he disrupting student being
requested to leave the class and to not return, with no further scores entered for the student for
the remaining semester and a recorded final grade of failing the course.


All written assignments are due at the beginning of class period of the date
specified on the course outline. Assignments turned in after the due date and time
will be marked down substantially.


Assignments are to be completed correctly at the time of sub
mission. No papers
or assignments may be resubmitted once a grade is given.


Any disruption of the classroom learning environment (through actions in or out
of class) will result in the identified student(s) being required to leave the class,
without possib
ility of being readmitted, and cancellation of class work scores for
the disrupted class session(s), with a recorded failing semester grade.


All graduate students have ascribed to the NASW code of ethics at admission and
are responsible for adhering to
standards of professional conduct with
colleagues/faculty and elsewhere in the graduate program.


Drop Policy:

If you chose to drop the class, you have the responsibility to complete the paperwork according
to the University’s schedule. Not doing s
o may result in a failing grade.

Americans With Disabilities Act:

The University of Texas at Arlington is on record as being committed to both the spirit and letter
of federal equal opportunity legislation; reference Public Law 92

The Rehabilitat
ion Act of

1973 as amended. With the passage of federal legislation entitled
Americans with Disabilities Act
, pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing
this population with the same opportunities enjoyed b
y all citizens.

As a faculty member, I am required by law to provide "reasonable accommodations" to students
with disabilities, so as not to discriminate on the basis of that disability. Student responsibility
primarily rests with informing faculty of the
ir need for accommodation and in providing
authorized documentation

through designated administrative channels.

Information regarding
specific diagnostic criteria and policies for obtaining academic accommodations can be found at

Also, you may visit the Office for Students with Disabilities in room
102 of University Hall or call them at (817) 272

Academic Integrity:

It is the philosophy of The University of Texas at Arlington that academic dishonesty is a
completely unacce
ptable mode of conduct and will not be tolerated in any form. All persons
involved in academic dishonesty will be disciplined in accordance with University regulations
and procedures. Discipline may include suspension or expulsion from the University.

cholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the
submission for credit of any work or materials that are attributable in whole or in part to another
person, taking an examination for another person, any act designed
to give unfair advantage to a
student or the attempt to commit such acts." (Regents’ Rules and Regulations, Series 50101,
Section 2.2)

Student Support Services Available

The University of Texas at Arlington supports a variety of student success programs

to help you
connect with the University and achieve academic success. These programs include learning
assistance, developmental education, advising and mentoring, admission and transition, and
federally funded programs. Students requiring assistance acade
mically, personally, or socially
should contact the Office of Student Success Programs at 817
6107 for more information
and appropriate referrals.

Final Review Week:

A period of five class days prior to the first day of final examination
s in the long sessions shall
be designated as Final Review Week. The purpose of this week is to allow students sufficient
time to prepare for final examinations. During this week, there shall be no scheduled activities
such as required field trips or perfo
rmances; and no instructor shall assign any themes, research
problems or exercises of similar scope that have a completion date during or following this week
unless specified in the class syllabi. During Final Review Week, an instructor shall not give any
examinations constituting 10% or more of the final grade, except makeup tests and laboratory
examinations. In addition, no instructor shall give any portion of the final examination during
Final Review Week. Classes are held as scheduled during this week
and lectures and
presentations may be given.

Librarian to Contact:

The Social Sciences / Social Work Resource Librarian is John Dillard. His office is in the Social
Work Electronic Library (SWEL) located in Building A: Suite 111 of the UTA Social Work

at 211 South Cooper Street, Arlington, Texas
. He may also be contacted via

or by Cell phone:
(817) 675
8962, or through the


phone: (817) 272
7518. His
SWEL office hours

are usually
: 10:00 am to 6:00 pm, Monday through Thursday. The
SWEL web page is linked to the School of Social Work Main Page and through the Central
Library web page. The SWEL library contains a number of computer work stations and printing
facilities, a
nd resource guides for conducting research.

Culture Policy:

The University of Texas at Arlington has adopted the University email address as an official
means of communication with students. Through the use of email, UT
Arlington is able to
provide st
udents with relevant and timely information, designed to facilitate student success. In
particular, important information concerning registration, financial aid, payment of bills, and
graduation may be sent to students through email.

All students are ass
igned an email account and information about activating and using it is
available at
. New students (first semester at UTA) are able to activate their
email account 24 hours after registering for c
ourses. There is no additional charge to students for
using this account, and it remains active as long as a student is enrolled at UT
Students are responsible for checking their email regularly.


Assignments are to be
in for evaluation and grade in printed (paper format) as
requested. Printing of digital or online course materials, other that paper handouts
provided by the instructor, and a single print copy of the course syllabus, is the
responsibility of the st
udent. Digital or emailed assignments for grade will only be
accepted with the prior explicit permission of the instructor. Printing allowances for
students per course semester are permitted through the Library Pharos system. Faculty
members are also limit
ed in printing capacity and cannot cover the print costs for enrolled

Grade Grievance Policy
: [Optional].

It is the obligation of the student, in attempting to resolve any student grievance regarding
grades, first to make a serious effort to re
solve the matter with the individual with whom the
grievance originated. Individual course instructors retain primary responsibility for assigning
grades. The instructor's judgment is final unless compelling evidence shows discrimination or
preferential tr
eatment or procedural irregularities. If students wish to appeal, their requests must
be submitted in writing on an appeal form which is available in departmental or program offices.
The normal academic channels are: department chair or program director, a
nd academic Dean.
However, before considering a grievance, the department chair or program director will refer the
issue to a departmental or program committee of graduate faculty. If the committee cannot reach
a decision acceptable to the parties involved
, the matter will follow the remaining academic
channels. If students are dissatisfied with the chair or director's decision, they may appeal the
case to the academic Dean.


A selected list of articles, books, book chapters, dissertations, vi
deos, and other materials that
might be of interest to students looking for information about social work practice issues may be
found online:

Much of the material listed here is either owned by or accessible via the UT Arlington Library
and more than half of the items listed are available Full text online to UT Arlington students and