PSPA 526: SOCIAL POLICY, Fall 2005 (6/27/05 version)
Northern Illinois University
DeKalb, Illinois 60115
OFFICE HOURS: M 2-4, and by Appointment
We will be exchanging information on the Blackboard site for this course: http://webcourses.niu.edu/ In order to logon to the site, you need to know your Logon ZID which is available from Information Technology Services. Please let me know if you have trouble logging on. We use this site for exchanging information via an on-line discussion group. It can and should be used for a number of purposes including these two important ones: (1) Raising Issues, Asking or answering questions, and providing feedback for the instructor and/or other members of the class; (2) Posting of papers and other materials to be presented to the class. The instructor encourages you to use electronic access to ask questions--he checks his electronic mail on most days and will try to give you a quick response. If you need assistance in using electronic mail, please consult with him. An electronic version of this syllabus is located on the above website. If there should be changed to the syllabus, they will be posted as a revised syllabus on the course website and it is your responsibility to check for them.
This course is aimed at introducing students to understanding social policy and
conceptual frameworks for analyzing social policy. Emphasis is placed on understanding the
political context of social policy. Certain social policies are analyzed to illustrate the
utility of the frameworks and emphasis on political context. Differences between human
services and other policy areas are addressed. The special problems of working in certain
social policy areas are discussed. Attention is especially given to problems of
coordination and integration of human services.
TEXT AND OTHER READINGS:
The text for this course is by Bruce S. Jansson, Becoming an Effective Policy Advocate. 4th edition. ISBN 0-534-52770-1
We will also be reading the following books:
Page, Benjamin I. & Simmons, James R. Chicago: The University of Chicago Press. (ppbk. 2002, ISBN 0-226-64482-0)
Levitan, Mangum et al. Programs in Aid of the Poor. 8th edition. Baltimore: The Johns Hopkins University Press, 2003, ISBN 0-8018-7122-0
However, much of the reading for this course consists of articles and chapters copies of which on the Internet or through Electronic Reserves. If you have problems accessing the publications--especially those on the Internet--please let me know. Because the Internet has so many good materials that can be accessed virtually without cost and useful new articles come out frequently, please note that I may add other readings to the assignments below from Internet sources if I believe them to be valuable. So please keep updated on reading assignments.
Grading Philosophy: A "B" represents a GOOD effort. A "B+" represents a VERY GOOD, well above average effort. An "A" is an EXCEPTIONAL effort, far above the expectations of the class.
ORIGINALITY OF WORK: It is assumed that this paper is done specifically for this class and has not used (or is not being used) for another class. If it is discovered that you have used this for another class also, the paper will receive a grade of "F."
Plagiarism Statement: "The attempt of any student to present as his or her own work that which he or she has not produced is regarded by the faculty and administration as a serious offense. Students are considered to have cheated if they copy the work of another during an examination or turn in a paper or an assignment written, in whole or in part, by someone else. Students are guilty of plagiarism, intentional or not, if they copy material from books, magazines, or other sources or if they paraphrase ideas from such sources without acknowledging them. Students guilty of, or assisting others in, either cheating or plagiarism on an assignment, quiz, or examination may receive a grade of F for the course involved and may be suspended or dismissed from the university." Northern Illinois University Undergraduate Catalog.
All direct quotes must be footnoted with the specific page numbers. If a quote is longer than a line or two, it should be indented and single-spaced. You also need to FOOTNOTE IDEAS that you have borrowed from someone even if you do not use direct quotes.
Term Paper: (25%) There are two alternative types of term papers.
Alternative #1: The student is required to choose one fairly narrow social policy area (to be approved by the instructor) and to analyze this policy area and develop a proposal to improve policy in this area. The paper will count 25% towards your final grade. As part of your paper, you are required to make a recommendation for a change in your policy area. Your paper should demonstrate an understanding of the concepts and approaches discussed in class.
You may have ideas of your own or be able to come up with ideas by looking at issues that involve your own or some organization with which you are familiar. Just checking newspapers and talking with people who work in and are knowledgeable about the social policy area may bring problems to light that could be helped by some policy action. Note that the policy could include abolishment or modification of a program as well as the establishment of a new program. If you have problems in coming up with ideas, some alternatives are to look through policy-oriented journals in areas in which you are interested. For example, some journals that discuss policy issues in various areas include The Gerontologist, Policy & practice public human services, Social Work, Clearinghouse Review, www.povertylaw.org, among many. Another good way is to visit the websites of think tanks whether liberal (e.g., Center on Budget and Policy Priorities, Economic Policy Institute, the Urban Institute) or conservative think tanks (e.g., Heritage Foundation, Cato Institute, American Enterprise Institute and many others). It is important to select a policy change that you can deal with.
The paper should include the following components or their equivalents: (1) What is the social policy that you are proposing to change? Why is it important? Why have you selected it? (2) What is the history and background of the policy that you have selected? What are the problems/weaknesses/limitations of policies/programs in this area that need to be improved? (Present information including data/interviews/participant observation to demonstrate the problems). (3) What data and other types of evidence (e.g., interviews, participant observations, literature sources) exist concerning your policy? How do they support your proposal? (4) What is the political context of your policy? (5) What steps would have to be taken to implement the changes you are proposing? What action plan do you have for achieving these proposed changes? Be sure to include a bibliography and other appendices (e.g., surveys used) that are relevant to the text of your paper.
What criteria will be used to judge the paper? I will be especially looking at the following points:
(1) Do you do a thorough, solid and convincing job on the policy area and proposal that you have put forth? Is it well- supported and convincing? Do you consider potential problems with your proposal and give serious attention to opposing viewpoints?
(2) How thorough a job have you done in researching the policy? Have you read appropriate literature including books and journal articles? Have you (if appropriate) done any fieldwork such as interviews and participant observation to study the problem as well as offer support for your proposal? Have you gathered relevant data that bears upon the problem you are studying? In short, how much EFFORT have you exerted in the paper?
(3) How well-written is the paper? Is it clear? Does it follow appropriate style for the footnotes and bibliography? (Be sure to avoid at all cost any plagiarism.)
(4) To what extent do you incorporate (when appropriate) knowledge and insights gained from class readings and discussions?
Alternative #2: This option is especially appropriate for students who would like to use a revision of their term paper as a CAPSTONE PAPER. The key difference between this and the other paper is that the emphasis is on using empirical data to analyze EXISTING policies and programs and thus test hypotheses. (This term paper could also make recommendations in the Conclusions and Implications section--it is just that the emphasis would not be on offering a new policy). The outline for this paper would be similar to any research paper (e.g., evaluation paper for PSPA 504):
(1) What issue will be studied? What is its history and importance? What hypothesis or hypotheses will be tested?
(2) What literature exists concerning this topic?
(3) What method(s) will be used to test the hypotheses? What is the source(s) of data to be used? What threats to validity exist concerning this topic?
(4) Present whatever information (e.g., data, interviews, participant observation, and documents or literature) relevant to testing the hypotheses and/or Present "dummy tables" demonstrating how information would be analyzed once collected.
(5) Conclusions and Implications: What kinds of conclusions could be reached based on your research findings? What follow-up studies would be necessary or useful?
(6) Bibliography and Appendices: Include any instruments to be used in research such as interview guides or mail surveys.
COMPARISON: As you can see, the two options are very similar AND SIMILAR CRITERIA will be employed in judging #2 except more emphasis will be placed on research design. In the first, much of your time will be spent in outlining a proposal for policy change while in the second much of your time will be spent in presenting hypotheses concerning the existing system and how you will test these hypotheses. To use an example, a student selecting option #1 with an interest in long term care for the elderly might spend a great deal of time outlining a proposal to improve access to day care for such aged. The student would cite data and information available (e.g., interviews, participant observation) to show that there is a problem and what the current status of it is. A student interested in the same topic but selecting #2 might investigate one or more hypotheses about the current status of long term care for the aged (e.g., comparing different counties or sectors (private vs. non-profit vs. government or testing hypotheses about the racial/ethnic makeup of clients in public nursing homes).
Due Date for Term Paper: The paper is due NO LATER THAN Wednesday, May 5th. There will be a penalty for late papers. A brief, typed statement of your plan for your term paper is due NO LATER THAN Wed, March 31st.
Short papers (Total of 60%): You will be asked to write a series of 5 papers (MINIMUM OF 3 TYPED PAGES, no longer than 8 pages) concerning a critique of the readings for those weeks (see capstone (*) weeks. These papers will count 60% towards you grade. Although the papers may briefly summarize key points in the readings, the purpose of them is to discuss points that you found particularly stimulating and which you either agree or disagree with. In each week, there are a set of questions that are to be considered and discussed and you SHOULD address one or more of these questions in your paper. The papers should clearly demonstrate that you have read and thought deeply about the readings for the class. I will be looking for evidence of synthesis of the readings and insights. Examples and ideas drawn from your own experiences are encouraged if they are pertinent to the questions addressed. The quality of the writing and richness of examples will also be used to judge the papers.
Participation: (15%): This is a seminar, not a lecture. Participation will count 15% towards your grade. Although for some classes (e.g., introduction and review of history of social policy), the instructor may give some lectures, there will be no lecture for most classes. We will discuss the readings and your participation will be assessed. You are expected to come well-prepared to discuss the readings, on those days that there are no papers as well as those there are. The instructor records a grade for participation for students for each week of classes. Unannounced quizzes may be given and will count towards the participation grade. Students may be called upon and asked to discuss readings.
Note that attendance is expected and will be counted as part of the participation grade. Many of our students have jobs that require occasional attendance at meetings etc. that may justify absence from a class. If you have some extraordinary reason why you can't attend, you should contact the instructor ahead of time as to why you can't make the class. If you are absent due to such an unusual reason, note that the WORK IS STILL DUE at the same time as other students (e.g., by mailing it by the same day as other students hand it in).
Presentation of Term Paper: At the final two class periods, each student will present his/her paper. The presentation should be brief (e.g., 15 minutes) with a chance for discussion. A handout to assist students in understanding your paper may be appropriate (though not necessarily required). The quality of your presentation will count towards the participation grade. You are encouraged to post an outline or other aspects relevant to your paper on our newsgroup.
Schedule of Assignments: Weeks and Readings Assigned.
The schedule is subject to change and students are required to keep track of changes.
1/29: Introduction to Class: The main purpose of this class will be to introduce ourselves, discuss the course requirements and structure of the class.
We will begin discussing the history and organization of human service programs in the United States as well as some of the key cross-cutting issues that affect most human services programs. If you do not have direct experience or knowledge with at least one human service program, you should develop a plan (talk with the instructor) on how to acquire such information such as through interviews with staff in a human services program and review of documents and materials concerning the chosen program. You should also begin reading Katz's book at the earliest possible time.
9/12: Review of History and Introduction to some Major Concepts and Issues of human services in the U.S.
Levitan, Read chs. 2-3 thoroughly and skim through ch.1 & Chs. 4 & 6. You should try to think about the following issues concerning the various programs: What are the huge programs that exist (e.g., in excess of 100 billion), the "medium-sized" programs (those in the 15-40 billion) range, and the smaller programs? What governments are involved in funding and administering this program? How does funding of it work? Which programs are entitlement programs? Which are discretionary? What does this mean? What categories of persons qualify for the program? What are the interrelationships among the programs? How does qualification for one program affect status for other programs? What is (are) the major policy issue(s) concerning this program?
9/19: Introduction to Social Policy Analysis and Social Insurance Issues: Part I
Page and Simmons. Read Chs. 1-5 and be ready to discuss their proposed changes in policies concerning Social Insurance. Do you agree or disagree with their proposals involving social insurance? Be ready to take a position.
9/26: Introduction to Social Policy Analysis: Part II
Read Page & Simmons, Chs. 7-9:
Jansson, Chs. 5-8
Take a position For or Against a social policy and write a brief paper (e.g., 1-2 pages) in which you argue in favor of your position.
*10/3 Human Services and Social Policy: An Overview
Light. Ch.3: The Tides of Reform, pp. 44-77.
Mowbray. "Mental Health and Mental Illness: Out of the Closet?" Social Services Review, March 2002.
Weiner, The Distinctiveness of Human Services Management
Radin and Benton. (1988). Linking Policy and Management in the Human Services. Public Administration Quarterly. 10, 1-25.
Jansson. Chs. 1 & 3.
1) "Human services management is quite different than other areas of public management (e.g., public works, city management, etc.). It requires different qualities, skills, and knowledge." Attack or defend this statement, using readings, your own experiences, and insights in your discussion.
2) Based on the readings by Radin/Benton, which model do you find most attractive or what model do you have as an alternative? What skills are needed to perform effectively as a manager in social policy? Which skills do you believe to be the most important? Why?
3) What are the major trends that are occurring or you believe will occur in a human services area with which you are familiar? Does your assessment of trends agree with those of Light? How does the evolution of mental health services as described by Mowbray compare to those in other human services areas? What implications do these trends have for the organizations in the area and their managers?
Reid, Long-Term Trends in Clinical Social Work. Soc.Serv.Rev., June 1997: 200-213.
*10/10 Ethical Issues and Conflict in Social Policy
Saul Alinsky. Of Means and Ends. pp. 24-37 in Rules for Radicals.
Jansson, Ch.2, 9
Wolfensberger. Ch.1 "The role of ideology in shaping human management models" and Ch. 2 "the concept of deviancy in human management" pp. 1-25 in Wolfensberger, The Principle of Normalization in Human Services. (Toronto: National Institute of Mental Retardation, 1972).
Hasselkus, "Everyday Ethics in Dementia Day Care: Narratives of Crossing the Line." The Gerontologist, 1997 (5), pp. 640-649.
Berens. "Mentally Ill Vanish. A Windfall Appears." Tribune (electronic reserves), 9/29/98.
Berens. A Tragic Path Toward Death: Mentally ill patients have become financial pawns under state strategy. Tribune, 9/28/97. (electronic reserves).
Chapman, S. (2005). Whose Kidney Is It, Anyway? Chicago Tribune, June 23. www.chicagotribune.com Retrieved June 27.
Reamer. Managing ethics under managed care. Families in Society: The Journal of Contemporary Human Services. Jan. 1997, v 78, #1, pp. 96-101.
Lamm, R. D. (1999). Redrawing the Ethics Map. 29(2), 28-29.
Dwyer, J. ( 2004 ) Illegal Immigrants, Health Care, and Social Responsibility. The Hastings Center Report. 34(5), 34-41.
1) Give an example of an ethical dilemma or value conflict in the human services area. It may be hypothetical or based on a real experience. Analyze the dilemma/conflict using readings from this section as as well as other materials and insights that are pertinent. What role should the human services administrator play in dealing with ethical issues and conflicts? What kinds of conflict are most common?
2) What are the main values and ethics that guide your professional behavior in your organization (or internship organization) or organization with which you are familiar? What are the key ethical dilemmas and value conflicts? How are these handled?
3) How do you react to the ethical values proposed by Wolfensberger concerning the developmentally disabled, Chapman concerning organ donations? What are their underlying assumptions and values? Take a stand for or against their positions and strongly defend it, giving serious attention to the opposing viewpoint.
4). Analyze the ethical conflicts one or more of the ethical issues and ethical dilemmas raised in of the above articles. Which of the principles (if any) from the Alinsky, Jansson, Lamm, or other sources apply to these cases? What position would you take on these cases? What ethical principles or guidelines are the basis of your positions?
Baroff. Eugenics, "Baby Doe," and Peter Singer: Towards a More "Perfect" Society. Mental Retardation, Feb. 2000, pp. 73-77.
Oliver. Residential Paraprofessionals' Perceptions of and Responses to Work-Related Ethical Dilemmas. Mental Retardation, 40(3), 235-242.
Murray. And now for the bad news." Society, 37(1), Nov./Dec. 1999, 12-15.
Farber. "Losing ground, gaining insight." Society, 37(1), Nov/Dec 1999, 16-23.
Hasenfeld. "Organizational Forms as Moral Practices: the Case of Welfare Departments." Social Services Review, September 2000, pp. 329-351.
Lemann. http://www.theatlantic.com/politics/poverty/origin2.htm "The Origins of the Underclass, part 2." Atlantic Monthly. June 1986.
*10/17 Politics and Social Policy.
Jansson, Ch.4, 10, 12
Levy, Clifford J. "For Mentally Ill, Death and Misery." New York Times Magazine, April 28, 2002.
Levy, Clifford J. "Ingredients of a Failing System: A Lack of State Money." New York Times, April 28, 2002.
Martin and McRoberts. "Scattered Site CHA? Hardly." Tribune, 12/08/98. (electronic reserves).
Broadhead. Termination of an Established Needle-Exchange: A Study of Claims and Their Impact. Social Problems, 46(1): 48-66.
Baroff. General Learning Disorder: A New Designation for Mental Retardation. Mental Retardation. Feb. 99. 68-70.
Tsouderos, T. (2005) Disabled push for care aid at home. Chicago Tribune. February 27. Retrieved February 27, 2005 from http://www.chicagotribune.com/news/local/chicago/chi-0502270312feb27,1,4102232.story
1) What strategies have been effective in bringing about social policy changes? Are any of the examples of politics similar to the politics in the human services areas with which you are familiar? Try to find an example of politics and health/human services and describe the nature of the politics and identify strategies that were successful or which might have changed the outcome.
2) What does the history of entitlements and welfare tell us about the politics of social policy? How does the structure of reimbursements affect the behaviors of human service organizations? What does it tell us about the feasibility of policies? How do politics of human services at the local (and/or state) level affect social policy in an area with which you are familiar? What principles and/or political skills are important? How involved do human services administrators get with politics? Give examples. Develop a hypothetical (or it could be real!) political strategy for a human services organization with which you are familiar. How does politics influence definitions of problems in social policy?
3) Some policy experts argue that many jobs in the human services area are "impossible" in that you cannot be successful. Do you agree? What, if any, kinds of human services areas (and jobs within them) would you view as impossible or most difficult? What are the characteristics that make them so difficult?
Winerip, "Bedlam on the Streets." New York Times, 05/23/99.
Bigelow, Barbara. "Why don't they do what we want? An exploration of organizational responses to institutional pressures in community health centers." Public Administration Review, 55(2), Mar/Apr 1995, pp. 183-192.
Bigelow, Barbara. "Corporate political strategy: Incorporating the management of public policy issues into hospital strategy." Health Care Management Review, 22(3), Summer 1997, pp. 53-63.
Quinn. Politics versus Research in Social Policy. Soc.Serv.Rev. 1994.Dec., v68(4),503-520.
10/24: Federalism, Intergovernmental Relations, Accountability, and Social Policy.
Holahan. Federalism and Health Policy: An Overview. Accessed
from the Urban Institute, 12/20/03.
Integrating housing and social services. Local initiative versus federal mandate. Parts A, B, and C. (1994). In The Electronic Hallway. Retrieved [n.d.] from the University of Washington's Daniel J. Evans School of Public Affairs, The Electronic Hallway Web Site: http://www.hallway.org
Castle, N.G. & Lowe, T.J. (2005). Report Cards and Nursing Homes. The Gerontologist, 45(1), 48-67 Retrieved June 28, 2005 from PerAbs_FT.
1) What is a block grant, how does it differ from a categorical grant, and what politics
are involved in changing from one type of grant program to another? What impacts did the
changeover to block grants have on social services? Why? What is the
difference between an "entitlement:" and non-entitlement program?
2) What are the roles of the federal, state, and local governments in this area? In other human service areas with which you are familiar? How well do Federal, state, and local governments cooperate with each other and with human service organizations? How, if at all, would you change the system to work better? What are the advantages and disadvantages of having different levels of government in charge of human services: local, state, and Federal? What are the advantages and disadvantages of the devolution of human services programs to state and local governments as has occurred in recent Welfare Reform Act? What form(s) of intergovernmental relations exist in a program with which you are familiar? How does a "compassionate conservative" view federalism and the appropriate roles of the various levels of government?
3) Based on your reading of the Holahan piece, what do you think
is the appropriate role for the Federal, state, and local governments in human
services policy areas with which you are familiar? What role, if any,
should each level of government play?
4) What principles and skills must an administrator at the (state) &local level practice in order to work effectively with the new federalism? How do you assess the strategies used in the Case Study by Steve Holt, director of the Housing Authority?
Holahan. States as innovators in Low-Income Health Coverage. Urban Institute. June 2002.
Martha Burt et al. The social safety net at the beginning of Federal Welfare Reform. http://newfederalism.urban.org/html/occa34.html
Keith Watson. The Other Side of Devolution: Shifting Relationships between State and Local Governments. (On Urban Institute website.)
* 10/31: Organization of Human Services: Privatization Issues
Sheila Kamerman. "The New Mixed Economy of Welfare: Public and Private."
Lynn. "Social Services and the State: The Public Appropriation of Private Charity." Social Services Review, March 2002, pp. 58-82.
Jansson, Chs. 13
Kettner. "Purchase of Service at 20: Are we using it well?" Public Welfare, Summer 1994, pp. 14-20.
Sontag. "Who brought Bernadine Healy down?" New York Times Magazine, Dec. 23, 2001.
Cohn, J. (2004). Uncharitable? New York Times Magazine. December 19. Retrieved December 1, 2004 from www.newyorktimes.com
Bardach, E. (2000). Government/nonprofit contracting exercise: Instructions to students. In The Electronic Hallway. Retrieved [n.d.] from the University of Washington's Daniel J. Evans School of Public Affairs, The Electronic Hallway Web Site: http://www.hallway.org
For additional sources including many useful electronic links concerning privatization and human services, see http://www.welfareinfo.org/privitization.htm
Yates. Managing the Contracting Process for Results in Welfare Reform. http://www.welfareinfo.org/contractissue.htm (check the links at the end of this document for additional useful online documents).
Kramer. "Voluntary Agencies and the Contract Culture: Dream or Nightmare?" Social Service Review, march, 1994, pp. 33-60.
DeParle. As Welfare Rolls Shrink, Burden on Relatives Grows. New York Times, 02/21/99.
Nowland-Foreman, Garth. "Purchase of Service Contracting, Voluntary Organizations and Civil Society: Dissecting the Goose that lays the golden eggs." American Behavioral Scientist, 42(1), Sept. 1998, 108-123.
Salamon. The Marketization of Welfare.
United States General Accounting Office. Social Service Privatization: Ethics and Accountability Challenges in State Contracting. (Note: available from USGAO website). HEHS-99-41.
1) What, according to Kamerman, are the models available for delivering services? What
are the strengths and weaknesses of each? Give examples of the use of each. What are
the roles of the public, private, and not-for-profit sectors in today's human services and
how has it changed? What are the strengths and limitations of each in terms of its
capacity to delivery quality services?
2) Using the above readings, analyze an area of public policy with which you are familiar. What kinds of benefits/services are provided? What kind of service delivery system is employed? What kind of funding mechanism is used? How could the service delivery system structure of this area be improved?
3) What principles should be followed in order to manage purchase of service contracts? What are the positive and negative aspects of POS in human services? What ethical and managerial challenges do they present to staff?
3) Read the above case study (Government/Nonprofit Contracting Exercise). We may do the simulation but even if not, be ready to discuss what you would put into the contract if you were the executive director of either the Jefferson County Mental Health Board or the local nonprofit organization "Bridge Over Troubled Waters."
11/7: Coordination Issues and Social Policy:
Jansson, Ch. 11
National Commission to Prevent Infant Mortality. "One-Stop Shopping for Infants and Pregnant Women." Public Welfare/Winter 1992, 26-35.
Tara Sussman. Interagency Collaboration and Welfare Reform. Welfare Information Network: Volume 4, Issue 1. (also check out the sources including online in the bibliography). http://www.welfareinfo.org/crosscuttingTara.htm
Yessian. "Learning from Experience: Integrating Human Services." Public Welfare, Summer 1995, 34-42.
Hall. "Iowa case management: Innovative social casework." Social Work 142-141, 47(2), 132-141.
Public Benefits Hotline Steering Committee and the Legal Assistance Foundation of Metropolitan Chicago (LAF). Accessing the Safety Net: Administrative Barriers to Public Benefits. Retrieved June 23 from http://www.povertylaw.org/advocacy/iwn/act_article_for_print.cfm?attributes.id=1204
Jerry Floersch. "Reading the Case Record: The Oral and Written Narratives of Social Workers." Soc.Serv.Review (june 2000), pp. 169-192.
Polend, 2002. Making Services Integration A Reality. Policy and Practice of Public Human Services, 60(3), September, 24-27. Accessed from Wilson.
Sellers. 2002. "Restructuring in Oregon." Policy and Practice Public Human Services, 60-(2), June. Accessed from Wilson.
Waldfogel. "The New Wave of Service Integration." Social Service Review, Sept. 1997, pp. 463-484. Policy and Practice of Public Human Services, 60-(2), June. Accessed from Wilson.
Institute for Family Self-Sufficiency. "Case Management in JOBS Programs." Public Welfare, Summer 1992, 36-45.
Kramer. "Voluntary Agencies and the Contract Culture: 'Dream or Nightmare.' Soc.Serv.Rev., March 1994, pp. 33-56.
Stokes and Brasch, "Case Management and Welfare Reform in Nebraska." Public Welfare, Winter 1997, 33-41.
Susan Doyle. "The Adopt-A-Family Program: Building a Network of Resources in San Mateo County." http://www.c-wic.org/basccadopt.htm
Agranoff. Human Services Integration: Past and Present Challenges. Public Administration Review, 51(6), nov/dec 1991, 533-542.
1) To what extent are social policies coordinated & integrated in the U.S.? How? Give examples of successful coordination? Of lack of coordination? How do coordination and integration take place in a competitive environment? How important are coordination issues? What methods of coordination and integration do you believe to be the most effective? Why?
2) What is case management? What are the principles of effective case management? Does case management have a real impact on organizational services or is it just given "lip service"?
3) Describe to what extent and how services are coordinated & integrated in an area of human services with which you are familiar? What are the strengths and limitations of coordination in this area?
4) Analyze the generalizations and examples of case management and
integration in the articles above. Skim through the article on Administrative
Barriers to Public Benefits. What implications does this article have for case
11/14: Approaches to Social Policy Reform: Targeting, Universalism, Vouchers, and other tools for improving services
Preliminary Statement for term paper due today (if not already handed in).
Skopcol. Targeting within Universalism.
Page & Simmons, Ch.6
Levitan et al. Ch. 6.
Grogan. 2003. "Universalism within Targeting: Nursing Home Care, the Middle Class, and the Politics of the Medicaid Program. Social Services Review, 51-71.
McDonald, Timothy. The false promise of vouchers. Educational Leadership, v59#7, April 2002, pp. 33-37.
Caire, Kaleem. "The truth about vouchers." Educational Leadership, v59,#7, April 2002, 38-42.
Steurle. "Vouchers." Pp. 445-465 in Lester Salamon, editor, The Tools of Government. Oxford: Oxford University Press, 2002.
There are links and brief descriptions of several online articles on school vouchers and related topics of the Electronic Policy Network at the following address: http://www.epn.org/issues/vouchers.html
Yeatts et al. "Reducing Turnover and Improving Health Care in Nursing Homes: the Potential Effects of Self-Managed Work Teams. The Gerontologist, 40(3), 2000, pp. 358-363.
Van Lare and Kaplan. "Sharing Management and Service Delivery Tools." Welfare Information Network. Vol. 3, No.8, 1999. http://www.welfareinfo.org/apriltools.htm
Du Brow et al. "Introducing Organizational Development (OD) Practices into a Human Services Agency. http://www.c-wic.org/basccintroducingorganizationaldevel.htm
Tara Sussman. Welfare Research and Evaluation Strategies in the States. http://www.welfareinfo.org/junetara.htm
Yates. Performance Management in the Human Services. http://www.welfareinfo.org/perfman.htm
1) What are the strengths and weaknesses of universal and targeted approaches to social policy changes? If you were going to create a new social program, what approach (universal vs. targeted?) would you use? Why?
2) The use of vouchers for delivering human services has been popular among conservatives and some liberals. What do you think of vouchers as an approach to delivering human services? In specific areas such as education, housing, and health? What are their advantages? Disadvantages? Would you use vouchers in designing a social program? Why or why not?
3) High turnover is a major problem in many human service organizations. How would you rate the idea of self-managed teams as a tool for reducing turnover? What other strategies could be used to deal with this problem?
4) What other new approaches, tools, or models do you think would be
useful in addressing the needs of society and improving the delivery of human
11/14: Law and Social Policy.
Givner, Jonathan. "Overpaid but Underfed: The revised regulations regarding
overpayment collections in the federal food stamp program." J of poverty
law and policy. March-April 2001, 697-708.
Mezey. "Systemic Reform Litigation and Child Welfare Policy: The Case of Illinois. Law & Policy, 20(2), April 1998.
Possley. Tribune. DCFS is challenged by a guardian. 10/2/99
OConnor.Tribune.040301. Judge rips DCFS probes.
Chicago Tribune. Editorial. 030101. "Protecting Bad Parents."
Bergeron, "Serving the needs of elder abuse victims." Policy & Practice, 58(3), sep. 2000, pp. 40-45.
Pollak. 2003, "Law and the Human Services." Policy and Practice Public Human Services, 61(1), March. p. 30. Accessed from Wilson.
(1) What role does law and legal services play in human services? In specific areas with which you are familiar? Has law spurred positive or negative changes in areas such as child welfare and other human service areas?
(2) What does the human services administrator need to know about the law?
Hanson, Laurie. "Kinship Caregiving: Law and Policy." Clearinghouse Review, Sept. 1996, pp. 481-501.
Horowitz. Donald. The Courts and Social Policy. Washington: Brookings Institution, 1977.
11/21: A Case Study: Protecting Children. We will look at examples of the problems of protecting children and think about the various issues that pertain to it via in depth analysis of issues concerning the Department of Children and Family Services of Illinois and similar programs elsewhere with particular attention to the following questions:
What lessons can be learned from the problems discussed in the articles below?
Is this a problem of leadership? Do any of the points made in the Tropman
chapter below apply to this case? What models or insights from the previous literature
including the Jansson text
pertain to this case? Could policies be adopted that would improve policy
in this area? If so, what policies? What does the "environment" of
this policy area look like and what steps could someone attempting to change
policy in this area adopt? Does any of the information in the James
article apply to the Maryville case? How does the value of statistical
analyses such as the James article compare with the newspaper articles in
identifying problems and raising potential solutions? Does organizational
theory such as the issues raised by Sharp & Housel apply in this case?
Tropman. J. E. & Shaefer, H.L. (2004). Flameout at the top. Administration in Social Work. v28, nos 3-4, , pp. 161-182.
James, S. (2004). Placements Disrupt? An investigation of reasons for placement change in foster care. Social Service Review, (December), 601-627.
Sharp, B.S. & Housel, S.W. (2004). Ghosts in the bureaucratic machine: Resurrecting the principles of administration in the Oklahoma health department. American Review of Public Administration, 34(1), 20-35.
Levitan, Chs. 5&7.
Murphy. 2002. (September 10) Maryville doesn't deserve the attacks. Chicago Tribune.
Heinzmann. 2002 (September 13). Maryville suicide review called flawed. Chicago Tribune. http://www.chicagotribune.com/news/chi-0209130266sep13.story
Casillas. 2002 (December 6) Maryville Reform Monitors Named. Chicago Tribune. http://www.chicagotribune.com/news/local/chi-0212060329dec06.story
Kaiser. 2002 (December 8) Maryville Caught in Cycle of Tragedy. Chicago Tribune. http://www.chicagotribune.com/news/local/chi-0212080074dec08,0,2930362.story?coll=chi%2Dnewslocal%2Dhed
Casillas. 2002 (December 18). Changes urged at Maryville. Chicago Tribune. chi-0212180123dec18,1,1488568.story
Chase & Pearson. 2003 (Feb. 9) Blagojevich delivers old political remedy. Chicago Tribune. http://www.chicagotribune.com/news/local/chicago/chi-0302090461feb09,1,2863908.story
Chase & Casillas. 2003 (March 23). DCFS Job open but it's political hot potato. Chicago Tribune.
Chase & Casillas. 2003 (April 29). Firsthand life as state ward sets new DCFS chief apart. http://www.chicagotribune.com/news/chi-0304290249apr29,1,6545076.story
Casillas & Rado. 2003 (May 4). Boy lost by DCFS is found.Chicago Tribune. http://www.chicagotribune.com/news/local/chi-0305040499may04,1,7906531.story?coll=chi%2Dnews%2Dhed
Casillas & Chase. 2003 (July 3). Scathing reports hits Maryville leadership. Chicago Tribune. http://www.chicagotribune.com/news/chi-0307030159jul03,1,5562031.story
Editorial. Chicago Tribune. 2003 (July 13). Saving Maryville. Chicago Tribune. http://www.chicagotribune.com/news/opinion/chi-0307130551jul13,1,4752846.story?coll=chi-newsopinion-hed
Casillas. 2003 (August 27). Maryville rolls to be sharply reduced. Chicago Tribune. http://www.chicagotribune.com/news/local/southsouthwest/chi-0308270142aug27,1,7524016.story
Higgins. 2003 (September 18). Chicago Tribune. State to close 6 group homes. http://www.chicagotribune.com/news/local/nearnorthwest/chi-0309180161sep18,1,5221031.story
Editorial. 2003 (September 20). New Ways to help troubled kids. Chicago Tribune. http://www.chicagotribune.com/news/opinion/chi-0309200039sep20,1,3900874.story?coll=chi-newsopinion-hed
Chase & Casillas. 2003 (September 20). Maryville feels 1-2 punch. http://www.chicagotribune.com/news/local/chi-0309200219sep20,1,5809370.story?coll=chi-news-hed
Rubin. 2003 (September 21). Maryville director blames governor.
Meyer. 2003 (September 22). Cardinal fought Maryville closing. Chicago Tribune. http://www.chicagotribune.com/news/local/chi-0309200219sep20,1,5809370.story?coll=chi-news-hed
Davidson. 2003 (October 3). "The politics of child welfare." Chicago Tribune. http://www.chicagotribune.com/features/health/chi-0310030135oct03,1,4620695.story
Casillas. 2003 (October 5). Maryville tug of war intense. Chicago Tribune. http://www.chicagotribune.com/news/local/chicago/chi-0310050073oct05,1,5354291.story
Editorial. Chicago Tribune. 2003 (October 5). A Curious Maryville deal. Chicago Tribune. http://www.chicagotribune.com/news/opinion/chi-0310050509oct05,1,7641025.story
Kaufman. 2003. (October 29). States pushed to place kids. Chicago Tribune. http://www.chicagotribune.com/news/nationworld/chi-0310290227oct29,1,5197997.story
Kaufman. 2003 (November 2). Amid Images of Love and Starvation, a more
nuanced picture. New York Times.
Casillas. 2003 (December 7). DCFS Tells its flaws to court. Chicago Tribune. http://www.chicagotribune.com/news/local/chicago/chi-0312070351dec07,1,2398293.story
Casillas. 2003 (December 16). Smyth aide to lead Maryville. http://www.chicagotribune.com/news/local/nearnorthwest/chi-0312160060dec16,1,7157209.story
*11/28 Faith-based Organizations, Charitable Choice, and The Role of Religion in Human Services
Dilulio. "Supporting Black Churches." Brookings Review, 17(2), Spring 1999, 42-45.
Sherman. "A conversation with Amy Sherman: Faith-based organizations and welfare reform."
Cnaan. "Our Hidden Safety Net." Brookings Review, 17(2), Spring 1999, 50-53.
Acevedo. "Client Choices, community values: why faith-based legal providers are good for poverty law." Fordham Law Review, 70(4), 1491-1534 (Note: the last 19 pages of this article are footnotes and you can skip reading them unless you have a special interest in this area.)
DeVita. Church-State Partnerships: Some Reflections from Washington, D.C. Urban Institute. Accessed 12/19/2003.
Cass, Dennis. "She Walks Through Walls." New York Times Magazine, July 21, 36-39.
Olasky. What is compassionate conservatism and can it transform America? http://www.heritage.org/library/lecture/hl676.html
Degeneffe. 2003. "What is Catholic about Catholic Charities?"
Social Work 48,3(July). Accessed from PersAbs_FT.
Chambre. 2003. "Review Essay: Reinventing Charity in the Welfare State." Social Services Review, September, 468-474.
(1) What role has religion played in human services in the past? What, if anything, is truly new about the new emphasis on use of faith-based organizations in welfare and other human services areas? What should be the role of government vis-a-vis fbo's? On balance, do you think that this new emphasis and policy in using FBO's is positive? Why or why not?
(2) What, if any, role does religion play in a human services area with which
you are familiar? What, if any, do you think should be its role?
12/5 Presentation of Papers
TERM PAPER DUE.